UNESCO Clearinghouse on GCED

6 Results found

Guardians of Planet Earth: Gamification in Early Childhood Education Year of publication: 2020 Corporate author: Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF) The project "Inspiring Educational Experiences" is part of the Educational Digital Transformation Plan launched by INTEF, specifically "Guardians of planet Earth" whose main objective is the internalization by students of the importance of caring for our planet around three fundamental axes: recycling and treatment of waste, care of flora and fauna. With this, it intends to impregnate the students and their families with solid values that are internalized and endure over time and for this it uses different methodologies and active and participatory teaching strategies, in turn, favors the development of creativity and imagination in all activity of the project and explains how ICTs are a transversal element, offering the youngest population a variety of opportunities to use and enjoy technology.

Edutech Industry Trends and Implications Year of publication: 2020 Author: Youngil Gong Corporate author: Software Policy & Research Institute Edutech, combining education with such technologies as artificial intelligence(AI), augmented reality(AR), virtual reality(VR) and blockchains, has been gaining attention. Edutech is considered a market with huge potential as its digitalization is slow in progress. The recent Covid-19 crisis has led our society to make an inevitable choice of contactless education by reopening schools online. It can be an opportunity for the country to take the lead in transforming education into a digitalized one, if we find common ground in society toward digitalization of education, make various edutech to tackle problems in education, and improve institutions to make those changes happen.

UNESCO ICT Competency Framework for Teachers (ver.3) Year of publication: 2018 Corporate author: UNESCO UNESCO has developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre- and in-service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area.The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. The ICT CFT provides a comprehensive set of competencies teachers need to integrate ICT into their professional practice in order to facilitate students’ achievement of curricular objectives. Strong political commitments and sustained investment in teacher education, and concerted actions between pre- and in-service teacher trainings form the foundation of the successful implementation of this Framework as it is contextualized to national and institutional goals. For this reason, this document underlines the importance of steadfast commitment to supporting teachers’ continuous professional development including through ICT, and includes examples to illustrate how ICT CFT could be used to facilitate teachers’ development in diverse contexts. We look forward to strengthening our collaboration with all stakeholders everywhere to leverage ICT to develop the skills required to thrive within the fast-changing inclusive Knowledge Societies.

Access and Opportunity for All: How Libraries Contribute to the United Nations 2030 Agenda Year of publication: 2020 Corporate author: International Federation of Library Associations and Institutions (IFLA) The inclusion of libraries and access to information in national and regional development plans will contribute to meeting the global United Nations 2030 Agenda for Sustainable Development. In support of this goal, IFLA has published a booklet of examples and recommendations for policymakers demonstrating the contribution of libraries to the UN Sustainable Development Goals (SDGs).The booklet includes stories from all types of libraries in many countries around the world. IFLA thanks all IFLA members and partners that contributed their stories for the booklet.

Gender, Media and ICTs: New Approaches for Research, Education & Training Year of publication: 2019 Author: Lisa French | Aimée Vega Montiel | Claudia Padovani Corporate author: UNESCO Higher education has to grapple with intense change in communications technologies, genres and business models - and with stubborn continuities in gender inequalities. This publication helps to navigate and transform the conundrum. It provides seven structured and practical modules, and a treasure trove of links to further resources. The book’s contents can empower its readers to advance gender equality in and through communications.

Digital Transformation of TVET and Skills Development Systems in Africa: State of Play and Prospects Year of publication: 2022 Corporate author: UNESCO IIEP Regional Office for Africa This publication, produced by SOFRECO at the request of IIEP-UNESCO, takes stock of the digitalization of technical and vocational education and training (TVET) in Africa based on a sample of five countries (Madagascar, Nigeria, Rwanda, Tunisia and Chad). This report describes the systems in these five countries that provide the population with access not only to digital tools but also to the skills that will enable everyone to use digital technology.