1. 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

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

3. 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

4. 5 Pillards of Sustainable Development

5. Data Revolution

6. Data Revolution

7. 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)

8. 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.

9. 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.

10. 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

11. 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 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 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.

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

13. 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

14. Thank you… http://twitter.com/#!/UNESCOICTs