Digital inclusion and education
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What do we know about digital inclusion and education? What are the most effective policy responses? An international perspective.
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Digital inclusion and education
- 1. Digital Inclusion and Education Francesc Pedró Teacher Development and Education Policies UNESCO
- 2. The economic imperative for digital inclusion Mean task input as percentiles of the 1960 task distribution Economy-wide measures of routine and non-routine task input (US) Routine manual 65 60 Nonroutine manual 55 Routine cognitive 50 45 Nonroutine analytic 40 Nonroutine interactive 1960 1970 1980 1990 2002 (Levy and Murnane, 2008)
- 3. Qualifying Digital Inclusion Vague and elusive concept, linked to: Ideal user expected benefits of affordances Linked to other forms of exclusion Includes: Access to equipment and connectivity Use Benefits: – Digital skills – Improved learning outcomes
- 4. Measuring digital skills Percentage of students at each level of competencies, 2009 Source: PISA OCDE Dataset, 2011.
- 5. Students’ digital skills and SES
- 6. Excluded from the benefits PISA2006 science 3.00 2.500 PISA competence index 2.00 1.500 1.00 .500 .00 Equal start SES effect ICT use No capital With capital
- 7. Education policies for digital inclusion The Pull imperative for education policy makers Empowering users: From access to use From increased use to efficient use Avoiding the Matthew effect
- 8. Digital inclusion and educational development Increased socio-economic development Supply-driven policies Future (access) Assessment, autono Tomorrow? my Developing Developed capacities Bottom-up countries solutions Qualified demand Equipment, content, Textbooks New opportunities: connectivity, trainin mobile learning School platforms g, Top-down policies Example 1:1 Demand-driven policies (efficient use)
- 9. Many thanks F.Pedro@UNESCO.org Available at: /francescpedro Follow us: @FrancescPedroED /francesc.pedroED
Editor's Notes
- Levy and Murnane show how the composition of the US work force has changed. What they show is that, between 1970 and 2000, work involving routine manual input, the jobs of the typical factory worker, was down significantly. Non-routine manual work, things we do with our hands, but in ways that are not so easily put into formal algorithms, was down too, albeit with much less change over recent years – and that is easy to understand because you cannot easily computerise the bus driver or outsource your hairdresser. All that is not surprising, but here is where the interesting story begins: Among the skill categories represented here, routine cognitive input, that is cognitive work that you can easily put into the form of algorithms and scripts saw the sharpest decline in demand over the last couple of decades, with a decline by almost 8% in the share of jobs. So those middle class white collar jobs that involve the application of routine knowledge, are most at threat today. And that is where schools still put a lot of their focus and what we value in multiple choice accountability systems.The point here is, that the skills that are easiest to teach and test are also the skills that are easiest to digitise, automatise and offshore. If that is all what we do in school, we are putting our youngsters right up for competition with computers, because those are the things computers can do better than humans, and our kids are going to loose out before they even started. Where are the winners in this process? These are those who engage in expert thinking – the new literacy of the 21st century, up 8% - and complex communication, up almost 14%.