Borhene Chakroun, Section Chief, UNESCO Groningen, Qingdao, Cape Town? On Education 2030 Digital Vision and the Contribution of the Groningen Declaration Borhene Chakroun, Section Chief, UNESCO  

Focus Areas of the SDGs The World in 2030 (UN Summit, Sept 2015): 17 SDGs and 169 Targets adopted

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

5 Pillards of Sustainable Development

Data Revolution

Data Revolution

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 Monitoring and measuring are being undertaken by UIS as will be shared in the third panel of this symposium.

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. Approach Components POLICY AWARENESS POLICY UNDERSTANDING POLICY INNOVATIONI TECHNOLOGY LITERACY KNOWLEDGE DEEPENING KNOWLEDGE CREATION POLICY AND VISION CURRICULUM AND ASSESSMENT BASIC KNOWLEDGE KNOWLEDGE APPLICATION 21ST CENTURY SKILLS PEDAGOGY TECHNOLOGY INTEGRATION COMPLEX PROBLEM SOLVING SLEF MANAGEMENT UNESCO ICT-CFT was built on a 3X6 matrix, with a 3-level learning ladder (technology literacy, knowledge deepening, and knowledge creation) and encompass 6 key elements of the education system (POLICY AND VISION, CURRICULUM AND ASSESSMEN, PEDAGOGY, ICT, ORGANIZATION & ADMINISTRATION, and TEACHER PROFESSIONAL DEVELOPMENT). It is aimed to provide policy makers and teacher training providers with guidance on developing their national or institutional ICT Competency Standards for Teachers. ICT BASIC TOOLS COMPLEX TOOLS PERVASIVE TOOLS ORGANIZATION & ADMINISTRATION STANDARD CLASSROOMS COLLABORATIVE GROUPS LEARNING ORGANIZATIONS TEACHER PROFESSIONAL DEVELOPMENT DIGITAL LITERACY MANAGER AND COACH TEACHER AS MODEL LEARNER

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 The 2015 Recommendation Concerning TVET was enthusiastically adopted by Member States at the 38th session of the General Conference held in Paris, in November 2015. It is an up-to-date and comprehensive tool for decision-makers, practitioners, social partners, civil society and other stakeholders in TVET. The Convention on Technical and Vocational Education was adopted in 1989 and entered into force on 29 August 1991. The 17 State Parties to this Convention include Bahrain, Bulgaria, Central African Republic, Indonesia, Iraq, Jordan, Kuwait, Kyrgyzstan, Lithuania, Mongolia, Niger, Oman, Rwanda, United Arab Emirates, Uzbekistan, Zambia and Zimbabwe. The Asia-Pacific Conference on Education and Training’s outcome statement, Kuala Lumpur Declaration, was endorsed by 27 UNESCO Member States, which outlines eight Recommendations and actions for the development of TVET. The Shanghai Consensus contains recommendations that were agreed during the Third International Congress on TVET. More than 500 representatives from 107 countries attended the Congress, which looked at ways of transforming TVET to make it more responsive to the needs of 21st century societies.

Putting Groningen in Lifelong and Life-Wide Perspective Learners records Skills Passports Badges Others

2030 Sustainable Development Agenda Cap-Town outcomes: Putting Groningnen in 2030 Agenda 2030 Sustainable Development Agenda Data Revolution SDG 4 Groningen Mouvement 17 Goals Groning Mouvement as Development Platform Data for People and Planet Complementary digital and analog foundations Lifelong and Life-wide Learning

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