THREE WORK STREAMS
Work Stream 1: National Consultations
Work stream 2: Thematic Action Tracks
Work stream 3: Public Engagement and Mobilization
Key issues: Digital transformation of education systems; Connectivity/narrowing digital divide, inclusive and assistive technologies; Free, open and high-quality digital education content; and Digital citizenship, well-being, privacy and security.
“iv. Digital learning and transformation: During the COVID-19 crisis, we witnessed impressive creativity, innovation and collaboration to provide remote learning, using diverse technologies. However, the pandemic illuminated the connectivity and digital divides within and across countries, with more than two-thirds of school-age learners (1.3 billion children) lacking internet access at home ⁵. Digital divides also mean many are left out of remote learning opportunities, including girls and young women who are less likely than boys and men in their households to have digital skills, access to computers and the internet to benefit equally from remote learning, and to access information and social networks. Inclusive, equitable and sustainable approaches to digital technologies as well as safe and productive use of online learning are a key strategy for educational recovery and resilience and for the future of education and learning. In this regard, the Rewired Global Declaration on Connectivity for Education presents concrete actions to commit to under three core principles: center the most marginalized, expand investments in free and high-quality digital education content, and move education to digital spaces through pedagogical innovation and change.
Digital transformation implies an integrated and innovative approach to the provision and managementof education, and the organization of teaching and learning. To avoid fragmented technology and content solutions, countries need to plan and build post-pandemic inclusive open school systems that integrate technological solutions, online curriculum-aligned courses, and digital competencies of teachers and students to support human coaching and digital learning. The possible negative impact of digital transformation on well-being, privacy, and security of students and teachers must also be thoroughly investigated and mitigated. The humanistic vision to the use of technology is articulated in the UNESCO’ Recommendation on Ethics of AI and in the Beijing Consensus on Artificial Intelligence and Education.