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Bridging the Digital and Educational Divide: Path to Knowledge Societies

Explore the transition of Community Multimedia Centers, reasons for the digital divide, and the impact of knowledge societies on social, economic, and cultural aspects. Discover UNESCO principles for ICT in education and building community access for lifelong learning.

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Bridging the Digital and Educational Divide: Path to Knowledge Societies

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  1. Günther Cyranek Adviser for Communication and Information in MERCOSUR (Argentina, Brazil, Paraguay y Uruguay) and Chile UNESCO Cluster Office in Montevideo 9th IFIP World Conference on Computers in Education, AGORA Track Bento Gonçalves, Brazil, 30 July 2009 The Transition of Community Multimedia Centers (CMCs) towards Lifelong Learning 1

  2. 2 Societies split by the Digital Divide ACCESS developed regions / countries cities middle & high social class high level of education employees young people NO ACCESS developing regions / countries rural areas disadvantages social class low level of education jobless elderly people

  3. 3 Reasons of Digital Divide • Mental access Lack of elementary digital experience caused by lack of interest, computer anxiety, and unattractiveness of the new technology • Material access No possession of computers and network connections • Skills access Lack of digital skills caused by insufficient user-friendliness and inadequate education or social support • Usage access Lack of significant usage opportunities

  4. 4 The Structure of Knowledge Societies Knowledge Societies Inclusiveness Pluralism Equality Accessibility Participation Freedom of expression Universal access to information and knowledge Respect of cultural and linguistic diversity Quality education for all Creativity Critical and analytical thinking Communication skills Access to mass media and their content Information literacy Towards Knowledge Societies. UNESCO World Report 2005, Paris: UNESCO.

  5. 5 Effects of Knowledge Societies Social Development Economic Growth Knowledge Political Empowerment Cultural Enrichment

  6. 6 Communication Skills Map INFORMATION LITERACY Articulation of information need Location and access of information Organization of information Other information skills Communication and ethical use of information ICT SKILLS - MEDIA LITERACY Other ICT/media skills LITERACY ORAL COMMUNICATION REASONING Thinking skills Ralph Catts/Jesus Lau (2008): Towards Information Literacy Indicators. Paris: UNESCO, p. 5.

  7. Pluralism of learning opportunities (1) Educational and training programs Experience-based learning Presence Work experience PrimarySecondary EducationHigher Lifelong learning Social learning experience Personal experience Virtual/Distance 7

  8. Pluralism of learning opportunities (2) Relation between education and learning is changing: From a monopole of official standardized education to a vast offer of learning opportunities From offer-focused to demand-focused education From standardized curricula to modular, individualized curricula Curriculum and qualification are of citizen’s own responsibility 8

  9. UNESCO principles of ICT for Education • Gather best strategies and practices of knowledge sharing • Raise awareness among political and institutional stakeholders • Create a demand for ICT based lifelong learning among various social groups • Use open processes, open outputs, open participation approach • Educate skills as well as citizenship, values and attitudes • Guarantee impact and sustainability • Learn from evaluation 9

  10. Community focus • Create communities of practice • Leverage communities by focusing on their needs • Foster self-organization of community learning • Support local partnerships • Provide content, methodologies and topics of local interest 10

  11. 11 Community Access to Knowledge Societies • Enlarge community access and people’s participation in knowledge societies • Support multimedia centers of schools in poor areas • Strengthen the cooperation among national networks of telecenters / community multimedia centers • Development of accessible educational resources • Development of open source software, e.g. to improve access of blind and near-sighted people

  12. 12 Community Multimedia Centers (CMC) Informal media and ICT education • Learning environment in the heart of the community • Social club bringing together various community groups • ICTs as part of a general plan towards community development • Open access to information via ICT and radio • Contextualization of contents • Local production of multimedia content • Constructivist approach to education • Tutorials in distance learning

  13. ICT for Capacity Building in CMCs (1) 10 key factors of successful capacity buildingRed RUTELCO experiences: Clear project outline Holistic, inclusive and sustainable approach Local ownership and community involvement Develop not only skills, but a state of mind Government support Multi-stakeholder involvement Flexibility to find innovative solutions Appropriate technological environment Development of social skills Involvement of women 13

  14. ICT for Capacity Building in CMCs (2) Obstacles impeding successful capacity building Red RUTELCO experiences (1): • Bad human resources management • Lack of skills and / or commitment among tutors • Short-term project planning, lack of sustainability • Insufficient use of strategic alliances • Lack of networking and knowledge exchange among CMCs • Lack of teamwork and coordination • Potential of ICTs for telework and its benefits widely unknown 14

  15. ICT for Capacity Building in CMCs (3) Obstacles impeding successful capacity buildingRed RUTELCO experiences (2): • Lack of flexibility within standardized digital inclusion programs • CMC activities unnoticed by parts of the community • Lack of interest on the part of people in need of care • Inefficient fundraising and funds management • Hardware useless to run modern software 15

  16. Lifelong learning within the Plan Ceibal (1) 2006: Presidency of Uruguay starts nationwide campaign to overcome the digital divide 2007-2009: in cooperation with OLPC all children enrolled in public primary schools receive XO laptops free of charge Secondary school students following in phase two of the project Laptops to be used in and out of school by children and their parents Internet access guaranteed in schools, in many areas also at home Open source learning software for children and parents downloadable 16

  17. Lifelong learning within the Plan Ceibal (2) • Parents invited to explore the XO laptop’s options together with their children and independently • In cooperation with CMCs and public-private partnerships training workshops for parents on: • Information literacy • e-government and e-governance • e-business and e-banking • Dependent and independent teleworking http://www.ceibal.edu.uy 17

  18. UNESCO Institute for Lifelong Learning (1) • Policy advice • Integrating lifelong learning perspectives in education policies and education sector plans • Mother tongue and bilingual education • Strengthening literacy policies through a gender-equality perspective • Capacity building • Textbook series on perspectives on adult learning • Adult basic education program http://www.unesco.org/uil 18

  19. UNESCO Institute for Lifelong Learning (2) • Research • Mother tongue and bilingual education • Recognition, validation and accreditation of non-formal and informal learning and experiences (RVA) • Post-basic education and training for youth • Status of adult education • Advocacy and networking • Regional conferences in support of global literacy
 • Workinggroup on non-formal education 19

  20. UNESCO Promotion of Distance Higher Education (1) Research study on implementation, standards and practices of distance higher education in LAC Distance higher education mainly emerging within the last 10 years 175 higher education institutions offering distance education modules 165,000 students enrolled in distance education courses High disparity throughout the region Postgraduate specialization and training courses most frequent type of studies IESALC/UNESCO (ed.) (2004): La Educación superior virtual en América Latina y el Caribe, Quito. 20

  21. UNESCO Promotion of Distance Higher Education (2) UNESCO Chairs of Distance Learning (CUED) and e-Learning (UOC) in Spain Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe (IESALC): • Research, promotion of virtual distance education • foster dialogue among institutions • coordinate initiatives • promote standardization of distance education • inspire learning through international best practices 2009 World Conference on Higher Education • chances of ICT development for higher distance education: • web 2.0 for more interaction • media and ICT mix creates and improves learning opportunities 21

  22. UNESCO ICT Competency Standards for Teachers • Objectives • To constitute a common set of guidelines that professional development providers can use to identify, develop or evaluate learning materials or teacher training programs in the use of ICT in teaching and learning. • To provide a basic set of qualifications that allows teachers to integrate ICT into their teaching and learning, to advance student learning, and to improve other professional duties. • To extend teachers’ professional development so as to advance their skills in pedagogy, collaboration, leadership and innovative school development using ICT. • To harmonize different views and vocabulary regarding the uses of ICT in teacher education • www.unesco.org/en/competency-standards-teachers 22

  23. 23 Thank you for your attention! Günther CyranekAdviser for Communication and Information in MERCOSUR and ChileUNESCO Regional Bureau for Science in Latin America and the Caribbean Montevideo, Uruguay g.cyranek@unesco.orgwww.unesco.org.uy/ci

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