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Groningen, Qingdao, Cape Town? On Education 2030 Digital Vision and the
Contribution of the Groningen Declaration
Borhene Chakroun, Section Chief, UNESCO
Education 2030: The New Context for ICTs in Education
“Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all” (SDG 4) Access: ICTs are expected to broaden access to learning
opportunities at different levels and in varied educational contexts Quality: ICTs are hoped to improve the quality of knowledge
acquisition, knowledge deepening, and knowledge creation, and the development of 21st century skills Equity: ICTs hold the potential to support the provision of
equitable learning opportunities for disadvantaged populations Lifelong Learning: ICTs hold potential to better communicate
learning achievements
Key Policy Issues Adopted in Qingdao
Ensure inclusive and equal access to ICT devices and online resources for the poor, women and girls, and learners in geographically isolated areas.
Develop capacities of policy makers, education managers, education institutions, and individual teachers in leveraging ICT.
Promote the free sharing and creative re-use of open educational resources including online courseware.
Seize the emerging opportunities enabled by ubiquitous and mobile learning opportunities. Enable the portability of education and training data (Learners records, digital Credentials, digital skills passports, badges)
Overall Goal and Objectives
• Strengthen the supply of qualified teachers through ICT-supported training modalities, and support teachers to make effective and innovative use of ICT.
• Promote girls’ and women’s access to and competency of using ICT to narrow the digital gender divide and contribute to their empowerment.
• Foster inclusive and quality education systems by promoting ICT-supported lifelong learning pathways including through widening the access to high-quality Open Educational Resources (OER) available in local languages.
• Foster innovative public-private-partnerships contributing to equitable access to ICT and quality lifelong learning for all.
Focus areas of our work:
ICTs in Education Policy Monitoring and measuring (UIS) Teacher training Mobile learning Open educational resources (OER) Open and online higher education
UNESCO ICT Competency Framework for Teachers (ICT-CFT)
To help Member States develop national ICT Competency Standards for Teachers as part of their teacher education programmes.
CURRICULUM
AND ASSESSMENT BASIC
KNOWLEDGE KNOWLEDGE APPLICATION
21ST CENTURY SKILLS
PEDAGOGY TECHNOLOGY INTEGRATION
COMPLEX PROBLEM SOLVING
SLEF MANAGEMENT
POLICY AND VISION
TECHNOLOGY LITERACY
KNOWLEDGE DEEPENING
KNOWLEDGE CREATION
ICT BASIC TOOLS COMPLEX TOOLS PERVASIVE
TOOLS
ORGANIZATION & ADMINISTRATION
STANDARD CLASSROOMS
COLLABORATIVE GROUPS
LEARNING ORGANIZATION
S TEACHER PROFESSIONAL
DEVELOPMENT
DIGITAL LITERACY
MANAGER
AND COACH TEACHER AS
MODEL LEARNER
POLICY AWARENESS
POLICY UNDERSTANDING
POLICY INNOVATIONI
UNESCO: setting the norms and standards
Normative instruments on TVET
Recommendation Concerning Technical and Vocational Education and Training (2015)
Normative instruments on HE
Regional Conventions
Work on Global Convention
Normative instruments on Right to Education
The Right to Education Recommendation
Guidelines
33
Putting Groningen in Lifelong and Life-Wide Perspective
• Learners records
• Skills Passports
• Badges
• Others
2030 Sustainable
Development Agenda
Data Revolution
SDG 4
Groningen Mouvement
17 Goals Groning
Mouvement as Development Platform
Data for People and Planet
Lifelong and Life-wide Learning
Complementary digital and analog foundations
Cap-Town outcomes: Putting Groningnen in 2030 Agenda