Education 2030 Agenda & ICT - UNESCO Bangkok in... · Education 2030 Agenda & ICT Asia Pacific Ministerial Forum on ICT in Education 2017 Gwang-Jo Kim, UNESCO Bangkok 11-12 May 2017

UNESCO EDUCATION SECTOR

Education 2030 Agenda & ICT

Asia Pacific Ministerial Forum on ICT in Education 2017

Gwang-Jo Kim, UNESCO Bangkok

11-12 May 2017

Seoul, Republic of Korea

UNESCO EDUCATION SECTOR 2G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea

1. SDG 4 and ICT

2. State of Education in Asia-Pacific

3. Potential vs. Reality: ICT in Education in Asia-Pacific

4. Role of AMFIE and UNESCO

5. Way Forward

Outline


SDG 4 and ICT


“ICTs must be harnessed to strengthen education systems, knowledge dissemination, information access, quality and effective learning, and more effective service provision.”

(Paragraph 10, Incheon Declaration)

Incheon Declaration – May 2015


Qingdao Declaration – May 2015

Access and Inclusion

• Relevant & responsive digital learning environments

• Use of ICT to offer diverse complementary learning pathways

Use of OER, FOSS, Open Standards

Integration of ICT skills and information

literacy in basic education curricula

Quality assurance and recognition of online

learning

Empowerment of educators

• System-wide support for innovative pedagogical use of ICT (training, incentives, networks, platforms)

• Teacher training institutions as vanguards for tech-supported innovations in education

Comprehensive M&E systems for evidence-based policy formulation

• Capacity-building in data collection, analysis, and reporting

• Inclusion of ICT in Education indicators in GEMR

Multi-stakeholder local, regional, international partnerships / cooperation

• Scalable innovative funding mechanisms


Education 2030 – SDG 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

• A standalone goal, central to the realization of the 2030 Agenda for Sustainable Development

• Underlying principles o Education is a fundamental human right and

enabling righto Education is a public goodo Gender equality is inextricably linked to the

right to education for all

• 7 outcome targets

• 3 means of implementation


SDG 4 vs. EFA: Research Analysis

EFA Goals

1. Expand early childhood care and education

2. Achieve universal primary / basic education

3. Provide life skills and lifelong learning

4. Improve literacy rates

5. Achieve gender parity and equality in education

6. Provide quality education

SGD 4 Targets

4.1 Access to primary and secondary education

4.2 Access to early childhood care and education

4.3 Access to technical, vocational, and tertiary education incl. university

4.4 Skills for employment, decent jobs, and entrepreneurship

4.5 Gender parity at all levels of education and vocational training

4.6 Literacy and numeracy skills

4.7 Learning for sustainable development including global citizenship and cultural diversity

4.a Building and upgrading of learning environment

4.b Expansion of scholarships available to developing countries

4.c Increasing the number of qualified teachers


Integration of ICT in SDG 4

ICT is highlighted as a key indicative strategy in several SDG 4 targets:

Targets Key Indicative Strategies

Target 4.4 ICT skills in curricula and training programs

Target 4.5Enhanced distance learning in conflict and remote areas

Target 4.6 Mobile technology for delivering programs

Target 4.aAccess to ICT resources in learning spaces and environments

Target 4.cTeachers with adequate technological skills to manage ICT


ICT-Related Global Indicators

# Global Indicator Management Body

4.4.1Proportion of youth and adults with ICT skills

ITU

4.a.1-bProportion of schools with access to the Internet for pedagogical use

UIS

4.a.1-cProportion of schools with access to computers for pedagogical use

UIS


State of Education in Asia-Pacific


Regional EFA Achievements

Source: UNESCO Institute for Statistics Data Centre, accessed in January 2017, Created by UIS-AIMS, UNESCO Bangkok

1. Expand early childhood care and education

2. Universal primary education3. Provide life-skills 4. Improve adult literacy5. Achieve gender equality (basic

education) 6. Provide quality education

0

20

40

60

80

100G1

G2

G3

G4

G5

G6

World

2000 2014

0

20

40

60

80

100G1

G2

G3

G4

G5

G6

Central Asia

2000 2014

0

20

40

60

80

100G1

G2

G3

G4

G5

G6

East Asia and the Pacific

2000 2014

0

20

40

60

80

100G1

G2

G3

G4

G5

G6

South and West Asia

2000 2014


Adjusted Net Enrolment Rates

0

20

40

60

80

100

120

Caucasus and Central Asia Eastern and South-eastern Asia

Pacific Southern Asia

Adjusted Net Enrolment Rates by Sub-region, 2015

Pre-primary Primary Lower Secondary Upper secondary Tertiary

** Insufficient data for Pacific and Southern Asia pre-primary educationSource: UNESCO Institute for Statistics Data Centre

ANER is nearing 100% for primary and lower secondary education levels, but drops significantly in upper secondary and tertiary.


Participation in TVET Education

Enrolment in secondary vocational, 2000-2014

Source: UNESCO Institute for Statistics, Data Centre, accessed in March 2017, created by UIS-AIMS, UNESCO Bangkok

0

10

20

30

40

50

60

70

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Num

ber

of

enro

lment

Mill

ions


School Life Expectancy: Primary to Tertiary

Note: Latest data for Kazakhstan and Uzbekistan refer to 2016, for Afghanistan, Australia, India, Indonesia, Japan, Kyrgyzstan, and New Zealand to 2014, and for Bhutan, Philippines, Republic of Korea, and Tajikistan to 2013. 2000 data for Afghanistan, China, Pakistan, and Philippines refer to 2003, for Thailand to 2002, and for Bhutan to 1999.

Source: UNESCO Institute for Statistics Data Centre, accessed in January 2017, created by UIS-AIMS, UNESCO Bangkok

0

5

10

15

20

25

Pa

kis

tan

Afg

ha

nis

tan

Bh

uta

n

Lao

PD

R

India

Ne

pal

Mo

ng

olia

Ta

jikis

tan

Ch

ina

Indo

nesia

Uzbe

kis

tan

Coo

k I

sla

nd

s

Ph

ilipp

ines

Ira

n (

Isla

mic

Re

pub

lic o

f)

Th

aila

nd

Kyrg

yzsta

n

Ma

laysia

Ka

za

kh

sta

n

Ma

cao

, S

AR

of C

hin

a

Bru

ne

i D

aru

ssa

lam

Jap

an

Rep

ub

lic o

f K

ore

a

New

Zea

land

Au

str

alia

Years

2000 2015


Literacy Rate

2015

• Significant progress has been made in South and West Asia.

• But region still contains the largest percentage illiterate youth and adults in Asia-Pacific.

Source: Created by UIS-AIMS, UNESCO Bangkok, UIS Data Centre, accessed in September 2016


Reading Standards

Percentage of children of primary school age who reached Grade 4 and achieved minimum learning standard in reading

Source: UNESCO, 2014. EFA Global Monitoring Report 2013/4: Teaching and Learning

Quality of education is still an issue in many regions of the world.


Gender Parity

Source: Statistical Table 2 and 3, UNESCO UIS, July 2014

Adjusted net enrolment rates for primary and lower secondary level, females and males, 2012

Gender Parity Index at the primary level is no longer an issue in Asia-Pacific.

More gender disparity at the lower secondary level, where more than half of the countries have fewer than 90 girls for every 100 boys.


Remaining Challenges in Education

Source: UNESCO, 2015. World Education BlogUNESCO, 2015. Asia-Pacific Regional Education For All Report: A Synthesis of the National EFA Reports.

Access: • 17 million+ primary school aged

children out of school• 34.3 million of adolescents in the

lower secondary school age were not in school

Inclusion and equality:• 65% of world’s illiterate adult

population are from AP, 64% of them are women

Quality: • Globally, 250 million children are

not learning the basics; Only 1/3 of children in South and West Asia are reaching grade 4 or minimum reading standards

Just one third of countries have achieved all six EFA goals


Potential vs. Reality: ICT in Education in Asia-Pacific


Potential of ICT

Effe

ctiv

e u

se o

f IC

T Inclusion and access

Quality and innovative education

Governance and admin

management


1. Reality Check: Inclusion and Access

Children with disabilities

Girls and women

Out-of-School Children

Rural and remote populations

Missing


The Gender Gap in Internet Penetration

Source: ITU, 2016. ICT Facts and Figures 2016

The gender divisions of labourthat exist in society are transferred to virtual reality

Internet penetration rates are higher for men than for women in all regions of the world


The Positive Impact of Gender Equality

• There is a positive correlation between gender equality and real GDP per capita growth

• Increasing school completion rates for girls to the same rate as boys would lead to an increase in a country’s GDP by up to 54% to 68%(equivalent to annual GDP growth rate of about 1.5%)

Source: IMF, 2015. Gender and income inequalityWorld Economic Forum. (2016). The Global Gender Gap Report 2016.

Opportunity cost in East Asia and the Pacific region:estimated loss of US$16 billion to US$30 billion annually as a result of gender gaps in education


Low Access to Assistive Technology for People with Disabilities

• 400 million people worldwide

• Asia-Pacific has by far the largest number of people with disabilities in the world.

• According to the World Health Organization, in many low-income countries: only 5–15% of the people who need assistive technology are able to obtain it.

**Lack of precise data on children with disabilities

Source: UNICEF. (n.d.). Monitoring the Situation of Children and Women


2. Reality Check: Quality and Innovative Education

Difficult to define quality education and

its outcome

Lack of indicators

Overall lack of data assessing

wholesome learning

outcomes

Lack of robust system to

collect data

Chain reactions


Source: OECD. (2014). PISA 2012 Results in Focus.

Inverse Relationship in Quantitative Use of Internet in Schools and Student Performance


Case: Singapore & Korea

• Students’ exposure to the Internet in school is less than OECD average

• South Korea: 9 minutes per day• Singapore: 20 minutes per day• OECD Average: 25 minutes per day

• Yet..

• Two of highest-performing countries in digital reading

• Good mastery of online strategies and navigation

Source: OECD. (2015). Students, Computers and Learning: Making the Connection


Potential: Enhancing Students’ Skills with ICT

*Adapted from “Framework for Education Quality” Source: UNESCO. (2016). Education for people and the planet: creating sustainable futures for all

School and Classroom Setting

• Effective ICT teaching practices

• Access to ICT resources and digital tools

Outcomes

• 21st century learners

Learners

• Proficient in foundational reading and writing skills

System

• Teachers with digital skills

• Clear learning goals and pedagogy

Students who already possess foundational numeracy and literacy skills are more likely to benefit from ICT use in schools.

OECD (2015)

Need purposeful use of ICT


3. Reality Check: Governance and Admin Management

Source: World Bank. (2014, June) UNESCO. (2003). Education Management Information Systems: A guide for young managers.OpenEMIS. (n.d.). About OpenEMIS.

1. What is Education Management Information System (EMIS)?

- “A set of formalized operation processes, procedures and cooperative agreements which are enabling the production, management and dissemination of unambiguous educational data and information in a timely and reliable manner to serve the needs of multi-level stakeholders for monitoring, analysis and decision making”

- Used by education ministries/departments, NGOs, researchers, and donors, as well as other education stakeholders for planning, monitoring, and policy decision-making


Why EMIS?

EMIS at the country level should be the primary mechanism for systematically monitoring progress toward and fostering accountability for reaching these goals


Case 1: Philippines

1. Electronic Basic Education Information System (EBEIS)- Implemented since 2011- End users: policy makers, school heads, administrators- To maintain records of each individual school, and

provides data on school facilities and personnel; additional aggregate data in terms of certain student demographics (extracted from LIS)

2. Learner Information System (LIS) - Implemented since 2011 - End users: policy makers, school advisers - To maintain a registry of learners; generate information

that enables a more effective and efficient tracking of learner movement and performance; and enhance learner-centred decision-making at all level of education management

Source: “Department of Education – ICT in Education Philippine Setting” presentation at GSIE 2015 meeting.

Significant impact:

- Enabled the DepEd to collate beginning of school year data as early as August of the same year (cutting down from 8-12 months to around 3 months)

- Easy processing and transfer of students records from one school to another

- Partial/full automation of reports - Eradication of ghost students and

schools through embedded checks and controls

- Better response system for schools in disaster areas


Case 2: Republic of Korea

1. National Education Information System (NEIS)

- Implemented since 2002- Web-based integrated administration system for

Korea’s education organizations - Combined student information system and school

information management systems - Used by: 500,000 teachers and staff of the Ministry

of Education, City/Provincial Education Offices, elementary and middle schools; parents and teachers

- Connects more than 10,000 elementary and middle schools throughout 17 City and Provincial Education Offices

Source: ICT in Education White Paper by KERIS. 2016. World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience.

Significant impact:

- Transparency of education system (public disclosure system)

- Reduced administrative burden on teachers

- Smoother transition from secondary to higher education due to college application system

- Online programs for users to conveniently manage online surveys and tests for students and parents


Role of AMFIE and UNESCO


AMFIE at a Glance

AMFIE 2010

1st Asia Pacific Ministerial Forum

on ICT in Education

- 16 countries

AMFIE 2011

Evaluation and Assessment:

Effective and Safe Use of ICT in

Education

- 19 countries

AMFIE 2012

The Power of ICT in Education Policies:

Implications for Educational

Practices

- 20 countries

AMFIE 2013

Fostering Favorable Policy Environments for Mainstreaming

Sustainable Innovations

- 20 countries

AMFIE 2017

Shaping Up ICT-supported Lifelong

Learning for All

- 29 countries

Central Asia Symposium on

ICT in Education 2011


ICT in Education

2013


ICT in Education 2014, 2015 &

2016South Asia Ministerial

Forum 2013

• Share policies, challenges, experiences, and innovations across countries in the Asia-Pacific region and beyond

• Promote bilateral and multi-lateral collaborations and other forms of partnerships within the region towards the efficient and effective use of ICT in Education


AMFIE Overview: 2010-2013

AMFIE Year Outcome/Impact

2010 Organizers received significant inputs from policymakers on

programmes and support needed for Member States.

2011 Collaboration efforts among UNESCO Bangkok, UNESCO HQ,

UNESCO Institute for Statistics, World Bank, and KERIS.

2012 Possible impact on countries’ development of ICT in Education

Masterplan and/or ICT in Education Policy.

The Forum helped guide UNESCO in developing proposals for major

projects, and involving relevant countries vis-à-vis their needs.

2013 Bringing teachers to the forefront of planning was pointed out

during discussions.


Regional Strategy for ICT in the Asia-Pacific

• Objective: To provide actionable, concrete and clear guidance on the use of ICT in Education in the implementation of SDG4-Education 2030 at the national, sub-regional and national levels for 2017-2022

• The Regional Strategy will: o Focus on six action points to concretize SDG4-Education 2030o Identify key areas for effective ICT intervention o Be instrumental in mobilizing collaborations and support for capacity building, M&E,

and other areas

Research Study conducted

by expert team

- Literature Review

- Country survey

Feedback and revisions based on MS inputs and Drafting Committee

Deliberations and

endorsement at AMFIE 2017

Regional implementation

activities between 2017-

2022


Way Forward


Way Forward

Inclusion and access

Quality

Governance3

2

1

• Holistic policy making based on evidence

• M&E: operationalize indicators for ICT

• Ensure foundational skills are attained first

• Data collection of process and outputs

• Infrastructure, policies, and programs to reach underserved

Partnerships


SDG4 + SDG17

Source: http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-17-partnerships-for-the-goals/targets/

Way Forward: Partnerships

Partnerships Examples

Joined advocacy Funding and management

Joined research/policy research

Country case studies to benefit all

Joined projects Global citizenship education, Safe, effective, and responsible use of ICT

http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-17-partnerships-for-the-goals/targets/

UNESCO EDUCATION SECTOR 40

IMF. (2015). Gender and income inequality. Retrieved from IMF: http://www.imf.org/external/pubs/ft/sdn/2015/sdn1520_info.pdf

ITU. (2016). ICT Facts and Figures 2016

Karippacheril, T. G., Kim, S., Beschel Jr., R. P., & Choi, C. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital

Governance Experience. World Bank Publications.

OECD. (2014). PISA 2012 Results in Focus.

OECD. (2015). Students, Computers and Learning: Making the Connection, OECD Publishing

IMF. (2015). Gender and income inequality. Retrieved from IMF: http://www.imf.org/external/pubs/ft/sdn/2015/sdn1520_info.pdf

OpenEMIS. (n.d.). About OpenEMIS. Retrieved May 10, 2017, from OpenEMIS: https://www.openemis.org/about#w1

UNESCO. (2003). Education Management Information Systems: A guide for young managers. Retrieved from UNESCO:

http://unesdoc.unesco.org/images/0022/002206/220621e.pdf

UNESCO. (2012). Asia-Pacific Ministerial Forum on ICT in Education 2012 Outcome Document. Retrieved from UNESCO:

http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/amfie2012/docs/AMFIE_Report.pdf

UNESCO. (2013). Asia-Pacific Ministerial Forum on ICT in Education 2013 Outcome Document. Retrieved from UNESCO:

http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/amfie2013/report/AMFIE_2013_Outcome_Document.pdf

UNESCO. (2014). EFA Global Monitoring Report 2013/4: Teaching and Learning

UNESCO. (2015). Education for All 2000-2015: Achievements and Challenges

UNESCO. (2015). Asia-Pacific Regional Education For All Report: A Synthesis of the National EFA Reports.

UNESCO. (2015). World Education Blog. Retrieved from Global Education Monitoring Report:

https://gemreportunesco.wordpress.com/2015/04/15/report-cards-for-education-for-all-2000-2015/

UNESCO. (2016). Education for people and the planet: creating sustainable futures for all. Retrieved from Global Education Monitoring

Report: http://unesdoc.unesco.org/images/0024/002457/245752e.pdf

UNESCO. (2016). Literacy rates are on the rise but millions remain illiterate. Retrieved from UNESCO :

http://uis.unesco.org/sites/default/files/documents/fs38-50th-anniversary-of-international-literacy-day-literacy-rates-are-on-the-rise-but-

millions-remain-illiterate-2016-en.pdf

UNESCO. (n.d.). Asia-Pacific Overview Sustainable Development Goal 4. Retrieved from

http://www.unescobkk.org/fileadmin/user_upload/efa/APMED2030_II_-_PPTs_Meeting_Docs/SDG_4.6_for_web.pdf

UNICEF. (n.d.). Monitoring the Situation of Children and Women. Retrieved from UNICEF: https://data.unicef.org/topic/child-

disability/overview/#

World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience. World Bank

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Education Results: http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EMIS/Framework_SABER-EMIS.pdf

World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience. World Bank

Publications.

World Economic Forum. (2016.) The Global Gender Gap Report 2016. Retrieved from WEF:

http://www3.weforum.org/docs/GGGR16/WEF_Global_Gender_Gap_Report_2016.pdf


Thank you!

Gwang-Jo KimDirector, UNESCO Bangkok

[email protected]

mailto:[email protected]

Documents

Education 2030 Agenda & ICT - UNESCO Bangkok in... · Education 2030 Agenda & ICT Asia Pacific Ministerial Forum on ICT in Education 2017 Gwang-Jo Kim, UNESCO Bangkok 11-12 May 2017