ICT in the Post-2015 Development Agenda (Special Edition)

June 2015 | UNESCO Bangkok Office
 

 

Dear readers,

Fifteen years ago 164 countries together with representatives from regional, international, non-government organizations, civil society and donor agencies assembled at the World Education Forum in Dakar, Senegal, and adopted the Framework for Action to guide the international community toward reaching the six Education for All goals. As this year marks the final year of the Education for All movement, we have witnessed much progress since April 2000, have learned many hard lessons, and are now taking stock of our achievements in order to better prepare for the post-2015 global education agenda.

In light of this historical movement, this newsletter issue is a special edition dedicated to the post-2015 development agenda and ICT’s role in helping the international community achieve the newly set goals and vision for the future of education and development.

We hope you enjoy reading this edition!

Please let us know if you have any comments or suggestions.

 

 

Highlights:

 The Role of ICT in Achieving Lifelong Learning for All (by UNESCO Bangkok, ICT in Education)
This article provides an overview of the recent developments in international educational, such as the latest World Education Forum and the Qingdao Meeting, while also deconstructing the new more extensive education agenda and its relation to and hopes for ICT.

 Has ICT a Role in Educational Reform? (by Jerome Morrissey, Chief Executive Officer, GeSCI)
This article explores the potential of ICT in education, as well as its unique features in contributing to the achievement of the post-2015 goals and filling in the gaps of present shortcomings. This piece also finally presents the author’s 7 recommended considerations in holistically utilizing ICT in education.

 

Sub-Regional Corner: Asia-Pacific

 A Review of Asia-Pacific Education and ICT Indicators (by UNESCO Bangkok)
This article provides an overview of Asia-Pacific demographics, education challenges, successes, as well as key ICT indicators in the backdrop of the Education for All Goals and the post-2015 development agenda.

Programmes and Projects:

 In line with the Qingdao Declaration which was adopted during the International Conference on ICT and Post-2015 Education in Qingdao, People’s Republic of China in May 2015, we would like to invite readers to visit some of our previous newsletter editions relevant to the focus areas identified in the Qingdao Declaration: namely, open educational resources and open solutions, quality assurance and recognition of online learning, monitoring evaluation (in resources); accountability and partnerships, and international cooperation (in news and events).

News and Events:

 Central Asia Symposium on ICT in Education (CASIE) 2015
In order to promote accountability and partnerships in the sub-region of Central Asia, 2015 will continue to examine policies, strategies, and initiatives to address the growing need for systematic teacher education and professional development in Central Asia as well as for the effective integration of ICT in teaching and learning.  

 Open Call for Expressions of Interest: Research Network on New Digital Modes and Practices in Asia 
The Foundation for Information Technology Education and Development (Philippines), as part of the Information Networks in Asia and Sub-Saharan Africa (INASSA) program, seeks to develop a Research Network on New Digital Learning Modes and Practices in Asia. All eligible parties are invited to submit an expression of interest in one or more of the priority research areas (MOOCs, gamification and game-based learning, intelligent tutoring systems, mobile learning, and learning analytics).

Resources:

 Toward Monitoring the Post-2015 Education Agenda by looking back on the EFA goals in Asia-Pacific (UNESCO-UIS)
This UNESCO-UIS-AIMS fact sheet provides the progress made toward EFA in the Asia Pacific region, shares the persisting challenges, and provides recommendations on using the latest data from the UNESCO-UIS.

 Post-2015 Education Indicators Consultation
In order to track the post-2015 education framework, UNESCO-UIS has released a new proposal for a set of appropriate indicators, developed through public consultations and feedback from various representatives of civil society, academia, development organizations, governments and other stakeholders. The new 42 thematic indicators will include six to ten to be used for the monitoring of the Sustainable Development Goals, while the rest will monitor progress towards the specific targets of the post-2015 education framework.

 World Development Indicators 2015
This main World Bank collection of development indicators features the latest global development data, including national, regional and global estimates.

 World Bank DataFinder Mobile Apps
This app provides World Bank data (since 2010) provides comparative charts of country indicators, create and save custom tables, available in four languages.

 Directory of Open Access Scholarly Journals in Education
The Education Research Global Observatory provides a current directory of open access journals in education.

 Monitoring and Evaluation of ICT in Education Projects
This Handbook provides a resource to policymakers who are looking for ways to measure impact of ICT on student achievement in developing contexts, as well as how to measure this impact, while considering the relevant issues at hand.

 

New Publications:

 Education for All 2000-2015: Achievements and challenges
The 2015 Global Monitoring Report provides an overall analysis of the progress made since 2000 towards the target goals of the Dakar Framework. It takes stock of lessons learned, identifies possible determinants of progress, and provides key lessons for shaping the post-2015 global education agenda.

 Asia-Pacific Regional Education for All Report: A Synthesis of the National EFA Reports
This UNESCO Bangkok publication the country reviews provided include a quantitative account of the progress made towards the six EFA goals. Additionally, it examines the enabling and constraining factors for progress, and recommendations to move forward toward the post-2015 education agenda.

 Unleashing the Potential: Transforming Technical and Vocational Education and Training
This brand new publication on TVET, intended as a resource for policy-makers to analyze trends and demands on education and training system, was created in response to the needs and challenges of education that require a global dialogue and action.

 Inside the News: Challenges and Aspiration of Women Journalists in Asia and the Pacific
UNESCO Bangkok with UN Women and the International Federation of Journalists has just released a regional study assessing the situation of gender equality in the media of Asia-Pacific 20 years after the adoption of the Beijing Declaration and Platform of Action.

 OECD Skills Outlook 2015: Youth, Skills and Employability
As young people continue to struggle to enter the labour market universally, this publication highlights the need for a more comprehensive approach toward improving their employability, especially in terms of collaboration between public and private sectors, and provides examples of successful policies.

 OECD: E-Learning in Higher Education in Latin America
As the benefits of higher education are at the center of development discussions, the purpose of this report is to deconstruct the main challenges of higher education in Latin America as well as understand the role of ICT in transforming the field and positively influencing the region.

 
Next Issue: The July issue will focus on the theme of ICT for Teacher Development. If our readers are interested in contributing to this edition, please do not hesitate to contact us.

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ICT in Education website: http://www.unescokk.org/education/ict

View previous newsletters: http://www.unescobkk.org/education/ict/enewsletter      

 

 

 

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Disclaimer
The opinions expressed in the documents included in this newsletter are those of the authors and editors and do not necessarily reflect the policies or views of UNESCO, nor of any particular Division or Office. All rights to the resources included in this guide remain with their respective copyright owners, as indicated for each resource.