Internal Oversight Service

Evaluation Office
IOS/EVS/PI/177
Internal Oversight Office
IOS/EVS/ …
EVALUATION OF UNESCO’S WORK IN INFORMATION AND COMMUNICATION
TECHNOLOGIES (ICT) IN EDUCATION
July 2019
Commissioning office:
UNESCO Internal Oversight Service (IOS), Evaluation Office
Authors:
Seán Ó Siochru and Graham Attwell, independent evaluation consultants, Nexus Research Cooperative, Ireland
The Evaluation Reference Group includes the following representatives:
Mr Jaco DU TOIT, Programme Specialist, Section for Universal Access and Preservation, CI Sector (former Programme Specialist in the UNESCO Multi-Sectoral
Regional Office for Eastern Africa in Nairobi)
Ms Elspeth MCOMISH, Programme Specialist, Division for Gender Equality
Mr Fengchun MIAO, Chief of Unit, Unit for ICT in Education, Division for Policies and Lifelong Learning Systems, ED Sector
Mr Svein OSTTVEIT, (former) Director of the Executive Office, ED Sector
Ms Astrid GILLET, Chief of the Executive Office, ED Sector
Ms Jonghwi PARK, Programme Specialist, Asia and Pacific Regional Bureau for Education in Bangkok
Ms Martina RATHNER, Principal Evaluation Specialist, IOS Evaluation Office
Ms Eunice SMITH, Programme Planning Officer, Section for Strategic Planning, Monitoring and Reporting, Bureau of Strategic Planning
Ms Zeynep VAROGLU, Programme Specialist, Section for ICT in Education, Science and Culture, Knowledge Societies Division, CI Sector
Mr Cedric WACHHOLZ, Chief of Section for ICT in Education, Science and Culture (former Chief of the Executive Office, CI Sector)
Mr Tao ZHAN, Director of the UNESCO Institute for Information Technologies in Education (IITE)
Evaluation period:
September 2018 – May 2019
Geographic scope and field missions:
The Evaluation covers the work of UNESCO in the field of ICT in Education at the global level, with emphasis on the work of the UNESCO Education Sector and
the Communication and Information Sector. It covers work in all Member States with particular emphasis on work in African countries. Field missions were conducted
in the period October to December 2018, to the IITE in Moscow, the UNESCO Regional Office for Eastern Africa in Nairobi, and to the UNESCO Asia and Pacific
Regional Bureau for Education in Bangkok, covering three UNESCO regions.
Report submission:
June 2019
i
Abstract & Acknowledgements
ABSTRACT
ICT in Education is a fast-growing area globally that offers many strategic opportunities. As the leader and coordinator of the SDG 4 – Education 2030 with
the aim to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, UNESCO has the mandate and expertise
needed to strategically position itself as a world leader in this field. UNESCO’s work in ICT in Education aims at enhancing the quality and relevance of
learning and at strengthening inclusion. While technology can facilitate wider access to education and bridge learning divides, can advance gender equality
and inclusion as well as digital skills development, the rapidly changing technologies and work processes require the development of new pedagogies,
both for the use of ICT for teaching and learning in the classroom and through open access and distance learning. Compared to other players, UNESCO
leverages its comparative strengths in its ICT in Education interventions - especially its impartiality, convening power, and policy expertise - through an
inclusive and humanistic approach to achieving quality education in coherence with Sustainable Development Agenda 2030. Its expertise across all levels
of Education and its multidisciplinary potential of working across its Programme Sectors are also considered among UNESCO’s specific strengths. The
evaluation revealed that UNESCO achieved important results, at the level of the learning environment, at the policy level and in institutional capacity
building, but it also showed that UNESCO still needs to strengthen its positioning and visibility within the wider landscape of ICT in Education. For example,
UNESCO has to continue positioning itself for producing forward-looking knowledge on ICT in Education and as a laboratory of ideas for future-oriented
thinking. While the evaluation came across various specific interventions successfully addressing the needs of disadvantaged groups, the evaluation found
that considerations of inclusion and gender equality were not consistently mainstreamed into policy-related and capacity building interventions. Other
challenges are mainly linked to the current dispersion of resources and fragmentation of expertise across different entities within the Organization, which
also leads to reduced visibility. While the key entities active in this area recognize that they are working within a common theme, collaboration and
coordination still needs to be improved. The strategic measures proposed by the evaluation towards an overall organizational framework for ICT in
Education aim at establishing an enabling environment for inter- and multidisciplinary approaches and greater coherence and collaboration.
ACKNOWLEDGEMENTS
The IOS Evaluation Office would like to acknowledge and thank all who participated in and contributed to the evaluation. The evaluation was managed by
Ms. Martina Rathner, IOS Principal Evaluation Specialist, and conducted with the help of Nexus Research Cooperative, Ireland. The evaluation team was
led by Mr. Seán Ó Siochru, external evaluation consultant and team leader, and Mr. Graham Atwell, lead consultant. The IOS Evaluation Office was
responsible for the overall quality assurance of the evaluation process and deliverables. Ongoing quality assurance was also provided by the Evaluation
Reference Group that included representatives from the UNESCO Education Sector, the UNESCO Communication and Information Sector, the UNESCO
Nairobi and Bangkok regional offices, from the ED and CI Executive Offices, as well as, representatives from the Bureau of Strategic Planning, the UNESCO
Gender Equality Division and from the UNESCO Institute for Information Technologies in Education. External quality assurance of the evaluation report
was provided by Mr. Geert Engelsmann, independent evaluation consultant.
The IOS Evaluation Office would especially like to thank the staff in the Education and Communication and Information Sectors, in particular from the Unit
for ICT in Education in the Division for Policies and Lifelong Learning Systems of the ED Sector and from the Section for ICT in Education, Science and
Culture in the Knowledge Societies Division of the CI Sector who provided support throughout the evaluation process.
Susanne Frueh
Director, IOS
Cover photo: ©UNESCO/KFIT, UNESCO KFIT project: “ICT Transforming Education in Africa.”
Table of Contents
LIST OF ACRONYMS.................................................................................................................... V ANNEXES: ..................................................................................................................................... 44
EXECUTIVE SUMMARY .............................................................................................................. VI A. TERMS OF REFERENCE .................................................................................................. 44
MANAGEMENT RESPONSE ………………………………….………………..……………………………XII B. PROGRAMME DESCRIPTION........................................................................................53
1. INTRODUCTION .................................................................................................................. 1 C. LIST OF STAKEHOLDERS CONSULTED ..................................................................... 97
2. KEY DIMENSION 1: UNESCO’S POSITION IN RELATION TO AGENDA 203010 D. LIST OF DOCUMENTATION CONSULTED ............................................................. 100
3. KEY DIMENSION 2: INTERNAL COORDINATION AND COHERENCE ............. 17 E. EVALUATION METHODOLOGY ..................................................................................101
4. KEY DIMENSION 3: PARTNERSHIPS, COOPERATION & FUNDRAISING ....... 22 F. EVALUATION MATRIX .................................................................................................. 105
5. KEY DIMENSION 4: RESULTS & SUSTAINABILITY ................................................ 26 G. THEORY OF CHANGE ....................................................................................................110
6. KEY DIMENSION 5: VISIBILITY AND COMMUNICATIONS................................ 32 H. DATA COLLECTION INSTRUMENTS .........................................................................114
7. CONCLUSIONS ................................................................................................................. 35 I. RESULTS FROM THE SURVEY TO NATIONAL COMMISSIONS ....................... 122
8. RECOMMENDATIONS .................................................................................................... 39 J. CASE STUDY 1: THE USE OF ICT FOR TEACHER DEVELOPMENT .................. 140
K. CASE STUDY 2: POLICY SUPPORT FOR ICTS IN EDUCATION ........................ 159
L. CASE STUDY 3: COMMUNICATION, COORDINATION AND
COLLABORATION IN ICT IN EDUCATION ............................................................. 178
M. REVIEW OF ICT IN EDUCATION LANDSCAPE STUDY........................................ 190
N. BIODATA OF THE EVALUATORS .............................................................................. 222
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List of Tables and Figures
TABLE 1: MAIN AREAS OF ACTION OF THE FOUR KEY ENTITIES IN ICT IN EDUCATION 4
TABLE 2: ICT IN EDUCATION BUDGET OF THE FOUR KEY ENTITIES (2014-2018) ........4
FIGURE 1: NUMBER OF MPI & MPV ICT IN EDUCATION INTERVENTIONS
IMPLEMENTED PER REGION, 2014 – 2017 ……………………………...……………16
TABLE 3: AREAS OF WORK FOR KEY UNESCO ENTITIES IN ICT IN EDUCATION ..... 20
TABLE 4: MAJOR DONORS IN ICT IN EDUCATION (THOUSANDS OF USD) ............. 23
TABLE 5: MPI ER5 AND ER7: PERFORAMANCE INDICATORS (PIS), TARGETS, AND
ASSESSMENT AGAINST TARGET........................................................................ 26
TABLE 6: MPV ER4: PIS, TARGETS, AND ASSESSMENT AGAINST TARGETS................ 27
TABLE 7: COUNTRIES RECEIVING SUPPORT TO SCALE UP ICT IN EDUCATION ............ 31
TABLE 8: COUNTRIES RECEIVING SUPPORT TO DEVELOP AND ADOPT OER ............... 31
TABLE 9: FEATURES OF UNESCO LED EVENTS & PLATFORMS 2014 – 2018 ........ 166
LIST OF ACRONYMS IOS
IT
UNESCO Internal Oversight Service
Information Technology
AI Artificial Intelligence KERIS Korea Education and Research Information Service
ADB Asian Development Bank LA Learning Analytics
ADG Assistant Director General MGIEP UNESCO Mahatma Gandhi Institute of Education for Peace and
Sustainable Development
ADEA Association for the Development of Education in Africa
MIL Media and Information Literacy
AfDB African Development Bank
MLA Main Line of Action
BSP Bureau of Strategic Planning
MP I Major Programme I: Education
BGK/EISD/ICT Unit for ICT in Education, Section for Educational Innovation
and Skills Development at the Asia and Pacific Regional Bureau MP V Major Programme V: Communication and Information
for Education in Bangkok OECD Organisation for Economic Co-operation and Development
CFT Competency Framework for Teachers OER Open Educational Resources
CI Communication and Information Sector PAX UNESCO Sector for Priority Africa and Relations with Member
CI/KSD/ICT Section for ICT in Education, Science and Culture at the States
Communication and Information Sector PI Performance Indicator (as defined in UNESCO C/5 Programme &
COL Commonwealth of Learning Budget)
CST Competency Standards for Teachers PLE Personal Learning Environment
ED Education Sector RP Regular Programme Resources
ED/PLS/ICT Unit for ICT, Division for Policies and Lifelong Learning Systems SEAMEO Southeast Asian Ministry of Education Organization.
at the Education Sector SDG Sustainable Development Goal
ER Expected Result (as defined in UNESCO C/5 Programme and STEM Science, technology, engineering and mathematics
Budget)
ToC Theory of Change
ERG Evaluation Reference Group
TVET Technical and Vocational Education and Training
GeSCI Global e-Schools and Communities Initiative
UIL UNESCO Institute for Lifelong Learning
GEN UNESCO Gender Equality Division
UIS UNESCO Institute for Statistics
HQ Headquarters
UNEVOC UNESCO International Centre for Technical and Vocational
ICHEI International Centre for Higher Education Innovation Education and Training
ICT Information and Communication Technologies VLE Virtual Learning Environment
IICBA UNESCO International Institute for Capacity Building in Africa XB Extrabudgetary Resources
IITE UNESCO Institute for Information Technologies in Education
INNOTECH SEAMEO Regional Centre for Educational Innovation and
Technology
IOF International Organization of La Francophonie
v
 training institutions and awareness-raising on OER policies and practices. It
EXECUTIVE SUMMARY also supports Member States in the use of adaptive technologies that offer
inclusive, accessible and affordable access to information and knowledge.
UNESCO’s work in ICT in Education Providing reference frameworks and assistance to Member States to develop
inclusive and sustainable digital skills development programmes are also
1. With rapidly changing technologies and work processes, ICT is of among UNESCO’s fields of work. 3
increasing importance at all stages of education 1 and throughout all dimensions
of teaching and learning. UNESCO’s mandate in ICT in Education has been Objectives and methodology for the Evaluation
anchored in its Constitution and is currently articulated in the UNESCO
3. Given the increasing strategic relevance and growing opportunities to
Medium-Term Strategy 37 C/4 2 aiming at contributing to the Sustainable
mobilise funds and expand work in this thematic area, the evaluation was
Development Goal 4 (SDG 4) – Education 2030 to “Ensure inclusive and
conducted to support UNESCO in clearly positioning the Organization in this
equitable quality education and promote lifelong learning opportunities for all”.
field with a view to enhancing its potential contribution to the Agenda 2030
To achieve this aim, UNESCO has been expanding innovative learning
within the areas of its mandate and to identifying possible ways to optimise
opportunities through ICT in Education technologies that facilitate wider access
to education and bridge learning divides, and that advance gender equality and UNESCO’s work in the field of ICT in Education. This includes better definition
inclusion as well as digital skills development. and recognition of the respective mandates and contributions of the relevant
Programme Sectors, in particular ED and CI, and an adequate framework for
2. Since around the year 2000, implementation of UNESCO’s work in ICT in intersectoral and multidisciplinary cooperation.
Education has been developed and rolled out across several UNESCO
4. For this purpose, at the request of the Education Sector, and in line with
Programme Sectors, most notably Education (ED) and Communication and
the UNESCO Evaluation Policy, the UNESCO Internal Oversight Service (IOS)
Information (CI), both at Headquarters, and in UNESCO Field Offices,
Evaluation Office with the support of a team of external evaluation consultants
especially the Asia and Pacific Regional Bureau for Education in Bangkok, and
from NEXUS research cooperative, Ireland conducted a formative and forward-
in the UNESCO Category 1 Institute for Information Technologies in Education
looking evaluation in this thematic area as part of the UNESCO corporate
(IITE) in Moscow. UNESCO’s work in this area has constantly evolved within
biannual evaluation plan.
the different Programme Sectors and entities. UNESCO’s portfolio of work in
ICT in Education includes activities in different areas and covers different 5. The report is intended for use by a diverse audience. UNESCO’s senior
functions that range from policy level work, such as ICT in Education policy management, in particular the Assistant Director Generals (ADGs) for ED and
reviews and development and establishing an Open Educational Resources for CI and other Programme Sectors as relevant, the Executive offices in ED
(OER) normative instrument, to providing technical assistance and capacity and CI, the Director of the Bureau of Strategic Planning (BSP), the Director of
building for teacher competences and professional development in ICT. the Division for Gender Equality (GEN), the Director of IITE, programme staff
Furthermore, UNESCO conducts research and knowledge dissemination on and Directors (at Headquarters, Field Offices, Category 1 Institutes and other
mobile learning and frontier technology for SDG 4, facilitates global debates,
large scale international collaboration, capacity building of decision makers and
1
From basic education, technical and vocational education, distance education, higher (37 C/4 Strategic Objective 1), notably by expanding innovative learning opportunities
education to non-formal and lifelong learning. through ICT in Education.
3
2
UNESCO has been working towards ‘promoting access to information and knowledge’ Annex B of the report provides a list of activities implemented through Major
(37 C/4 Strategic Objective 9) and towards ‘strengthening national capacities for the Programme I and Major Programme V that fall under the umbrella of ICT in Education
development of education systems to foster high-quality and inclusive lifelong learning’ at UNESCO.
vi
centres) are considered as primary users. Member States, other UNESCO UNESCO’s specific strengths. UNESCO can furthermore capitalise on its
partners and networks are considered as secondary users of the evaluation. access to expertise and resources from its dedicated entities and relevant
networks and partners, such as the IITE, UNESCO Chairs, the UNEVOC 4
6. The evaluation draws on multiple data collection strands including an Network, and the MGIEP. 5 The Organization’s potential for working in an
extensive document review, semi-structured interviews and group discussions intersectoral and interdisciplinary fashion provides opportunities to design
with a broad range of internal and external stakeholders, as well as three holistic approaches to engagement with future technologies and the ethical and
thematic case studies. Fieldwork was conducted covering three UNESCO humanistic implications for education.
regions i.e. to the UNESCO Institute for Information Technologies in Education
(IITE), Moscow, to the UNESCO Regional Office for Eastern Africa, Nairobi, 8. In terms of thematic areas, numerous opportunities are emerging across
and to the UNESCO Asia and Pacific Regional Bureau for Education, Bangkok. many areas of education, including the potential of Artificial Intelligence (AI) and
Furthermore, an online survey was administered to all UNESCO National big data for education, mobile learning, online and distant learning, the
Commissions. The evaluation was conducted in line with gender equality and development of online learning materials and multi-media, and ICT platforms
human rights-based approaches to evaluation, and in line with the United that better support and facilitate social and peer learning. The challenge for
Nations Evaluation Group’s (UNEG) Norms and Standards. The key UNESCO is to identify where it can best exploit its intersectoral strengths and
dimensions assessed include UNESCO’s comparative strengths in ICT, focus on the holistic, ethical and humanistic approaches and implications for
internal coordination and coherence, partnerships, cooperation and education, in both forward-looking fields such as AI but also in more mature ICT
fundraising, results and sustainability, visibility and communication. technologies with major growth potential. UNESCO cannot address all future-
oriented initiatives in ICT and learning. The evaluation revealed a potential for
Key findings the Organization to secure a position of global intellectual leadership in the field
of ICT in Education which has not yet been fully realized.
Key Dimension 1: UNESCO’s position in relation to contributing
to Agenda 2030 through ICT in Education 9. The importance of ICT in Education is growing globally and Agenda 2030
contains several references. 6 While some believe the potential contribution of
7. Compared to other organisations active in the field of ICT in Education, ICTs to SDG 4 - Agenda 2030 is underestimated, the prioritization of ICT in
UNESCO has a number of comparative strengths that it leverages to achieve Education within UNESCO is constrained by a number of factors. These include
a strong positioning globally especially in relation to its perceived impartiality, a somewhat reduced visibility in the current 39 C/5 Programme and budget 7,
convening power, and policy expertise from within an inclusive and humanistic the absence of an organization-wide explicit reference to the strategic
approach to quality education in coherence with Agenda 2030. UNESCO’s importance of ICT in Education across multiple dimensions of education and
expertise across all levels of Education and UNESCO’s multidisciplinary limited regular programme (RP) resources 8.
approach across its Programme Sectors are also considered among
4 UNESCO's specialized Centre for technical and vocational education and training. as of the 39 C/5 Programme and Budget. This decision aimed to reflect its relevance
5 The UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable
across all the priority areas of the SDG 4 – Education 2030 Agenda, but to some extent
Development. reduced its visibility as a separate theme within UNESCO.
6 8
Such as the strategic potential of ICTs to develop knowledge societies, to strengthen The introduction with the 39 C/5 (2018-2019) of an Integrated Budget Framework
education systems, knowledge dissemination, information access, quality and effective (including both assessed and voluntary contributions) seeks to address this issue by
learning, and more effective service provision as indicated in the Incheon Declaration: providing a holistic picture of the level of resources needed to implement UNESCO’s
Framework for Action. programme and achieve the C/5 expected results endorsed by Member States.
7 While in previous programme and budget documents ICT in Education was established
as a separate Expected Result (i.e. 38 C/5 MP1, ER 7), since the 2018/19 biennium ICT
in Education was eliminated as a separate ER and mainstreamed across several ERs
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10. While the evaluation came across various specific interventions Furthermore, the fragmentation of websites related to the theme renders
addressing the needs of disadvantaged groups including those with a focus on UNESCO’s contribution in this area less visible, not easily accessible
girls and women 9, it found that considerations of inclusion and gender equality externally, and creates an obstacle to maximising the visibility, quality and
were not consistently mainstreamed into policy-related and capacity building relevance of UNESCO’s work under this theme.
interventions and their related monitoring systems. Although sensitive to
gender equality issues and the human rights-based agenda, UNESCO 12. While the evaluation found several examples to show that very positive
Programme staff often lack the necessary skills to effectively integrate gender results are achieved when cooperation and coordination are successfully
equality aspects and inclusion at design and during implementation of exercised, such as in the collaborative work on the development of the ICT
interventions. With respect to the UNESCO Priority Africa, the evaluation competency framework for teachers (CFT), limited exchange of such
observed that prioritizing countries in the African region is reflected when experiences reduces learning and the application of lessons learnt, and thus of
compared to budgets and the number of interventions in other regions. In replicating good practices across UNESCO. Most UNESCO entities involved in
alignment with the priorities of the African Union’s 2063 Agenda 10 in particular, ICT in Education would therefore welcome several (though not necessarily all)
some larger extrabudgetary initiatives were implemented at country-level of the features of a single programmatic area.
across the continent. 11 13. A number of issues also emerged in relation to resource distribution and
Key Dimension 2: Internal Coordination and Coherence financial modalities. Given the UNESCO-wide dearth of regular programme
(RP) funds, the extrabudgetary (XB) funding has contributed to the
11. The fact that ICT in Education is not a single programmatic area but rather development of projects and growth of staff to enhance UNESCO’s global
a set of relatively discrete interventions undertaken by a range of units of positioning in the field and play an intellectual role in priority areas such as in
different types and locations within UNESCO, makes the current forms of mobile learning and the use of AI in education. However, a more agile approach
coordination and communication challenging, both in terms of coordinating and to the management of staff recruited under extrabudgetary resources could
optimising the use of the skills and resources available in UNESCO. The encourage sharing of resources and expertise among entities and units.
evaluation found several areas of work where the mandates of the different key Furthermore, the current primarily sector-based accountability frameworks 12
entities working in ICT in Education overlap. While this does not necessarily and financial management mechanisms are not facilitating enhanced
lead to duplication, the potential for collaboration and complementarity is not collaboration and distribution of funds across UNESCO.
fully exploited. Current issues include a lack of clarity on roles and strengths of
each entity, an absence of clear focal points as mechanisms for regular
interaction, and a lack of clear guidance from UNESCO’s senior management.
9 Examples include the ‘Yangon’s Empowering Women and Girls through Mobile 11 For example the Chinese-funded UNESCO-CFIT programme for strengthening
Technology’ initiative in Myanmar, Scientific Camps of Excellence for Mentoring Girls in teacher training via ICTs in several African countries (Congo, Côte d’Ivoire, DR Congo,
STEM, as well as the development of the Guidelines on the Inclusion of Learners with Ethiopia, Liberia, Namibia, Tanzania, Togo, Uganda, and Zambia), and the Korean-
Disabilities in Open and Distance Learning, IITE’s strategic programme dedicated to ICT funded KFIT “ICT Transforming Education in Africa” project to foster human and social
in Health Education and Education for People with Disabilities, and several initiatives development in Mozambique, Rwanda and Zimbabwe .
12 With the exception of truly intersectoral cooperation, as found in the field, for instance
supporting the use of adaptive technologies to provide inclusive, accessible and
affordable access to information and knowledge, and the participation of persons with in the Nairobi office.
disabilities in lifelong learning opportunities. The annual Mobile Learning Week always
features ICT in Education as a way to address needs of disadvantaged groups.
10
See African Union Agenda 2063: Aiming at developing Africa’s human and social
capital through an education and skills revolution underpinned by science, technology
and innovation.
viii
 Key Dimension 3: Partnerships, cooperation and fundraising from external factors such as larger policy developments and changes in the
14. ICT in Education has increasingly been successful in securing political environments rather than from shortcomings with the approach itself or
extrabudgetary funding, and the theme continues to be attractive to donors. its implementation.
However, while the evaluation identified a solid funding base that should be 17. However, despite not being a single programmatic area, the evaluation
sustained 13,, there is scope for further broadening and diversification of funding found that performance indicators (PIs) and targets for Expected Results
sources, as well as for encouraging sharing of resources and expertise across related to ICT in Education have been fully or partially achieved. On the other
projects and units in support of developments and implementation in UNESCO hand, the reporting systems so far reveal little of whether and to what extent
priority areas. Most financing is earmarked, which has to some extent been final or longer term outcomes are achieved; nor do they refer to the quality of
constraining activities and developments in certain UNESCO priority areas. these achievements. The ERs and associated performance indicators were
Only a few exceptions 14 were identified where funding was secured through thus not deemed adequate for assessing whether these interventions have
long-term partnerships with international entities and the private sector. achieved their ultimate objectives i.e. contributing to more equitable and higher
quality education.
15. Project-based partnerships with the private sector 15 are increasing, and
there is scope for expansion if an appropriate vision and mechanisms are in 18. Furthermore, due to the lack of a validated and in-depth theory of change
place. UNESCO is attractive for the private sector not least as private sector in reporting systems on interventions, there is little evidence available of
partners seek access to UNESCO’s expertise in education, which is significant in-depth analysis and learning of ‘What works’ and ‘how’ within a
complementary to their own expertise in hardware and software development, specific national context and other circumstances and assumptions that might
as well as access to policy makers and to verified research 16. Furthermore, contribute to the outcomes ultimately sought. This holds true both for policy
being associated with the UNESCO brand ensures image enhancement. support and institutional capacity building in ICT in Education, and for
However, the key UNESCO entities in ICT in Education, individually or international policy platforms and dialogues. At the much more crowded level
collectively, do not rely on specific guidance or lessons learned regarding the of ICTs in the learning environment, such as in the development and piloting of
modalities and terms of partnership and engagement with the private sector in new pedagogic approaches, UNESCO also achieves more limited visibility.
the field of ICT in Education. Consequently, experience with and risks of
engaging in partnerships is often explored along the process of each 19. Challenges arise when insufficient time is dedicated to the planning and
partnership, leading to uneven modalities of engagement. design stage and insufficient attention devoted to sustainability such as by
ensuring longer term, strong commitment at the national government level and
Key Dimension 4: Results & Sustainability through establishing partnerships with a perspective beyond the initial project
16. While this evaluation was not in a position to draw comprehensive duration. Obstacles for following through and going beyond initial results
conclusions across the huge range of projects and interventions undertaken by include insufficient funding to mainstream policy and institutional change and,
UNESCO in ICT in Education, the evidence collected points to positive especially in Sub-Saharan Africa, poor supporting infrastructure such as
achievements across different dimensions of UNESCO’s projects and actions electricity and telecommunications.
in OER and ICT CFT policy and capacity building support, as well its support 20. The evaluation found several interventions at the level of the learning
for Master Plan development. In cases where the process has only partly been environment that successfully targeted the most vulnerable, including those
completed or failed to move beyond initial policy work, this resulted primarily most in danger of dropping out of school; refugee children; those at risk of HIV
13 16
I.e.from China and South-Korea who invested in major ICT in Education projects. Such as the partnerships with the ITU in the Broadband Commission and with
14 Such as the partnerships with the ITU in the Broadband Commission and with
Commonwealth of Learning and Hewlett Foundation in the area of OERs.
Commonwealth of Learning and Hewlett Foundation in the area of OERs.
15 Among others, Intel, Microsoft, Google and Pearson.
ix
or other infections, of bullying or discrimination; and learners from poorer expanding the geographic reach of its work and focuses increasingly on
communities generally 17. All UNESCO entities involved in ICT in Education can networking, for instance with an active role in the International Teacher’s Task
also point to several examples of projects that target women and girls. 18 At Force for Education 2030 19 and through its high profile event: Global Dialogue
policy and institutional capacity-building level, targeting is necessarily indirect, on ICT and Education Innovation: Towards SDG 4. 20
as direct beneficiaries are rather upstream at the policy and institutional level,
23. Despite the production of high quality publications and outputs 21, the
reaching sometimes to the level of teacher training or curriculum development.
absence of an articulated UNESCO dissemination plan and wider
While disadvantaged groups are cited in project documents among the final
communication strategy is seen by many stakeholders as a particular area of
beneficiaries, it cannot be concluded that ‘inclusion’ is systematically
weakness. Qualitative aspects of progress and success are not rendered
mainstreamed in policy and institutional capacity building work.
visible through the current monitoring systems, outputs rather than outcomes
Key Dimension 5: Visibility and Communications are considered, and the narrative account offers little additional insights. Data
from Project Monitoring and Final Reports of extrabudgetary projects add little.
21. The mainstreaming of key aspects of ICT in Education in the 39 C/5
resulted in a loss of visibility and although it is unlikely to be reversed, future Conclusions and Recommendations (The way forward)
programming cycles may offer scope for more visibility of ICT in Education as 24. ICT in Education is a fast-growing area globally that offers many strategic
a thematic area. Current project monitoring, reporting and evaluation systems opportunities. As the leader and coordinator of the SDG 4 – Education 2030
offer limited data for quantitative or qualitative analysis of outcomes and Agenda, UNESCO has the mandate and the foundation capacities and
learning, that might be used to enhance such visibility. expertise needed to strategically reposition itself as a world leader. Intellectually
22. UNESCO’s visibility at all levels of interventions is perceived not as strong UNESCO has a role in ensuring the focus of ICT in Education remains firmly
as the projects, activities and achievements would merit, individually or on equity, quality and humanistic principles. There is also room for further
collectively as a theme. Most prominent are the Mobile Learning Week, the ICT strengthening its profile in global and regional dialogue, policy support, and
Competency Framework for Teachers, the OER work, at macro level institutional capacity building; and raising its visibility and enhancing efforts in
especially, and the inter-government policy dialogues. At the level of ICTs in downstream implementation of ICT in the education and learning environment.
the learning environment, in particular for some priority areas and for most To strengthen its positioning and visibility within the wider landscape of ICT in
vulnerable groups, UNESCO’s interventions are not gaining sufficient visibility Education, UNESCO has to continue positioning itself as a producer of forward-
compared to other players with much larger funding envelopes. UNESCO has looking knowledge on ICT in Education and as a laboratory of ideas for future-
developed and piloted pedagogic approaches on the use of mobile learning for oriented thinking.
literacy, such as for disadvantaged teachers, and for refugees. However, not 25. Over the last 20 years, UNESCO’s activities in ICT in Education have not
least due the funding limitations, visibility of the projects in these areas has not emerged under the umbrella of a formal programmatic framework; rather they
received adequate attention. The evaluation also found that the work of the IITE have been initiated and evolved over time as the responsibility of various
has had, up until recently, limited visibility and recognition inside UNESCO and entities within UNESCO. While acknowledging the challenges and risks this
beyond its immediate partners. However, more recently IITE has been
17 For example one of IITE’s five strategic programmes is dedicated to ICT in Health 20 https://iite.unesco.org/news/ministerial-forum-global-dialogue-on-ict-and-education-
Education and Education for People with Disabilities, and CI/KSD has been leading innovation-towards-sdg-4/ .
21 Detailed examples are available in Annex K; Case study 2: Policy Support for ICTs in
several initiatives supporting the use of adaptive technologies to provide inclusive,
accessible and affordable access to information and knowledge, and the participation of Education, and include The 2nd World OER Congress and Satellite Events 2017: a
persons with disabilities in lifelong learning opportunities. range of policy and practice videos available from the Congress; Best practices in mobile
18 See examples under Key Dimension 1.
learning; the ICT in Education Web-based Policy Platform; Towards Gender Equality in
19
http://www.teachersforefa.unesco.org/v2/index.php/en/ . Education Policies and ICTs: An Action Brief and Toolbox.
x
involves, for instance in terms of the dispersion of resources and fragmentation evaluating success. More clarity on the principles and protocols for partnership
of expertise, as well as reduced visibility, the key entities active in this area would furthermore be useful, especially at the early stages of a partnership, and
recognise that they are working within a common theme. They would welcome would help better realise this partnership potential.
measures towards an overall organizational framework for ICT in Education
that would establish an environment for inter- and multidisciplinary approaches
and enable greater coherence and collaboration.
The Evaluation suggests the following recommendations:
26. Furthermore, the evaluation concludes that ICT in Education does justify
a higher priority within UNESCO. In order for UNESCO to effectively contribute Recommendation 1: Develop an organization-wide strategic vision to
through its work in ICT in Education to the Agenda 2030 and SDG 4 in clearly position UNESCO for global intellectual leadership in the field of ICT
particular, the Organization needs to build on the good practices of intersectoral in Education, including through innovation, in the context of its
and multidisciplinary work as well as further consolidate, better align and multidisciplinary contribution towards achieving equitable, quality and
enhance coordination of internal capacities. This shall support the Organization humanistic education and learning systems in the context of the Agenda
in capitalising on its comparative strengths in an environment of growing 2030.
importance of the field of ICT in Education as well as growing funding Recommendation 2: Develop an organization-wide Strategy for ICT in
opportunities, and to feed into the formulation of future directions for UNESCO’s Education to provide an inter- and multidisciplinary framework for the
work in ICT in Education. Coordination and communication across the entities various strands of work in the different Programme sectors relating to the
engaged in ICT in Education, and externally, when clear and effective, has thematic field.
proven to lead to significant positive results. However, this will also require a Recommendation 3: Strengthen UNESCO’s function as a Laboratory of
culture shift within UNESCO, including within the four main entities involved in Ideas in the field of ICT in Education by focusing on future oriented research
ICT in Education, beginning with a recognition of the need to build on the and dialogue.
Organization’s mandate in the different Programme Sectors in a thematically Recommendation 4: Explore deploying UNESCO systems and processes
based and truly intersectoral and/or multidisciplinary fashion. To be successful, to enhance organisation-wide intersectoral and multidisciplinary
this process must be in line with and potentially reinforce the Strategic cooperation, knowledge management, fundraising and communication
Transformation process underway in UNESCO. activities for the thematic area ICT in Education.
27. An optimal role distribution across the entities that builds on existing Recommendation 5: Enhance aspects of Gender Equality and inclusion in
capacities and benefits all, can result from improved horizontal communication ICT in Education Interventions, both through projects that are focused on
and cooperation, under the guidance of appropriate senior management gender equality and inclusion, as well as through consistently
leadership. This establishes a precondition and is critical to enhancing the work mainstreaming gender equality and inclusion across all ICT in Education
in this field, irrespective of where the individual roles and capacities lie. projects and activities.
Identifying and harnessing the comparative strengths of each entity in a Recommendation 6: Reinforce efforts, at the planning stage, to devise
coordinated manner is a first step towards optimizing complementarity of roles mechanisms and build partnerships to enhance medium to longer term
and responsibilities of the different entities. sustainability, in particular for policy support and institutional capacity-
building interventions.
28. A clear vision and objectives in relation to UNESCO’s actions in ICT in
Education, including an explicit statement as to what UNESCO expects to gain
from partnerships and what UNESCO can offer would help identify longer-term
shared goals and interests. Criteria for monitoring the success of partnerships
might facilitate the process of identifying partners, and monitoring and
xi
MANAGEMENT RESPONSE
Overall management response
This evaluation is welcome and timely given the need for UNESCO to scale-up its support to Member States to leverage ICT to achieve SDG4. This requires a clear
leadership and focal points for supporting Member States in the different fields linked to ICT in Education. The emphasis put by the evaluation on reinforcing inter-
sectoral coordination is welcome. It confirms the directions taken by the Education and Communication and Information Sectors in different programmes including
OERs and Artificial Intelligence. Both Sectors welcome the recommendations of this evaluation, which will be beneficial in fine-tuning the Organization’s strategic
vision for intersectoral and multidisciplinary work in this fast evolving field, which is of key importance for UNESCO in its contribution to the 2030 Agenda. The
recommendations of the evaluation will be implemented in close alignment with the currently ongoing UNESCO Strategic Transformation Process
Recommendations Management response
Recommendation 1: Accepted
Develop an organization-wide strategic Given the gaps in achieving SDG4 Education 2030 Agenda, there is an urgent need to define priorities and scale-up
vision to clearly position UNESCO for innovations, including digital innovations to accelerate the achievement of SDG 4 and other related SDGs across the
global intellectual leadership in the field Agenda 2030 for which ICTs are recognised as critical. Based on its global coordinating role for SDG 4 and the multi-
of ICT in Education, including through stakeholder architecture of the Steering Committee for SDG 4, an organization-wide multidisciplinary strategic vision
innovation, in the context of its will be articulated in the wider framework of UNESCO’s work in the field of education and innovation. This requires a
multidisciplinary contribution towards clear leadership and focal points for supporting Member States in the different fields linked to ICT in Education.
achieving equitable, quality and UNESCO will continue investing and further reinforcing capacities to secure a position of global intellectual leadership
humanistic education and learning in this field.
systems in the context of the Agenda
2030.
Addressed to:
UNESCO Senior Management, especially
the ADGs of the Education and
Communication and Information Sectors.
Recommendation 2: Accepted
Develop an organization-wide Strategy An internal organization-wide strategy for innovation including through digital technology will be articulated in the wider
for ICT in Education to provide an inter- framework of UNESCO’s work in the field of education and innovation and covering all strands of ICT in education
and multidisciplinary framework for the work. The financial and administrative implications of an effective implementation of the various strands of ICT in
various strands of work in the different
xii
 Programme sectors relating to the education interventions in the different Programme sectors will be defined within an intersectoral and multidisciplinary
thematic field. approach, and in line with the UNESCO Strategic Transformation process.
Addressed to:
UNESCO Senior Management, Directors
and Heads of Entities involved in ICT in
Education.
Recommendation 3: Accepted
Strengthen UNESCO’s function as a This is a particularly welcome recommendation that will become an integral part of the above organization-wide strategy
Laboratory of Ideas in the field of ICT in for innovation, including through digital technology. To ensure that UNESCO’s foresight study on the future of education
Education by focusing on future oriented and learning will fully respond to challenges and opportunities of a digitalized and connected world, and building on
research and dialogue. previous successful programme interventions on forward-looking ideas including OER, mobile learning, and AI in
education, further efforts will be deployed to produce foresight knowledge and facilitate dialogue on cutting-edge
Addressed to: themes in the field of ICT in Education. This will also depend on internal human and financial capacities and provide
Senior management and management opportunities for resource mobilisation.
and staff of relevant key entities active in
the field of ICT in Education.
Recommendation 4: Accepted
Explore deploying UNESCO systems In the context of the ongoing organization-wide Strategic Transformation process, UNESCO will review and improve
and processes to enhance organization- the management structure and modalities for interdisciplinary cooperation at all levels and across all entities to ensure
wide intersectoral and multidisciplinary the accountability of individual entities while maximizing intersectoral collaboration and efficient coordination. UNESCO
cooperation, knowledge management, will also review, and reinforce where needed the capacities of the concerned entities that have the responsibility and
fundraising and communication are accountable for results of ICT in education programme interventions.
activities for the thematic area ICT in
Education.
Addressed to:
Directors and Heads of Entities involved
in ICT in Education as well as Key
Programme Staff.
xiii
 Recommendation 5: Accepted
Enhance aspects of Gender Equality UNESCO set Gender Equality as a global priority and the Education and Communication and Information sectors, as
and inclusion in ICT in Education well as other entities are launching new initiatives focusing on gender equality and inclusion in the field of ICT in
Interventions, both through projects that Education. Efforts will be made to raise financial resources and launch programme interventions aimed at enhancing
are focused on gender equality and gender equality and inclusion in and through ICT in education and sharing data on progress and promising practices.
inclusion, as well as through consistently Gender equality considerations will also be integral part of the above organization-wide vision and strategy for
mainstreaming gender equality and innovation including through digital technology.
inclusion across all ICT in Education
projects and activities.
Addressed to:
UNESCO staff in entities active in ICT in
Education, the Division for Gender
Equality, and BSP.
Recommendation 6: Accepted
UNESCO will seek to reinforce the Results-Based-Management framework with a reference to the Theory of Change
Reinforce efforts, at the planning stage, model, including by specifying the required activities and sustainability strategies to ensure achievement of expected
to devise mechanisms and build results as well as a clear coordination between implementing units which includes sharing responsibilities and
partnerships to enhance medium to resources for collective projects. As part of its policy advice and capacity building programmes planned in the 40C/5
longer term sustainability, in particular Programme and Budget, UNESCO will also seek to build the capacities of national agencies or institutions and
for policy support and institutional strengthen partnerships needed to sustain the programme interventions, including with other UN agencies.
capacity-building interventions.
Addressed to:
Directors and Heads of Entities involved
in ICT in Education, key programme
specialists, the Division for Gender
Equality and BSP.
xiv
INTRODUCTION
5. Given the increasing strategic relevance and growing opportunities to
Background mobilize funds and expand work in this thematic area, UNESCO is seeking to
1. ICT is growing in importance at all stages of education today: from basic clearly position the Organization in this field with a view to enhancing its
education, technical and vocational education, distance education, higher potential contribution to the Agenda 2030 within the areas of its mandate and
education and non-formal and lifelong learning, as well as in all dimensions of to identify possible ways to optimize UNESCO’s work in the area, including
teaching and learning. through better definition and recognition of the respective mandates and
contributions of the relevant Programme Sectors, in particular ED and CI, and
2. With rapidly changing technologies and work processes, ICT is an
through an adequate framework for intersectoral cooperation.
important subject in the field of education. Perhaps more importantly,
technology can facilitate wider access to education and bridge learning divides. 6. Therefore, the UNESCO Internal Oversight Service (IOS) Evaluation
It can advance gender equality and inclusion as well as digital skills Office, at the request of the Education Sector, conducted a formative and
development. This in turn requires the development of new pedagogies both forward-looking evaluation in this thematic area as part of the UNESCO
for the use of ICT for teaching and learning in the classroom and through open corporate biannual evaluation plan.
access and distance learning, enhancing the quality and relevance of learning
and strengthening inclusion. ICT can also improve education administration Scope and Purpose
and governance. 7. This evaluation examined the work undertaken in this field at global,
regional and national levels, from 2014 to 2017 and to the extent data was
3. UNESCO’s mandate in ICT in Education is securely anchored in its
available the beginning of the 2018/19 biennium. Given the time and resources
Constitution and in various UN frameworks, and is currently articulated within
available, it focused on a set of overarching and strategic questions concerning
Agenda 2030, Sustainable Development Goal 4 (SDG 4) that calls on the
the entire portfolio of activities in the field of ICT in Education. A set of selected
international community to “Ensure inclusive and equitable quality education and
individual interventions were assessed in more depth, in particular through the
promote lifelong learning opportunities for all”. Since about the year 2000,
thematically based case studies. In broad terms, the evaluation has internally-
implementation has been rolled out across several of UNESCO’s Sectors, most
oriented and externally-oriented aims.
notably Education (ED) and Communication and Information (CI). Extensive work
is carried out in both Sectors at Headquarters, but also in UNESCO Field Offices, 8. Internally, the evaluation focused on the positioning of ICT in Education in
especially the Asia and Pacific Regional Bureau for Education, Bangkok, and in the current 39 C/5 Programme and Budget for 2018-19. The aim was to
the UNESCO Category 1 Institute for Information Technologies in Education examine the internal coordination and coherence of the work throughout
(IITE), Moscow. UNESCO, to look at results and sustainability, and to consider its positioning
within UNESCO with a view to exploring the potential for and components of
4. Thus UNESCO’s work in this area has been developed and evolved within
an inter-sectoral approach and strategy. For this purpose relevant projects and
different Programme Sectors, and is therefore currently not based on an explicit
initiatives supported in the field by ED and CI, Category 1 Institutes and field
organization-wide inter-sectoral strategy for the planning and implementation
offices were examined. Certain topics and specific dimensions were selected
of UNESCO’s work in ICT in Education programmes and projects.
for in-depth exploration in Case Studies.
1
9. Externally, the evaluation explored how UNESCO’s contribution to the field and towards external stakeholders, in particular the private sector,
of ICT in Education could be maximised through optimizing its positioning and considering the evolving expectations and new opportunities to expand the
visibility internationally, in particular as Member States, donors and partners’ scope and quality of the work in ICT in Education?
interest in ICT in Education has been rising and Agenda 2030 is a strong
1.4 Are the two Global priorities Gender Equality and Africa effectively
external driver.
mainstreamed in the implementation of ICT in Education initiatives, and in
10. The main intended users of the evaluation are UNESCO’s senior particular are UNESCO interventions targeting the most vulnerable or
management, in particular the Assistant Director Generals (ADGs) for ED and disadvantaged groups?
for CI and other Programme Sectors as relevant, the Director of the Bureau of
Key dimension 2: Internal Coordination and Coherence throughout
Strategic Planning (BSP), the Director of the Division for Gender Equality, the
the Organization
Director of IITE, as well as related programme staff and Directors (at
Headquarters, Field Offices, Category 1 Institutes and other centres). Member 2.1. Have UNESCO’s organizational structure, working methods,
States, other UNESCO partners and networks are considered secondary users managerial support, role distribution and coordination mechanisms
of the evaluation. adequately assisted in the delivery of its initiatives in ICT in Education in
an efficient and effective way?
11. The evaluation seeks to contribute to further consolidation, better
alignment and enhanced coordination of internal capacities, with a view to 2.2 Are resources adequately allocated/shared/distributed, given the
capitalising on the growing importance of the field of ICT in Education as well comparative strengths of different sectors/units and the potential of
as growing funding opportunities in Education, and to feed into the formulation intersectoral cooperation?
of future directions for UNESCO’s work in ICT in Education.
2.3. What criteria/mechanisms could support priority setting by Member
Evaluation Questions and Key Dimensions States and resource allocation for intersectoral collaboration?
12. The 21 Evaluation Questions defined in the Terms of Reference 2.4. How can the Organization best manage the work in this area in the
(contained in Annex A) are presented below. A complete list of all evaluation future, in a coherent and coordinated manner, in particular regarding the
sub-questions is available in the Evaluation Matrix in Annex F. Drawing on the respective role and capacity of the ED and CI, and by best utilising the
top-level headings, the findings of the evaluation are structured and presented potential of IITE and other relevant Category I Institutes?
around five Key Dimensions: 2.5. What is the optimal role distribution among the different UNESCO
Key dimension 1: UNESCO’s comparative strengths in ICT in entities?
contributing to the 2030 Agenda through ICT in Education Key dimension 3: Partnerships, cooperation and fundraising
1.1 Is UNESCO, as compared to other organizations such as 3.1. Was advocacy for ICT in Education strategically and effectively
Commonwealth of Learning, the Organisation for Economic Co-operation pursued with donors and relevant stakeholders to mobilize partnerships
and Development (OECD) and the European Union, best placed in terms and additional resources, in particular with a view to UNESCO’s critical
of contributing to the 2030 Agenda through ICT in Education? financial situation in recent years?
1.2 Is ICT in Education appropriately prioritised by UNESCO in terms of 3.2. What future opportunities are emerging and how can UNESCO best
its contribution to the Agenda 2030? capitalise on these?
1.3 How can UNESCO strategically position itself within the UN family
2
 3.3. How can UNESCO further capitalise on its outreach entities and learning opportunities through ICT in Education.
networks?
14. UNESCO’s portfolio of work in ICT in Education includes activities in
Key dimension 4: Results and Sustainability different areas and covers different functions, ranging from policy level work,
such as ICT in Education policy reviews and development, the establishment
4.1. What progress has been made in achieving the respective objectives
of an OER normative instrument, to providing technical assistance and capacity
in the field of ICT in Education, and what have been the key achievements
building for teacher competencies and professional development in ICT.
in the different dimensions?
Furthermore, UNESCO conducts research and knowledge dissemination on
4.2. What are the main challenges and enabling factors that have been mobile learning and frontier technology for SDG 4, facilitates global debates,
and are being encountered in achieving results? large scale international collaboration, capacity building of decision makers and
training institutions and awareness raising on OER policies and practices, and
4.3. Have UNESCO’s interventions reached the intended target groups,
supports Member States in the use of adaptive technologies that offer inclusive,
especially those most in need, in the field of ICT and Education?
accessible and affordable access to information and knowledge. Providing
4.4. Have UNESCO’s interventions in ICT in Education reached those reference frameworks and assistance to Member States to develop inclusive
vulnerable groups, including girls and women? and sustainable digital skills development programmes are also among
4.5. What provisions have been made to ensure sustainability of results? UNESCO’s fields of work. An overview of activities that fall under the umbrella
of ICT in Education at UNESCO is provided in Annex B.
Key dimension 5: Visibility and Communication
15. ICT in Education activities are implemented through many entities in the
5.1. To what extent have UNESCO’s achievements in the area of ICT in UNESCO system. Four in particular are devoted almost exclusively to this field.
Education been visible internally and to external stakeholders? These are the Section for ICT in Education at the Division for Policies and
5.2. Are the current planning, programming, monitoring and reporting Lifelong Learning Systems in the Education Sector (ED/PLS/ICT), the Section
systems and tools adequate to provide the required visibility and for ICT in Education, Science and Culture at the CI Sector (CI/KSD/ICT), the
recognition of UNESCO’s work in this field? Unit for ICT in Education, Section for Educational Innovation and Skills
Development at the Asia and Pacific Regional Bureau for Education in Bangkok
5.3. How does the way in which this line of work is reflected in the C/5 (BKG/EISD/ICT) and the Institute for Information Technologies in Education
Programme and Budget impact on its visibility, communication and (IITE) in Moscow. The table below categorises the main areas of UNESCO’s
possibly, funding and longer-term impact? work in the field of ICT in Education, based on an analysis of ongoing and
5.4. To what extent have other UNESCO networks and partners been completed projects (see Annex B), indicating the ones in which these four are
involved in contributing to the communication? most active.
Programme Description
13. Within the current Medium-Term Strategy 2014-2021 (37 C/4), UNESCO
has been working towards “promoting access to information and knowledge”
(37 C/4 Strategic Objective 9) and “strengthening national capacities for the
development of education systems to foster high-quality and inclusive lifelong
learning” (37 C/4 Strategic Objective 1), notably by expanding innovative
3
Table 1: Main areas of action of the four key entities in ICT in Education Table 2: ICT in Education Budget of the four key entities (2014-2018)
Themes/Activities: ED/ CI/ BKG IITE Total Allotment
PLS/ KS /EIS allotment
ICT D/ D Finance type /Year
2014- 2014 2015 2016 2017 2018
ICT /ICT
2018
ICT in Education Policy Review and Development
ED/PLS/ICT projects
Convening high-level inter-ministerial events X X X X
Regular Programme 422,728 134,699 60,927 113,024 114,077 0
Providing support for ICT in ED Master Plans X X
Additional appropriation 2,923 0 0 0 2,923 0
Targeted policy support in OER X X Extrabudgetary funds 6,779,622 63,096 577,520 944,366 2,147,987 3,046,653
Teacher Competency Standards in ICT Sub-total ED/PLS/ICT 7,205,274 197,795 638,447 1,057,391 2,264,987 3,046,653
Supporting ICT CFT development X X X CI/KSD/ICT Projects
Teacher Training Institution capacity building X X X X Regular Programme 1,468,276 164,738 462,762 244,557 331,989 264,230
Additional appropriation 320,126 n/d n/d n/d n/d n/d
TVET and ICT skills development X X
Extrabudgetary funds 2,564,374 31,117 1,114,494 490,973 0 725,363
Other ICT CFT mainstreaming X X Sub-total CI/KSD/ICT 4,352,776 195,855 1,577,256 735,530 331,989 989,593
Open Education Resources BGK/EISD/ICT (source: BKG/EISD/ICT direct communication)
OER Strategy, Policy and Research X X X X
Regular Programme
OER Mainstreaming X (average estimate) 68,000 12,500 12,500 14,000 14,000 15,000
OER Resource Development X X X X Additional appropriation 173,182 85,000 58,182 0 0 30,000
Extrabudgetary funds 1,673,396 307,000 327,000 265,000 221,389 553,007
Frontier Research, Technologies and Pilot Projects
Sub-total BGK/EISD/ICT 1,914,578 404,500 397,682 279,000 235,389 598,007
Mobile and classroom learning using ICTs X X X
IITE (source: IITE direct communication)
Digital Citizenship Research X
Regular Programme 1,701,200 312,400 312,400 358,800 358,800 358,800
ICT in Education to enhance gender equality X X X Russian Regular
X X Programme to IITE 2,115,390 583,147 320,330 252,205 300,622 659,086
ICT in Education for persons with disability
Russian Contribution to
ICT in Education for marginalised groups X X X
IITE programme 1,115,552 0 0 0 0 1,115,552
ICT for health education X Additional appropriation 142,941 67,980 41,122 4,657 8,659 20,522
Extrabudgetary funds 552,372 0 0 76,288 122,468 353,616
16. The table suggests – with a few exceptions – significant areas of thematic Sub-total IITE 5,627,454 963,527 673,852 691,950 790,549 2,507,576
overlap across these key entities, though the reality is more complex when TOTAL 19,100,082 1,761,678 3,287,237 2,763,871 3,622,914 7,141,830
geographic coverage and the specificity of interventions are considered.
Source: extraction from the UNESCO SISTER and FABS databases, validated by the
17. Table 2 shows the budget for the period from 2014 to 2018 of each of the respective entities.
four key entities.
4
18. At the time of the evaluation, the four entities have various levels of human 22. The Division for Gender Equality is overseeing a specific project on digital
resources at their disposal working on ICT in Education 22: skills for girls and women.
ED/PLS/ICT: One fixed-term P4 (Unit Head); One seconded 23. In the Bangkok Regional Office (apart from the ICT Unit), several units are
Programme Specialist P4, One Project Appointment P3; five Project partnering on specific projects:
Appointments P1; One Programme Assistant and One Administrative
o BGK/EISD/HE Bangkok, Educational Innovation and Skills
Support. Total 10 (1 staff, 9 temporary).
Development Section, Unit for Higher Education with Category II
CI/KSD/ICT: One fixed-term Programme Specialist P4; two fixed-term Institute International Centre for Higher Education Innovation (ICHEI);
Programme Specialists P4 (half-time). Two fixed-term Programme Seizing Digital Opportunities in Higher Education: Building staff
Specialists P3 (half-time). Total: 3 staff (full-time equivalents). capacity for ICT-driven innovation in Cambodia and Sri Lanka (12609);
and with Shenzhen Municipal Government, China.
BGK/EISD/ICT: One fixed-term Programme Specialist P3 (Team
o BGK/EISD/NFE Bangkok, Educational Innovation and Skills
Leader); Four international consultants; One short-term national
Development Section, Unit for Non formal Education; Mobile literacy
administrative staff. Total 6. (1 staff, 5 temporary)
for Out-School children in Thailand (843).
IITE: One fixed-term P4 (Director), two fixed-term Programme
24. Regional and Cluster offices are sometimes heavily involved in
Specialists (P3); four programme specialists and one Programme
implementation under the leadership of Programme Sectors at HQ, but also
Assistant under national service contract; One fixed-term Project
implement their own projects including ICT CFT policy, and formal and non-
Coordinator; two fixed-term Project Assistants; Six administrative and
formal teacher level projects, including the following:
support staff. Total 17. (3 Staff; 5 National service contracts, 9
Temporary) o Dakar (ED)
o Doha (CI),
19. Thus a total of 36 i.e. 24 professional and 12 administrative and support
o Nairobi (CI and ED)
staff 23 are engaged in these four entities in activities related to ICT in Education,
o Kingston (CI and ED)
although less than half of the professional staff on fixed-term assignments.
o Bangkok (EISD/NFE)
20. Many other UNESCO entities engage to a lesser extent in ICT in
25. National UNESCO Offices, often in collaboration with Regional Offices but
Education, the following are a few indicative examples:
sometimes on their own, develop and implement projects, including for
21. At Headquarters in the Education Sector: instance: Yangon’s Empowering Women and Girls through Mobile Technology
in Myanmar (940).
o Section on Youth Literacy and Skills (ED/PLS/YLS);
o Section for Education for Inclusion and Gender Equality (ED/IPS/IGE); 26. The UNESCO Institute for Lifelong Learning (UIL) is completing a three
o Section for Teacher Development (ED/ESC/TED) year project on the use of mobile ICT and tailored learning software to improve
22 The analysis on human resources was conducted only on the basis of staff working 23 Including Programme Assistants, Project Assistants, Project Coordination and
in ICT in Education in the four key entities at the time of the evaluation. Human resources Administrative Support.
of other entities such as the Nairobi office, also working in ICT in Education, were not
considered. (i.e. UNESCO Nairobi/CI, 1 fixed-term staff, 2 temporary staff working on
ICT in Education).
5
literacy, piloting it in four countries. Division, the Bureau for Strategic Planning (BSP), the UNESCO Category 1
Centre IITE, the Asia and Pacific Regional Bureau for Education in Bangkok,
27. The UNESCO Category 1 Mahatma Gandhi Institute of Education for
and the Multi-Sectoral Regional Office for Eastern Africa in Nairobi.
Peace and Sustainable Development, (MGEIP) supports a range of activities
in a field described as Digital Pedagogies 24. 32. The detailed methodology applied in the evaluation is described in Annex
E. It was based on the following key features as suggested and agreed in the
28. Nonetheless, an emphasis on the above four key entities in the context of
inception report.
this evaluation is justified because:
33. A Theory of Change (ToC) approach was adopted to guide the overall
They work almost exclusively in this field, while for other entities ICT in
research process. In practice this enabled a sustained focus during the
Education constitutes a modest part of their overall portfolio;
research on the need to understand the logical pathways between ICT in
They are responsible for almost all activities related to international Education interventions and the outcomes sought in terms of enhanced equity
dialogue and national policy and advocacy work, including national and quality of education. An initial ToC map was contained in the Inception
institution capacity-building; whereas other entities, when acting Report. This was further amended and validated, and presented in the
autonomously or with partners, often focus on downstream activities Stakeholder Workshop in January 2019. The final version of the Theory of
such as supporting pilots in the direct learning environments related to Change is contained in Annex G.
their core areas of work.
34. Case studies: Confronted by a multiplicity of actions that could potentially
29. Nevertheless these other UNESCO entities individually and collectively be included under the portfolio of ICT in Education, and a wide range of
make important contributions to the field, and they are frequently referenced in UNESCO entities engaging in them, a case study approach was adopted as a
the analysis as and where appropriate. key feature of the methodology. This enabled in-depth understanding of
Approach and Methods selected thematic areas and core dimensions of ICT in Education, and provided
insights into the level of interaction and cooperation between the respective
30. The evaluation was conducted between September 2018 and April 2019 entities on the basis of evidence collected within a specific thematic focus.
by two external consultants, Seán Ó Siochrú and Graham Attwell from NEXUS
Research Cooperative, Ireland. Commissioned and managed by the UNESCO 35. The selected themes for the Case Studies were:
IOS Evaluation Office as a corporate evaluation, IOS was responsible for the Case Study 1: The use of ICT for teacher development, with a focus
management and coordination of the evaluation and provided quality on UNESCO’s global priority Africa (Annex J);
assurance of the evaluation process and the deliverables.
Case Study 2: Policy Support for ICT in Education; (Annex K);
31. An Evaluation Reference Group (ERG) was established to accompany the Case Study 3: Coordination, Cooperation & Collaboration in ICT in
evaluation process and to provide feedback on and validate the deliverables. Education (Annex L).
The ERG comprised representatives from: the IOS Evaluation Office, the ED
and CI Sectors’ Executive Offices, the ED Division for Policies and Lifelong 36. A detailed Evaluation Matrix (Annex F) specifies the evaluation questions
Learning Systems, the Gender Equality Division, the CI Knowledge Societies and sub-questions and indicates the sources of information.
24
I.e. the study and use of contemporary digital technologies in teaching and learning. possibilities opened up by digital technologies to contribute to enabling a revolutionary
It focuses specifically on the use of technology to break down learning barriers and shift in education from individual content acquisition to collaborative intelligence.
enhance students’ learning experiences. MGIEP seeks to harness pedagogical
6
37. Aspects of Gender Equality were examined in some depth, in relation to 43. One-to-one and two person interviews were completed with 100 people,
ICT in Education project design, monitoring, and reporting; and in terms of 88 in person and the rest remotely (Annex C), covering a wide spectrum of
compliance with the UNESCO Priority Gender Equality Action Plan. stakeholders. These were based on interview protocols presented in the
inception report for different types of stakeholders, and were conducted in a
38. The evaluation adopted a participatory approach, involving a variety of
semi-structured manner. Interviewees were provided in advance with the
relevant stakeholders in a range of modalities in the design and consultation of
relevant interview protocol (Annex H). A deep qualitative appreciation emerged
the evaluation and providing multiple opportunities for consultations and
from these, from a range of sometimes contrasting perspectives, of the
exchange with key stakeholders. The ERG brought together key UNESCO
characteristics, significance and achievements of the ICT in Education activities
stakeholders and was consulted at critical stages as outlined above. National
in UNESCO, of the obstacles they faced, and the wider environments.
Commissions for UNESCO, that include representatives from national
Interviews with non-UNESCO stakeholders yield wider views on UNESCO and
Ministries and other stakeholders, were consulted by means of an online
on other actors and processes.
survey. It was administered to the 199 National Commissions for UNESCO
across the world. 22% of UNESCO Member States responded to the survey. 44. An initial list of entities for interview was drawn up based on suggestions
The results of this survey are presented in Annex I. from the ERG and supplemented by the Evaluation Team. Specific individuals
were selected usually in communication with the appropriate officer in these
39. Draft case studies were also circulated to key interviewees and
entities. Interviews and other communications yielded many additional names
stakeholders for comments and validation, and other interviewees were often
and organisations, and these were added to the list as deemed appropriate by
re-contacted for verification and triangulation of specific issues.
the evaluation team to ensure a balanced representation from all major
40. The evaluation also pursued a human rights, gender-equality and stakeholder groups.
culturally–sensitive approach in eliciting and analysing evidence. Although the
45. The final list of those interviewed grew to exactly 100, 48 of whom were
external evaluation team itself was not gender-balanced, it demonstrated
working as UNESCO staff or secondees; and 52 of whom were external
relevant competencies in applying a gender equality lens in evaluation through
(including UNESCO National Commission Members and two Board Members
ensuring that the issue was prominent in the detailed methodology and data-
of the UNESCO IITE with positions in external bodies). The breakdown
gathering instruments and in their implementation. Their longstanding
between UNESCO and non-UNESCO was as follows:
experience and extensive fieldwork covering various geographic and cultural
contexts ensured culturally sensitive considerations of the evaluation subject. UNESCO HQ 20%; Bangkok Regional Office 12%; Other UNESCO
Field Offices 12%; UNESCO Category 1 Institute IITE 4%;
41. The exploration of the wider landscape of key institutional actors in ICT in
Education globally (See Annex M) comprises another key feature of the Academics and Teacher Training Colleges 18%; Private Sector 13%;
methodology, in particular to support the considerations for UNESCO’s UN and international bodies 9%; Ministries 8%; Others 4%.
positioning in the ICT in Education landscape.
46. The four main UNESCO entities involved in ICT in Education, accounting
42. Data gathering relied on a mix of tools and sources. In depth documentary for the great majority of expenditure in this field, were analysed using extensive
analysis included consulting a range of strategic, research, academic and and detailed documentary analysis, a large number of the interviews (including
project documentation (a detailed list of documents consulted is available in Field Visits) with UNESCO staff and other stakeholders, and data from
Annex D). These enabled a full descriptive analysis of context, activities UNESCO’s SISTER reporting system. Other activities relating to ICT in
undertaken and outputs, as well as an analysis of the strategic context in Education, beyond these four entities, were explored through the SISTER
UNESCO and in the wider environment. system, and interviews and enquiries to other relevant UNESCO entities.
7
47. The evaluation team visited UNESCO Headquarters three times for 53. There is no clear delineation of UNESCO’s ICT in Education projects and
discussions with the reference group and for in-depth consultations with key activities, since the theme does not constitute a distinct and formal programme
stakeholders. A workshop was held with the reference group aimed at per se. The area covers a heterogeneous set of interventions, varying in scale
presenting findings and preliminary conclusions and recommendations, as well and nature and applied at all levels, local to global; and ICT are also often
as presenting the results of the Theory of Change analysis. Validation Meetings included as just one component of a project among others. Even the use of the
were also held with UNESCO’s senior management. term “ICT in Education” can vary across UNESCO entities. While core ICT in
Education actors in UNESCO could be readily identified, it was more difficult in
48. Three field visits were completed between October and November; to the
the case of those involved only occasionally or peripherally. These were
Category I institute IITE in Moscow; to the UNESCO Regional Bureau for
considered on a case by case basis, and the advice of the responsible
Education in Bangkok; and to the Multi-sectoral Regional Office in Nairobi.
UNESCO staff was sought. Furthermore, ICT in education has also been
49. Data analysis included aggregation and compilation of the SISTER data, mainstreamed horizontally across the Education sector portfolio and across
full transcription and qualitative analysis of contemporaneous interview notes, some areas of other Programme Sectors. The evaluation therefore required a
standard documentary review and highlighting and compiling of relevant points. considerable effort in defining what belongs to UNESCO’s work in ICT in
The online survey was quality assured, tested and administered in English and Education.
French using Survey Monkey. Triangulation comprised comparison of data
54. The time and resources available did not permit an in-depth evaluation of
from the different sources relating to specific questions, and where differences
a representative sample of individual project results, or the gathering of primary
emerged, further in-depth consultation from appropriate sources.
data across the entire ICT in Education portfolio. Thus existing independent
Strengths evaluations were examined, alongside project reporting documentation and
supported by the very large number of interviews. The number of independent
50. The evaluation was based on a combination of methodologies applied to
evaluations of ICT in Education projects is relatively small, and the UNESCO
gather a wide range of information and data from different sources, and data
progress and results monitoring system sometimes offers limited qualitative
collection and analysis were thus designed along multiple lines of inquiry.
insights. This means that the learning that can be extracted remains largely at
Especially, the large number and variety of stakeholders consulted of which
the overall thematic level, with limited application to individual project level.
52% external to UNESCO - including representatives from Member States
national authorities, civil society, UNESCO National Commissions, relevant UN 55. The fieldwork conducted in the framework of the evaluation was limited
and other intergovernmental and regional organisations, as well as from the and therefore focused on the collection of data that contributed to the
private sector – generates comprehensive evidence to duly justify the findings elaboration of the specific case studies, but cannot be considered as
and conclusions of this report. representative of the full variety of ICT in Education activities implemented in
the different UNESCO regions.
51. Furthermore, the evaluation used a case study approach to gather in-
depth understanding of the working mechanism and results in specific areas 56. The lack of consistent collection of baseline and monitoring data and
covered by the case studies. In addition, the evaluation considered the findings assessment of progress towards outcomes limits the ability to measure the
of previous UNESCO evaluations on the topic, and of external studies, literature effectiveness of UNESCO’s ICT in Education activities.
and research in the field of ICT in Education.
57. The survey administered to the National Commissions of UNESCO also
Methodological Limitations provided limited representativeness as answers were received from only 22%
of Member States. Furthermore, selection bias of respondents may be
52. The evaluation also faced a number of methodological challenges:
assumed due to the different levels of knowledge and involvement of National
8
Commissions in UNESCO’s ICT on Education work, as well as by the above-
mentioned absence of a clearly delineated portfolio of ICT in Education.
However, this was carefully taken into account during the analysis. The survey
data also provided qualitative information as supportive evidence for evaluation
findings.
Reading Guide
58. The Report discusses the evaluation findings in five sections organised
around the five key dimensions of the evaluation from Section 2 to Section 6:
• UNESCO’s comparative strengths in ICT in contributing to the 2030
Agenda through ICT in Education
• Internal Coordination and Coherence throughout the Organization
• Partnerships, cooperation and fundraising
• Results and Sustainability
• Visibility and Communication
59. In line with the UNESCO template for corporate evaluation reports, the
main body of the report presents the findings at aggregate level with specific
details and examples for illustrative purposes, while additional details and
further evidence can be found in the related annexes. The evaluation also
resulted in the development of a Theory of Change for the field of ICT in
Education at the global level, which can be consulted in Annex G.
60. Section 7 presents the overall conclusions and Section 8 the
recommendations for the future positioning and efficient and effective
implementation of UNESCO’s work in ICT in Education.
9
Key Dimension 1: UNESCO’s position in A core commitment to inclusiveness and quality of education from a
humanistic perspective.
relation to Agenda 2030 63. Leveraging these strengths is made possible by a high level of UNESCO
expertise in specific areas of ICT in Education that is widely acknowledged by
Is UNESCO, as compared to other organisations, best placed in staff and external stakeholders.
terms of contributing to the 2030 Agenda through ICT in
education? 64. These features, individually and collectively, mark out UNESCO’s position
in the field globally and differentiate it from other actors. UNESCO’s
Compared to other organisations active in the field of ICT in Education, comparative strengths are highlighted below, and contrasted with the
UNESCO has a number of comparative strengths that it leverages to achieve positioning of others in relation to ICT in Education.
a strong positioning globally especially in relation to perceived impartiality,
65. The underlying principles of UNESCO’s approach to education (being
convening power and policy expertise from an inclusive and humanistic
humanistic, inclusive and of quality) ensure that ICT is always seen as a means
approach to quality education, coherent with Agenda 2030. However, there is
and not an end. This contrasts with a technology-driven approach characteristic
a potential for the Organization to secure a position of global intellectual
of many corporate actors. Some private sector companies interviewed
leadership in the field of ICT in Education which has not yet been fully realized.
recognise this tendency, and welcome the counter-balance of UNESCO
At the much more crowded level of the ICTs in the learning environment,
expertise. It also contrasts with a more recent and wider ‘disruption’ approach 26,
UNESCO has limited visibility.
driven by sectors of the technology industry and linked to moves towards the
61. The question is considered from the perspective of the implementation privatisation of education. UNESCO’s 2015 Report Rethinking Education:
level of UNESCO projects and the Organization’s strategic level position and Towards a global common good 27 is cited by several as a reaffirmation of
influence, reflecting the views of informants, most of whom would be aware of UNESCO’s position, offering to Member States and others a coherent vision in
UNESCO activities in this area. Further on, issues relating to the level of line with Agenda 2030.
visibility of UNESCO’s positioning are addressed.
66. This widely acknowledged positioning is a key prerequisite to becoming
62. UNESCO’s actions in the field of ICT in Education gain leverage from the intellectual leader in ICT in Education not only in relation to Agenda 2030,
UNESCO’s wider education activities, its mandate 25 and its intergovernmental but in the wider global context of all those who recognise the centrality of
structure. These comprise: education to an equitable and sustainable future and the role that ICT can play.
Ready access to, and convening power of, high-level political and other 67. UNESCO’s convening power of senior policy makers is also recognised
actors; as unequalled in terms of global and regional dialogue and knowledge
Widespread acceptance of its role as an impartial and neutral actor in exchange, especially for developing countries. It gives to it a unique potential
education; to enable South–South dialogue and exchange, in contrast to many regional
Its global scope, and in particular its focus on less developed countries; and global events that emphasise North–South transfer and are often market-
driven with a strong product-sales focus. South–South dialogue is highly
relevant to Agenda 2030 since in general the SDGs exert much greater
25 27
UNESCO’s mandate in ICT in Education is anchored in its Constitution and in various See http://unesdoc.unesco.org/images/0023/002325/232555e.pdf .
UN Frameworks, and is strongly articulated within Agenda 2030 SDG 4.
26 This is based on the analysis in Annex M “Review of ICT in Education Landscape”
10
influence on policies and politics of developing countries as compared to those follow-through on policy support and institutional capacity-building, in relation
of wealthier countries. UNESCO’s ICT in Education activities have achieved a to the process of mainstreaming policies and normative frameworks introduced.
high profile, for instance with the 2nd World OER Congress, the Qingdao Several national and international level stakeholders point out that the level of
Declaration 28, and Asia Pacific Ministerial Forum on ICT in Education and the resources required is seldom available from UNESCO for full mainstreaming
sub-regional forums. for instance in relation to teacher training where sustained long-term effort is
required to achieve national-level outcomes. Other actors, such as World Bank,
68. UNESCO’s expertise is highly valued in the education sector generally,
OECD or the EU are positioned to more actively influence education systems,
especially in developing countries, a point repeated during the interviews in
thanks largely to the much higher level of resources they have at their disposal.
UNESCO but also with many stakeholders outside including in other UN
Since UNESCO is not a development or funding agency per se¸ the issue is
agencies and international NGOs. ICT in Education benefits from this general
primarily one of perception i.e. that UNESCO can or should in the first place
perception, but also reinforces it specifically in the policy areas of ICT in
provide funding for mainstreaming. But it also refers to the fact that other
Education Master Plans and OER; and in supporting the development of ICT
partners are not always connected and ready to step in where UNESCO
CFT frameworks, OER capacity and resources and more generally the
support ends.
capacity-building of national institutions. This expertise is underpinned by
recognised impartiality, and its commitment to humanistic perspectives in 73. While UNESCO has a high profile at the policy level, it is less prominent at
education. Because of the sensitivity of education policy in general, few other ground level, particularly in the development and piloting of new pedagogic
actors have attained this level of legitimacy among developed countries. approaches, learning environments and tools for the use of ICT in practice in
education. Some individual projects stand out, and the Mobile Learning Week
69. The survey of UNESCO National Commissions largely bears out this
showcases much of UNESCO’s (and other players’) work on the ground
analysis, though with some nuances. Responding to a closed set of questions
globally. YouthMobile 29 is a significant example of empowering young people
related to the perceived specific strengths of UNESCO in the field of ICT in
in creating solutions to local issues through the use of mobile devices. But the
education, 80% of respondents choose “access to good practices around the
level of the learning environment is extremely crowded with a variety of
world” and “expertise across all levels of education“; and 73% choose
institutions, corporate actors, government initiatives and others, and gaining a
“multidisciplinary approach across UNESCO Programme Sector” and “access
profile is difficult. Corporate technology actors such as Microsoft and Intel, and
to relevant networks and partners”. The lowest score, still at 61% went to
education actors such as the World Bank and the Commonwealth of Learning,
“ensures humanistic values are preserved in the collaboration with the private
and within the UN system, UNICEF, tend to have a higher profile here.
sector.”
74. But at the highest level, there are different considerations underway for the
70. In short, UNESCO has a number of key assets that can help to position it
future of education. 30 The potential of ICT (in the broadest sense) as a tool for
at the forefront internationally in relation to achieving Agenda 2030 through the
developing and extending access to education is generally acknowledged by
use of ICTs.
all. With a degree of simplification, the core difference is between a belief in a
71. Nonetheless its global positioning is also perceived to have a number of holistic and humanistic view of education for human development and individual
limitations and weaknesses. growth, and a belief that education should be primarily geared towards
72. A limitation referenced in several interviews relates to a lack of UNESCO employability in a highly competitive economy and labour market and that
28
I.e. the first global declaration on ICT in education, approved at the conclusion of the 29
See: https://en.unesco.org/youthmobile
conference on ICT for the 2030 Education Agenda held in Qingdao, China, see 30
See also Case Study 1, Section 1.
https://unesdoc.unesco.org/ark:/48223/pf0000233352.
11
education itself can also be modelled on that same economic system. This 77. It is, however, worth noting that UNICEF, the World Bank and ADB are
difference is reflected at various levels including international dialogues, policy currently building in-house expertise in ICT in Education, which suggests that
development, and the role of teachers, as well as approaches to learning and they, and perhaps others, are moving to become more active in this area,
pedagogy and to the role of technology within education. including in the policy area as well as downstream in the learning environment.
At national level there are also ICT in Education working groups, under the
75. One important area of this wider competition is in claims to have insights
Education Sector Working Groups that coordinates development partners.
into and important contributions to make regarding future trends in technology
These factors should be taken into consideration by UNESCO as it seeks to
and education, what might be termed as ‘intellectual leadership’ or ‘thought
position itself for the future.
leader‘. This is potentially an important area since it can influence the priorities
of governments, donors and others. UNESCO, despite a large volume of, and
Is ICT in Education appropriately prioritised by UNESCO in terms
generally high regard for, its research publications, is not widely perceived to
be at the forefront of future thinking and research in the domain ICT in
of its contribution to Agenda 2030?
Education, or as a ‘laboratory of ideas’ 31 ICT in Education does justify a higher priority within UNESCO. Agenda 2030
76. At a more mundane level, there also exists some institutional competition contains several references to ICTs relevant to education, the strategic
where the spheres of influence between different organisations overlap. For potential and value-added to the field, and thus its potential contribution to
instance the field of ICT in Education is at an intersection of UNESCO, ITU, Agenda 2030. However, its prioritisation within UNESCO is constrained by a
UNICEF and others. While most organisations see mutual benefit in number of factors, including reduced visibility in the C/5 and the absence of an
cooperation (see below) they may compete in gaining and maintaining the explicit commitment to its strategic importance.
attention of governments and educational institutions. They also occasionally 78. Agenda 2030 clearly recognises the potential of ICTs to “develop
find themselves competing to achieve a higher profile within the wider UN knowledge societies” (para. 15); Target 4b is to “substantially expand the
system 32 including the UN General Assembly and Agenda 2030. Such number of scholarships available to developing countries... including… ICT…
competition is probably unavoidable and does not necessarily impede the programmes”; and SDG 4 Indicator 4.4.1 comprises: “Proportion of youth and
progression of work in the field. Indeed institutional competition can be positive adults with ICT skills, by type of skill”. The Incheon Declaration Framework for
more widely in terms of incentivising and prioritising advance in the field, and Action 33 notes “ICTs must be harnessed to strengthen education systems,
in generating new ideas from different perspectives. There is little or no knowledge dissemination, information access, quality and effective learning,
evidence that at this point, such competition hinders cooperation where it is and more effective service provision”.
appropriate. The evaluation encountered numerous examples of ongoing
national level cooperation between UNESCO and various UN agencies. 79. A result of the survey of UNESCO National Commissions is relevant here.
When asked if governments have increasingly prioritised ICT in Education in
31 UNESCO’s Strategic Transformation (Executive Board 204 EX/31) seeks to ensure 33
The Incheon Declaration is the commitment of the education community to Education
that the “Organization resume its leading role both … as an intellectual forum and as a 2030 and the 2030 Agenda for Sustainable Development, recognizing the important role
proactive stakeholder in global debates...” Paragraph 7 of education as a main driver of development, adopted at the World Education Forum
32
An example raised during an interview concerned a presentation to the UN Chief (WEF 2015) held in Incheon, Republic of Korea. The Education 2030 Framework for
Executives Board at their May 2018 meeting. UNICEF initially sought to present the Action, discussed at WEF 2015 provides guidance for implementing Education 2030.
future of education, including the role of ICTs, but in the end a joint presentation was
agreed with UNESCO, with the latter covering ICT aspects. See:
https://www.unsceb.org/CEBPublicFiles/CEB-2018-1-
Summary%20of%20Deliberation-Final.pdf
12
the last 4 to 6 years, a large majority of 76% responded ‘significantly’ with only monitoring is made more difficult, since now PI results must be integrated
24% opting for ‘somewhat’. across all relevant ERs 35. The likelihood that senior UNESCO staff and
management will highlight progress in the field of ICT in Education in
80. Given this high relevance, the majority of stakeholders interviewed during
international fora may also be affected, which may in turn make it appear that
this evaluation feel that ICT in Education is not appropriately prioritised in
ICT in Education has become a lower priority. 36
UNESCO, and that it merits both more resources and a stronger UNESCO
management focus. Several of those interviewed also believe that its full 84. A further major concern is that the manner in which ICT in Education is
potential is underestimated in Agenda 2030; most of these interviewees are represented in MPI’s ERs and PIs is incomplete, inconsistent and dispersed.
active in the thematic field, though many are also involved in education or While there are references to ICT across 39 C/5 ER 1 to ER 5 (See Annex B,
communication and information more widely. Description of UNESCO’s work in ICT in Education) these are not always
followed through in the PIs. More seriously according to several UNESCO staff
81. The UNESCO approved programme and budget 2018-2019 (39 C/5) saw
interviewed, there is no explicit reference to the strategic importance of ICT in
the elimination of MLA 1 Expected Result 7 (ER) 34, and the mainstreaming of
Education across multiple dimensions of education. A concern shared by many
ICT in Education across several ERs. Only a few – those most directly involved
UNESCO staff is that the specific form of mainstreaming may in practice
– see this to be indicative of an intended lower priority for the field in UNESCO.
diminish the visibility of results of ICT in Education activities in UNESCO at a
Most believe it was unavoidable given the UNESCO management decision to
time when it is growing in importance globally, and when UNESCO’s specific
align MPI (Major Programme I: Education) with the SGD 4 targets. In principle,
contribution is more needed than ever.
most stakeholders at least partially welcome this decision since ICT in
Education is seen as a means to enhance quality and equal access to 85. This mainstreaming affected, at least directly, only the Education Sector
education, and not as an end in itself. Few stakeholders raised the issue of and not the important work in ICT in Education being pursued by the CI Sector
timing of this mainstreaming: they felt it was premature, since there is a in Major Programme V. While some intersectoral linkages are recognised in the
continuing need for a specific focus and visibility as a thematic priority area C/5 in both MPI and MPV 37, these simply state their intention to cooperate in
within UNESCO and within ED. certain areas rather than describing substantive modalities such as joint
programming and linkages across two Sectors, or including joint activities
82. The evaluation found wider agreement among stakeholders interviewed
following a shared thematic goal. For instance the relevance reference in the
on the implications of the move, both in practical and strategic terms.
CI Sector C/5 MP5 is:
83. In practice, mainstreaming across five other MPI MLA 1 ERs has reduced
“The CI Sector will cooperate closely with the: Education Sector in areas
the visibility of achievements in ICT in Education within the UNESCO reporting
such as Open Education Resources (OER) and ICT Competency
system, and this can weaken incentives, particularly for Field Offices, to
Framework for Teachers, which will be used for building twenty-first
undertake activity in this area. There is a related concern that progress
34 “National capacities strengthened to develop and implement policies in education, 2018: Brussels Declaration. It made no mentioned whatsoever of the role of ICTs, and
particularly in teacher training and professional development” he argues, plausibly, this was influenced by the fact that ICT in Education is no longer
35
In practice the reporting responsibility for these ERs is now more likely to reside in reported as a distinct ER.
another Unit or Section. That Unit/Section is responsible for integrating the ICT in See:https://unesdoc.unesco.org/ark:/48223/pf0000366394?posInSet=1&queryId=f00b
Education PI results. Thus the ICT in Education unit need report on only the relevant PI. beb5-caf0-495d-9782-e4caad1e9e0f
37
But the effect can be that the integration of results is somewhat disconnected. See 39/C5 Programme and Budget 2018-2019 Approved paragraphs 01016 and
36 A Head of Unit pointed to a UNESCO-sponsored high-level meeting in Brussels in
06026 respectively
December 2018 on SDG 4 that produced a statement entitled Global Education Meeting
13
 century skills and institutional capacities.” (06026) the lens of UNESCO’s trusted core values in education: equity, quality and
humanism (thus leveraging its normative strength); and focus on building the
86. Raising the status and visibility of ICT in Education within the C/5 might be
capacity of policy makers and institutional leaders in developing countries (thus
achieved in different ways, without returning to specific dedicated ERs. For
leveraging its convening power, impartiality and global scope). Among other,
instance, ICT in Education could in principle be integrated as a horizontal
UNESCO has helped integrate its core values on the agenda of some large
theme; and this could be reflected in the C/5 narrative (including the reference
commercial events, through participating for instance in the e-Learning Africa 38
to intersectorality), the ERs and PIs.
and Transform Africa initiatives 39.
87. However, only altering the C/5 would in itself change little. ICT in Education
90. Less than optimal management of existing knowledge, from an external-
would more readily find its own place in the C/5 in the context of a wider
facing perspective, is visible to many, as well as the absence of a
refocusing and theme-building process.
communication strategy that clearly defines UNESCO’s approach to this theme,
and packages and disseminates UNESCO’s existing expertise and knowledge.
How can UNESCO strategically position itself within the UN family
and towards external stakeholders, in particular the private sector
Are the two Global priorities Gender Equality and Africa effectively
considering the evolving expectations and new opportunities to
mainstreamed in the implementation of ICT in Education initiatives,
expand the scope and quality of the work in ICT in Education?
and in particular are UNESCO interventions targeting the most
Strengthening UNESCO’s intellectual leadership through innovation in ICT in vulnerable or disadvantaged groups?
Education, emphasizing its contribution to education as a public good, would
Gender equality issues are not consistently mainstreamed into policy-related
enhance UNESCO’s strategic positioning.
and capacity building interventions, monitoring systems or PIs. Although
88. According to many interviewed within UNESCO and outside, UNESCO’s Programme staff are sensitive to gender equality issues, they lack the skills to
strategic positioning in ICT in Education is, overall, relatively modest. Within the effectively integrate them at design and implementation states. But there are a
UN system it exists alongside and sometimes in the shadow of organisations few examples of gender-responsive projects. The Africa Priority is sufficiently
such as UNDP, UNICEF and ITU, and can be eclipsed by their high visibility reflected in terms of budgets and appropriate projects.
and, in the case also of other external stakeholders, abundant resources. Its
91. Gender equality is, at most, only nominally mainstreamed into policy-
strengths, as outlined above - convening power, impartiality, global scope,
related interventions; and to a very limited degree into institutional capacity
commitment to quality and inclusion in education, and expertise in specific
building interventions. Gender equality indicators are generally absent from
areas – are not always fully leveraged to bring it to the fore.
project monitoring and PIs, except for levels of participation in surveys and
89. The potential to gain a higher profile in intellectual leadership in ICT in events. An assumption was voiced a few times that since the focus of many
Education is recognised by many stakeholders, based on an appreciation of projects is on teachers, and women comprise the majority of teachers, they
the quality of the research as the single most important step in repositioning benefit disproportionately anyway. This assumption is not critically scrutinised
UNESCO, and several mentioned an unrealised potential as a repository and and indeed a plausible counter-argument was advanced – that the majority of
producer of forward-looking knowledge on ICT in Education, and as a participants in projects for ICT in teacher development are in fact men since
‘laboratory of ideas’ for future-oriented thinking. A point differentiating UNESCO they already have a higher level of technological competence.
is that the research and knowledge produced is consistently projected through
38 See: https://elearning-africa.com/ 39 See: http://www.transformafrica.org/
14
92. While UNESCO staff do take many opportunities (for instance during UNESCO Bangkok (BGK/EISD/NFE): Mobile Literacy for Out of School
workshops on Master Plans and ICT CFTs) to remind policy makers and children in Thailand (7843), a partnership with Microsoft that focuses
institutional actors of the importance of promoting gender equality, they seldom especially on girls;
are in a position to make stronger demands as they lack the necessary UNESCO’s Nairobi Office in Kenya: Scientific Camps of Excellence for
competencies and guidance on how to integrate gender equality Mentoring Girls in STEM. 43
considerations. An independent evaluation of a teacher development initiative
has pointed to limited integration of gender equality in project implementation 40, 95. CI Sector (CI/KSD/ICT) YouthMobile Initiative (2282) including numerous
and it is clear from project documents and reporting that it is not held to be a projects to enable young girls and boys to create mobile apps for sustainable
high priority. development, in a decentralised model often run by external partners.
93. Most of the major projects in ICT in Education are classified as “gender- 96. The IITE’s section on health education is systematic in applying a gender
sensitive” 41 in their SISTER entries. 42 However, an examination of project lens to its activities, which are critical to reaching the audiences of young people
documentation would suggest that this is a very low threshold to pass. on issues such as AIDS and gender-based violence.
Interviews with UNESCO staff revealed limited knowledge of how to apply 97. ICT in Education initiatives are overall aligned with the Global Priority
UNESCO’s policy on gender equality in practice. Africa. Investment in ICT in Education is strongly focused on Africa, from
94. Downstream and closer to the learning environment, some excellent different funding modalities, and in particular of extrabudgetary projects. 24%
gender-responsive and gender–transformative projects are implemented by a and 28% respectively of all ICT on Education interventions in the past two
variety of different UNESCO entities, in addition to those working on ICT in biennia (2014 to 2017) were implemented entirely in Africa, without considering
Education. The first three of the following were initiated and planned by initiatives with a global scope (see Figure 1). Comparing the number of ICT in
ED/PLS/ICT, which also raised the funds, and then decentralised for Education interventions per region, a relative majority of MPI interventions are
implementation: implemented in Africa, followed by Asia and the Pacific, while similar
percentages of MPV interventions are implemented in both, Africa and the Arab
UNESCO’s Gender Equality Division (under the Cabinet) with the States regions (see Figure 2). In alignment with the priorities of the AU’s 2063
Education Sector (ED/IPS/IGE): Defining, measuring and promoting Agenda, in particular some larger extrabudgetary initiatives were implemented
gender-transformative skills for women and girls in the digital age at country-level across the continent, such as the China funded UNESCO-CFIT
(14970), part of the EQUALS partnership with ITU and others; programmes for strengthening teacher training via ICTs, and the Korean-
UNESCO’s Myanmar Office: Empowering Women and Girls in Mobile funded KFIT “ICT Transforming Education in Africa”.
Technologies in Myanmar (9470);
40 Ockham IPS, ICON-Institute (2016) Evaluation of UNESCO-China Funds-in-Trust 42 A review of ICT in Education main interventions (2014-2017) offered strong evidence
Project: Quality Teachers for EFA –Enhancing Teacher Education for Bridging the in this regard. Of 42 projects initially identified, a total of 7 (17%) were entered in SISTER
Education Quality Gap in Africa. (page 16). as being “gender-responsive”. The remaining 35 (83%) were either marked as “gender-
41
UNESCO workplans are classified as either ‘gender-sensitive’ (gender differences are sensitive” (14, 67%) or as ‘gender-neutral’ (making no contribution) (7, 17%). None were
identified and acknowledged); ‘gender-responsive’ (in addition, factors that address the marked as ‘gender-transformative’.
43See: http://www.unesco.org/new/en/nairobi/about-this-office/single-
different needs are identified) and/or ‘gender-transformative’ (actions are proposed that
brings about changes in gender equality). Work plans that show no or only marginal view/news/scientific_camp_of_excellence_for_mentoring_girls_in_science/
contribution to aspects of gender equality are considered as ‘gender-neutral’. See
Guidelines for the formulation of 38 C/5 Regular Programme Workplans
15
Figure 2: Number of MPI & MPV ICT in Education interventions
implemented per region, 2014 – 2017
2014-2015 2016-2017
0% 10% 20% 30% 0% 10% 20% 30%
Africa
Arab States
Asia and the Pacific
Europe and North
America
Latin America and the
Caribbean
Global scope
MPI MPV
16
Key Dimension 2: Internal Coordination Potential and existing partners are unclear about UNESCO’s wider
strategic position and find it difficult to engage beyond project level;
and Coherence A degree of non-constructive competitiveness and territorial
defensiveness can enter into relations between the main entities
Have UNESCO’s organisational structure, working methods, involved;
managerial support, role distribution and coordination Ongoing interaction between the different entities involved is ad hoc
mechanisms adequately assisted in the delivery of its initiatives in and sporadic, with some exceptions relating to specific actions;
ICT in Education in an efficient and effective way? Although they cover similar thematic areas at project level, exchange
of experience and learning between entities is limited.
Most UNESCO actors believe that coordination and communication across the 100. The key UNESCO entities are keenly aware that they often work in parallel
entities engaged in ICT in Education, and externally, could be improved with on similar issues, and there are important instances of sharing resources and
positive results. Issues include a lack of clarity on roles and strengths of each cooperation. 45 The ICT CFT Framework, for instance, is the point of departure
entity, an absence of mechanisms for regular interaction, and a lack of clear for all entities involved in supporting Member States in the development of
guidance from senior UNESCO management. competency frameworks in ICTs for teacher training, though the Framework is
98. There is a widespread belief within and outside UNESCO that the current implemented in different ways according to how each entity works with national
forms of coordination and communication are less than optimal, in terms of partners and the latter’s priorities and structures. Despite this autonomous
coordinating and optimising the use of the skills and resources available in approach to the work, the updating of the ICT CFT to Version 3, led by
UNESCO, and of maximising the visibility, quality and relevance of UNESCO’s CI/KSD/ICT, was a good example of cooperation between them.
work under this theme. 44 101. But there can be negative consequences. Limited exchange of experience
99. This is accounted for in part by the fact that ICT in Education is not a reduces the application of lessons and learning across UNESCO, and the
programmatic area but rather a set of relatively discrete interventions fragmentation of websites leaves them less visible and accessible externally.
undertaken by a range of units of different types and locations within UNESCO. The absence of routine information sharing means that opportunities are lost
The main issues that can prevent cooperation and coordination or are a and misunderstandings arise. All entities cited examples of activities
consequence of a lack of it are seen as follows. undertaken by another unit in their geographical or thematic area, without
information being shared in advance. For instance the Bangkok ICT in
There exists no clear definition of ICT in Education or agreement on Education team reported that an event was organised by UNESCO HQ in
which projects and actions should be included under the heading; Tajikistan directly following a CASIE policy forum that had been organised by
Clear leadership cannot emerge within the current structures; nor can Bangkok. Yet they were advised of it so late that they could not attend. Nor was
a strategic overview of UNESCO’s strengths, roles and direction; the Bangkok team advised that UNESCO was organising an UN Internet
Information and resources are available on a multiplicity of websites Governance Forum in Paris in 2018. Such communication gaps can also
and access points, with minimal coherence and limited links between diminish trust, which in turn further inhibits interaction. Combined with other
them; factors (such as the predominance of the Funds in Trust modality which tends
44
This partly motivated the request for the evaluation. subsequent decentralisation of projects ED/PLS/ICT; and cooperation among all four
45 key entities in the ICT CFT Version 3.
See Case Study 3 Section 2. Examples include the Expert Group convened on OER
that brought together CI/KSD/ICT, ED/PLS/ICT and IITE; the development and
17
to reinforce a narrow focus on the needs and skills of a single unit 46) Are resources adequately allocated/shared/distributed, given the
opportunities for cooperation and collaboration are less likely to be sought comparative strengths of different sectors/units and the potential
actively, and tend to be scaled back to a minimum. Where project funding is of intersectoral cooperation?
shared between entities, it can result not in organic cooperation towards a
common goal but in separate sub-projects. Given the UNESCO-wide dearth of RP funds, the extrabudgetary funding has
102. The leaders of these entities, and senior UNESCO management, would contributed to the development of projects and growth of staff to enhance
welcome greater clarity and direction in relation to the roles and strengths of UNESCO’s global positioning in the field and play an intellectual role in priority
different entities. Several entities, especially those outside of HQ, look to senior areas such as in mobile learning and the use of AI in education. However, a
UNESCO management to clarify appropriate communication protocols with more agile approach to the management of staff recruited under extrabudgetary
others, and guidelines concerning subsidiarity and devolution. 47 They would resources that encourages sharing of resources and expertise among entities
also welcome discussion of the strategic roles that ICT in Education can play, and units would be beneficial.
clarity on relationships between and respective roles of and strengths of
105. A number of issues arise in relation to resource distribution and financial
different entities, and the implications of these for the appropriate scope of
modalities.
thematic actions.
106. Although a significant number of staff work on the theme overall, the
103. There is a willingness among all entities to engage in more cooperation
number of fixed-term UNESCO programme specialists in ICT in Education is
and collaboration but the absence of specific enabling mechanisms and the
small, amounting to six to seven. One unit head pointed to a certain reticence
lack of guidance from senior UNESCO management act as barriers. Without
among specialists in related areas to enhance their experience and expertise
exception they recognise that benefits would flow internally and externally from
in the direction of ICT in Education, in part because of a (misguided) perception
a coherent Web presence, within which all would have a distinct presence but
that it would require a background in information and communication
under a common theme. Yet it is not clear which of the entities could or should
technology.
initiate processes to achieve these goals.
107. The predominance of extrabudgetary funds in ICT in Education, the use of
104. Thus the situation is that the key UNESCO entities involved in ICT in
the Funds in Trust modality (see Table 2), and a fall in available RP funds 48
Education would welcome several (though not necessarily all) of the features
have a number of consequences.
of a single programmatic area and believe that benefits would ensue, but they
lack the formal means and the clear authority to develop and operationalise The leaders of relevant entities tend to design their respective projects to
such features. also ensure continuity for existing capacities or expand staff resources,
almost all of whom are non-permanent project appointments.
46 See Case Study 3 Section 5. Factors include: Unit leaders tend to design projects that 48 While recognising that RP funding has unavoidably declined overall, some believe
can retain or expand existing staff; and the predominance of contract staff means there that success in securing extra budgetary funds in a given entity can result in a lower
is no clear wider career path and staff strongly associate with their own units. allocation of RP funding to that entity. Some also noted a lack of transparency in the
47 A note from the DG in 2014 remains in force and indicates a high level of delegation
criteria for allocating RP.
of authority and subsidiarity. DG/NOTE/14/3 Enhanced Delegation of Authority to
UNESCO Field Offices and Revised Reporting Lines See:
http://unesdoc.unesco.org/images/0022/002256/225646E.pdf.
18
 Collaborating with other units tends thus to have a lower priority that it also reduces the scope of the unit to develop their own priorities in line with a
might otherwise have; strategic assessment of needs and potential benefits. 50
The predominance of contract staff and the associated absence of a clear 110. The current situation in which the four key entities in ICT in Education
career path in UNESCO and of ongoing professional development and design and implement their own projects, mainly through Funds-in-Trust,
mobility 49 means that such staff associate strongly with their own units, largely independently of each other, is considered as less then optimal.
and have a strong incentive to continue to secure funding for their Although it is not possible to state with certainty (since it is difficult to analyse
positions; and predict the various factors involved), there is a perception among staff
interviewed that the same volume of funding could be deployed to better effect
There is by nature a higher level of turnover of such staff, either as
if projects were planned and implemented collaboratively, and the specialist
contracts are terminated or as they successfully secure positions
expertise of the different units shared as appropriate. 51
elsewhere, and an ongoing loss of expertise and knowledge to UNESCO.
108. Discussions with informants about the prospects of enhancing internal What criteria/mechanisms could support priority setting by
collaboration were sometimes linked to a perceived need for greater flexibility Member States and resource allocation for inter-sectoral
around and wider thematic based distribution of XB funds, as an enabling collaboration?
factor. The current primarily sector-based accountability frameworks (with the
exception, of truly intersectoral cooperation, as found for instance in the Nairobi An optimal role distribution across the entities that builds on existing capacities
office) and financial management mechanisms were mentioned among the and benefits all, will emerge only with improved horizontal communication and
obstacles to enhanced collaboration and distribution of funds across UNESCO. cooperation, and with appropriate focal points and senior management
109. XB funding can also influence the geographic and thematic focus of leadership. This establishes a precondition and is critical to enhancing the work
UNESCO interventions in this field. Funds-in-Trust are negotiated with donors, in this field, irrespective of where the individual roles and capacities lie. Identifying
and UNESCO management implements a project approval process to ensure and harnessing the comparative strengths of each entity in a coordinated manner
that these projects are fully coherent with the current C/5. However, ERs and is a first step for optimizing complementarity of roles and responsibilities of the
PIs tend to be quantitative, and geographically non-specific. This leaves different entities.
considerable room for manoeuvre in terms of fitting individual donor priorities 111. There is evidence that Member States that have committed heavily to
with the C/5. Countries not specified in the Funds-in-Trust projects are, in funding ICT in Education would welcome improved synergy between projects
practice, less likely to receive UNESCO support. The modest level of RP they support, and which are implemented by different UNESCO entities. 52
available (for instance the BGK/EISD/ICT unit averages $15,000 annually in
the current biennium) is insufficient to launch any significant action to accede 112. The Survey results also show that the respondents to the survey for
to requests of Member States not included under Funds-in-Trust modalities. It National Commissions consider UNESCO’s expertise across all levels of
49 Temporary contract staff can be employed with the same benefits and professional on a combination of regular budget and extra-budgetary resources. Mobile Learning
development support as permanent staff (though without the employment security). The Week was launched on this basis.
51 The Korean government, under the Ministry of Education, funds separate projects in
cost is much higher than for other equivalent contract staff. This option is exercised to
the benefit of contract staff in ED/PLS/ICT. Asia and Africa, under the KFIT modality, with the funds divided between headquarters
50
Significant or flagship actions/projects can take advantage of an integrated budgeting and the Bangkok regional office. A representative of the Korean Ministry notes that
mechanism by enabling the planning and launch of a complementary modality, based Korea would appreciate more synergy between these projects.
52 See Case Study 3, Section 5.
19
Education (78% of respondents) and UNESCO’s multidisciplinary approach areas, encouraged and guided by senior UNESCO management.
across its Programme sectors (73% of respondents) to be among UNESCO’s
116. The evaluation considered a range of arguments brought forward by
specific strengths, compared to other actors in the field of ICT in Education.
interviewees concerning the respective roles and capacities of ED and CI
sectors, and of other entities, in relation to ICT in Education. These include:
How can the Organization best manage the work in this area in the
future, in a coherent and coordinated manner, in particular ICT in Education concerns the deployment of ICTs across the entire
regarding the respective role and capacity of the ED and CI sectors, education system and the Education Sector therefore must have the role of
and by best utilising the potential of IITE and other relevant deploying it across the sector, in all its components;
Category I Institutes? What is the optimal role distribution among Cutting-edge integration of ICTs into education requires expertise that is
associated with communication and information technologies and can be
the different UNESCO entities?
readily provided by the CI sector;
113. Table 3 indicates areas in which each of the main entities has significant The CI Sector is smaller and considered more agile, and is therefore seen
expertise and interventions. as responding to emerging trends more rapidly and flexibly, as for example
Table 3: Areas of Work for Key UNESCO Entities in ICT in Education shown in its pioneering of various technologies;
ICT in Education activities should have a primarily horizontal function to
ED/ CI/ BGK/
Area of work/ UNESCO Entity PLS KSD/ EISD IITE support other UNESCO units and entities in UNESCO in understanding and
/ICT ICT /ICT implementing ICTs in their respective activities;
International dialogue/exchange fora X X X X OER are part of a wider suite of open resources supported by CI, including
Master plan policy support X X X open software and open access, and there is a preference for these to be
International standard setting instrument X
maintained together;
All teacher training support activities are seen as a core part of educational
Master plan tool & resource development X X
sector activity generally, primarily implemented by the ED sector, including
ICT CFT Toolkit development X X
those that involved ICTs.
ICT CFT Institutional Capacity building X X X X
OER policy support and publications X X X 117. There are merits and limitations to each of these arguments. However,
OER platform and content support X they have one thing in common: they all lose much of their force when a wider
Research in the learning environment X X
perspective is taken on the issue, a perspective raised by many of those
interviewed.
ICT integrated in learning environment X X
118. UNESCO, like most large organisations, faces an ongoing challenge of
114. The fact that several entities are involved in a given area need not be operating within ‘silos’ within each entity (be it Division, Sector, Unit or Institute)
indicative of duplication since different geographic areas and sub-themes may with a tendency to build an internal hierarchical, self-sustaining dynamic, at the
be involved. But it does indicate a presence of similar or complementary expense of a vigorous dynamic of communicating and collaborating with other
expertise in these areas.
115. An optimal role distribution based on their expertise, mandates and
resources cannot be prescribed at this stage. It will evolve as the entities
improve mutual communication and engage in cooperation across various
20
entities within and across the Organization 53. defines UNESCO’s added value especially in the case of ICT in Education, as
a multi-disciplinary thematic area per se and given its diverse origins within the
119. The main challenge for ICT in Education is not about identify and agreeing
Organization.
on the role of each UNESCO entity, or about where specifically the capacities
lie. Already there is clarity, for instance, on the lead role of each specific project, 124. A number of wider organizational trends and developments within
and the reporting roles in the context of the C/5. Tables 1 and 3 above give an UNESCO will facilitate moves towards more coherence and coordination
indication of where the specific capacities lie (though a more detailed human between the entities involved. The Strategic Transformation process currently
resource analysis would be required to specify this in more detail and in a future underway in UNESCO reflects this clearly through the efforts undertaken by the
oriented perspective). specific working groups that, among other things, aim at enhancing internal and
external communication and at modernisation of operational mechanisms. The
120. Rather the challenge for the way forward in the shorter and longer term is
process emphasises the idea of UNESCO as a ‘laboratory of ideas’, and seeks
how the different teams that are spread across UNESCO can work more
to expand international influence though improved communication and a more
together to achieve more effective outcomes. To put it another way: no
focused image. It also speaks to the holistic and multidisciplinary nature of
evidence has emerged from the interviews and document review that any of
Agenda 2030, and is reflected in the UN system reforms in response to the
the current projects or activities would be implemented more effectively if the
Agenda 2030 and to Member State’s needs, factors that are expected to further
responsibility of that project were located in another UNESCO entity. The core
facilitate progress in this direction for ICT in Education.
expertise required is present in the entities in which the work is being
completed. However, many of the interviews, in different entities, revealed that, 125. Furthermore, UNESCO senior management is deepening its commitment
overall, UNESCO engagement in the field of ICT in Education could be to an RBM approach, led by BSP, in which theory of change is integrating with
enhanced if there were more interaction, cooperation and multi-disciplinary the C/5 ERs and PIs, and – crucially – is moving towards a thematic C/5
collaboration across the various entities. structure, which shall naturally be enabling greater horizontal cooperation
across the Organization.
121. Going beyond the individual entities, stakeholders interviewed, outside of
UNESCO as well as inside, unanimously consider that inter-and multi-
disciplinary cooperation within UNESCO is an important strength. Being able to
blend together effectively expertise in ICTs and expertise at all levels of
education within UNESCO is one of its unique strengths.
122. It follows from the above arguments that effective horizontal
communication and cooperation among entities in UNESCO is a precondition
and key to enhancing the work in this field, irrespective of where the individual
roles and capacities lie. Addressing these issues does not necessarily require
the introduction of changes to the current UNESCO structures and areas of
responsibilities.
123. While roles and required capacities must be clearly defined, it is the ability
to combine these across the Organization that can make the difference. This
53 See Case Study 3; Sections 4 and 5.
21
Key Dimension 3: Partnerships, below.
129. In relation to partnerships with international entities, there are a few
cooperation & fundraising sustained examples of UNESCO working strategically in ICT in Education to
Was advocacy for ICT in Education strategically and effectively achieve a common goal or area of overlapping interest. An important exception
pursued with donors and relevant stakeholders to mobilize is in the area of OER, between COL, UNESCO and, often supporting with
funding, the Hewlett Foundation. Among UN agencies, ITU is the most
partnerships and additional resources, in particular with a view to
prominent. It is a long-term partner of UNESCO in the Broadband Commission,
UNESCO’s critical financial situation in recent years?
with ED/PLS/ICT in the Mobile Learning Week, and cooperates at project and
ICT in Education has been successful in securing XB funding, but less so – with activity level with BGK/EISD/ICT and IITE. It also works with regional and
a few exceptions - in long-term partnerships with international entities and the national level offices for instance in celebrating Girls in ICT Day and other
private sector. There is likely to be scope for expansion especially with the events. Other partnerships have been developed with UNICEF, OECD, World
private sector if the appropriate vision and mechanisms are in place. Bank and ADB.
126. The key UNESCO entities in ICT in Education have been highly successful 130. In the private sector, in addition to once off support for major events,
in attracting donor funding, and there is evidence that considerably more could project-based partnerships have been developed with, amongst others, Intel,
be forthcoming. Some key and lasting strategic partnerships have been Microsoft, Google and Pearson. The private sector seeks from partnerships
developed, (see Table 4) as well as a large number to support short-term with UNESCO some combination of the following:
projects and events. However, while the evaluation found a solid funding base, Access to UNESCO’s expertise in education, and to share their own
such as from Asia, in particular China and Korea, that should be sustained, it with UNESCO, especially for hardware and software companies who
also found that there is scope for further broadening the donor base and readily admit to a lack of expertise in the education field and that their
diversification of donors. Furthermore, so far most financing has been products require adaptation and refinement.
earmarked, which is to some extent constraining activities and developments Access to policy makers, such as high visibility presentations at jointly-
in certain UNESCO priority areas. For instance, the extremely modest RP organised inter-ministerial conferences, and formal and informal
budget available to the Bangkok ICT in Education team (about USD 30,000 in opportunities to meet Ministers and senior policy staff.
the current biennium, itself a rise on the previous two) does not enable the Unit
Verified research results, particularly if an independent UNESCO
to respond to requests from non-earmarked Member States to undertake
evaluation can demonstrate educational benefits (including cost/benefit
Master Plan preparation, such as in the case of the Small Island Developing
analysis) arising from a joint project using their products (software,
State, Kiribati, which had submitted such a request. 54
hardware or systems); this is valued both as a test-bed and affirmation
127. Significant and sustained financial contributions from China have been of their products and for the credibility it offers to future promotion with
forthcoming; and Korea, a consistent supporter of education, further reinforced policy makers and users.
its contribution at the time of the Incheon Declaration. Relatively large projects Building lasting linkages at national level: for instance, in one
have been extended and renewed and are likely to continue. partnership national Microsoft and UNESCO offices are working
together, with the former seeking to develop a lasting relationship.
128. The main donors to the key entities in 2014 to 2018 are listed in Table 4
54 In early 2019, support for Kiribati was included in the KFIT III Project.
22
Table 4: Major Donors in ICT in Education (Thousands of USD)

ED/ PLS/ ICT CI/ KSD/ ICT BGK/ EISD/ ICT IITE
Donor / UNESCO Entity
37 C/ 5 38 C/ 5 37 C/ 5 38 C/ 5 37 C/ 5 38 C/ 5 37 C/ 5 38 C/ 5
Government
Bulgaria 170
Finland - Ministry of Foreign Affairs 194 194
Kuwait 737 708
Libya - Ministry of Higher Education 2,106
Republic of Korea 6,000 6,000 1,000 1,570
KERIS 30 60
Japan (MEXT) 450
Slovenia 21
Multilateral
European Agency for Special Needs and
10 28
Inclusive Education
European Union (EU) 276 276
Private Companies
Independent Non-profit Organization
Institute of System Analyses and 14
Intellectual Property (ISA)
CJSC "General Lockers" 3
19
GIVC-TECHNOLOGY LTD 6
INLEA PROJECT BUREAU LTD 41
Zhejiang Yalong Educational Equipment
25
Joint-Stock Company Ltd. (JCS Yalong)
Restore 5
SVEGA-Computers LLC 4
DPG Company 5
Blue Infinity SA 3
Chungdahm Learning 33
Fazheng Group 350
Hewlett-Packard 150
Houghton Miffin Harcourt 10
Intel 70 22
SAP 10
WEIDONG Group 500 2,188
Private - Foundation
Education Quality Foundation 25
Nippon Foundation 15
Open Access Scholarly Publishers
Association 5
Qatar Foundation 19
William and Flora Hewlett Foundation 1,000 2,102
Private Non-Governmental Organization

G3ICT, Global Initiative for Inclusive ICTs 13

Private Others
ASEAN Cyber University 58
ISACA - Information System Audit and
Control Association 20
Royal Beijing School 60
(Empty) 350
TOTAL 7,150 8,541 2,469 5,450 1,143 2,080 109 13

Source: SISTER Financial report

23
 Public relations benefits and image enhancements from being paper and senior management buy-in. This would help partners to identify long-
associated with a project and a UN organization pursuing the public term shared goals and interests in partnership. The work in OER could sustain
interest. the COL partnership precisely because such long-term shared goals and
interests were present, and is now bearing fruit with the proposed OER
131. Private sector organisations interviewed believe there is, in principal,
Recommendation. 56
further scope for building wider, sustained, multi-project partnerships, with
corporate entities and foundations. 135. Second, an explicit statement as to what UNESCO hopes to gain from
partnerships with different partners and what UNESCO can offer each, along
132. The public interest, as expressed by the core values of UNESCO in
with criteria that would enable the monitoring of success from the partnership
education, is compatible with and complementary to the interests of many key
itself, might facilitate the process of identifying partners and, through a follow-
ICT corporate actors, and the potential for partnership is therefore
up process, evaluating their success.
considerable. 55 However, the key UNESCO entities in ICT in Education,
individually or collectively, do not rely on specific guidance or lessons learned 136. Third, for some, more clarity on the principles and protocols for partnership
regarding the modalities and terms of partnership and engagement with the would be useful, especially at the early stages of a partnership. This could take
private sector, or of the intersection of their mutual interests in the field of ICT the form for instance of draft guidelines or an MOU that would inform the terms
in Education. Rather they engage with private sector organisations individually, of partnership and how the different interests can be pursued to mutual benefit.
and explore together their mutual expectations, roles and responsibilities. As
both sides gain experience of the partnering process, the process of managing
What future opportunities are emerging and how can UNESCO best
mutual obligations and responsibilities becomes easier. But significant capitalize on these?
instances of misunderstandings well into a partnership were encountered in
interviews, that could have been avoided had the issue been explicitly raised at Numerous opportunities are emerging across many areas of education, and the
the start. One large private sector partner switched from partnering with challenge for UNESCO is to identify where it can best exploit its intersectoral
UNESCO HQ to a UNESCO Category 1 Institute, finding the latter to be more strengths and focus on the holistic, ethical and humanistic approaches and
flexible and administratively less demanding. Several UNESCO entities implications for education, such as artificial intelligence (AI) in Learning
involved in ICT in Education stated that the need to gain approval from HQ for Analytics (LA), Personal Learning Environments, but also in more mature ICT
relatively minor aspects of partnerships can act as a disincentive to formalising technologies with major growth potential.
agreements. In one case it was preferred to press ahead on an informal basis, 137. The use of ICT in Education is expanding and changing fast. 57 This both
rather than risk delays and possible constraints on the partnership. complicates work in the field and offers new opportunities. It also presents a
133. Realising this partnership potential could, according to several, be challenge to UNESCO in balancing cutting edge developments (which may or
facilitated in several ways. may not yield long term benefit) with support for implementing ICT based on
older and more stable technologies.
134. First, a clear vision and objectives in relation to UNESCO’s actions in ICT
in Education would be useful, preferably backed by UNESCO-wide strategy 138. In the last two years the educational technology sector has extolled the
potential of Artificial Intelligence and big data. AI is seen as allowing
55 The Review of ICT in Education Landscape (Annex M) Section 1 also makes the point 56 The 39th UNESCO General Conference authorised the drafting of a UNESCO
of the importance of partnerships with the private sector especially in relation to Normative Instrument (Recommendation) on OER for the 40th Session. Resolution 44.
infrastructure development in Africa. 39 C/47 18th August 2017.
57See Annex M: Review of ICT in Education Landscape.
24
personalised learning programmes. There are many different applications for three year project on mobile ICT and tailored learning software to improve
data in education; perhaps most prominent is Learning Analytics. literacy. IICBA is working to develop the capacity of Member States to increase
the supply of qualified teachers at the level of policy, institutions and teachers.
139. Mobile learning is also gaining more prominence particularly in the TVET
This includes the use of ICT in teacher training.
sector. UNESCO has already funded work in the field of e-assessment and this
area is likely to grow. The use of e-Portfolios for reporting on attainment is 143. Some institutes would prefer to use different terminology. The MGIEP
another area that will expand in future. Institute, for instance, does significant work in ICT in the learning environment,
including games-based learning and apps, but refers to the term as “digital
140. Online courses and distance learning continue to expand rapidly. Most
pedagogies”. MGIEP sees the term ICT in Education as too narrow and looking
interesting are different models and approaches to the use of ICT of distance
at the digital medium purely as a transmission platform while it should be seen
education, including blended learning and MOOCs. Most require the
as a transformative medium for education.
development of online learning materials and multi-media, an area that has
been supported by UNESCO through involvement with OERs. Although 144. This is indicative of the absence, beyond the core UNESCO actors, of a
Learning Management Systems have maintained their hold over the past 15 clear Organization-wide message regarding the meaning of “ICT in Education”
years or so, there are signs that institutions are looking to ICT platforms that in the context of UNESCO’s work. A review of projects implemented by MGIEP
better support and facilitate learning, particularly social and peer learning. would suggest strong complementarity with some of those being pursued by
key ICT in Education entities, but the absence of a clear definition of its scope
141. UNESCO cannot address all future-oriented initiatives in ICT and learning.
and of mechanisms to exchange information is probably hindering common
But its intersectoral and interdisciplinary approach gives it a potential
understanding and potential linkages.
advantage in analysing and designing holistic approaches to engagement with
future technologies and the ethical and humanistic implications for education. 145. Limited evidence from the wider UNESCO networks would reinforce this.
Interviews with UNESCO Chairs active in the area of ICT in Education reveal
How can UNESCO further capitalise on its outreach entities and they would welcome more information from and interaction with UNESCO and
networks? other UNESCO Chairs, and indeed feel left out of any strategic UNESCO
Some UNESCO Chairs and some other Category 1 Institutes are ready and approach in this area. 58 A better connection and integration would enable the
willing to develop mutually beneficial exchanges with the core ICT in Education Chairs in their own networks and forums, to extend knowledge about the
entities on taking advantages of opportunities. Greater clarity on the definition activities, and possibly open additional opportunities for them and for UNESCO.
and current scope of ICT in Education in UNESCO and mechanisms for 146. It is therefore assumed that greater clarity concerning the theme of ICT in
interaction are basic requirements for capitalising on this. Education, and an improved and coordinated communication would facilitate
142. UNESCO’s sphere of influence can, in principle, be extended significantly outreach to UNESCO’s networks that could in turn add value to the work, lead
through its formal networks. The UNESCO Category 1 Institutes, part of to higher visibility, increased exchange and build a greater community of
UNESCO itself, are critical, and in addition to IITE, a number of other Category practice. 73% of respondents to the survey of National Commissions consider
1 Institutes engage in sizeable activities in ICT in Education. Most pursue these UNESCO’s ability to provide ‘access to relevant networks and partners’ among
in the context of their wider remits in education and only secondarily position the specific strengths.
these projects under the theme of ICT in Education. UIL, for instance, has a
58
There are also examples of close working relationships. IITE has worked closely with particularly fruitful relationship with the UNESCO Chair of Information Literacy and
several UNESCO Chairs in their contribution to the ICT CFT framework; and has a Media Education of Citizens, at the Moscow Pedagogical State University.
25
Key Dimension 4: PI: Number of countries supported
by UNESCO which have scaled up
29 countries were supported to review
and develop ICT in Education policies.
Results & Sustainability their ICT in Education policies or
programmes.
a global ICT in Education Policy
Platform was established.
Target 2014-2017: 25 Member States
What progress has been made in achieving the respective
Target 2016-2017: Policy web portal
objectives in the field of ICT in Education, and what have been the
key achievements in the different dimensions? PI: Number of countries supported 19 countries received support to
by UNESCO in developing and establish national OER policies or
adopting open educational resources framework programmes.
Performance indicators for ERs related to ICT in Education have been fully or (OER). An OER indicator on policy-making,
partially achieved, although the reporting systems reveal little of whether and Target 2014-2017: 20 Member States monitoring and evaluating OER
to what extent final outcomes are achieved, nor do they refer to the quality of polices has been devised.
these achievements. A few independent external evaluations, none long-term,
have been completed. The qualitative evidence from this evaluation points to 148. The Analytical Programme Implementation Report states that ER5 and
positive achievements across different dimensions. ER7 have been fully achieved. The narrative discussion adds a few additional
points:
147. Under 37 C/5 MPI, covering the period 2014 to 2017, ER5 and ER7 are
the key relevant results. 59 Table 5 summarises the main results from both ED “UNESCO supported 61 Member States in developing and
Sector and IITE. 60 implementing ICT in education policies and programmes,
standard-based programmes for teachers and OER. The
Table 5: MPI ER5 and ER7: PIs, targets, and assessment against target UNESCO IITE has been working with the ASPnet and UNESCO
Chairs on the ICT CFT, which is being revised, as well as OERs.
ER5: National capacities strengthened, including through regional
cooperation, to develop and implement teacher policies and Mobile Learning Week has become UNESCO’s flagship ICT in
strategies so as to enhance the quality of education and promote education event.” (p.15)
gender equality 149. It is clear that many of the countries successfully targeted did not actually
PI: Number of teacher training 10 sub-Saharan countries; 21 TTIs complete and approve ICT in Education policies (Master Plans) or OER
institutions (TTIs) in sub-Saharan directly involved. Countries are policies. The wording of the ERs and reporting on achievements is non-specific
Africa which have been reinforced beneficiaries of the UNESCO-CFIT
in this regard: “countries were supported to review and develop …”; and
and are fully operational. programmes for strengthening teacher
training via ICTs.
“countries received support to establish…” Thus targets focus solely on the
Target 2014-2017: 15 sub-Saharan
African Member States number of countries supported, and not on the numbers completing these
policies and their endorsement by governments; still less on the quality of these
policies or their implementation.
ER7: National capacities strengthened to develop and implement
technology policies in education, particularly in teacher training and 150. The table presents the relevant PI under MPV ER4: Member States have
professional development (2014 – 2017)
59 60 Minor references are excluded, such as a conference in Africa that included OER on
Drawn from the Analytical Programme Implementation Report (1 January 2014 – 31
December 2017Executive Programme adopted by the General Conference: Part I. 204 Under MP1 ER4.
EX/4 Paris 9 March 2018.
26
advanced universal access to information through Open Solutions. based on: Open Scientific Knowledge
Management, Free and Open Source
Table 6: MPV ER4: PIs, targets, and assessment against targets Software (FOSS) tools and openly
ER4: Member States have advanced universal access to information licensed Geographic Information
through Open Solutions System (GIS) data with a focus on
youth, especially young women, and
PI: Number of Member States Member States adopted or took local communities.
formulating Policy Frameworks and measures to adopt national or
taking concrete measures on Universal regional policies: 22 on Open Access, 151. The report concludes that the targets were partially reached. 61
Access to Information and knowledge 25 on OER, 2 on information
using ICTs, mobile devices and Open accessibility. 152. The narrative report of MPV highlights further dissemination of the ICT
Solutions with special emphasis on CFT framework; the 2nd World OER Congress that attracted 500 participants
teachers, learners, researchers, from 100 Member States and produced the Ljubljana OER Action Plan and a
96 national-level institutions or
information professionals and/or
research organisations implemented Ministerial Statement, and resulted in a call from UNESCO’s 39th General
scientists.
initiatives in OER, OA, or information Conference to draft a Recommendation on OER (now underway); and the
Target 2014-2017: accessibility. launch of the Guidelines on the Inclusion of Learners with Disabilities in Open
At least 70 Member States, including
and Distance Learning.
35 in 2016-2017, adopt national or
31 institutions initiated programmes
regional policies, including through the 153. The ERs and associated PIs are thus not very helpful in assessing whether
for youth on smart mobile application
enhanced capacities of national these interventions have achieved their ultimate objectives i.e. contributing to
development, reaching more than
institutions, as well as global fora in the
6,000 beneficiaries. more equitable and higher quality education. The final Project Reports offer
areas of OER, OA, Open Data and
Information Accessibility. more detail on the above figures and some qualitative elaboration, but little
At least 100 national-level institutions, insight into the outcomes of interventions generally. Several informants pointed
including 50 in 2016-2017, implement to challenges facing the evaluation of policy and institutional level interventions
multilingual, accessible and scalable in education generally. Concrete benefits for final target groups emerge only
initiatives in OER, OA, Information over a longer period of time, after project completion. During that time many
Accessibility, including the factors independent of the original interventions can influence outcomes.
development of resources, tools and
Evaluations, especially those of Funds-in-Trust, must almost always be
capacity building for a critical mass of
teachers and scientists.
completed before project completion.
50 institutions adopt programmes on 154. Furthermore, a few independent external evaluations were undertaken of
smart mobile applications for the major ICT in Education projects completed during the period. 62 One was
sustainable development; participatory
Disaster Risk Reduction strategies
61 It is not clear whether there is duplication between the above results and those 62 In line with the UNESCO Evaluation Policy 2014-21, all extrabudgetary projects
reported MPI: ER7 PI (Table 2) relating to OER policy support, though CI and ED do exceeding US$1.5 million must undertake an independent external evaluation
collaborate in this area. In Table 3 the total number of Member States that “adopted or (recommended at 3% of the budget). For projects with lower budgets a self- evaluation,
took measures to adopt OER policies” is 25; while in Table 2 the number of Member or a self-evaluation with external validation must be conducted. See the UNESCO
States that “received support to establish national OER policies or framework Evaluation Policy: https://unesdoc.unesco.org/ark:/48223/pf0000253907.
programmes” is 19.
27
published in 2015 on OER interventions covering the previous years; 63 and two to be drawn on specific aspects and would inform future interventions. Crucially,
were completed of ICT CST (Competency Standards for Teachers) multi- they would also provide definitive evidence regarding the value of the
country projects during the period. 64 Among the more comprehensive of these, competency based approach to ICT in Education, or OERs, and more generally
the evaluation of the UNESCO China Funds-in-Trust Project: Quality Teachers of the dynamic of attempting to deploy ICTs to enhance education and learning.
for EFA – Enhancing Teacher Education for Bridging the Education Quality Gap
158. It can be assumed that because some projects have been extended and
in Africa project funded by China, concluded:
renewed over many years with each Project Document proposal building on
“…while there are indications of impact of the CFIT project, previous ones, and although lessons learned may have been acted upon, there
measuring impact immediately after implementation remains is little evidence of significant in-depth analysis and learning relating to the
difficult. It is recommended that funding is made available to study overall causal logic that might ensue from the interventions, and how, combined
the impact in all countries after 3-5 years of implementation.”
with other factors and assumptions, they might contribute to the outcomes
(Ockham Institute of Policy Support 2016. p9)
ultimately sought. The same is true for the international policy platforms and
155. The findings of the evaluations were positive with regard to the results dialogues. While most events would have a rationale (or concept note) outlining
achieved, concluding that the interventions were on the whole reaching their the context and what it is attempting to achieve, there is seldom any follow up
targets and performance indicators. for instance to systematically assess whether it ultimately has the types of ripple
156. This evaluation is not in a position to draw comprehensive conclusions effects that are often sought, and expected to occur, through influencing policy
across the wide range of projects and interventions undertaken by UNESCO in or exchanging knowledge. Overall, the evaluation concludes that the work in
ICT in Education. Nevertheless the consultants conducted 100 interviews (see ICT in Education lacks a validated and in-depth theory of change to guide future
Annex C), about half with UNESCO staff and the remainder with national actions.
agencies, external experts, UNESCO National Commissions, UNESCO Chairs What are main challenges and enabling factors that have been and
and others; and consulted a large volume of documentation (See Annex D). We are being encountered in achieving results? What provisions have
can conclude that these stakeholders agree that UNESCO projects and actions
been made to ensure sustainability of results?
in OER and ICT CFT policy and capacity building support, and in support for
Master Plan development, were making significant contributions in their
Better results are achieved through more attention at planning and design
respective domains. There are cases where the process has come to a halt, or
stage, with strong government commitment. Major obstacles include insufficient
failed to move beyond initial policy work. But these usually, according to the
funding to mainstream policy and institutional change and, especially in Sub-
informants, resulted from larger policy and political changes or other external
Saharan Africa, poor supporting infrastructure such as electricity and
factors, rather than from shortcomings with the approach itself or its
telecommunications.
implementation.
157. A larger number of independent evaluations, including especially of long- 159. Given the small number of independent project-level evaluations,
term outcome assessments, would enable firmer and more specific conclusions conclusions here are tentative and partial and draw from the case studies
63 Hewlett Foundation funded an independent external evaluation in 2015 of UNESCO’s 64 Ockham IPS, ICON Institute (2016) Evaluation of UNESCO China Funds-in-Trust
support for national OER Policies in Indonesia, Kenya and Oman, just before the period Project: Quality Teachers for EFA – Enhancing Teacher Education for Bridging the
covered by this evaluation. ORS Impact (2015) ORS Impact (2015) Evaluation of the Education Quality Gap in Africa. Draft Final Evaluation, December; Lim, Cher Ping
William and Flora Hewlett Foundation’s Investment in International Policy Advocacy for (2017) Summative Evaluation Report: Korean Funds-in-Trust (II). Project on Supporting
Open Educational Resources. Competency-Based Teacher training Reforms to Facilitate ICT-Pedagogy Integration.
28
conducted in the framework of this evaluation as well as other sources. will fail to take hold. Thus encouraging and assisting governments and
implementation partners to prepare for this stage, and advising on different
160. First, and this confirms conclusions of the above-mentioned CFIT
types of mainstreaming, is an important role for UNESCO.
evaluation, a critical factor in projects that aim to achieve policy change and
institutional capacity-building is the need to devote sufficient time and 163. Fourth, using ICT in Education requires communication, technology and
resources at the planning and design stage. Planning and design are central to energy infrastructures. Although varying greatly between countries, especially
identifying and securing the commitment of all relevant local partners and in Sub-Saharan Africa, these infrastructures may not exist or may be
institutions, to attaining an agreed understanding of the objectives, and for prohibitively expensive. This includes electricity supplies to schools,
developing realistic and achievable time lines for interventions. Interviews with telecommunications and internet provision as well as access to computers or
project managers across different regions strongly confirmed this. mobile devices. Interviewees almost unanimously regard this as the biggest
barrier to the smooth development of ICT in Education.
161. Second, a major factor is the level of commitment of government to the
policy domain. While institutional actors may welcome an opportunity to design 164. Obviously interventions can be and are geared to the level of infrastructure
policy and build capacity, translating these into actual change requires provisions, sometimes requiring ‘work arounds’ to deal with limitations. Some
significant further, often long-term, resource deployment. Thus, firm Funds-in-Trust projects do provide modest investment for infrastructure
government commitment, beyond that of the Ministry of Education, is needed. provision, and UNESCO has in some cases worked with telecom providers in
For this reason, countries to which policy support is offered (often negotiated Africa. But large-scale and holistic solutions necessarily go beyond UNESCO
with donors) are currently selected in the first place based on evidence of a current modalities and will require sustained investment from governments and
strong desire to participate and of long-term commitment to pursuing change in telecom providers, working in coherence with other public and private sector
this area. Those countries undergoing wider policy change and rejuvenation in donors to support infrastructure provision.
education as a whole are thus favoured since this engenders a positive
Have UNESCO’s interventions reached the intended target groups,
environment for policy and interventions that can leverage ICT into the process.
Nevertheless, the policy environment is very often characterised by volatility
especially those most in need, in the field of ICT and Education?
and unpredictability. Have UNESCO’s interventions in ICT in Education reached those
vulnerable groups, including girls and women?
162. Third, policy support and institutional capacity building in ICT in Education
are just the first steps towards achieving change in an educational system, and
Most learning-environment level projects in ICT in Education, implemented
each subsequent step can require exponentially greater investment.
across many UNESCO entities, directly target a variety of disadvantaged
Developing a framework for ICT competency and a curriculum, then
groups, such as ICT in Education interventions targeted at learners with
undertaking the training of trainers and testing and validating tools, demand
disabilities. At policy and institutional capacity-building level, targeting
relatively few resources compared to the process of mainstreaming the theme
disadvantaged groups is necessarily indirect. While disadvantaged groups are
across an educational system and downstream into the learning environment
cited in project documents among the final beneficiaries, the evaluation did not
and pedagogical processes. It has been observed and suggested by several
find that ‘inclusion’ is systematically mainstreamed in policy and institutional
interviewees that UNESCO, after successful completion of these initial tasks,
capacity building work, nor does the analysis suggest a significant focus on
fails to support the follow-through to the next stages. Some of these comments
countries that would have large disadvantaged populations .
are based on a misunderstanding of the role of and resources available to
UNESCO. Most acknowledge that UNESCO is not a donor organisation, but 165. UNESCO’s interventions in the field of ICT in in Education can broadly be
they are nevertheless concerned that without such follow-through the process divided into two kinds: Policy and institutional capacity building project, and
29
projects implemented at the level of the learning environment. Project to promote literacy in Bangladesh, a partnership with Microsoft. 69 The
evaluation also came across projects implemented by UNESCO National
166. Those implemented at the level of the learning environment can and do
Offices that target disadvantaged groups, such as the Myanmar’s Empowering
successfully target the most vulnerable. Most UNESCO entities involved in ICT
Women and Girls through Mobile Technology in Myanmar projects with
in Education can point to several examples of projects that target women and
Ericsson 70.
girls. 65 Other projects target those most in danger of dropping out of school;
refugee children; those at risk of HIV or other infections, bullying or 169. Although it is impossible to identify all projects implemented across
discrimination; and poorer communities generally. One of IITE’s five strategic UNESCO at the level of the learning environment, of those identified a large
programmes is dedicated to ICT in Health Education and Education for People majority explicitly target vulnerable groups.
with Disabilities, and CI/KSD has been leading several initiatives supporting the
170. The results of the survey of UNESCO National Commissions is worth
use of adaptive technologies to provide inclusive, accessible and affordable
mentioning here. When asked to rate the quality of different aspects of
access to information and knowledge, and the participation of persons with
UNESCO’s work, the “focus on addressing issues of disadvantaged and/or
disabilities in lifelong learning opportunities,
marginalised group” was ranked lowest, with 59% rating it as excellent (13%)
167. The YouthMobile Initiative provides digital skills training, and estimates or very good (46%), and 17% rating it as insufficient. At the other end, “Focus
almost 7,000 beneficiaries between 2014 and 2018 in 27 countries 66. Several on gender equality issues” came in second from the top with 68% rating
publications are also relevant, for instance in 2018: “A Lifeline to Learning: UNESCO’s efforts as excellent (28%) or very good (40%).
Leveraging technology to support education for refugees” offers an analysis of
171. Most of the larger and longer-term projects in ICT in Education focus at
the issues and presented many positive examples 67; and the earlier “Learning
the policy and capacity building level. Disadvantaged groups are cited in project
for All: Guidelines on the Inclusion of Learners with Disabilities in Open and
documents among the final beneficiaries here, but the direct beneficiaries are
Distance Learning”. 68 The annual Mobile Learning Week also always features
necessary well upstream from them, at the policy, and institutional level,
ICT in Education as a way to address needs of disadvantaged groups, and the
reaching sometimes the level of teacher training or curriculum development.
IITE has partnered with ITU to establish IT Centres for persons with disabilities
For these it is virtually impossible to indicate whether or to what extent specific
in Bishkek, Kyrgyzstan, Minsk, Belarus and Yakutsk in the Russian Federation.
projects have had an impact on specific target groups. The issue of how to
UNESCO has worked in Rwanda to incorporate the “UNESCO Guidelines on
articulate and integrate ICT in wider education structures, from the entry point
the Inclusion of Learners with Disabilities in Open and Distance Learning
at the level of education policy and of national institutes, in a manner that will
(ODL)” and promote their integration into the new Rwanda Policy on Digital
ultimately benefit particular target groups is highly complex. Such targeting is
Talent.
less than precise, and would have to occur at every level of interventions and
168. ICT in Education projects implemented by UNESCO entities other than the often in the context of mixed public/private education systems. For instance,
four key ones tend overall to relate to the learning environment, and most of while targeting the public education sector in a mixed system would have a
these target disadvantaged and marginalised groups. Examples include the UIL general tendency to favour the less wealthy, the impact can be reduced since
65 69
See examples above in under Key Dimension 1. See https://uil.unesco.org/literacy/mobile-technologies/advancing-mobile-literacy-
66
2018 Youth Mobile Report learning .
70
https://en.unesco.org/sites/default/files/youthmobile_report_2018.pdf . See https://bangkok.unesco.org/content/rural-myanmar-teachers-turn-mobile-ict .
67
See http://unesdoc.unesco.org/images/0026/002612/261278e.pdf .
68
See https://unesdoc.unesco.org/ark:/48223/pf0000244355 .
30
the same teachers usually work in both public and private sectors. BGK/EISD/ICT
172. Another approach is to consider the countries that are targeted for support 175. The same could be said for the 19 countries supported to develop and
by UNESCO. adopt OER 73, of which six (32%) are in Africa, among which four (21%) are
defined as least developed; and two (11%) are Small Island Developing
173. Targeting countries most in need, and with most potential to benefit
States.
disadvantaged groups, for implementation of ICT in Education projects is not a
simple process for UNESCO. As indicated above, whether a government Table 8: Countries receiving support to develop and adopt OER
prioritises the area is critical to success, and many of the poorest countries may Number of
have too many other pressing concerns. The negotiation of Funds-in-Trust with Country classification* %
countries
donors, combined with the fact that the ERs and PIs in the C/5 does not, in the
Developed economies 1 5%
Education Sector, target specific countries, may also be a barrier to selecting
the most appropriate countries overall. 71 Developing economies 8 42%
Economies in transition 4 21%
174. Of the total of 31 countries 72 that received support between 2014 and 2017
Least developed countries (June 2017) 4 21%
to scale up their ICT in education programmes, eight (25%) are in Africa, seven
(22%) are defined as Least Developed Countries; and six (19%) are Small Small island developing States 2 11%
Island Developing States. Although this does not take into account the size of TOTAL 19 100%
each activity, it would suggest that interventions in this area do to some extent *based on World Economic Situation and Prospects 2018
prioritise Africa, LDCs or SIDS.
176. While these do not capture all the policy and capacity-building action in
Table 7: Countries receiving support to scale up ICT in education ICT in Education and they give no indication of the scale of projects in each
Number of country, they do suggest some focus on Africa but not necessarily on
Country classification* %
countries countries that would have large disadvantaged populations.
Developed economies 7 22%
Developing economies 6 19%
Economies in transition 5 16%
Least developed countries (June 7 22%
2017)
Small island developing States 6 19%
TOTAL 31 100%
*based on World Economic Situation and Prospects 2018 and communication from
71 See Case Study 2, Section 6 subheading page 18 “Sources of Funding and Strategic Lanka, Nepal, Thailand, Uganda, Ukraine, United Republic of Tanzania, Uzbekistan,
Implications”. Zimbabwe.
72 73
i.e.: Albania, Austria, Bahrain, Bhutan, Bulgaria, Cambodia, Chile, Estonia, Georgia, i.e.: Antigua and Barbuda, Bahrain, Djibouti, Ghana, India, Indonesia, Kazakhstan,
Hungary, Jamaica, Kenya, Kyrgyzstan, Lithuania, Mauritius, Mozambique, Papua New Kenya, Kyrgyzstan, Madagascar, Oman, Philippines, Qatar, Saudi Arabia, Slovenia,
Guinea, Philippines, Romania, Rwanda, Seychelles, Slovenia, Solomon Islands, Sri Sudan, Tajikistan, Togo and Uzbekistan.
31
Key Dimension 5: is recognised; the Recommendation - if approved - will considerably
raise the profile of UNESCO’s normative role in this area among
Visibility and Communications Member States;
Policy Dialogue and Forums in ICT in Education – global, regional and
To what extent have UNESCO’s achievements in the area of ICT in sub-regional – have, according to regional experts and stakeholders
education been visible internally and to external stakeholders? (including the SEAMEO Secretariat) achieved visibility and can
influence policy-makers. The production of outputs such as the
UNESCO’s visibility at all levels of interventions, but especially downstream Qingdao Declaration and the Asia-Pacific Regional Strategy on Using
from policy and national institution capacity-building, is not as strong as the ICT to Facilitate the Achievement of Education 2030 broaden and add
projects and activities would merit, individually or collectively as a theme. Most longevity to the visibility; and the (now) regular and coordinated sub-
prominent are Mobile Learning Week and the inter-government policy regional events in Asia-Pacific also, according to several regional-level
dialogues, while learning-environment actions are barely visible among actors interviewed, build momentum and enhance visibility.
innumerable other actions many with much larger funding. Dissemination of
178. Activities to support Master Plan development, the implementation of ICT
research and publications, though considered to be of high quality, is not seen
CFTs, and policy support in ICT in Education more generally do not actively
as effective.
seek a high profile beyond what is required among national stakeholders for
177. Based on the interviews for this evaluation and a review of documentation successful implementation. They both draw on and add to the generally good
and Web presence, the most visible of UNESCO’s areas of work in ICT in reputation and high profile of UNESCO as a reliable and neutral advisor in the
Education, both internally and externally, are the following 74: education sphere. Examples of publications that broaden awareness of these
activities might include the Project Update Bulletins produced by the ICT
Mobile Learning Week is a high profile event that brings its own value
Transforming Education in Africa project (9700) 75 and the ICT CFT Case
to the theme, and also acts as a showcase for many of UNESCO’s
Studies in Asia 76. However, the reach and impact of specific UNESCO
activities in the area - though not to all projects and not in a coherent
publications, and hence their contributions to visibility, is not regularly
or collective manner. It also attracts a variety of traditional and potential
monitored and difficult to determine (see below).
new partners;
179. The evaluation found that the work of the IITE has had limited visibility and
The ICT CFT Framework is widely recognised as a UNESCO product
recognition up until recently, inside UNESCO and beyond its immediate
by the stakeholders involved at the institutional educational level,
partners. A 2013 review concluded that “the Institute is far removed from
although awareness of the new Version 3 was found to be low not least
becoming a truly international institution. IITE is virtually absent in the global
as it has not yet been widely disseminated;
arena and is in the process of positioning itself at the sub-regional level.” 77
The OER work, at macro level especially (through the Ljubljana However, this is changing as IITE has been expanding the geographic reach of
Congress and to a lesser extent the draft Recommendation) has a high its work and focuses increasingly on networking, for instance with an active role
profile among stakeholders and UNESCO’s role as a major global actor
74 77 77
See Case Study 2 Section 3 for detail and Section 4 for analysis. Review of the UNESCO Institute for Information Technologies in Education.
75
https://en.unesco.org/themes/ict-education/kfit UNESCO IOS/EVS/PI/121 REV/ March 2013
76 http://www.iiep.unesco.org/sites/default/files/iiep-unesco_review.pdf
https://bangkok.unesco.org/content/diverse-approaches-developing-and-
implementing-competency-based-ict-training-teachers-case
32
in the International Teacher’s Task Force for Education 2030 78 and through its crowded and highly competitive, and enhancing visibility is not easy for an
high profile event: Global Dialogue on ICT and Education Innovation: Towards organization like UNESCO. UNESCO is just one actor among many, and its
SDG 4. 79 comparative strengths and added value – i.e. what differentiates its
contributions from those of other players – are often not clear to external actors.
180. The least visible area of UNESCO’s expertise and contribution to ICT in
Education were found to be the interventions supported and results achieved 183. Even with the production of high quality publications and outputs, the
in the learning environment, formal and informal, that contribute directly to the UNESCO dissemination and wider communication strategy is seen by many
learning experience. They comprise those numerous projects and initiatives, stakeholders interviewed as a particular area of weakness. While there is,
from many UNESCO entities, that integrate ICTs into the direct experience of understandably, no communications strategy to cover all of UNESCO’s ICT in
education by learners. These include initiatives to develop digital literacy, to Education activities, even those of the individual entities are regarded by
promote access and enhance inclusion through distance learning, to promote internal and external observers as ineffective and not sufficiently aligned.
the use of ICT in the classroom and to explore new approaches to pedagogy Suggested communication activities in project documents of individual were
using ICT. The YouthMobile Initiative 80 is perhaps an exception due to the high found to be vague in most cases. UNESCO’s IOS 2014 Audit of UNESCO’s
volume of small-scale training activities it supports and its decentralised model Communications notes: “… effective communications serve to project an
of implementation, although UNESCO itself has little control over the training Organization’s image and values, support resource mobilization and increase
provided by external partners. There are also many other projects, programmatic impact.” Such a multi-faceted strategy and Organization-wide
implemented by UNESCO entities, including several Category 1 Institutes 81 message is currently not evident among the key entities involved in ICT in
and often with private sector or other partners, intended to enhance the learning Education.
experience especially for marginalised groups.
Are the current planning, programming, monitoring and reporting
181. It is not that these projects go entirely unnoticed. Among other, the Mobile systems and tools adequate to provide the required visibility and
Learning Week provides an opportunity to raise the visibility of many initiatives. recognition of UNESCO’s work in this field?
There are also several publications, and a major project underway in
ED/PLS/ICT, supported by the Fazheng group, to document key experiences: The mainstreaming of key aspects of ICT in Education in the 39 C/5 resulted in
Best practices in mobile learning (10505). 82 a loss of visibility and although it is unlikely to be reversed, the new 41 C/5 may
182. On the other hand, the use of ICT in the classroom and learning offer scope for more visibility of ICT in education as a thematic area. Current
environment is an area of huge interest to the private sector as a future source project monitoring, reporting and evaluation systems offer little limited data for
of revenue and to some major international institutions such as Qualcomm or quantitative or qualitative analysis of outcomes and learning, that might be used
the Bill Gates Foundation. It is also a major subject in development assistance, to enhance visibility.
in part because the nature of the work is attractive to many donors. Other
184. The decision to focus on the SDG 4 in the 39 C/5 resulted in the elimination
organisations such as UNICEF, World Bank, the UK Department for
of MPI ER 7 that had been explicitly dedicated to ICTs in Education, and
International Development (DFiD), ADB, and USAID have much higher budgets
lowered the visibility of the theme within UNESCO through mainstreaming of
(and hence a higher profile) as development partners in this area It is thus very
78 http://www.teachersforefa.unesco.org/v2/index.php/en/ 81 See for instance the UIL Microsoft collaboration: https://uil.unesco.org/literacy/mobile-
79
https://iite.unesco.org/news/ministerial-forum-global-dialogue-on-ict-and-education- technologies/advancing-mobile-literacy-learning; and the MGIEP Difference Learning
innovation-towards-sdg-4/ Project covering several initiatives http://mgiep.unesco.org/difference-learning
80 https://en.unesco.org/youthmobile 82 https://en.unesco.org/themes/ict-education/mobile-learning/fazheng
33
the actions across different ERs. As noted above, although this corresponds to 188. The number of independent external evaluations completed on projects
the notion that ICT is a means to achieve SDG 4 objectives rather than an related to the field of ICT in Education is small (though in accordance with the
objective in itself, many interviewees among UNESCO staff believe that this guidelines established in the 2015 UNESCO Evaluation Policy 84), and there are
resulted in lower visibility, both internally within UNESCO, including among no systematic analyses across projects that are similar in nature.
Field Offices and among senior UNESCO Management, and externally with
189. Moreover, current planning, programming, monitoring and reporting
donors who might perceive this move as a lowering of UNESCO’s priority for
systems and tools offer little material that could be deployed to enhance
the thematic area and with other international actors who may see an
visibility.
opportunity to move into the area.
185. Most of those interviewed believe that it is not possible or even desirable
to return to a situation of a separate ER. Some argue that the manner in which
ICT in Education was mainstreamed across Education related ERs poses an
issue, rather than the fact that it was mainstreamed. There is thus a case to be
made for refining the upcoming 40 C/5 and future Programme and Budget
Planning Cycles in a manner that might give additional visibility and coherence
to the theme within a multidisciplinary perspective, not just within MPI but also
MPV and possibly across other sectors. This could take the form of alterations
to current PIs, as well as additional narrative comments.
186. The timeframe and scope to enable such refinement within the context of
the upcoming 40 C/5 is tight. But the new 41 C/4 Medium Term Strategy and
related C/5 Programme and Budgets cycles will offer opportunities in the
context of medium to longer term significant moves towards a more integrated,
multidisciplinary thematic based programme and budget, and may offer scope
to enhance the visibility of ICT in Education adequately by drawing together the
various elements across ERs and MPs into a coherent thematic framework.
187. The evaluation found that there are currently limitations to the PIs used for
monitoring progress at the level of outcomes across the various activities of ICT
in Education. 83 Qualitative aspects of progress are not rendered visible through
the current systems, only outputs and not outcomes are considered, and the
narrative account offers little additional insights. Data from the level of Project
Monitoring and Final Reports of extrabudgetary projects adds little to this.
83 See Case Study 2: Section 5 Analysis, subsections Monitoring and Evaluating outputs
Projects with smaller budget amounts are subject to self-evaluation or self-evaluation
and outcomes and Outcomes against Expected Results and Performance Indicators with external validation
84 In line with the UNESCO Evaluation Policy, independent external evaluations are
mandatory for extra budgetary projects with a budget of 1.5 Million USD and above.
34
 CONCLUSIONS areas of national policy and institutional support. Yet it has not realized its full
potential to secure a position of intellectual leadership, incorporating an
emphasis on ethical, normative and public good principles. From such a
190. Over the last 20 years, UNESCO’s activities in ICT in Education have not
position it could enhance its already recognised contribution to Agenda 2030
emerged under the umbrella of a formal programmatic framework; rather they
and more widely to the future of education.
have been initiated and evolved over time as the responsibility of various
entities within UNESCO. While acknowledging the challenges and risks this 194. At the much more crowded level of the ICTs in the learning environment,
involves, for instance in terms of the dispersion of resources and fragmentation and despite a number of significant and successful interventions, UNESCO has
of expertise, and reduced visibility, the key entities active in this area recognise gained less visibility among the large number of actors especially from the
that they are working within a common theme. They would welcome measures private sector.
towards an overall organizational framework for ICT in Education that would
195. This evaluation concludes that, given the results achieved, its
establish an environment for inter- and multidisciplinary approaches and enable
developmental relevance, and the potential for further contributions, ICT in
greater coherence and collaboration.
Education does merit a higher priority within UNESCO. It also found that
191. The evaluation concludes that now is an opportune time to build on this UNESCO’s strategic development of and value-added to the thematic area, and
desire for change as a prerequisite to enabling positive movement towards an its potential contribution to Agenda 2030 and more widely to education, is being
inter- and multidisciplinary environment, in particular within the framework of constrained by a number of factors that should be addressed by senior
the upcoming UNESCO C/4 Medium Term Strategy 2022-2029 and the related UNESCO management. This includes a reduced visibility of the issue within the
C/5 Programme and Budget cycles. This will also require a culture shift within C/5 and the absence of an explicit commitment to its strategic importance.
UNESCO, including within the four main units involved in ICT in Education,
196. Except for a few gender equality focused activities, implementation of
beginning with a recognition of the need to build on its mandate in the different
priority gender equality was found to be a weakness, in particular since gender
Programme Sectors in a thematic-based and truly intersectoral and
equality is not effectively mainstreamed into policy-related and capacity building
multidisciplinary fashion. This is fully in line with and potentially reinforces the
interventions, monitoring systems or PIs. While staff are sensitive to gender
Strategic Transformation process underway in UNESCO.
equality issues, they lack the necessary skills to integrate aspects of gender
192. Specific conclusions are drawn in each of the five Key Dimensions. equality at design and implementation levels. Some good examples of gender-
responsive and gender–transformative projects have been observed
Key Dimension 1: UNESCO’s position in relation to Agenda 2030.
downstream from this level in the learning environment.
193. Compared to other international organisations active in the field of ICT in
197. The number and size of interventions targeting needs in African countries
Education, UNESCO has a number of comparative strengths that it leverages
in terms both of budgets and appropriate projects, generally demonstrate
to achieve a strong positioning globally. These include its perceived impartiality
alignment with Priority Africa.
and strong policy expertise across all levels of Education within a humanistic
and inclusive approach to education in close alignment with the SDG Agenda, Key Dimension 2: Internal Coordination and Coherence.
its high-level convening power, and a dedicated focus on Africa and Gender
198. Most UNESCO actors believe that coordination and communication across
Equality. UNESCO interventions in ICT in Education successfully build on and
the entities engaged in ICT in Education, and externally, could be improved and
leverage these strengths, while reinforcing them with a recognised high level of
that this would yield positive results. Issues include the absence of an agreed
expertise. The evaluation found that UNESCO achieved strong recognition in
35
definition and understanding of ICT in Education (or on the utility of the term exception being in the area of OER in a long-term relationship with COL with
itself) that might emerge from instance from a shared Theory of Change; a lack support from the Hewlett Foundation. Some partnerships have proven
of clarity on roles and strengths of key entities involved; an absence of successful in supporting short-term projects or ongoing events, such as
mechanisms to enable regular interaction; and a lack of guidance and Weidong’s support for the Mobile Learning Week. Similarly, there are several
leadership from senior UNESCO management. examples of regional organisations, such as between SEAMEO and UNESCO
Bangkok, and national level collaboration with UN and other agencies in
199. Among the consequences are that external perceptions of UNESCO’s
particular the ITU and UNICEF, and NGOs. However, although Microsoft and
work in the area of ICT in Education are unclear and inconsistent; interaction
a few others have engaged in medium-term collaborations, strategic
among different entities can be ad hoc rather than structured and result in
relationships with the private sector is an area of weakness.
miscommunication; there can be a degree of non-constructive competition and
territoriality between UNESCO implementing units; and exchange of 204. The evaluation concludes that with the appropriate vision in place there is
experiences is less than it might be. ample scope for partnership expansion especially with the private sector.
Opportunities are emerging across many aspects of education, and the
200. A resource issue is that the predominance of XB funding and the Funds-
challenge for UNESCO is to identify where it can best exploit its intersectoral
in-Trust modality lead to a tendency for units to focus primarily on retaining their
and multidisciplinary strengths with a focus on the holistic and humanistic
staff and available expertise when designing new projects, and discouraged
approaches in education and ethical implications of ICT in education.
more sharing of resources and expertise with other entities. This is reinforced
by the UNESCO-wide dearth of RP funds. 205. UNESCO’s networks of Chairs, Category 1 institutes and other centres
have the potential to broaden the reach of core ICT in Education entities, and
201. Given the UNESCO-wide dearth of RP funds, the extrabudgetary funding
many have been found ready and willing to explore ways of harnessing
has contributed to the development of projects and growth of staff to enhance
opportunities to mutual benefit. Greater clarity on the definition and current
UNESCO’s global positioning in the field and play an intellectual role in priority
scope and direction of ICT in Education in UNESCO and suitable mechanisms
areas such as in mobile learning and the use of AI in education. However, a
for interaction are basic requirements for capitalising on this potential.
more agile approach to the management of staff recruited under extrabudgetary
resources would encourage sharing of resources and expertise among entities Key Dimension 4: Results & Sustainability.
and units.
206. Between 2014 and 2017, ERs related to ICT in Education have been fully
202. The most appropriate role distribution between entities in ICT in Education or, in a couple of cases, partially achieved.
cannot be easily determined at this point, but would need to emerge from
207. However the UNESCO SISTER reporting systems, for a number of
improved communication and increased understanding of complementarities
reasons, reveal little of whether the final objectives at outcome level are being
between the relevant entities. Appropriate leadership from senior management
achieved. While reporting on outcomes in most cases is not feasible given the
will be critical to this process.
timescale and other factors, some PIs do not adequately report fully on outputs.
Key Dimension 3: Partnerships, cooperation & fundraising. Targets for supporting Member States policy development capacities, for
instance, focus solely on the number of countries to which support was
203. ICT in Education entities have been successful in securing XB funding
delivered, and not on the numbers developing, approving or implementing
from what is so far a geographically relatively narrow base of donors. There is
them.
less success overall in building strategic-level long-term partnerships, an
36
208. A few independent evaluations have been completed, but the findings society development.
were positive with regard to the results achieved, concluding that the
212. Many private sector partners favour the visibility given by targeting these
interventions were on the whole reaching their targets and performance
groups, and the learning achieved at that level for instance for product
indicators. None looked at the longer-term perspective. The qualitative
refinement or testing.
evidence from this evaluation, however, tends to indicate that reaching the PI
targets has been accompanied by positive achievements across different 213. At policy and institutional capacity-building level, targeting is necessarily
dimensions. These include for instance building capacity for developing indirect, but the selection of countries points to the likelihood that
national policy in ICT in Education; supporting its implementation in teacher disadvantaged groups and populations make up a large proportion of the final
education; and ensuring a wider provision of education resources at low cost target beneficiaries.
through OER policies and resources. Key Dimension 5: Visibility and Communications.
209. Interviews, combined with the findings from independent evaluations, point 214. UNESCO’s visibility at all levels of interventions, but especially
to a number of enabling factors for successful project development. Better downstream from policy and national institution capacity-building, is not as
results are achieved through more attention and resources devoted to the strong as the projects and activities would merit, individually or collectively.
planning and design stage. Strong government commitment is also essential.
Although this is usually factored in by UNESCO when targeting which Member 215. Those achieving the highest visibility are the Mobile Learning Week, which
States to support, circumstances can change rapidly and unexpectedly. Thus showcases ICT in Education to wide audiences and attracts the attention of
specific attention may be required from the earlier stages to sustainability and potential partners; and the inter-government policy dialogues and events that
mainstreaming in the medium term, involving negotiating agreements with can produce statements and commitments of wide interest and significance and
additional partners and more intense planning and preparation by Member help to build momentum in national and other arenas.
States. 216. Learning-environment actions are far less visible at the global level, most
210. This underlines the need for wider partnerships and coordinated taking place among innumerable other actions many with much greater funding,
approaches. This emerged as an issue in relation to following through on and higher investments in communication. Dissemination of research and
mainstreaming several aspects of UNESCO’s work in policy support and publications, though considered to be of high quality, is not regarded as
institutional building. Providing support to policy development and the initial sufficiently effective by stakeholders.
building of capacity of national institutions are only the first steps of 217. The mainstreaming of key aspects of ICT in Education in the 39 C/5 has
mainstreaming ICT in Education across the system. Teacher education is a key resulted in a loss of visibility within UNESCO including among Field Offices and
example here. But communication, energy and computer infrastructures UNESCO Senior Management; externally with donors this may be perceived
continue to constitute major barriers, especially in many Sub-Saharan countries as a lowering of UNESCO’s priority for the theme; and attract other international
and more emphases may be needed on partnership approaches. actors who may perceive an opportunity to move more strongly into the area.
211. A range of disadvantaged groups, including girls and women, refugees 218. In the context of longer term changes expected in the 40 and 41 C/5 there
and people with disabilities, is directly targeted by learning-environment level may be scope to enhance the visibility of ICT in Education by drawing together
projects in ICT in Education. These are pursued by all key ICT in Education the various elements currently spread across ERs and MPs under a coherent
entities, and are favoured by many other UNESCO entities since they can often thematic framework.
reinforce their activities in different aspects of education and of knowledge
37
219. Finally, project monitoring, reporting and evaluations systems offer little in
the way of quantitative or qualitative analysis of outcomes and learning that
might be packaged and used to enhance visibility.
220. To conclude: ICT in Education is a fast growing area globally that offers
many strategic opportunities. As the leader and coordinator of the SDG 4 –
Education 2030 Agenda, UNESCO has the mandate and the foundation
capacities and expertise needed to strategically reposition itself as a world
leader. Intellectually UNESCO has a role in ensuring the focus of ICT in
Education remains firmly on equity, quality and humanistic principles. There is
also room for further strengthening its profile in global and regional dialogue,
policy support, and institutional capacity building; and raise its visibility and
enhance efforts in downstream implementation of ICT in the education and
learning environment.
38
RECOMMENDATIONS 223. Rationale: The field currently covered by the term ICT in Education is
growing, and will have an ever greater influence on the types and quality of
education people are receiving throughout their lives, on the delivery systems,
221. This section presents the strategic level recommendations addressed
and on the approaches to learning. If UNESCO is to fulfil its mandate, it must
principally to UNESCO Senior management of the Programme Sectors
encourage and facilitate Member States and other stakeholders in the direction
concerned, as well as to the relevant entities responsible for their
of ensuring an inclusive, equitable, quality and humanistic approach for all.
implementation. The recommendations have been developed by the evaluation
UNESCO has recognised expertise in core areas including policy and
team and were discussed and validated during the workshop with the
normative development; and it has strengths that, with appropriate
Evaluation Reference Group on the basis of the findings and conclusions
organizational supports, can be leveraged to position it as an intellectual leader
discussed earlier in this report. Building on the achievements in the field of ICT
in the field. To achieve this, UNESCO must draw on the rich and diverse
in Education, and with the aim of optimising the future role and opportunities for
expertise across the Organization. At this same time, ICT in Education can be
UNESCO in this thematic area, the evaluation suggests six strategic-level
viewed as a ‘vertical strategy’ through UNESCO corporate-wide actions in
Recommendations. These are followed by a number of suggested action points
ICT/Digital Development that would incorporate all Sectors. The
for their implementation by the relevant entities and under the supervision of
implementation of a strategy for ICT in Education is reinforced through
the UNESCO Senior management.
UNESCO strategic support for fostering the broader digital agenda cross-
222. The implementation of these medium-term strategic recommendations will sectorally.
require a culture shift in the Organization, starting with the recognition of the
224. Addressed to: UNESCO Senior Management, especially the ADGs of the
need for UNESCO to build on its mandate in the different Programme Sectors
Education and Communication and Information Sectors.
in a true intersectoral and multidisciplinary fashion. A set of short-term actions
will be necessary to address current issues and support a longer-term vision. 225. Possible action points include:
These include measures for building trust between the entities involved,
226. Senior management, in particular the ADGs of the ED and CI Sectors, in
enhancing understanding and knowledge of each other’s expertise and
consultation with relevant entities, should develop and communicate a joint
aspirations, and enabling concrete collaboration on the basis of mutual benefit
Strategic Statement providing a vision on the key role of ICT in Education for
and synergy in areas that build towards the strategic goal.
Agenda 2030 and beyond, outlining the comparative strengths and commitment
of UNESCO to clearly position itself as an intellectual leader and for providing
Recommendation 1: thematic expertise. Such a strategy will need to be positioned within the context
Develop an organization-wide strategic vision to clearly of a potential UNESCO corporate-wide Digital Development Strategy.
position UNESCO for global intellectual leadership in the 227. The following recommendations are aimed at supporting the process of
field of ICT in Education, including through innovation, in the clearly positioning UNESCO globally and within the context of the Agenda
context of its multidisciplinary contribution towards achieving 2030. Furthermore, they shall be implemented in alignment with the currently
ongoing Strategic Transformation process at UNESCO, and in line with
equitable, quality and humanistic education and learning
evolving corporate-wide coordination mechanisms and joint initiatives.
systems in the context of the Agenda 2030.
39
Recommendation 2: Consolidate joint resource mobilisation, including critically the
development of long-term partnerships.
Develop an organization-wide Strategy for ICT in 232. The Strategy would be supplemented by a time-bound, outcome-oriented,
Education to provide an inter- and multidisciplinary Action Plan.
framework for the various strands of work in the different
233. . One way could be to consider positioning the UNESCO Strategy on ICT
Programme sectors relating to the thematic field. in Education as an intersectoral and/or multidisciplinary Theme or Sub-Theme
228. Rationale: Re-positioning UNESCO globally can succeed on condition in the UNESCO Programme and Budget. This would give higher visibility to the
that the expertise across UNESCO in this field is deployed in a flexible, Theme as a priority within UNESCO and towards its external stakeholders. It
cooperative and multidisciplinary fashion, by drawing on the different disciplines should also enable a more rational budget allocation to the Theme and to
and expertise across the Organization, combining resources and appropriately expertise across the Organization. (see also Recommendation 4)
decentralising the work and programmes, and attracting additional resources 234. Establishing an organization-wide Task Group on ICT in Education is
based on a clear strategic framework and direction towards common goals. recommended to be responsible for drafting the strategy and action plan. (See
229. Addressed to: UNESCO Senior Management, Directors and Heads of Recommendation 4) in alignment with the current UNESCO Strategic
Entities involved in ICT in Education. Transformation process by aiming at facilitating multidisciplinary approaches,
and strengthening visibility and adequate resource allocation for ICT in
230. Possible action points include: Education in future C/5 Programme and Budget documents.
231. A results-based Operational Strategy for UNESCO’s work in ICT in
Education should be developed. This should be closely aligned with the Recommendation 3:
upcoming UNESCO 40 C/4 Medium Term Strategy 2022-2029. In particular it
Strengthen UNESCO’s function as a Laboratory of
shall:
Ideas in the field of ICT in Education by focusing on future
Articulate the organization-wide vision and objectives for the thematic oriented research and dialogue
area ICT in Education
235. Rationale: Intellectual leadership is possible only if UNESCO is
Agree on and assign leadership of both sectors, as appropriate
overall and in the different sub-themes recognised by key global and regional players, and by Member States, as being
at the centre of leading-edge research in sub-themes relevant to its vision.
Incorporate a further developed Theory of Change in ICT in Education
(see below), as a key component in the wider Results Based These include such areas as the ethical implications of emerging technologies
Management 85 approach for all levels of education systems, the potential implications of ICT in Education
Clarify the roles and strengths of the various entities and of their for an inclusive and humanistic approach, for equity of provision, and for holistic
individual and joint trajectories for growth learning
Enhance internal and external interaction and cooperation 236. Addressed to: Senior management and management and staff of relevant
85
It is to be noted that since 2016 the RBM approach as applied at UNESCO was
further aligned with that of the UN system and RBM good practices.
40
key entities active in the field of ICT in Education. 243. Possible action points include:
237. Possible action points include: 244. A Task Group on ICT in Education (see Recommendation 2) should be
convened, as a minimum for the period leading up to the Strategy that would
238. The emerging ICT in Education theme could convene, for instance, a Joint
establish the way forward for the Programme on ICT in Education. It would be
Research Group, including UNESCO Chairs, external experts and strategic
convened by the ADGs of CI and ED Sectors, who would also appoint a Chair
partners, to define a research and dialogue agenda on future issues around
to lead the process. It would involve the participation of one or two
ICT and technologies in education. It would address key emerging trends and
representatives from each of the four Key Entities, the Division on Gender
explore multiple dimensions from the perspective of humanistic education. An
Equality, and any other entities, such as Category 1 Institutes and other centres
academically oriented journal and thematic papers could help to focus global
(i.e. MGIEP, UNESCO-UNEVOC) and field offices involved in ICT in Education
and regional dialogues.
related work that they invite to join.
239. UNESCO would also have to develop new products and publications in
245. Joint Initiatives such as The Mobile Learning Week could provide an
leading-edge areas of research in ICT in Education or relevance to its vision
opportunity for convening the group. It would be provided with the minimum
and repositioning globally.
level of resources required from within UNESCO budgets and could devise
240. Action should focus on the development of a mechanism that will mechanism such as “Agile Groups” to facilitate cooperation and effective
simultaneously undertake the preparatory work for the above, and build trust, networking.
mutual understanding and a common agenda along the key UNESCO entities,
246. The Task Group would be charged with achieving the specific outputs and,
around the emerging Theme. It also should incorporate actions to address the
once achieved, the group could be transformed into a Community of Practice
gender equality issues that emerged during the evaluation. (see
in the field of ICT in Education. Outputs should include:
recommendation 5)
Develop, document and approve a joint Theory of Change for ICT in
Recommendation 4: Education, with global application, building on the work begun
during this evaluation (Annex G), and supported by UNESCO BSP and
Explore deploying UNESCO systems and processes to in line with the Results Based Management approach;
enhance organization-wide intersectoral and Take steps to coordinate input into the 40 C/5 (Programme Sectors,
multidisciplinary cooperation, knowledge management, GEN and PAX in cooperation with BSP) with a view to presenting ICT
fundraising and communication activities for the thematic in Education as an emergent Theme in the PIs and the narrative;
area ICT in Education. Develop a plan for building a jointly-managed common knowledge
241. Rationale: Building a foundation for cooperation should begin by platform for ICT in Education. Beginning with a short feasibility study,
developing a common understanding of the field of ICT in Education, engaging this will present a coherent and consistent account of UNESCO’s
vision, objectives and interventions, as well as organise all resources
in joint planning across all relevant UNESCO entities, and collaborating around
in an accessible manner. It would be managed in a distributed manner,
concrete and mutually beneficial goals.
enabling each key entity to access and manage its contributions, while
242. Addressed to: Directors and Heads of Entities involved in ICT in maintaining central coherence and consistent visibility across the
Education as well as key Programme Staff. theme. A budget may be required to realise this.
41
 Develop a joint communication strategy. This would include internal Recommendation 5:
communication protocols and mechanisms to ensure smooth
interaction; a social media strategy across all projects and as a whole Enhance aspects of Gender Equality and inclusion in ICT
for the Theme; and the promotion and dissemination of all publications in Education interventions, both through projects that are
and products. Common branding could be developed for all products, focused on gender equality and inclusion, as well as through
and it would reach out to and incorporate wider UNESCO networks of
consistently mainstreaming gender equality and inclusion
Institutions.
across all ICT in Education projects and activities
Reconfigure the Mobile Learning Week to systematically showcase
UNESCO’s work and multidisciplinary potential in this field. This would 247. Rationale: Despite the strong support for gender, equality and inclusion
require closer collaboration in the organisation and giving an expressed among all entities working in the field of in ICT in Education,
opportunity to all key UNESCO entities to present their work and mainstreaming gender equality into project plans, implementation and reporting
organise events around an agreed sub-theme. is considered challenging in particular in areas such as policy and institutional
Explore and assess the level and nature of additional resources capacity building and further support would be appreciated.
required, in financial and especially human expertise terms, to achieve 248. Addressed to: UNESCO staff in entities active in ICT in Education, the
the strategic goals. Division for Gender Equality, and BSP.
Develop joint Resource Mobilisation Opportunities for
249. Possible action points include:
Collaborative Actions. Collaboration can be consolidated best
through securing joint funding for projects of interest to several Final approval of projects could be subject to approval by the Gender
partners. Different areas of intervention and expertise can be combined Equality Division on the level of the Gender Equality Marker attributed to
to broaden thematic and geographic coverage, and tackle issues of the project (gender-neutral, gender-sensitive, gender-responsive or
common interest including future research on the theme. The Task gender-transformative).
Group can identify opportunities, in the context of the Resource
Mobilisation Strategy mechanism of the C/5, including through the Specific guidance and coaching could be developed jointly with the Gender
Structured Financing Dialogue, to address the funding gap. It would Equality Division to assist staff in designing projects with an inclusive and
include developing guidelines and draft MoU for collaboration with the gender equality focus, and in mainstreaming gender equality into projects,
private sector and others. in particular in the fields of ICT in Education policy and institutional capacity
building.
Develop an organization-wide Knowledge Base in the field of ICT in
Education, This should, among other things, be based on a research The Gender Equality Division should prioritise focused training for staff
plan for evaluating ICT in Education intervention types that will identify working in the field of ICT in Education.
outcomes and learning in a comprehensive, systematic manner,
aggregated across the Organization and across projects. Effective
evaluation requires a medium-term horizon that can track downstream
results over time, and a cross-project or multi-project approach to
maximise learning. The knowledge generated would enrich UNESCO
expertise and legitimacy globally in this area.
42
Recommendation 6:
Reinforce efforts, at the planning stage, to devise
mechanisms and build partnerships to enhance
medium to longer term sustainability, in particular for
policy support and institutional capacity-building
interventions.
250. Rationale: UNESCO’s support for policy and for institutional capacity-
building is highly valued. It can also continue further downstream for instance
in teacher training centres curriculum development. While a key factor in
supporting a Member State is the government’s commitment to follow through
on this work, especially in least developed countries competition for resources
is intense and the environment unpredictable. UNESCO could, from the
planning stage of these interventions, collaborating closely with the Member
States, help to identify and secure the conditions and financing of more
sustainable project development, that would enable mainstreaming to the level
of final target beneficiaries
251. Addressed to: Directors and Heads of Entities involved in ICT in
Education, key programme specialists, the Division for Gender Equality, and
BSP.
252. Possible action points include:
Project Design Guidelines for Sustainability should be developed for
UNESCO specialists, including Case Studies of project designs that
incorporate a longer-term vision of sustainability and approaches to
securing appropriate partnerships and commitment for other
international actors.
BSP should provide support in identifying and securing sustainable
partners for mainstreaming projects.
43
 also in line with a recognition that the development of inclusive knowledge
ANNEXES societies is founded on learning in a lifelong perspective encompassing non-
formal and informal educational contexts. Thus, since 2001 UNESCO’s
A. Terms of Reference programmes in ICT in Education have been mainly implemented by the
Education (ED) and the Communication and Information (CI) Sector, but
activities relevant to the thematic area are to some extent also part of the
Evaluation of UNESCO’s work in Information and
programmes of the UNESCO’s Social and Human Sciences (SHS) and Natural
Communication Technologies in Education Sciences (SC) Sectors, particularly with regard to informal and non-formal
(ICT in Education) education. 88
Background 256. UNESCO’s work in this area has been developed and evolved within the
253. While significant progress has been made over the past years in different Programme sectors, based on Member States needs in certain
increasing access to basic education, a large number of children, youth and specific contexts and based on forward-looking views from individual
adults is still deprived of opportunities for learning. In order to expand access Programme sectors, and despite the inter-sectoral approaches adopted for
to, and enhance the quality and relevance of learning throughout life, UNESCO certain initiatives, the Organization’s work in this area is currently not based on
has, among other, been promoting the adoption of technology-based solutions. an explicit organization-wide inter-sectoral strategy for the planning and
implementation of UNESCO’s work in ICT in Education programmes. (see
254. The mandate for UNESCO to work in the area of Information and Annex 1: Historic background of UNESCO’s work in the field of ICT in
Technologies in Education (ICT in Education) is already grounded in the Education)
Organization’s Constitution 86 and based on a number of United Nations
frameworks 87. It also clearly contributes to the Agenda 2030, Sustainable 257. Within the current Medium-Term Strategy 2014-2021 (37 C/4), UNESCO
Development Goal 4 (SDG 4) which calls on the international community to has been working towards ‘promoting access to information and knowledge
“Ensure inclusive and equitable quality education and promote lifelong learning (37 C/4 Strategic Objective 9’) and ‘strengthening national capacities for the
opportunities for all”. UNESCO’s work in ICT in Education also contributes to development of education systems to foster high-quality and inclusive lifelong
relevant standard setting instruments in its fields of competence. Among other, learning (37 C/4 Strategic Objective 1)’, notably by expanding innovative
it contributes to the Convention on the Rights of People with Disabilities (Article learning opportunities through ICT in Education. In this regard, ICT in Education
24), which recognizes the rights of persons with disabilities to education.
255. The focus of UNESCO’s work on the use of technologies for education is
86 through any media and regardless of frontiers (Article 19), as well as the right to
The purposes and functions of the Organization as stated in the UNESCO Constitution
include the need to advance the mutual knowledge and understanding of peoples, education (Article 26).
88 While the SHS and SC sectors’ work in this field will be considered within an
through all means of mass communication and the promotion of the free flow of ideas
by word and image (Article 2 a); to give fresh impulse to popular education (Article 2 b); inter/cross sectoral perspective, the main focus of the evaluation will be on the work of
and to maintain, increase and diffuse knowledge (Article 2 c). the ED and CI sectors
87
The Universal Declaration of Human Rights states that all people have rights and
fundamental freedoms that include the right to receive and impart information and ideas
44
activities focused on actions in the following areas 89 : digital skills development programmes for decent life and work (SDG 4
target 4.4), advance gender equality in digital skills, and to map and
ICT in Education policy review and development: supporting anticipate changing needs for digital skills.
Member States in the design and analysis of comprehensive ICT in
education policies, and capacity building for the use of ICT to promote 258. The CI Sector has led the collaborative work with ED Sector on the
inclusion, equity and gender equality in education and lifelong learning; UNESCO ICT Competency Framework for Teachers (ICT CFT) which focuses
Teacher competences and professional development in ICT: on capacity building for teacher training in ICT and OER, while the ED Sector
providing assistance to Member States willing to develop capacity has led the work on ICT in education policy, institutional capacity building on
building, training resources and policies to train and support teachers ICT in Education and the development of a framework for digital skills. Both
for the effective use of technology and developing and updating the ICT Sectors implement work in the area of Mobile Technologies. The ICT in
Competency Framework for Teachers; education for Persons with Disabilities is implemented only by the CI Sector.
Mobile learning and frontier technology for SDG 4: facilitating the
realization of the potential of mobile learning and other emerging 259. An inter-sectoral approach between the ED Sector and the CI Sector is
frontier technology (e.g. Artificial Intelligence, Big Data, etc.) by undertaken where possible and relevant, as well as for inter-sectoral projects
investigating current practices, promoting innovations, and by reporting developed in this area with the SHS and SC sectors. UNESCO’s work in
on policy developments, supporting the development of informal and advancing gender equality in the access to and the use of ICT and on
non-formal capacity building initiatives, in particular with a gender leveraging ICT to empower women and girls has been coordinated by the
equality perspective 90; Gender Equality Division under the Office of the Director General (GEN/ODG)
Open Educational Resources (OER): Facilitating large scale with a direct support from both the CI and ED Sectors as well as other Sectors.
international collaboration, capacity building and awareness raising on Project activities led or coordinated by Headquarter (HQ) Units have been
OER practices, supporting Member States in the development of implemented based on a close cooperation with concerned field units 91.
OER relevant to UNESCO ICT in Education Teacher Training and the
development of supportive policy environments for OER; 260. The UNESCO Category 1 Institute for Information Technologies in
ICT in education for Persons with Disabilities : Supporting for the Education (IITE) based in Moscow has focused on Programmes of promoting
use of adaptive technologies to provide inclusive, accessible and ICT CFT, OER and Media Information Literacy (MIL) in non-English languages,
affordable access to information and knowledge, support the ICT in education for persons with disabilities as well as ICT in HIV prevention
participation of Persons with Disabilities in lifelong learning and health education.
opportunities;
Resources for ICT in Education
Developing digital skills: providing reference framework and
assistance to Member States to develop inclusive and sustainable 261. From 2011 to 2017, the regular programme resources allocated for
89 Empowering Women and Girls through Mobile Technology in Myanmar; or the project
See UNESCO 37 C/5 and 38 C/5. Approved programme and budget 2014-15 and
2016-17. Additionally, areas of ICT in education programmes were also dispersed in on Literacy and Basic Life Skills for Women and Girls in South Sudan.
91 Including the UNESCO Institute for Information Technologies in Education (IITE)
activities of other sections in ED such as the Section of Education for Inclusion and
Gender Equality, or the Section of Youth, Literacy and Skills Development and in the based in Moscow, the UNESCO Offices in Nairobi and Bangkok, the UNESCO
Gender Equality Division of the Office of the Director General (ODG/GEN). International Institute for Capacity Building in Africa (IICBA) and other concerned field
90
Such as the UNESCO Youth Mobile “Searching for Martha” Project launched in Kigali offices.
to empower young, African women mobile apps entrepreneurs; the project on
45
activities of the ED Sector and CI Sector in the field of ICT have progressively sectors in this area, and in cooperation with its partners, UNESCO has become
increased. Over the last two biennia the regular programme budget allocated the leading UN agency in supporting countries to harness ICT to support
to the ED Expected result ER 7 (i.e. national capacities strengthened to develop lifelong learning within the framework of relevant United Nations frameworks
and implement technology policies in education, particularly in teacher training and UNESCO’s constitution.
and professional development) was within a range of USD 3.2 and 3.4 Million
264. Given the increasing strategic relevance and the growing number of
per biennium. Over the last two biennia the regular programme budget
opportunities to mobilize funds and expand work in this thematic area,
allocated to the CI Expected result MLA 2, ER 4 (37 and 38 C/5) 92 (i.e. Member
UNESCO is seeking to clearly position the Organization in this field with a view
States have advanced universal access to information through Open
to enhancing its potential contribution to the Agenda 2030 within the areas of
Solutions), have had overall allocations of USD 5.8 Million for 2014-15 and USD
its mandate and to identify possible ways to optimize UNESCO’s work in the
5.2 Million USD for 2016-17 93; and USD 5.5 Million USD for 2018-19 (39 C/5).
area of ICT in education, including through better definition and recognition of
262. Furthermore, in line with the Organization’s evolving fund mobilization the respective mandates and contributions of the concerned Programme
strategy, the ED Sector has mobilized more than USD 18 Million extra- Sectors, in particular ED and CI, and through an adequate framework for inter
budgetary funds for activities related to ICT in Education from 2011-2017. At sectoral cooperation.
the same time, USD 12 Million funds were raised for a project on the use of ICT
265. Therefore, the UNESCO Internal Oversight Service (IOS) Evaluation
for teacher training 94 and about USD 1.5 Million funds were raised for projects
Office, at the request of the Education Sector, is conducting an evaluation in
on the use of ICT for literacy. The CI Sector has mobilized USD 3.6 Million
this thematic area as part of the UNESCO corporate biannual evaluation plan.
extra-budgetary funds for activities related to ICT in education in the period
2012 to 2017, partly in support of inter-sectoral cooperation. 95 At the same Purpose and Use
time, several public and private sector partners 96 have been cooperating 266. The main purpose of this evaluation is to take stock, and assess the key
technically and/or financially with UNESCO in the field of ICT in education. 97 achievements and challenges of UNESCO’s work in the field of ICT in
Rationale for the Evaluation education to date, to identify future opportunities and recommend, as/if
appropriate, enhanced strategies for effective inter-sectoral cooperation in
263. Resulting from a decade of continuous development and joint efforts of the
particular between ED and CI sectors while taking into account the comparative
UNESCO ED and CI Sectors, as well as the important work of the SHS and SC
92 Now MLA 2 ER 5 in the 39 C/5 Programme and Budget for 2018/19.
the Arab League Educational Cultural and Scientific Organization (ALECSO), the
93 201 EX/4 Part I Programme Implementation Report (PIR) 2014-2016, allocated
Southeast Asian Ministers of Education Organization (SEAMEO), and The Caribbean
regular programme budget. Community (CariCom), governmental aids agencies (including Chinese Funds-in-Trust,
94 When the thematic areas ‘Teacher Development’ and ‘ICT in Education’ where part
the UK Department for International Development (DFID), the German Agency for
of the same Section in ED. International Cooperation (GIZ) , Japanese Funds-in-Trust, Korean Funds-in-Trust, and
95 Several fundraising initiatives were based on projects developed in an inter-sectoral
the Norwegian Agency for Development Cooperation), as well as private sector partners
approach (e.g. the Korean Funds in trust, KFIT Project ‘ICT Transforming Education in (including Ericsson, Facebook, Fazheng Group, Google or, HP, Intel, Microsoft, Nokia,
Africa). Xprize) and foundations (including The Packard Foundation and Open Society
96 These include UN Women, the UN High Commissioner for Refugees (UNHCR) , the
Foundation).
97 The 1st and 2nd World OER Congress benefited from in-kind support provided by the
International Telecommunication Union (ITU), The Commonwealth of Learning, the
World Bank, the African Development Bank, the West African Economic and Monetary Commonwealth of Learning (1st World OER Congress) and the Slovenian Ministry of
Union (UEMOA), the Asian Development Bank, the Inter-American Development Bank, Education (2nd World OER congress).
46
advantage, mandate and capacities of each Sector as well as the adequate biennia, from 2014 to 2017, and the beginning of the 2018/19 biennium to date
allocation of respective resources for the Programme Sectors, in headquarters and will adopt both, a retrospective and a forward-looking perspective. It will
and in the field. It shall provide evidence-based and future-oriented also review the positioning of ICT in education in the current 39 C/5 Programme
recommendations to UNESCO’s senior management and other stakeholders and Budget for 2018/19 to assess the way in which it is included in
that aim at more clearly positioning the Organization in the field of ICT in programming and budgeting and identify possible challenges and
Education as well as at determining how to optimize and coordinate UNESCO’s opportunities. 98 It will examine projects and initiatives undertaken and /or
work internally. The evaluation shall assess this area of work in terms of managed by the different UNESCO entities involved in this area of work, with a
efficiency, as well as coherence among the different entities involved, in focus on the ED and CI sectors and with particular consideration for IITE and
particular the ED and CI sectors at Headquarters, the International Institute of other Category 1 Institutes and field offices.
Technology in Education (IITE), the UNESCO Institute for Statistics (UIS), the
269. The evaluation will conduct an in-depth assessment of a number of key
International Institute for Capacity Building in Africa (IICBA) as well as other
initiatives in ICT in Education, to be selected during the inception phase in
UNESCO Category 1 Institutes and field offices. While exploring opportunities
consultation with the evaluation reference group. In addition, other
for inter-sectoral work and collaboration, the evaluation will examine the
projects/initiatives will be reviewed to capture the diversity and breadth of the
adequacy of organizational arrangements and dedicated resources in each
work programme in terms of areas of work, modalities of delivery and sources
Sector to implement ICT in Education interventions, in particular in
of funding.
consideration of their (expected) results.
270. The evaluation will also assess UNESCO’s comparative strengths in
267. The primary intended users of the evaluation are UNESCO’s senior
relation to the mandate and work of other global players working in ICT in
management, in particular the Assistant Director Generals (ADGs) for ED and
education.
for CI as well as other sectors as relevant, the Director of the Bureau for
Strategic Planning (BSP), the Director of IITE, as well as related programme 271. The evaluation shall assist in decision-making and help introduce
staff (at Headquarters, Field Offices, and Category 1 Institutes/Centres). In improvements by making evidence based and future-oriented
addition to contributing to further consolidate, better align and enhance internal recommendations concerning the following key dimensions, including
capacities and while considering increasing opportunities in the field of ICT in considerations in relation to the evaluation criteria of relevance, efficiency,
education as well as growing funding opportunities, the evaluation shall feed effectiveness/impact and sustainability, as well as organizational coherence.
into the formulation of future directions for the Organization’s work in ICT in UNESCO’s global priorities Gender equality and Africa shall be given adequate
Education. Member States, other UNESCO partners and networks are consideration.
considered as secondary users of the evaluation.
UNESCO’s comparative strengths in ICT in contributing to the 2030
Scope Agenda through ICT in Education: Is UNESCO best placed to address
the related challenges in this area? Has ICT in Education adequately been
268. The evaluation will examine the work undertaken in the field of ICT in considered a priority for UNESCO in contributing to the Agenda 2030? Are
Education at a global, regional and national level in particular over the last two the two Global priorities Gender Equality and Africa effectively
98 It is to be noted that ICT in Education, as such, is no longer identified as a specific ER
in the 39 C/5 for Education, but reflected in some of the Education Sector ERs dedicated
to other programme areas.
47
 mainstreamed in the implementation of ICT in Education initiatives, and in What are the key achievements and challenges and, what factors have
particular are UNESCO interventions targeting the most vulnerable or been influencing the achievement or non-achievement of objectives?
disadvantaged groups? How shall UNESCO strategically position itself Have UNESCO’s interventions reached the intended target groups, in
within the UN family and towards external stakeholders, in particular the particular those that are most in need in the field of ICT and Education?
private sector considering the evolving expectations and new opportunities Have UNESCO’s interventions had an impact on those most vulnerable
to expand the scope and quality of the work in ICT in Education? and disadvantaged groups, including girls and women? What provisions
have made to ensure sustainability of results? What conditions can be put
Internal Coordination and Coherence throughout the Organization:
in place to enhance the potential for financial, institutional and political
Have UNESCO’s organizational structure, working methods, managerial
support, role distribution and coordination mechanisms adequately sustainability?
assisted in the delivery of its initiatives in ICT in Education in an efficient
and effective way? Are resources adequately Visibility and Communication: To what extent have UNESCO’s
allocated/shared/distributed? What criteria/mechanisms could support achievements in the area of ICT in education been visible internally and to
priority setting by Member States and resource allocation for inter-sectoral external stakeholders? Are the current planning, programming, monitoring
collaboration? How can the Organization best manage the work in this and reporting systems and tools adequate to provide the required visibility
area, in the future, in a coherent and coordinated manner, in particular and recognition of UNESCO’s work in this field? How does the way in
regarding the respective role and capacity of the ED and CI sectors, and which this line of work is reflected in the C/ 5 Programme and Budget
by best utilising the potential of IITE, as well as other relevant Category I impact on its visibility, communication and possibly, funding and longer-
Institutes? What is the optimal role distribution among the different term impact ? To what extent have other UNESCO networks and partners
UNESCO entities? been involved in contributing to the wider communication?
Partnerships, cooperation and fundraising: Was advocacy for ICT in
Education strategically and effectively pursued with donors and relevant 272. The evaluation will be guided by the above overarching questions, which
stakeholders to mobilize partnerships and additional resources, in will be validated and further refined during the inception phase. A set of further
particular with a view to the critical financial situation of the Organization sub-questions may be identified for each of these key dimensions.
over the recent years? What future opportunities are emerging and how
Methodology
can UNESCO best capitalize on these? How can UNESCO further
capitalize on its outreach entities and networks, including Category 2 273. The evaluation will require a combination of multiple and complementary
Centres (in particular INRULED 99 and ICHEI 100 in China, affiliated to ED evaluative methods and strategies in order to answer the evaluation questions
and the Category 2 Centres in Bahrein and Brazil 101, affiliated to CI), and meet the evaluation purpose. It is expected that the evaluation team uses
UNESCO Chairs, UNEVOC Centres and ASPnet schools? a mixed method approach and collects and analyses quantitative and
qualitative data from multiple sources in order to provide information that is
Results and Sustainability: What progress has been made in the credible and reliable. These Terms of Reference contain an indicative set of
achievements of the respective objectives in the field of ICT in Education?
99 UNESCO International Research and Training Centre for Rural Education (UNESCO- 101 Regional Centre for the Information and Communication Technology, Manama,
INRULED) Bahrain and the Regional Centre of Studies for the Development of the Information
100
UNESCO International Centre for Higher Education Innovation, Shenzhen, China Society, Sao Paulo, Brazil
(UNESCO-ICHEI)
48
key evaluation questions based on the key dimensions to be assessed and selected Field Offices and UNESCO Category 1 Institutes, notably
evaluation criteria defined above. It is expected that the evaluation team, IITE, UIS and IICBA.
following exchanges with the Evaluation Reference Group, will further elaborate
o Field-based data collection using a well-constructed case study
the methodology, including the full list of evaluation questions, in the Inception
approach. In order to gain in-depth understanding of the
Report. implementation process, coordination mechanisms and to explain why
274. In order to better understand the causal relationships of UNESCO’s intended or unintended results occurred, it is expected that a number
initiatives and projects related to ICT in education and their contributions to the of case studies on initiatives/actions 102, will be conducted. The
locations for two to three field visits will be agreed upon during the
intended results, it is suggested that the evaluation adopts a Theory of Change inception phase, possible locations are Bangkok, Dakar, Moscow, and
(TOC) approach. It will be expected that the evaluation team after Nairobi while considering that at least one field visit will take place in
reconstructing the TOC and assessing its validity, refines and further develops the African region.
it during the evaluation.
o Using a combination of qualitative and quantitative methods to
275. Suggested key elements for the methodology include: obtain primary data from multiple sources including interviews (face-to-
o Desk-based review. The evaluator(s) will review all relevant face and via Skype), focus groups, direct observations and surveys as
documents by undertaking: appropriate. Semi-structured interviews with a number of key
Literature review of topical issues and global trends; stakeholders from different internal and external stakeholder groups
Analysis of programme and project documents, and other related (identified via an initial stakeholder analysis).
documents from UNESCO HQ and field offices to identify
strategies, activities, and reported results in the area of ICT in o Two to three visits to UNESCO Headquarters in Paris will be
Education such as: programme implementation reports (PIRs), expected: once during the inception phase, once during the data
financial reports as well as self-assessments, or extrabudgetary collection phase to meet and interview relevant UNESCO management
project evaluations as available; and staff, and once for the stakeholder workshop for presenting
Review and analysis of relevant national policy documents, preliminary findings and recommendations. If possible, one visit to
advocacy materials, events, statistics and trends. UNESCO HQ should coincide with a donor coordination meeting of one
o Theory of Change. Reconstructing, refining and further developing the of the larger extrabudgetary projects.
Theory of Change for UNESCO’s work in ICT in education.
o Data analysis and formulation of preliminary findings as well as
o Sampling strategy of key stakeholders to be consulted. At a evaluation recommendations. A participatory stakeholder workshop
minimum, interviews/consultations will be held with purposefully should be held in UNESCO Headquarters in Paris to validate the
selected partners associated with UNESCO in this field of work, other findings and discuss the preliminary recommendations.
entities present in this field at international level, representatives of 276. Particular attention will be given to the participation of a wide range of key
Member States, UNESCO management, and UNESCO staff from the
stakeholders and primary users during the evaluation process.
CI and ED and other Sectors as appropriate, at headquarters and
277. Data collection, sampling and analysis must incorporate a gender equality
102
For example PADTICE, a USD 12 Million project implemented by UNESCO Dakar in that were conducted in the framework of the KFIT project should be considered as
cooperation with AfDB and UEMOA could be subject of a case study and case studies secondary data in the analysis.
49
perspective, be based on a human rights-based approach, and take into Reference Group shall liaise electronically and/or meet periodically during the
consideration the diverse cultural contexts in which the activities are being evaluation, as necessary.
implemented.
Logistics /field work
Roles and Responsibilities 281. The evaluation team will commonly be responsible for their own logistics:
278. The evaluation will be managed by UNESCO’s Internal Oversight Service office space, administrative and secretarial support, telecommunications,
(IOS) Evaluation Office with support from the ED Sector, Division for Policies printing of documentation, travel, etc. Suitable office space will be provided for
and Lifelong Learning Systems, and the Executive Office of the Education the consultant when working from UNESCO premises. The team will also be
sector, as well as from the CI Sector Knowledge Societies Division, and the CI responsible for administering and disseminating all methodological tools such
Executive Office and will be conducted by a team of independent external as surveys, and logistics related to travel. The ED and CI Sectors, as well as
evaluators. The evaluators are expected to contribute with specific expertise other Programme sectors as appropriate and the relevant field units will provide
and knowledge in the field of ICT in Education as well as experience in access to all relevant documentation and contact details of all relevant
evaluating initiatives in the field of ICT in Education. IOS is responsible for the stakeholders and distribution lists. They will also facilitate access to UNESCO
overall management of the evaluation and quality assurance of the staff from Headquarters, regional and field offices and institutes engaged in
deliverables. The external evaluators will be expected to further develop the project delivery.
Theory of Change, to develop a detailed evaluation methodology including the
Qualifications of the Evaluation Team
data collection tools, to conduct data collection and analysis, as well as to
conduct fieldwork and to prepare the draft and final reports and a PowerPoint 282. The recommended composition of the evaluation team includes two to
presentation of the process and results in English. three core members: one team leader and/or one senior evaluator and a junior
level evaluator/researcher. Note that alternative team compositions will also be
279. The evaluators will comply with United Nations Evaluation Group (UNEG) considered.
updated 2016 Norms and Standards for Evaluation, UNEG Guidelines for
Integrating Human Rights and Gender Equality in Evaluations and UNEG 283. The consultant(s) should collectively possess the following mandatory
Ethical Guidelines for Evaluation. qualifications and experience:
Evaluation Reference Group Team Leader/Senior evaluator
University degree at Masters level or equivalent in education, social
280. A reference group will be established to accompany the evaluation sciences, political sciences, economics, or any related field;
process and provide feedback on the Terms of Reference, the Inception At least 10 years of working experience acquired at the international
Report, the methodology and the draft evaluation report. The reference group level or in an international setting;
shall comprise a representative from the IOS Evaluation Office, from the ED Senior experience of at least 10 years in project and/or programme
and CI Sectors’ Executive Offices, the ED Division for Policies and Lifelong evaluation;
Learning Systems as well as from the CI Knowledge Societies Division, from Knowledge of and experience in applying qualitative and quantitative
data analysis techniques and RBM principles;
the UNESCO Institute for Information Technologies in Education IITE, from the
Senior professional experience relevant to the field of Education;
Bureau of Strategic Planning (BSP), from the Asia and Pacific Regional Bureau
Professional work experience in developing countries or in a
for Education in Bangkok, and from the Multi-Sectoral Regional Office for national/regional/global development context
Eastern Africa in Nairobi, and from the UNESCO Gender Equality Division. The
50
 Understanding and knowledge of the UN mandates and its with the technical proposal. Candidates are also encouraged to submit other
programming in relation to education in the framework of the references such as research papers or articles that demonstrate their familiarity
Sustainable Development Agenda; with the subject under review, as well as their analytical and writing skills.
Excellent analytical and demonstrated excellent drafting skills in
English; 286. The evaluation assignment is estimated to require approximately 75 to 80
Working knowledge of French; professional working days, including two to three visits to UNESCO
No previous involvement in the implementation of the activities under Headquarters in Paris by the Team Leader and/or the Senior Evaluator and
review. three country visits to be conducted by the Team Leader/Senior Evaluator. It is
estimated that each country visit will require three to five working days.
Other team members (junior evaluator/researcher)
At least 5 years of professional experience in conducting programme
and policy evaluations
An advanced university degree in the social sciences, public policy or Deliverables and Schedule
related field 287. The timeframe for the evaluation is limited. The evaluation is expected to
Excellent oral communication and report writing skills in English commence in June 2018 and be concluded by December 2018. The indicative
No previous involvement in implementation of activities under review. timetable of key activities and deliverables is shown below.
Desired Qualifications for all Members:
Activity / Deliverable Indicative Timing
At least one senior team member should have professional experience
in ICT in Education; Procurement – Request for Proposals May 2018
At least one team member should have knowledge and experience
regarding the use of technologies in the context of development; Selection of external evaluation team; Early June 2018
At least one team member should have specialist experience in gender contractual arrangements completed
and gender-sensitive approaches in evaluation;
Evaluation launch – Kick off meeting in Paris Mid June 2018
Work experience in the UN or experience with assignments for the UN;
Knowledge and Understanding of the development needs in ICT in Inception report Early July 2018
Education.
Data collection & analysis; field missions July to mid October 2018
Understanding and application of UN mandates in Human Rights and
Gender Equality; Stakeholder workshop End October 2018
Experience with assignments focusing on multi stakeholder
partnerships, and/or capacity building in ICT Education; Draft Evaluation report Mid November 2018
Other UN language skills will be considered an advantage. Final Evaluation report and PPT presentation Mid December 2018
284. Preference will be given to evaluation teams that are gender-balanced and
of geographically and culturally diverse backgrounds.
288. The evaluation will consist of three main deliverables: inception report,
285. Verification of these qualifications will be based on the provided curriculum draft report and final report.
vitae. Moreover, references, web links or electronic copies of the two or three
examples of recently completed evaluation reports should be provided together 289. Inception report: The inception report should contain the intervention logic
or Theory of Change of the thematic area (based on desk study), an evaluation
51
plan and a list of reviewed documents. The evaluation plan should describe the ensure compliance with quality standards. The recommended actions from the
evaluation methodology and how the evaluation is to be carried out. It should quality assurance process will be addressed prior to finalization of the report.
include, but not necessarily be limited to, the following elements: introduction
and relevant background information; purpose of the evaluation; evaluation
framework that systemizes the methodology, identifying the issues to be
addressed, further elaborated sub-questions, and the performance indicators
(variables to be considered), sources of information and method of information
collection for each question; work schedule; and draft data collection
instruments. It is advisable to use an evaluation matrix that connects questions
to data collection methods/sources).
290. Draft evaluation report: The Evaluator(s) will prepare a draft evaluation
report that will be circulated among the Evaluation Reference Group for
comments.
291. The draft evaluation report should be written in English according to
UNESCO IOS’s Evaluation Report Guidelines. These guidelines and a detailed
final report template will be shared with the evaluators at the beginning of the
assignment. The main body of the draft report shall not exceed 30 pages,
excluding annexes.
292. The structure of the draft report should include:
Executive Summary
Introduction
Chapter(s) for each key evaluation dimension or question
Conclusions and Recommendations
Annexes to include the Terms of Reference, detailed
methodology and limitations to the methodology, interview list,
data collection instruments, key documents consulted and
case study /field visit reports.
293. Final evaluation report: The final evaluation report will follow the
aforementioned structure. As part of the UNESCO IOS quality assurance
processes, all evaluation reports are subject to review by an external expert to
52
 dimensions of development.
B. Description of UNESCO’s work in 3. Support of the Education Sector to Member States in the field of ICTs aims
ICT in Education at facilitating universal access to education, bridging learning divides and
strengthening inclusion, supporting teacher development, enhancing the
Historic background of UNESCO’s work in the field of ICT in Education quality and relevance of learning and improving education administration and
1. Since 2000, the Organization addressed the use of technologies in governance. Moreover, several interventions, among other the Mobile Learning
activities undertaken by both the Communication and Information Sector Week, provide an important advocacy mechanism and knowledge-sharing
and Education Sector 103. Within UNESCO’s Education Sector, platform to promote ICT in education practices in low-resource primary schools,
programmatic activities in the field of ICT in education, started with the refugee camps, adult literacy and vocational centers as well as secondary
founding of the Category 1 Institute for Information Technologies in schools in high-income countries and universities.
Education (IITE) in Moscow in 1997, the first ICT in Education strategy 4. Communication and Information Sector activities aim to support Member
“UNITE” in 2000, and at the UNESCO Bangkok Office in 2002. 104 This work States in building inclusive Knowledge Societies by enabling universal access
was gradually strengthened at the Headquarters level as from 2006. The to knowledge. Interventions have included the organization of two Congresses,
first ICT in Education team was created in Bangkok in 2007 under APEID, which have provided a global impetus to the Open Educational Resources
and the respective programme specialists moved gradually to (OER) field since 2012, inter-regional ICT in education teacher training
Headquarters. Based on a significant expansion of project activities, activities, including through the ICT Competency Framework for Teachers
funding sources and team members, at the end of 2014, a specialized Unit (since 2008). In addition, the CI Sector activities include interventions focusing
for ICT in Education was formally established under the Division for Policies on the development of Mobile Application development for Youth, and the use
and Lifelong Learning (ED/PLS/ICT). of ICT to support inclusive educational opportunities for persons with
2. Within UNESCO’s Communication and Information Sector programmatic disabilities, as well as key initiatives related to Open Access to peer-reviewed
activities started approximately at the same period, and a Section on ICT in Research (OA).Where possible and relevant, an inter-sectoral approach
Education, Science and Culture under the Division for Knowledge Societies to between the ED Sector and the CI Sector is adopted, as well as with other
support universal access to information and knowledge was created in 2010. Programme sectors, notably SHS and SC.
Activities in the CI Sector in this domain were undertaken in a collaborative 5. Given these developments and the fact that ICT in Education does not
manner by a team of programme specialists in ICT in Education, Free and Open constitute a homogenous programmatic area a clear delineation of UNESCO’s
Source Software and Disabilities and Technologies. At the core of the CI’s work ICT in Education projects and activities cannot be obtained. ICT in Education
is UNESCO’s vision of knowledge societies for sustainable development, which covers a heterogeneous set of interventions, of very different scale and nature
recognizes the impact of ICT on society, culture and the economy as core and applied at all levels of operation; ICTs are also often included as just one
103 104
UNESCO/IOS Evaluation of the Cross Cutting Theme: Eradication of poverty, With the Asia-Pacific Programme on Education for Innovation and Development
especially extreme Poverty, and the Contribution of Information and Communication (APEID), supporting among other the development of ICT in education policies, a
Technologies to the Development of Education, Science and Culture and the SchoolNet project for 10 ASEAN countries, teacher training on pedagogical use of ICT,
Construction of a Knowledge Society. 2006 ICT in TVET, ICT in Education indicator work and a clearing house function to document
and disseminate best practices on the use of ICT in education.
53
component of a project among others. Even the use of the term “ICT in (a) Policy dialogue and capacity development
Education” varies across UNESCO entities. Furthermore, ICT in education has (b) Teacher standards and professional development in ICTs (ICT CFT)
also been mainstreamed horizontally across the Education sector portfolio and (c) Mobile Learning
(d) OER
across some areas of other Programme sectors. The evaluation therefore
required a considerable effort in defining what belongs to UNESCO’s work in ER 2: National capacities strengthened to scale up inclusive and gender-
ICT in Education. The following provides an overview of activities that were responsive quality literacy programmes (No specific Performance indicators)
clearly identified to belong to ICT in Education. Nonetheless, given the above (a) Scaling-up effective youth and adult literacy programmes: It will be
restrictions, this is not intended to be exhaustive. underpinned with state- of-the-art delivery mechanisms with stronger emphasis
on ICTs.
ICT in Education in UNESCO’s Programme and Budget (37, 38, and 39 C5)
6. The following presents how the area of ICT in Education has evolved Major Programme V: Communication and Information
between the two quadrennia, 2014-2017 and 2018-2021, in terms of positioning SO 9: Promoting freedom of expression, media development, and access to
within the UNESCO Medium Term Strategy (Strategic Objectives (SO)) and the information and knowledge:
Main Lines of Action (MLA) and Expected Results (ER) in the corresponding
MLA 2: Enabling Universal Access and Preservation of Information and
Programme and Budget Documents. Knowledge
7. The corresponding reference documents are: ER 4: The Open Solutions for Knowledge Societies programme (open
educational resources, open access, free and open source software, open
34 C/4 Medium Term Strategy 2014-21 training platform, open data and Open Cloud) and ICT accessibility, including
37 C/5 UNESCO Approved Programme and Budget (2014-15) for the disabled, and for all languages, promoted in Member States (4 relevant
38 C/5 UNESCO Approved Programme and Budget (2016-17) Performance Indicators 2014-2015; 3 in 2016-2017)
39 C/5 2018-2021 draft
39 C/5 2018-2019 approved
For the Period 2018 to 2021
For the Period 2014 – 2017
Major Programme 1: Education
Major Programme 1: Education
Under Strategic Objective 3: Leading and coordinating the Education 2030
SO 1: Supporting MS to develop education systems to foster high quality and Agenda
inclusive lifelong learning for all
MLA 1: Support Member States in the implementation of SDG 4:
MLA 1: Supporting Member States to develop education systems to foster high-
ER1: Improved national education policies and plans to advance access to
quality and inclusive lifelong learning for all
equitable and quality ECCE, primary and secondary education through a
ER 7: National capacities strengthened to develop and implement technology system-wide lifelong learning approach (contributing to SDG targets 4.1 and
policies in education, particularly in teacher training and professional 4.2): (One Performance Indicator: no. 6)
development. (Six Performance Indicators including those of IITE): Main
(d) Curriculum innovation and improvement in alignment to the vision of
Areas:
SDG 4 [including] adopting an ICT perspective to national curricula and
54
 related matters: information and knowledge.
(f) Developing ICTs in education policies and relevant standards.
MLA 2: Building Knowledge Societies through ICTs by enabling universal
ER2: Equitable and responsive TVET systems established to equip youth and access to, and preservation of, information and knowledge
adults with relevant skills for employment, decent work, entrepreneurship and
ER 5: Member States have taken measures to promote universal access to
lifelong learning (contributing to SDG targets 4.3, 4.4 and 8.6):
information through open and inclusive solutions and innovative use of ICTs for
(a) ... teacher institutions should be equipped and empowered to use ICTs sustainable development
adequately.
UNESCO will support the adoption of national and regional policies on
(b) Promoting equity and gender equality ... including through investment in Open Educational Resources (OER), ...
ICTs as innovative means to widen access and participation rates. (No
specific Performance Indicators) The CI Sector will aim to provide Member States with multilingual,
ER3: Improved policies and plans and mobilization of global efforts to enhance, accessible and scalable initiatives in OER, ..., including the development
scale up, including through ICT, and monitor the acquisition of foundational of resources, tools and capacity building for a critical mass of teachers
skills and lifelong learning opportunities for youth and adults (contributing to and scientists implemented by national-level institutions.
SDG target 4.6): (One Performance Indicator)
Activities will focus on the follow-up to the 2nd World OER Congress
(b) Harnessing ICTs for improving quality and scaling-up adult literacy and 2017, aiming at supporting the mainstreaming of Open Educational
education programmes. Resources (OER) in teaching and learning in a lifelong perspective, in
ER4: Improved recognition of, and access to equitable and quality assured support of SDG 4. Online, open and flexible learning modalities will be
higher education provision: harnessed to support the achievement of the SDGs. Furthermore, actions
(a) Access and lifelong learning pathways to higher education... [including] in teacher education for the use of technologies will be further enhanced
technical support ... with an emphasis on developing new forms and types with a focus on the ICT Competency Framework for Teachers version 3.
of learning opportunities both on-campus and online. (One Performance
Indicator) UNESCO’s work in Open Access (OA) will continue to leverage on the
related Strategy that was adopted by the Member States in 2011. The
ER5: National teacher policies developed and/or implemented and teacher-
Organization will continue its work in the areas of advocacy, bridging
training programmes improved to increase the supply of qualified and motivated
teachers: scientific gaps, capacity building and dissemination of OA tools,
processes and contents by building partnerships and facilitating
(b) Support to teacher training institutions. ... [This will include] professional cooperation with all relevant stakeholders. Activities in this area will also
development to integrate ICTs in the entire pedagogical process. Support
contribute to SDG 10, target 2 by empowering and promoting the social,
will be provided to teacher-training institutions in order to be equipped with
and empowered to use ICTs adequately, to act as role models in using economic and political inclusion of all, irrespective of age, sex, disability,
ICT innovation in education... (One Performance Indicator). race, ethnicity, origin, religion or economic or other status.
UNESCO will support Member States in developing long-term strategies
Major Programme V: Communication and Information
to scale up access to the necessary 21st century technology skills, Free
SO 9: Promoting freedom of expression, media development, and access to and Open Source Software (FOSS) tools and methodologies. It will
55
 continue harnessing the significant potential of mobile and connected
devices in addressing sustainable development issues, including through
the YouthMobile Initiative, as well as through supporting Member States
in adopting relevant programmes.
56
List of ICT in Education projects and activities – Period 2014-2017
Major Programme I
N# Title Impl. Region Summary description Budget Gender Geographical
Unit impl. from- to Marker Scope
1758 Strengthening KNG LAC Education programme in 2016-2017 will strategically focus in the key priorities Gender- Sub-regional:
Institutional such as sector-wide planning, sector reviews, education statistics, disaster risk sensitive Kingston cluster
Capacity in Sector- reduction in education, higher education, ICT policy in education to enhance (134300,00$)
Wide Planning in quality of education in the Caribbean. The preparation of quality of sector
the Caribbean plans will also identify linkages with ICTs in Education. Expected Results:
strengthened capacity built in preparing policies and best practices promoted.
The outputs: training workshops in strategic planning, education statistics and
ICT policies, sector reviews and plans completed in 19 countries. Promote the
integration of SDG 4 in sector plans in the Caribbean.
1764 Strengthening KNG LAC The education programme in 2016-17 will strategically focus on literacy, Gender- Sub-regional:
Institutional teacher policies, ICT in education, TVET and skills, education for sustainable sensitive Kingston cluster
Capacity in development, climate change and science education. The major focus in (102400,00$)
Literacy and TVET enhancing TVET programmes and education for sustainable development and
for Sustainable lifelong learning. The expected results: strengthened capacity in literacy and
Development in TVET policy design and linking TVET and skills policies with the labour market
the Caribbean needs. Major outputs: CONFINTEA VI consultation, third regional conference
on TVET organized, TVET best practices promoted, number of TVET policies
reviewed, capacity enhanced in climate change education and ESD and
promote SDG Goal 4 on education in member states.
1925 Supporting policy BGK ASI Related to ER7 of 37C/5 and 38C/5, this activity is to support the Member Gender- Regional: ASI
development and States in developing integrated and holistic ICT in education policies to sensitive (68900,00$)
implementation to promote equal learning opportunities through ICT.
facilitate the A common issue with ICT in ED policy is that it focuses too much on
effective infrastructure or supply-driven implementation, rather than careful examination
integration of ICT on how to position ICT to maximize its impacts on the overall national
in education education goals.
This activity therefore seeks to support government and key stakeholders in
developing and implementing ICT in Education policy in an integrated way,
with special attention to teacher training and promoting responsible use of ICT.
1933 Capacities of ARA BEI ARA The TVET workplan will be based on the priority areas in the region: youth Gender- Sub-regional:
strengthened in employments; teachers and instructors training polices; and the use of ICTs in transformative Beirut cluster
the transformation entrepreneurship education and learning ( TVET International, Bonn, (29000,00$) ||
of TVET and Skills November 2014) and the evaluation of UNESCO TVET Strategy (2010-2015), Regional: ARA
Development conducted during 2015. The draft TVET Strategy for 2016-2020 and the new (30300,00$)
Policies towards structure for UNEVOC Cluster Centres Clusters will be a major part of the
Post-2015 workplan, in coordination with TVET Bonn Centre.
Education Agenda, Coordination with UNESCO Field Offices in the Arab region and the
57
 Life Long concerned Units at HQ will be arranged at the Sub-Regional level. Moreover,
Learning, and coordination with ABEGS, ALECSO, ILO, and ETF for financial and human
Youth mobilisation of joint resources for the plan and activities.
Employability
1935 Supporting BEJ ASI This Activity contributes to ER 4 of 38C/5 and Target 4.c of SDG 4. Gender- National: China
teachers' sensitive (20000,00$) ||
professional This Activity aims to contribute to strengthening national capacities to address National: Korea
competence teacher development needs with the aim to promote inclusive education and (Democratic
improvement to serve better the disadvantaged groups. It is expected that the teacher policies People's
enhance quality of better reflect these issues and the teacher training institutions are better Republic of)
education in equipped to train teachers. The target partners will include teacher training (10000,00$) ||
Beijing cluster institutions in the Beijing cluster. As key outputs studies on these issues will be National:
produced and related seminars are organized. Mongolia
(20000,00$)
1971 Sector-wide CAI ARA The Cluster countries (Egypt, Sudan and Libya) are facing many challenges to Gender- Sub-regional:
policies and plans address the 2030 Education Agenda. Egypt is introducing important policy sensitive Cairo cluster
within 2030 reforms in the education sector. The Sustainable Development Strategy (SDS) (10000,00$) ||
Education Agenda Egypt 2030 aims at creating a modern, open, and productive society through National: Egypt
high quality and accessible education focusing on technologically capable (48171,00$)
learners. The GoE efforts are aligned with the international education agenda,
namely, SDG 4 "Ensure inclusive and equitable quality education and promote
lifelong learning opportunities for all" and the Education 2030 Framework For
Action. Sudan and Libya have their country-specific priorities and objectives to
pursue education development sector-wide.
1981 Supporting the UNE The activity supports the implementation of the Medium-Term Strategy of Gender- Global
Member States in UNESCO-UNEVOC with three support areas, namely (a) Capacity sensitive (281300,00$)
Transforming Development for Policy Support, (b) Knowledge mobilization and production,
TVET Systems for and Knowledge sharing and information. The activities set out in the workplan
decent work and anticipate the need for raising the quality and scale of the organization's
lifelong learning contributions to TVET development in the Member States by supporting
through capacity development, policy reviews and development, international
networking, standard/guide development, knowledge mobilization and management,
clearinghouse and networking and partnerships. They are intended to follow up key regional
capacity discussions and working frameworks developed in the last biennium.
development
2013 Teachers training DAK AFR For the past two biennium the UNESCO Dakar in collaboration with Abuja Gender- Sub-regional:
and National and Office fostered the development of effective South-south dialogue and sensitive Dakar Regional
Regional collaboration among ECOWAS countries on the development of common Office
Qualifications professional norms for Basic Education Teachers. Under current biennium. (131615,00$)
Frameworks for UNESCO Dakar will pursue the development of National Qualifications
Basic Education Frameworks and collaborate with Abuja office for the adoption the ECOWAS
Teachers in the level Qualifications standards for BE Teachers. In addition, UNESCO Dakar
Ecowas Region will develop capacity building and knowledge sharing activities to support
and (Dakar) Teaching and Learning and ICT in Education, as part of its Regional
58
 Coordination Role for SDG 4 in West and Central AFR Region
2044 TVET and skills BGK ASI The activity will contribute to 38 C/5 ER3 (capacities of Member States Gender- Regional: ASI
development to strengthened to design and implement policies aiming at transforming TVET) sensitive (310333,00$)
support equitable through (1) upstream policy support; (2) collaborative regional research; (3)
and sustainable strengthening of the knowledge base and knowledge management in TVET.
economic growth The expected results are increased relevance of TVET systems and alignment
of learning outcomes in TVET with labour market needs of Member States.
2277 Strengthening HAR AFR UNESCO promotes higher education reforms to increase access to higher Gender- Sub-regional:
higher education in education, improve the quality of higher education by promoting quality sensitive Harare
Southern AFR to assurance/accreditation of higher education institutions and programmes, and Regional Office
address the recognition of academic qualifications among member states, facilitating (52626,00$)
challenges of knowledge development, sharing and learning on issues relating to equity,
equity, quality, quality, the diversification of higher education, governance and financing
expansion and (37/C5). New skills are needed for relevance on the job market with a a vital
mobility role for ICT in building up 21st-century skills, broadening access to education
and personalizing the learning experience to adapt teaching to the unique
needs of each learner.
2294 Fostering teachers' HAR AFR The quality of an education system cannot exceed the quality of its teachers. Gender- Sub-regional:
capacity for Successful education reform is therefore mainly about enabling and responsive Harare
effective learning encouraging teachers to perform optimally in the classroom, making it Regional Office
in a digital age necessary for teachers to equip themselves to handle the emerging (79640,00$)
challenges of diversity, first generation learners and multilingual contexts in
the classroom, juxtaposed with new curricular demands.
The main emphasis of UNESCO's teacher strategy is on supporting teachers
for quality learning putting, with particular emphasis on SSA, under a
framework for a new initiative on teachers, aimed at accelerating progress
towards EFA goals and with a focus on capacity-building of TEIs.
2301 (ER 7 STG) ICTs STG LAC Since the beginning of the century, universal access to a quality education as Gender- Regional: LAC
in favour of an essential human right has faced a paradigmatic change. The development sensitive (1256481,00$)
learning in LAC of ICTs (Information and Communication Technologies) in the last few years is
demanding that the educational system updates its practices and contents to
match the new information society. First, updating constitutes a teaching
challenge. This work plans is oriented to produce information and guidelines in
order to contribute with this main challenge.
2332 Technology in PLS To assist Member States, particularly developing and low-income countries, in Gender- Global
Higher Education designing and implementing higher education policies and strategies that sensitive (143000,00$)
promote the use of innovative technologies for online and distance learning to
enhance equitable access to quality university education and lifelong learning
for youth and adults, in line with the recently adopted Education 2030 Incheon
Declaration and Framework for Action "Towards inclusive and equitable quality
education and lifelong learning for all".
2339 Guiding ICT in PLS This activity is to reinforce UNESCO's global lead role in the area of ICT in Gender- Global
education policies education policy through coordinating the global partnership for the sensitive (99400,00$)
59
 towards Education operationalization of Qingdao Declaration; producing knowledge on ICT-
2030 enhanced innovations for education service provision, teaching, and learning;
and to strengthen national capacities in developing and implementing ICT in
education policies, with a specific focus on country-level pilot programmes on
leveraging ICT to achieve Education 2030 related targets.
2348 ICT innovations for PLS Under context to harnessing ICT to achieve quality education for all goal, this Gender- Global
quality teaching activity is to develop guidelines on the development and implementation of ICT sensitive (90000,00$)
and learning competency standards and ICT training programmes for teachers (with a
reference to UNESCO ICT CFT), to improve the national and institutional
capacity, and to generate and share knowledge on fostering the innovative
pedagogical use of ICT for quality teaching and learning, specific focus will be
given to the potentials of innovative mobile learning.
2350 Integrating mobile PLS This activity is to integrate mobile learning into national education No Global
learning into development strategies and the general ICT policies for education, to harness contribution (195851,00$)
education potentials of mobile technologies in enhancing inclusive and gender-sensitive
development literacy education, and to teaching and learning quality.
strategies
2353 Harnessing OER PLS This activity is to review the implementation of OER policies and initiatives and Gender- Global
and digital content inform the development and implementation of national OER policies, and sensitive (69333,00$)
provide support to member state for the development and delivery of digital
content in a way that all lifelong learners could have access to relevant
learning resources.
2367 Enhancing teacher NDL ASI The activity contributes to C/5 ER5, where UNESCO New Delhi will assist the Gender- Sub-regional:
professional countries in reinforcing teacher's professional development to achieving all of responsive New Delhi
development to the Education 2030 agenda and to increase quality of teachers, promoting cluster
improve the quality inclusive pedagogy, including multi-grade teaching, multi-language education (15000,00$) ||
of education in and gender mainstreaming. Expected Results: 1) National capacities National: India
South Asia developed to review teacher training and continuous professional (10000,00$) ||
development, including increasing ICT competency of teachers and ICT- National:
pedagogy integration. 2) Member States reviewed teacher policies, focusing Maldives
on the teacher quality and promoting inclusive education, comprising gender (5000,00$) ||
issues. Key outputs: reviews; reinforced capacities of teacher education National: Nepal
officials. (20000,00$)
2375 Strengthening HAR AFR Information and Communication Technologies (ICTs) play an increasingly Gender- Sub-regional:
capacities for important role in the way we communicate, learn and live. UNESCO therefore sensitive Harare
harnessing the role works towards an education system that is conversant with aspects of Regional Office
of ICTs in technology and inclusive of ICTs. UNESCO however takes a holistic and (21500,00$)
education comprehensive approach to promoting ICT in education. Access, inclusion and
quality are among the main challenges that can be addressed. In this regard,
UNESCO focuses its actions around four key areas: Policy dialogue and
capacity development, teacher standards and professional development in
ICTs, mobile learning and Open Educational Resources (OER) (37 C/5
Resolutions Draft Document).
60
 2391 Developing BGK ASI As UNESCO's regional focal point for higher education in Asia-Pacific, the Gender- Regional: ASI
national capacities APEID unit of UNESCO Bangkok will address issues and concerns facing sensitive (150992,00$)
to address the countries in the region, including the needs of least developed countries and
challenges of small island developing states through north-south, south-south and triangular
governance, cooperation. For the next biennium, UNESCO Bangkok plans to carry out
mobility and OER activities in the following areas: 1) governance of higher education systems
in higher education and institutions; 2) internationalization of higher education; and 3) open and
distance learning (ODL) and open education resources (OER). Stakeholders
will be engaged in priority areas through the development of normative
instruments, capacity building programmes, thematic analytical studies,
networking and information sharing platforms.
2497 Mobilize partners DAK AFR Les TIC sont utilisées dans les différents programmes d'alphabétisation Gender- Sub-regional:
for influencing comme phase pilote. Il s'agira pour cette activité de mettre en valeurs ces sensitive Dakar Regional
policy change in différentes expériences d'une part et d'autres parts de mobiliser les Office
the use of ICTs to partenaires actifs dans le domaine de l'utilisation des TICs dans les (24800,00$)
promote literacy enseignements - apprentissages des programmes d'alphabétisation des
provision in the jeunes et des adultes dans les pays du Sahel
Sahel Region
2584 Supporting teacher NAI AFR Improving the professionalization of teachers is central to quality education. Gender- Sub-regional:
professionalization This is the most critical and priority issue for all the Member States in Eastern sensitive Nairobi
through inclusive AFR region. In line with UNESCO Teacher Strategy and in complementarity Regional Office
and innovative with existing CapEFA and Chinese Funds-in-Trust projects, this activity will (142440,00$) ||
teaching & thus address the issue of teachers professionalization by strengthening the Sub-regional:
learning policies capacities of Ministries of Education and Teacher Service Commissions (or Nairobi
and practices related government institutions) to develop/review and implement evidence- Regional Office
based policies, frameworks and guidelines; to provide inclusive pre and in-
service training adapted to challenging contexts; and to integrate into policies
and monitoring inclusive and innovative teaching and learning practices such
as ICT.
3588 Systematization of LIM LAC A national specialist on systematization of experiences and processes will Gender- National: Peru
Good Practices on define, based on UNESCO's guidelines, the standards for good practices on sensitive (31891,00$)
the use of ICTs in the use of ICTs in classrooms. Later, he/she will gather in-field information and
the classroom. systematize the results.
4960 Promoting Quality CAI ARA Following the success of the 1st phase of the project in Egypt, a 2nd phase of 2010- Gender- National: Egypt
ECCE in Egypt the ECCE Project was approved for funding by the (AGFUND). 2017 sensitive (175000,00$)
It aims at disseminating innovative teaching methodologies in the pre-school
stage developed in Phase I through continued training of pre-school stage
practitioners in Egypt and the Arab region, supporting the Technology Unit
established in Phase I in order to produce technological teaching aids
targeting pre-school children, developing new methodologies for dealing with
pre-school children in order to achieve a sustainable and integrated education
approach.
4965 M-learning for THE Partner management to support m-learning for EFA. 2011- No Global
EFA. Partnership 2015 contribution (562010,00$)
61
 management
5157 UNESCO-KING PLS The objectives of the Prize are consonant with UNESCO's goals and policies 2005- No Global
HAMAD BIN ISA aimed at enhancing the quality of learning, teaching and overall educational 2020 contribution (1672123,00$)
AL-KHALIFA performance through appropriate use of information and communication
PRIZE FOR THE technologies (ICT). Its purpose is to reward projects and activities of
USE OF ICT IN individuals, institutions, other entities or non-governmental organiations for
EDUCATION excellent models, best practice and innovative use of ICT in education.
5160 Rehabilitation of BAG ARA This project aims at rebuilding higher education system with a special 2010- Gender- National: Iraq
Iraq Higher emphasis on capacity building and institutional development, promoting 2017 sensitive (8531671,00$)
Education System scientific research, reforming curricula while fostering university twining and
networking initiatives; improving quality by establishing quality assurance and
reinforcing the use of ICT by building the Avicenna Virtual Campus of Iraq.
UNESCO's mandate within this project is to support HEIs development and
performance, efficiency and relevance through the establishment of quality
assurance system and through a substantial partnership with MOHESR to
ensure a smooth transition to decentralized governance.
5247 Alphabétisation DAK AFR Le Projet d'Alphabétisation des Jeunes Filles et Femmes au Sénégal (PAJEF) 2011- Gender- National:
des jeunes filles et constitue une contribution à l'atteinte des objectifs du Programme Décennal de 2015 responsive Senegal
femmes au l'Education et de la Formation du Sénégal (PDEF), à la réalisation des (1000000,00$)
Sénégal à travers objectifs de l'EPT particulièrement les Objectifs 4 , 3 et 5, ainsi que les
les TICs objectifs de développement du Millénaire (OMD) surtout ceux relatifs à la
pauvreté, à l'autonomisation des femmes, et à la réduction de la mortalité
maternelle. Il vise à alphabétiser 40.000 femmes en mettant en focus
l'utlisation des TIC dans les enseignements apprentissages.
5290 UNLD Fund to IPS UNLD fund was established to support efforts to achieve the goals of the 2008- Gender- Global
Advance Global UNLD by improving literacy delivery on the ground through the promotion of 2017 sensitive (2080134,00$)
Literacy best practices and effective research based programmes. The five
programmes taken up under the Fund are : Effective Practices and Innovation
in Literacy Policy and Programs; Mapping, building, and sustaining a native
language UNESCO repository of Literacy Open Education Resources for
youth and adults; Better Life, Better Future: Report on Girls' and Women's
Education; Mobile Phone Literacy; Literacy and Basic Life Skills for Women
and Girls in South Sudan
5363 Projet d'Appui au DAK AFR Ce projet porte sur la réforme de l'enseignement supérieur dans les pays 2011- Gender- Sub-regional:
Développement membres de l'UEMOA. Il a été conçu dans le cadre de (a) la mise en œuvre 2017 sensitive Economic
des Technologies de la Directive n° 03/2007/CM/UEMOA portant sur la réforme LMD (Licence- Community of
de l'Information et Master-Doctorat) adopté en juillet 2007 par le Conseil des Ministres de West African
de la l'enseignement supérieur de l'UEMOA et (b) de la mise en œuvre du States
Communication Communiqué final de la conférence mondiale sur l'enseignement supérieur (ECOWAS)
pour la mise en organisée par l'UNESCO en juillet 2009. La mise en œuvre de ce projet (12706816,00$)
oeuvre de la s'appuiera sur l'utilisation des technologies de l'information et de la
reforme LMD dans communication (TIC), les réseaux de recherche et d'expertise et les
les Institutions partenariats.
62
 d'Enseignement
Supérieur de
l'espace UEMOA
(PADTICE
UNESCO-
UEMOA)
5364 ASIAN BGK ASI This is the voluntary contribution from the Chinese National Commission for 1984- Gender- Regional: ASI
PROGRAMME OF UNESCO to run APEID activities in particular activities relating to teacher 2019 sensitive (294476,00$)
EDUCATIONAL education, higher education and ICT in Education. UNESCO is assisting
INNOVATIO Chinese National Commission to organize the Wenhui Education Award since
DEVELOPMENT 2010. The theme for 2014 is "Innovation in Lifelong Learning: Bridging to the
(CHINA) Future".
5694 Strengthening BGK ASI The goal of the Project is to strengthen Myanmar's ability to train work-ready, 2013- No National:
Business Skills for skilled business graduates, through development of an innovative Centre of 2017 contribution Myanmar
Youth Employment Excellence that provides leadership, best practices, applied research, support (500000,00$)
in Myanmar and training for the focus area of business skills. The Centre of Excellence will
demonstrate, develop and share high quality teaching and learning processes
leading to improved outcomes for students. The Project, in partnership with
the Ministry of Education and PepsiCo, will provide demand-driven training in
business skills, information and communications technology (ICT), soft and
vocational competencies.
5724 Thailand PLS The OECD and UNESCO are conducting an Education Policy Review of 2013- No National:
Education Policy Thailand in order to support the government in identifying key policy issues to 2017 contribution Thailand
Review improve the education system. (154634,00$)
The Review focuses on 4 policy areas:
•Teaching policies
•Curricular development
•Evaluation and assessment framework
•Mobile learning
The Review consists of an analysis of the available evidence in these 4 areas
and the views of the main stakeholders in education and leads to a set of
policy recommendations that will be released jointly by the OECD and
UNESCO.
5734 Supporting BGK ASI This project is to support Member States in developing the ICT competencies 2013- No Regional: ASI
Competency- among teachers that are clearly aligned with their policy vision, goals, and ICT 2017 contribution (1145608,00$)
Based Teacher in Education Master Plans. These national standards would guide the
Training Reforms development of a comprehensive roadmap that promotes competency-based
to Facilitate ICT- teacher ICT training programmes where teachers' development is
Pedagogy systematically guided, monitored, assessed, and tracked at policy and
Integration institutional levels. The project's main components are (1) Development of a
competency standards development toolkit; (2) Pilot implementation of the
developed tools in three countries; and (3) Knowledge sharing and
localization/adaptation of the development process.
63
 5886 Empowerment of ABU AFR The project aims to create access for 60,000 girls and women in Rivers State 2013- Gender- National:
Girls and Women and Federal Capital Territory (FCT) to acquire basic literacy and life skills by 2017 responsive Nigeria
through the Use of supporting them to learn to read, write and life skills. Beneficiaries those who (1000000,00$)
ICTs in Literacy cannot read or write because they did not attend school or dropped out of
and Skills school so early that they have not acquired the basic literacy skills; girls in
Development in semi-urban low-performing Junior Secondary Schools who are at risk of
Nigeria dropping out of school. Delivery will adopt a mix of delivery modes combining
traditional face to face contact and distance education through radio and
television as well as mobile applications.
6073 Effective Practices BLS The original project had three components: No Global
and Innovation in • An updated and evolving data-base on effective practices and related contribution (264618,00$)
Literacy Policy and policies in literacy• Principles and conditions leading to the effectiveness of
Programs practices identified;• Good practices adapted and applied in a number of
contexts; The first two components were substantially accomplished but the
third one was not implemented because the donor decided to redirect the
funds to another literacy project in South Sudan
6074 Mapping, building, BLS • The original project approved for implementation on November 26, 2012 but No National:
and sustaining a suspended on August 5, 2013 intended to establish a user friendly native contribution Mozambique
native language language UNESCO repository of Open Education Resources for literacy and (86170,00$)
UNESCO non-formal education
repository of Subsequently, only the School In a box project in Mozambique was approved
Literacy Open for implementation and an agreement was signed with IADT, Dublin for
Education implementing this project from April 2013 to April 2014. This project is aimed
Resources for at enhancing delivery of literacy learning through School in a Box solution and
youth and adults in building local capacity to create digital educational resources
six selected LIFE-
target countries
6075 Better Life, Better IPS The project will produce a global evidence-based advocacy report on girls and Gender- Global
Future: Report on women's education aimed at a wide audience (individuals, policy-makers, civil responsive (30961,00$)
Girls' and society, international and non-government organisations, academia, and the
Women's media). The report aims to focus in particular on adult literacy and secondary
Education education, the two sub-sectors requiring increased attention and identified as
key areas for mobilizing partners within UNESCO's Global Partnership for
Girls' and Women's Education for Gender Equality.
6076 Mobile Phone UNP This project aims to retain and improve the use of literacy skills of neo-literate Gender- Global
Literacy - women and girls through innovative mobile technology-based learning and sensitive (259955,00$)
Empowering information programmes. A secondary function of the project is to provide
Women and Girls. access to information in critical areas of life, such as civic and human rights,
Identification of health and hygiene (including HIV and AIDS), nutrition, agriculture, or banking.
factors for
effectiveness and
scaling up good
practices
64
 6216 Ethiopia ICB AFR Overall goal of the project: To complement government efforts to achieve No None/Internal
Education For All goals by improving the capacity of TEIs in Bahir Dar and contribution institutional
Hawassa. By strengthening TEIs, pre-service as well as in-service teachers benefit
will be better prepared to provide quality education to their students.
Additionally, the project aims to improve the institutional capacity of Colleges
of Teacher Education (CTEs) to facilitate the productive use of ICT for
education. Innovative ICT in education solutions will provide cost-effective
support for CPD schemes within TEIs and affiliated institutions such as cluster
resource centres.
6876 Support to the BRZ LAC In order to improve quality of education, the Ministry of Education strives to 2012- Gender- National: Brazil
implementation of develop Education policies to transform the school environment, making it 2018 sensitive (3328642,00$)
the National more interesting and welcoming. Doing that, the government intends to reduce
Education Plan school dropdown, improve performance, and reduce age lateness by offering
strategies 2011- extra activities involving sports, culture, pedagogical assistance, environment-,
2020, regarding to citizenship-, and human rights education, digital inclusion, communication,
basic education among other through an intersectoral approach.
public policies.
6898 AMELIORATION BRV AFR Le projet permettra de : 1. Réhabilitation de la salle micro-enseignement (pose 2007- No National: Congo
DU SYSTEME DE des grilles de sécurité, peinture, alimentation en électricité) ; 2. Acquisition de 2015 contribution (243629,00$)
FORMATION DES certains équipements informatique de la salle multimédia (ordinateurs et
ENSEIGNANTS imprimante réseau); 3. Formation des enseignants de l'Université Marien
EN REPUBLIQUE Ngouabi sur les Technologies de l'information et de la Communication
DU CONGO appliquées à l'Education (TICE) dans le contexte du la réforme Licence master
(PHASE 2) Doctorat (L.M.D); 4. Formation du personnel non enseignant des scolarités de
l'Université Marien Ngouabi dans le contexte du la réforme Licence master
Doctorat (L.M.D).
6909 Mobile THE This project leverages inexpensive mobile technology to build the capacity of 2011- Gender- Global
Technologies and teachers in four countries: Mexico, Nigeria, Pakistan and Senegal. 2015 sensitive (361957,00$)
Teacher
Development
6910 PROJET PILOTE YAO AFR Former tous les intervenants de la chaîne de supervision pédagogique des 2008- Gender- National:
POUR zones d'implantation du Projet aux pratiques pédagogiques modernes 2015 sensitive Cameroon
L'AMELORATION impliquant l'intégration pédagogique des TIC. Créer et réaliser des contenus et (168222,00$)
DE LA QUALITE des logiciels utilisables par les élèves et leurs enseignants dans le contexte de
DE L'EDUCATION l'opération.
DE BASE
6911 PROJET PILOTE YAO AFR Former tous les intervenants de la chaîne de supervision pédagogique des 2008- No National:
POUR zones d'implantation du Projet aux pratiques pédagogiques modernes 2015 contribution Cameroon
AMÉLIORATION impliquant l'intégration pédagogique des TIC. Créer et réaliser des contenus et (209334,00$)
DE LA QUALITÉ des logiciels utilisables par les élèves et leurs enseignants dans le contexte de
DE L'ÉDUCATION l'opération.
DE BASE
6912 Evaluating BRZ LAC This partnership cooperation agreement with Telefonica Foundation aim to 2013- No National: Brazil
competencies for assess three projects focused on information and communication 2018 contribution (647373,00$)
65
 the XXI Century in technologies. There are: Innovative Schools, Connected Rural Schools and
education and Entrepreneurship Development Platform. The former introduces innovative
social innovation technologies for evaluating its impact over the student's achievement. The
second project is implemented in 100 rural schools in seven Brazilian states; it
aims to connect distant rural communities using the internet. Finally, the latter
project seeks to empower young people in order to generate and implement
innovative solutions to their own communities, with the use of technology.
7042 Evaluation of the BGK ASI Since 2001, the Gov't of Japan has supported 17 projects for the Promotion of 2014- No Regional: ASI
JFIT-ICT funded the Effective Use of ICT in Education (JFIT-ICT). Given the significance of the 2015 contribution (15255,00$)
ICT in Education ICT in Education programme in the region and 9 passing years since the last
Projects 2006- external evaluation, the MEXT of Japan and UNESCO Bangkok agreed to
2013 conduct an external evaluation of six JFIT-ICT projects implemented between
2006 and 2013. It is expected that undertaking the evaluation would enable
both parties to look into progress made so far and thus identify gaps between
what has been done and should be done, eventually helping future decisions
on projects to be continued and newly created, and actions needed for
improvement.
7843 Mobile Literacy for BGK ASI This project is to assist 4000 underprivileged children in rural regions of 2014- Gender- National:
Out-School Thailand through a mobile learning programme that can enable learning of 2017 sensitive Thailand
Children in literacy content beyond the limitation of the "duration" and "place of study" in (470000,00$) ||
Thailand community learning centres. Global
(30000,00$)
7996 Literacy and Basic JUB ARA This project will address key developmental challenges posed by high illiteracy Gender- National: South
Life Skills for rates and acute lack of basic life skills by ensuring self-sustainability and sensitive Sudan
Women and Girls economic empowerment of young women and girls; 3 objectives will contribute (Republic of)
in South Sudan to the achievement of this goal: i) Increased access of 3,000 female youth to (1122544,00$)
quality literacy, life skills, peace building skills and income-generation
opportunities in 6 multi-purpose learning centres; ii) Enhanced capacity of
national institutions in planning, management, monitoring and evaluation of
quality literacy and life skills programs; iii) Increased national literacy advocacy
campaign to promote gender-sensitive, empowering education.
8911 Building YAO AFR Gender-
institutional sensitive
capacity for
integrating ICT
skills in pre and in
service teachers in
Angola
8934 Building YAO AFR Gender-
Institutional sensitive
Capacity for
Integrating ICT
Skills in Pre and in
Service Teachers
66
 in Angola
8966 Congo ESC Principal domaine des interventions : Gender- None/Internal
• Elaboration et mise en œuvre des programmes de formation continue des sensitive institutional
enseignants ; benefit
• Equipement de quatre salles multimédia de formation de formateurs.
. Formation des formateurs des écoles et instituts de formation des
enseignants notamment l'ENS et les trois ENI de Brazzaville, Dolisie et
Owando
. Formation des superviseurs pédagogiques:Inspecteurs et Conseillers
pédagogiques dans les trois sites de formation: Brazzaville, Dolisie et Owando
. Mise en place de la plateforme en ligne
. Élaboration des ressources numériques pédagogiques
8970 Liberia ESC Main area of interventions: Gender- None/Internal
The project will focus on improving teaching and learning of teacher sensitive institutional
educators, and upgrading of ICT based teaching and learning facilities for the benefit
integration of ICT in teacher training programs in Liberia. Emphasis will be
placed on the following broad areas: a) development of ICT course contents;
b) conduct of trainings for improving ICT knowledge and skill of teacher
educators on their teaching, and c) provision of equipment that will be used to
improve teaching and learning through ICT pedagogy for teacher educators,
pre-service and In-service teachers.
8971 Enhancing ESC 1.2 Main area of interventions: Gender- None/Internal
Teacher Education • Capacity development of key teachers' colleges (TCs); sensitive institutional
for Bridging the • Development of relevant digital teaching/learning materials; benefit
Education Quality • Provision of ICT equipment for selected TCs;
Gap in Tanzania - • M&E
Phase I
8972 Uganda ESC Main area of interventions: Gender- None/Internal
1. Institutional capacity (infrastructure): Strengthen both pre-service and in- sensitive institutional
service training of the three Teacher Training Institutions (TTIs) in e-learning benefit
capacity by strengthening them with the necessary ICT infrastructure to
support blended teacher training across their curriculum;
2. Institutional capacity (human resource): Improve teacher educators'
competency in use of ICT as a pedagogical tool for quality teaching and
learning of literacy, numeracy and science;
3. Networking and partnerships: Strengthen networking among the TTIs and
partnerships with other TTIs to enhance school-based continuous professional
development (CPD).
9041 Projet de KNS AFR Le choix pour un SIGE unique, décentralisé et prenant en compte les TIC a 2015- Gender- National
renforcement des été opéré par les autorités du Secteur Educatif. Le Projet comprendra 5 2018 sensitive (2089479,00$)
Systèmes composantes : (1) EMIS, (2) GIS, (3) Renforcement des capacités pour
d'Information et favoriser la production et l'utilisation des données à tous les niveaux, (4)
Cartographie des Equipement (des serveurs, des tablettes), (5) Gestion. Les composantes SIGE
67
 écoles en RDC - et GIS seront intégrées avec développement web et conception de la base de
Programme données.
CapEFA
9108 Etude sur la BAM AFR This study aims to provide inputs for the preparation of the Sector Plan - 2014- Gender- National: Mali
question Programme Décennal de Développement de 2017 transformative (50000,00$)
enseignante au l'Education (PRODEC ll) - for 2015-2024 of the Ministry of Education in Mali.
Mali
9353 Mobile Learning PLS Mobile Learning Week is UNESCO's flagship conference about educational 2015- Gender- Global
Week technology. Held annually, the event convenes experts from around the world 2020 sensitive (1030115,00$)
to share how affordable and powerful mobile technology - from basic handsets
to the newest tablet computers - can accelerate learning for all, particularly
people living in disadvantaged communities. Each year the event has a
specific theme to focus discussions. The conference is composed of
numerous sub-events, including workshops, a symposium, a high-level policy
forum and a research seminar. Holistically the event seeks to advance
understandings of how technology can be leveraged by UNESCO Member
States and others to improve education.
9409 World Conference PLS In order to assist Member States to unleash potentials of ICT in underpinning 2015- Gender- Global
on ICT and Post- the achievement of post-2015 education goals, NESCO, with the support from 2016 sensitive (500025,00$)
2015 Education Wei Dong Group of the People's Republic of China, is organizing a World
Conference ICT in education on 23-25 May 2015 in China. The Conference
will be focused on forward-looking debate between education leaders and ICT
leaders. It is envisaged that a Declaration will be released by the end of
Conference, and outcomes from the conference will be used to feed into
UNESCO's recommendations on leveraging ICT to reshape key aspects of
education systems in post-2015 development agenda.
9470 Empowering BGK ASI The project offers the opportunity for communities, schools and girls in very 2014- Gender- National:
Women and Girls resource poor settings in Myanmar with high concentrations of marginalized 2017 sensitive Myanmar
through Mobile girls to leapfrog to a 21st century education. The vision is built on the (1408466,00$)
Technology in proposition that enabling schools with Internet access via mobile networks,
Myanmar providing safe and easy-to-use ICT solutions and implementing
comprehensive teacher training programs will lead to increased opportunities
to improve learning outcomes.
9700 ICT Transforming PLS This 3-year project is developed under the UNESCO-Republic of Korea 2015- Gender- Global
Education in AFR cooperation framework to support the development of Member States in AFR. 2019 sensitive (6000000,00$)
The overall goal is to foster human and social development of the target
Member States in AFR through the use of ICT-based innovative approaches
with a particular focus on mobile learning and ODL to expand access to
relevant lifelong learning opportunities and enhance the quality of learning.
9712 Malala Fund (ICT): ISB ASI The overall purpose of the project is to support the government's efforts in 2015- Gender- National:
Support to increasing access and improving the quality of girls' education through 2018 responsive Pakistan
National Capacity capacity building and targeted interventions at both institutional and (705453,00$)
Building to Realize community level.
Girls' Right to
68
 Education in Geographically, the project will target the most disenfranchised and hardest to
Islamabad Capital reach areas of Pakistan where girls' access to primary education are most
Territory challenged and has high illiteracy rate of adults particularly among women.
9943 The Workshop on TEH ASI Based on the identified need and priority of the Iranian Government and in Gender- National: Iran
Community response to the request of the Literacy Movement Organization (LMO), sensitive (Islamic
Learning Centres UNESCO Tehran Cluster Office organized a three-day workshop facilitated by Republic of)
and Mobile Mr. Mr Ichiro Miyazawa, the Programme Specialist in Literacy and Lifelong
Learning for Learning for Asia-Pacific Regional Bureau for Education located at UNESCO
Literacy Bangkok office, for literacy deputy of provincial MoE offices as well as the
representatives from Technical and Vocational Training Organisation. The
workshop focused on Community learning Centres (CLC) and Mobile Learning
for Literacy. The LMO participants took the knowledge from the workshop as
the base for the development of the national literacy strategy on CLC and
assessments for mobile literacy learning.
10302 Support to the ESC The Teacher Task Force holds each year its Steering Committee and 2015- Gender- Global
organisation of the members meetings, followed by a 2/3-day policy dialogue forum on a key 2017 responsive (131579,00$)
Task Force teacher issue. This year's event at Caracas (Venezuela) follows the adoption
meeting and policy of the SDG with an Education stand-alone goal and a Target on Teachers as
dialogue forum Means of Implementation. Over 300 participants around the world will discuss
and the 2016 and agree on how the Task Force will support the implementation of the target
Mobile Learning at global, regional and country levels, hence the theme of the policy dialogue
Week forum: "Implementing the Teacher Target in Education 2030". They
deliberations will lead to recommendations for concrete actions
10340 Countering and IPS In the context of its GCED programme, UNESCO is producing a practical Gender- Global
Preventing Violent reference guide for teachers and educators of upper primary and lower/upper sensitive (31889,00$)
Extremism and secondary students on why, how and when to address the issue of violent
Radicalization extremism with pupils and students. The text will contain factual information
through Education: that break the myths and misunderstandings surrounding the issues and
A Guide for promote positive values, such as those at the heart of global citizenship; as
Teachers well as practical tips and recommendations on how to engage students and
learners to start meaningful conversation and debate.
10355 Improving quality ACR AFR Goal: Improved quality of life for the people of Volo. Gender- National: Ghana
education and Specific Objective: responsive (100731,00$)
healthcare delivery To increase ICT literacy and computer usage among 1500 basic school pupils,
in Volo teachers and young people in the Volo area three-fold by December 2017.
Outputs
• Capacity of school pupils and teachers strengthened in basic computer skills;
• Capacity of young people built in ICT, internet usage and social media
marketing skills;
• Young people especially girls and women equipped with knowledge in
SRHR.
• Capacity of teachers strengthened in basic internet-based sexuality health
education modules.
69
 10357 XPRIZE Project for DAR AFR The XPRIZE Project main objective is to test open source ICT applications for 2015- Gender- National: United
Promotion of Early the learning to read, write and numeracy of out-of-school children in Tanzania. 2019 sensitive Republic of
Learning through The project overall aim i thus to develop system for addressing the world large Tanzania
Innovative number of out of school children numeracy and literacy needs in a cost and (1939689,00$)
Technologies in time effective manner using technological innovations including ICTs. Five
Tanzania competing technological solutions will be tested in 150 Tanzania communities
that are remote and under-privileged reaching around 3,000 children. 50
additional communities will be selected to form the control group. Communities
will be selected in 2 Regions; Tanga (6 districts) and Arusha (1 district).
10360 Improving quality ACR AFR Development Objective: Increased access to education and health services for Gender- National: Ghana
education and the people of Volo Area in the North Tongu District. sensitive (99972,00$)
healthcare delivery Specific Objective:
in Volo To increase ICT literacy and computer usage among 500 basic school pupils,
teachers and young people in the Volo area three-fold by December 2018.
Outputs
• Capacity of school pupils and teachers strengthened in basic computer skills;
• Capacity of young people built in ICT, internet usage and social media
marketing skills;
• Young people especially girls and women equipped with knowledge in
SRHR.
• Capacity of teachers strengthened in basic internet-based sexuality health
education modules.
10381 Quality Universal BEI ARA Within the framework of UNESCO regional education response programme, 2015- Gender- Sub-regional:
Education for 'Bridging Learning Gaps for Youth, three offices aim to collectively respond to 2018 responsive Beirut cluster
Syrian Students emerging priorities and scale up successful interventions inside Syria as well (2500000,00$)
and Teachers as in Iraq, Jordan and Lebanon: (1) Improving the quality of teaching and || National:
(QUESST) learning (second chance education) and strengthening capacities for a Jordan
resilient education system in Syria (capacity development in planning and (500000,00$) ||
management); (2) Providing access to higher education and improving its National: Syrian
quality in the region and country-level interventions; and (3) Strengthening Arab Republic
national capacities for a resilient education system in Jordan: Expansion of the (2000000,00$)
OpenEMIS module.
10492 Leveraging cross- EDU
industry
technology
solutions for
literacy
10493 Leveraging cross- PLS UNESCO and PEARSON, on behalf of Project Literacy, a movement to bring 2016- Gender- Global
industry the power of words to the world, are committed to cooperate in looking for new 2018 sensitive (553700,00$)
technology ways to reach SDG targets with a particular focus on literacy. This cooperation
solutions for will look at new opportunities provided by technology in line with the emerging
literacy '2030 vision of literacy' presented above
70
 10505 Best Practices in PLS The overarching objective of the project is to facilitate international knowledge 2016- Gender- Global
Mobile Learning sharing about how to leverage mobile technologies to enhance learning, 2021 sensitive (349999,00$)
teachers' capacities, and school management, with a specific focus on
promoting (gender) inclusive and equitable quality education and lifelong
learning for all.
10650 Enhance quality NAI AFR As a follow-up to the International Conference on ICT and Post-2015 Gender- Sub-regional:
education through Education organized in May 2015 in China and in line with the Qingdao sensitive Nairobi
ICT integration in Declaration, the UNESCO Regional Office for Eastern AFR, together with Regional Office
Education national and regional partners, has identified key areas of focus for 2016/17. (21500,00$)
Among them: (1) The integration of innovative ICT learning and teaching
practices into policies and strategies; (2) The strengthening of national and
regional monitoring and evaluation frameworks on ICT in education.
10934 Strengthening TEH ASI This activity is designed in close consultation with Iranian and Turkmen Gender- Sub-regional:
national capacities Nat.Com- building on the extensive activities held by Tehran Office in past sensitive Bangkok cluster
to develop high years and in view of the sustainable development goals as well as the (55000,00$) ||
quality and respective indicators. The overall objective of the activity is to strengthen the National: Iran
inclusive lifelong capacities of the MoE of the I.R of Iran and Turkmenistan, the provincial (Islamic
learning education departments of Education, the Literacy Movement Organization to promote Republic of)
policies for all in quality education, education data and information, and nationalization of the (35217,00$) ||
Iran and sustainable development goals particularly for people with special needs and National: Iran
Turkmenistan marginalized groups with special focus on women and girls; through advocacy (Islamic
for inclusive education, skills development and application of ICTs in education Republic of)
systems. (12800,00$)
10935 Supporting the TEH ASI This activity is designed in close consultation with Iranian and Turkmen Gender- National: Iran
Implementation of Nat.Com- building on the extensive activities held by Tehran Office in past sensitive (Islamic
SDG 4 through years and in view of the sustainable development goals as well as the Republic of)
Literacy, ICT, respective indicators. The overall objective of the activity is to strengthen the (20000,00$) ||
TVET and Skills capacities of the Ministry of Education of the I.R of Iran, the provincial National:
Development in departments of Education, the Literacy Organization as well as the Technical Turkmenistan
I.R. of Iran and and Vocational Training Centre to promote quality education, education data (5000,00$)
Turkmenistan and information, entrepreneurship and nationalization of the sustainable
development goals particularly for people with special needs and marginalized
groups with special focus on women and girls.
12549 Promoting KSD Building national capacities to use the IFAP National Information Society Gender- Sub-regional:
Information for All Policy Template (ER4). sensitive Southern AFRn
Programme (IFAP) Development
Community
(SADC)
(120000,00$) ||
Sub-regional:
East African
Community
(EAC)
(70000,00$) ||
71
 Global
(180000,00$)
12609 Seizing Digital BGK ASI To advance the goals and targets for Education 2030, capacity building in 2016- Gender- Regional: ASI
Opportunities in least developed countries (LDCs) and developing economies in the Asia- 2018 sensitive (500000,00$)
Higher Education: Pacific region is crucial. In this project, two flagship universities in Cambodia
Building staff and Sri Lanka will be engaged in a highly participatory development process to
capacity for ICT- assess staff capacities, engage in professional development, and implement
driven innovation ICT-driven innovations to enhance teaching and learning and support effective
in Cambodia and institutional governance. Lessons learned from the capacity building project
Sri Lanka will inform ICT innovations in higher education throughout Asia and the Pacific.
13121 Alphabétisation YAO AFR Il s'agit de la formation des femmes en alphabétisation fonctionnelle avec un 2016- Gender- National:
fonctionnelle accent sur les TIC pour faciliter leur autonomisation. Il vise également à 2017 sensitive Cameroon
numérique et sensibiliser les communautés pour adopter des pratiques de "tolérance zéro" (113441,00$)
promotion du face aux violences faites aux femmes et aux filles dans les régions. A cette fin,
genre à l'extrême les stations de radio locales fonctionnant dans la localité principale ou celles
Nord et au Centre disponibles à travailler dans les communautés, les leaders communautaires,
du Cameroun les réseaux de femmes et garçons, seront utilisées pour une large diffusion
des messages dans les langues officielles et locales pour orienter les victimes
de viol dans des structures de soutien et d'aide d'urgence.
13274 CapED RDC KNS AFR Depuis 2011, la RDC bénéficie de l'appui du Programme CapEFA pour Gender- National: Congo
l'amélioration du pilotage du système éducatif et depuis 2013, est élue au sensitive (Democratic
PME. Cependant la production des données et informations continue d'être Republic of the)
très coûteux et les produits du SIGE sont très limités. (2638199,00$)
En Juin 2014, la RDC a finalisé sa stratégie sectorielle de l'Education et de la
Formation et dans ce sillage, la RDC a bénéficié d'un financement de la
Banque Mondiale pour le renforcement du système d'information pour le
développement humain. L'UNESCO à travers le Programme CapEFA apporte
un appui en vue de l'utilisation des TIC pour l'amélioration de la production et
de la dissémination des données du SIGE
13280 CapED Niger: DAK AFR Pour répondre aux défis auxquels est confronté le système éducatif et Gender- National: Niger
Programme de conformément à la lettre de politique éducative, au plan de développement responsive (622448,00$)
Renforcement des économique et social, le gouvernement du Niger a initié un Programme
Capacités pour Sectoriel de l'Education et de la Formation (PSEF) 2014-2024.
une approche L'objectif du 3e financement CapED est d'appuyer le gouvernement du Niger
intégrée de la dans la mise en œuvre effective du PSEF, notamment dans le domaine de la
formation et du qualité des enseignements et des apprentissages selon une approche
développement intégrée de la formation et du développement professionnel des enseignants
professionnel des avec une attention particulière à la gestion, à la dimension genre et à
enseignants au l'enseignement des mathématiques, des sciences et des NTIC.
Niger
13372 L'alphabétisation ABJ AFR Gender- National: Côte
fonctionnelle des sensitive d'Ivoire
femmes (34050,00$)
commerçantes par
72
 les Technologies
de l'Information et
de la
Communication
(TIC)
13452 Leveraging ICT to PLS The project aims to support Member States to integrate ICT as one of the 2016- Gender- Global
Achieve Education underpinning pillars to achieve the agreed Education 2030 agenda. The 2018 responsive (1187630,00$)
2030 specific objective of the project is to inform global debates and national policy
makers about the effective strategies to leverage ICT for the provision of
equitable quality education and lifelong learning opportunities for all, and
documenting and sharing experiences on how ICT can be leveraged to
empower teachers, as well as women and girls.
13529 L'alphabétisation ABJ AFR Gender- National: Côte
fonctionnelle des sensitive d'Ivoire
femmes
commerçantes par
les Technologies
de l'Information et
de la
Communication
(TIC) 2
14075 Teachers and STG LAC El presente proyecto busca contribuir con los Estados Miembros de América 2017- Gender- Regional: LAC
Learning for Latina y el Caribe para avanzar en las metas señaladas en la Agenda E2030, 2019 sensitive (385000,00$)
Quality Education así como "proporcionar una educación inclusiva, equitativa y de calidad en
in the Agenda todos los niveles a lo largo de la vida. Aportará de manera decisiva y
2030 (Spain) fundamental a las principales iniciativas regionales lideradas técnicamente por
OREALC/UNESCO Santiago, como son el Laboratorio Latinoamericano de
Evaluación de la Calidad de la Educación (LLECE) y la Estrategia Regional
sobre Docentes en LAC. Contruibuirá a fortalecer capacidades mutuas entre
OREALC/UNESCO Santiago y las OTC.
14132 Establishment of PNP ASI There are numerous young people, especially girls who did not complete basic Gender- National:
Basic Education education, working in vulnerable environment and who are not even eligible for sensitive Cambodia
Equivalency formal vocational training, although basic education from Grade 1 to Grade 9 (16200,00$)
Programme must be compulsory for everyone over the world.
This project will provide the lower-secondary drop-out learners, particularly
girls with the opportunity to complete the lower secondary level through the
ICT-based basic education equivalency program.
14335 Enhancing quality TAS ASI This activity anticipates enhancing teacher education curricula in line with the Gender- National:
of teacher ICT competency requirements for teachers, by building capacities of curricula sensitive Uzbekistan
education in developers, education content developers, policy makers and teacher (16800,00$)
Uzbekistan educators of the Ministry of Public Education and Ministry of Higher and
through wider use Secondary Specialized Education of the Republic of Uzbekistan.
of ICTs
73
 14367 CapED - Zambia HAR AFR The CAP ED Zambia will have two pillars: the FIRST, focusing on the Gender- National:
development of the National Teachers Standards and Competences and the sensitive Zambia
second, on the IMPROVEMENT OF PEDAGOGY. The first pillar will build on (81417,00$)
the existing processes in the country towards the National Standards and will
learn from other SADC countries practices on Teachers Standards and
Competences. The second pillar will build on 1) the examination of
pedagogical practices at the district, provincial levels and 2) promotion of good
practices as well development of other innovative approaches using culture
and science.
14409 Enhancing BGK ASI The project aims to expand on the achievements from the previous KFIT-ICT 2017- Gender- Regional: ASI
National Capacity projects, by supporting Member States in making informed policy decisions in 2021 sensitive (1500000,00$)
to Foster Digital fostering digital citizenship, with special emphasis on incorporating them into
Citizenship teacher training and development. The project seeks to:
Education in Asia 1)Establish a regional comparative framework to help gather baseline info on
Pacific children's perception, competency levels, actual use of ICT
2)Build national capacity in developing, implementing, and monitoring
competency-based ICT teacher training and development
3)Provide regional platforms for high-level policy dialogues to disseminate
project outcomes and to strengthen regional partnerships
14473 CFIT Phase II WIN AFR The overall project seeks to address the need for more and better qualified Gender- National:
Namibia teachers, which is a priority for Namibia as well as for the Southern AFR sensitive Namibia
region. The project approaches this challenge by prioritizing high quality (159222,00$)
teacher education programmes which are closely aligned with actual
classroom practices as well as innovative pedagogy.
14474 CFIT Phase II BRV AFR La phase 2 du projet "Renforcement des capacités des Institutions de Gender- National: Congo
Congo formation de formateurs et organisation de la formation continue des sensitive (158652,00$)
enseignants du primaire et du secondaire", vise à à renforcer les capacités
des établissements de formation des enseignants en vue de l'intégration
effective des technologies de l'information et de la communication dans le
système de l'enseignement.
14475 CFIT Phase II RD KNS AFR Le Projet UNESCO-CFIT vise à améliorer la qualité de l'éducation en RDC Gender- National: Congo
Congo dans l'optique de la réalisation des ODD. Cet objectif sera réalisé grâce au sensitive (Democratic
renforcement des capacités nationales pour la formation continue des Republic of the)
enseignants par l'utilisation des TIC. (109870,00$)
14476 Strengthening ICT DAR AFR The 2nd Phase of the CFIT Project in Tanzania aims to strengthen existing Gender- National: United
Integration and pre-service programmes and in-service professional development by using sensitive Republic of
Use in Teacher Information and Communication Technologies (ICTs) including Mobile Tanzania
Education in Learning technologies. Specifically the project will support: (122546,00$)
Tanzania -CFIT i) Capacity Development in ICT-supported blended learning modalities.
Phase II ii) Development of guidelines for effective teaching and learning English and
Kiswahili languages using ICTs.
iii) Advocating for effective administration and management of ICTs.
iv) Development of monitoring and evaluation systems for tutor's utilization of
the ICT innovations.
74
 14477 CFIT Phase II NAI AFR Building on the achievements of Phase I, the CFIT Phase II activities in Gender- National:
Uganda Uganda will strengthen the management and monitoring of ICT in Education sensitive Uganda
policies and capacities to improve teacher training, networks of teacher (128339,00$)
education/training institutions and partnerships for promoting knowledge
creation and sharing.
14479 CFIT Phase II HAR AFR The project aims to establish two ICT in Teacher Education Centres of Gender- National:
Zambia Excellence (ITECE) by strengthening both pre-service and in-service training sensitive Zambia
capability of two Teacher Education Institutions (TEIs) in the use of ICT for (91037,00$)
teaching and learning. The centres will be Charles Lwanga College of
Education and Technical and Vocational Teachers College (TVTC).It is also
expected to improve teacher educators' ICT proficiency by deploying qualified
ICT staff or improve qualifications of existing ICT staff. Knowledge creation
and delivery of ICT Capacity Building Programmes is the third component of
the project while developing networks and partnerships will be the fourth
component.
14565 Regional Strategy BGK ASI This project is to develop 1) Asia Pacific Regional Strategy on ICT for SDG4 2017- Gender- Regional: ASI
and Planning and 2) a strategic planning and financing toolkit (i.e. simulated Total Cost of 2018 sensitive (70000,00$)
Toolkit to Shape Ownership) to support Member States in developing the costed master plan to
Up ICT-Supported unleash the potential of ICT for SDG4-Education 2030. The toolkit will be
Lifelong Learning piloted in Sri Lanka and Solomon Islands who officially requested the technical
for All support from UNESCO in early 2017. The duration of the project is 12 months.
14606 Leveraging ICT to PLS The project is the second phase of "Leveraging ICT to Achieve Education 2017- Gender- Global
Achieve Education 2030", which supports Member States to integrate ICT as one of the 2018 sensitive (500025,00$)
2030 -Phase II underpinning pillars to achieve the agreed Education 2030 agenda. The
project aims to follow up on the implementation of the Qingdao Declaration, to
inform global debates and national policy makers about the effective strategies
to leverage ICT for the provision of equitable quality education and lifelong
learning opportunities for all, and to reinforce the inter-sectoral and multi-
stakeholder partnerships that were fostered during the first Qingdao
Conference.
14670 Jeune Expert DAK AFR The JPO will work under the overall authority of the Director of the UNESCO 2017- Gender- Sub-regional
Associé (Dakar - Dakar Office and the Chief Education sector and the direct supervision of Mrs 2019 sensitive (235672,00$)
Teaching and Valérie Djioze-Gallet, Education Programme Specialist, Responsible for
Learning) thematic Cluster on "Teaching and Learning" and Regional coordinator of the
Teaching and Learning Educators' Network for Transformation (TALENT).
As member of this thematic cluster Team the JPO will support research,
knowledge sharing and capacity building activities as well as advocacy and
funds mobilization for country support
14720 ICT to Facilitate BGK ASI This project provides technical assistance to four South Asian Member States 2017- Gender- Sub-regional:
SDG4 in South to build national capacity in developing and implementing relevant policies to 2020 sensitive Southern Asia
Asia integrate ICT in education to facilitate the achievement of the SDG4 targets. it (450000,00$)
includes three components: 1) development of a comprehensive and costed
ICT in Education Master Plan, 2) enhancement of competency standards and
corresponding curriculum for teacher training, and 3) facilitation of sub-
75
 regional knowledge-exchange opportunities.
14798 580RAF1005.6 - ABU AFR CFIT Phase II will continue to target the 4 teacher training institutions in Phase Gender- National: Liberia
CFIT Phase II I to strengthen further the pre- and in-service training programmes. Training sensitive (51000,00$)
Liberia workshops and seminars will be held to revise existing ICT modules; deepen
the training of teacher educators in ICT pedagogy; and integrate ICTs in
teacher education curricula. The MoE will hold national consultations with
diverse stakeholders from government, private sector, civil society and
universities to develop the ICT in education policy and master plan.
14950 Basic Education PNP ASI ICT-based BEEP will provide an alternative and flexible educational Gender- National:
Equivalency opportunity to out-of-school youth to help them complete lower secondary sensitive Cambodia
Program (BEEP) education. A blended learning model will be used through 10 learning centres (325000,00$)
to promote learning outcomes. Online curriculums of 9 subjects will be
developed, followed by development of visual learning materials and a mobile
application.
14958 Development of BGK ASI The project aims to strengthen Community Learning Centres (CLCs) in Asia Gender- Regional: ASI
Online Learning and the Pacific to contribute to achieve SDG 4 through capacity development sensitive (200000,00$)
Contents on of key government officials, NGO partners and practitioners with online
Community contents on CLCs and lifelong learning.
Learning Centres
and Lifelong Two main activities under this project are: (1) to develop the online contents
Learning through a comprehensive review of publications published by UNESCO
Bangkok under the support of JFIT projects on CLC and Lifelong Learning,
and (2) to disseminate the online contents widely to the aforementioned key
target populations at regional and global levels.
Major Programme V
N# Title Impl Region Summary description Budget Gender Geographical Budget
Unit impl. from-to Marker Scope
833 Empowering Youth BEI ARA UNESCO is working on a YouthMobile Initiative which will Gender- Sub-regional: Beirut
through mobile app engage young people to develop mobile apps for sustainable responsive cluster (30001,00$)
development for development and help youth employment.
Sustainable Through this activity, UNESCO Beirut office will work closely
Development with HQ-KSD to elaborate the part of the initiative dealing with
the development of training material including its translation as
well as training youth from both Lebanon and Syria on mobile
application development.
860 Developing Open DOH ARA This activity will build on the rapid development of ICT Gender- Sub-regional: Doha
Solutions and the infrastructures and resources in the GCC region while seeking responsive cluster (22000,00$)
use of ICTs to to develop access to ICTs and Open Solutions in Yemen in || National: Yemen
76
 strengthen order to empower communities to use Open Solutions and (13000,00$)
knowledge-based ICTs for high-impact projects that can benefit to the building of
societies and knowledge societies. This activity will focus on developing
enhance access to knowledge through the use of ICTs, especially mobile phones,
information and for youth and promoting Open Solutions to further expand
knowledge in the access to knowledge and develop the potential of and access
GCC and Yemen to ICTs for groups such as people with disabilities, youth and
women.
867 Enabling Universal RAM ARA The open solutions of knowledge societies programme (Open No Regional
Access and Educational Resources, Open Access, Fee and Open Source contribution (13030,00$)
Preservation of software, open training platforms, open data, open cloud) and
Information and ICT accessibility including disabilities and multilingualism
Knowledge promoted in Member States. Universal access to information
enhanced and documentary heritage preserved in all its forms
through a strengthened memory of the World Programme, and
Member states supported in implementing the WSIS
outcomes, including through the information for All Programme
(IFAP)
1032 Enhancing universal BEI ARA This activity will Building capacity towards ICT accessibility Gender- Sub-regional: Beirut
access to information especially for persons with disabilities. It will tackle the matter sensitive cluster (14325,00$)
through ICT from the decision maker, researcher as well as from the
accessibility grassroots level with beneficiaries of special needs.
1049 Enabling Open ATA ASI Gender mainstreaming, development and practicing open Gender- Sub-regional:
Solutions in Central mobile applications for civil and professional societies of responsive Almaty cluster
Asia Central Asia (26140,00$)
1062 Applying Open QUI LAC This activity will contribute to enhance access to knowledge Gender- Sub-regional: Quito
Educational and capacity building in the Andean region. Actions will be sensitive cluster (43500,00$)
Resources in the taken to assess the implementation of Open Educational
Andean Region Resources (OER) in the Andean region and to foster the
application of OER at a public and private level. Andean
countries will be advised on OER implementation strategies.
The UNESCO Guidelines for OER in Higher Education, the
Basic Guide to OER, UNESCO OER platform and the Open
Training Platform will be disseminated throughout universities.
1081 International and UAP The Information for All Programme (IFAP) was established in Gender- Global (103866,00$)
national outreach of 2001 to provide a platform for international policy discussions responsive
the Information for All and guidelines for action in the area of access to information
Programme IFAP and knowledge. During 2014-2017, IFAP will support Member
States to develop, implement and assess national information
policies, build their capacity and facilitate their participation in
international and regional frameworks (e.g. WSIS processes).
Attention will be given to: strengthening the IFAP network
particularly the National IFAP Committees and building
partnerships with regional and international stakeholders.
77
 These actions are expected to enhance IFAP's impact and
visibility.
1467 Empower education CAI ARA Activity will link the Open Educational Resources to implement Gender- Sub-regional: Cairo
system of Egypt to UNESCO ICT CFT in the cluster countries whereby the responsive cluster (31712,00$)
use ICT competency training material and content for CFT implementation will be
framework and OER sourced through OERs. The toolkit developed by UNESCO CI
based on UNESCO and Commonwealth of Learning will provide the resources and
recommendations implementation strategies for the activity. The key outputs will
be the contextualized framework, national policy action and
the implementation plan. The learning journey of teachers will
be mapped on the UNESCO framework through
contextualization. Following which policy action plan will be
developed and training and certification mechanism will be
supported within the Ministry of Education.
1480 Promoting open SJO LAC UNESCO will increase efforts to promote the building of Gender- Sub-regional: San
access solutions for knowledge societies in the Central America. In this biennia, responsive José cluster
Knowledge Societies the SJO office will focus on a number of areas including ICTs (37177,00$)
in Central America for people living with disabilities, the Youth Mobile initiative,
and the World Atlas. UNESCO will work with a number of
stakeholders including Universities, governments and think
tanks to assess the needs of the region and possible areas of
intervention. Joint action will be key to success.
1495 Promoting open BGK ASI Open solutions such as OER, FOSS and the Youth Mobile Gender- Sub-regional: South-
solutions and Youth initiative will be promoted with key partners in the region in sensitive Eastern Asia
Mobile initiative in cooperation with the Bangkok ICT in Education team as well (25000,00$) ||
Asia as the UNESCO Hanoi Office. Regional
(20000,00$)
1520 Towards Creating JUB ARA The ICT sector in South Sudan is still underdeveloped but the Gender- National: South
conditions for value of ICTs is recognized as an important element to sensitive Sudan (Republic of)
sustainable facilitate economic growth, sustainable development and (30000,00$)
development and wealth creation in South Sudan with a specific focus on
peace through women, youth, and rural and other disadvantaged groups.
support to universal Culture also lies at the heart of sustainable peace and
access and development in South Sudan, in particular because
preservation of understanding and promoting the country's rich cultural
information, diversity. ICTs will be used in the safeguarding of intangible
enhanced ICT skills and tangible cultural heritage in the country by supporting an
open solutions Open Cultures Resource Centre to establish a digital library on
intangible heritage in one of the 10 states of South Sudan.
1523 Promoting OER, LBV AFR Following UNESCO advocacy, the Université Omar Bongo of Gender- National: Gabon
Open Access and Libreville has adopted Open Access policy and is now sensitive (33170,00$)
supporting the underway for the creation of an institutional repository (DINAL)
development of to manage digital resources created by the institution. More
digital repository at than 1500 resources have already been identified for
78
 HE institutions digitization. This project will seek to support the university
initiative through the acquisition and deployment of open
source solutions for the management of the institutional
repository. On the other hand, the office will continue the
advocacy, towards other HE institutions, for the adoption of
OA policy.
1526 Integrating ICT NAI AFR ICTs can be used to help meet education-related Sustainable Gender- National: Kenya
competency for Development Goals and many countries across AFR are sensitive (13000,00$) ||
teachers into teacher pioneering new ways of using ICT for Education. Activities will National: Seychelles
training practices primarily focus on the reinforcement of teacher capacities to (18000,00$) ||
use ICTs in the classroom as teachers are pivotal in National: Eritrea ||
influencing the learning process and make an important National: Comoros ||
contribution towards the overall development of societies in a National: Djibouti ||
rapidly changing world. National: Rwanda ||
Regional: AFR
1529 Integrating open NAI AFR Nearly all governments in East AFR recognize the Gender- National: Kenya
solutions and ICT transformative power of ICT and there has been concerted sensitive (6000,00$) ||
accessibility into efforts to reverse negative trends in low adoption of ICT as a National: Seychelles
national policy tool for development. Mobile phones are one of the most (7000,00$) ||
frameworks accessible technological devices for information dissemination National: Rwanda
and interactive communication and the youth of the region will (6000,00$) ||
be targeted to develop mobile applications to become not only National: Uganda
ICT consumers but producers. Vulnerable groups, such as (6000,00$)
people living with disabilities will also be targeted by
developing favourable ICT policies that recognize the
opportunities that ICT offers for people living with disabilities.
1541 Capacities of KSD Building on the international normative instruments such as Gender- Global (76613,00$)
Member States UN Convention on the Rights of Persons with Disabilities and sensitive || Regional: ASI
strengthened to UNESCO's Recommendation concerning the Promotion and (75000,00$) ||
integrate open and Use of Multilingualism and Universal Access to Cyberspace, Regional: AFR
accessible solutions the activity will contribute to the integration of open and (10000,00$) ||
into national inclusive accessible solutions into targeted policy frameworks and Regional: LAC
policy frameworks programmes of Member States through international multi- (15000,00$)
and programmes, stakeholder mechanisms, in order to empower all citizens,
including persons including persons with disabilities and linguistic minorities to
with disabilities and participate in inclusive knowledge societies.
linguistic minorities,
in response to the
international agenda
1544 Promoting OER in RAB ARA This activity consists in supporting relevant institutions in the Gender- Sub-regional:
the Maghreb region Maghreb in formulating policies and actions promoting responsive Maghreb
and other open Universal Access to Information and knowledge using ICTs, (31520,00$)
solutions for mobile devices and Open Solutions with special emphasis on
knowledge societies teachers, learners, researchers, information professionals
79
 and/or scientists; including promoting Open Educational
Resources (OER), Open Access, Free and Open Source
Software (FOSS), Open Training Platform, Open Data, Open
Cloud, as well as ICT accessibility including disabilities and
multilingualism in the cyberspace.
1566 Universal access to BEJ ASI Contributing to ER 4 Member States have advanced Universal Gender- Sub-regional:
information and access to information through Open Solutions. Activities will sensitive Eastern Asia
knowledge enhanced be carried out to support access to quality learning (36367,00$)
through ICTs and opportunities for persons with disabilities. Continued support
Open Solutions, will be provided to the China Information Accessibility Forum,
including for persons also to mark the newly proclaimed International Day for
with disabilities Universal Access to Information on 28 September. Capacity
building activities will be organized for teachers and teacher
training institutions to integrate ICTs into their professional
practices. Technical assistance will be provided to the IFAP
focal point in China on Open Access to scientific information.
1571 Fostering enabling KSD UNESCO OA Strategy was approved by the 187th session of Gender- Global (83209,00$)
environment for the Executive Board and was unanimously adopted by the transformative
Open Access in 36th General Conference for 2012-2019. During the current
Member States quadrennium, UNESCO would consolidate basis for the
realization of the same strategy and would focus on: (i)
Advocacy and provision of upstream policy advice and
building partnerships; (ii) Bridging of knowledge divide on
Open Access; (iii) Strengthening capacities to adopt OA; and
(iii) Serve as a clearing-house and informing the global OA
debate.
1573 Increasing access to HAV LAC This Activity will contribute to ER3 and ER5. The main issues Gender- Sub-regional:
and preservation of to be addressed will be to strengthen institutional and sensitive Havana cluster
information and professional capacities for the building and sustainability of (39000,00$)
documentary knowledge societies and the development of policies that
heritage in Cuba and promote open access (OA) and education through the
Dominican Republic enhancement of ICT capacities and open solutions. It will pay
special attention to access and preservation of scientific and
public-domain information, as well as documentary heritage,
especially audio-visual heritage. A special focus will be made
on ICT accessibility, including for the disabled, audio-visual
heritage access and preservation and the inclusion of women
in the formulation of policies and strategies in order to ensure
gender equality.
1652 Promoting the ABU AFR This project will help to building knowledge societies in Gender- Sub-regional: Abuja
Development of Nigeria, Ghana and Cote d'Ivoire by training young people to responsive Regional Office
Mobile Applications develop mobile applications and facilitating access to Open (78200,00$)
for Development by Education Resources (OERs)
Youth in Nigeria,
80
 Ghana, and Cote
d'Ivoire
1670 Supporting Member UAP The overall goal of the activity is to strengthen Member States Gender- Global (76005,00$)
States in providing capacities in the development and adoption of inclusive policy sensitive || Regional: ARA
universal access to frameworks and build their capacities required to support their (25000,00$) ||
multilingual actions on universal access to, and dissemination of, Regional: EUR-NA
information and multilingual information and knowledge using ICTs, within the (5000,00$) ||
literate use of context of promotion and implementation of the normative Regional: ASI
information, media instrument, Recommendation concerning the Promotion and (22012,00$) ||
and ICTs, including Use of Multilingualism and Universal Access to Cyberspace; Regional: LAC
the Internet and national adoption of UNESCO Media and Information (17000,00$)
Literacy Assessment Framework for the development of action
plans.
1710 Promoting Open KSD UNESCO aims at promoting the use of Free and Open Source Gender- Global (74292,00$)
Data, Free and Open Software (FOSS) and Open Data as practical instrument for sensitive
Source software development for Member States in various fields. This activity
policies and tools aims at supporting Member States to develop, reuse, and
adapt FOSS tools for addressing their needs. More
importantly, this activity aims at engaging UNESCO's
stakeholders and target groups to acquire and develop
competencies and skills for participating in the making of
locally relevant open ICT solutions for sustainable
development, harnessing the potential of Open Data, which
can complement Member States' efforts towards the
achievement of the Millennium Development Goals (MDGs).
1744 Promoting Open ABU AFR When openly licensed, the National Open University of Nigeria Gender- National
Educational (NOUN) will have the most and most vast openly licensed sensitive (39279,00$)
Resources and ICT educational materials in AFR. However, awareness of OERs is
Access for Youth in limited in the country but potential for this resource to become
Nigeria a common good is high in such a country with more than 129
universities and thousands of schools. Also, the country is
teeming with young people with potential for creativity.
UNESCO will provide capacity development for youth to
develop mobile applications that have potential to solve
problems and create employment.
1786 Member States UAP The implementation of the World Summit on the Information Gender- Global (161311,00$)
capacities for the use Society's outcomes contributes directly to the C/5 MP V, responsive
of ICT for MLA2, Expected Result (ER) 6. This activity will support the
sustainable, building of inclusive knowledge societies, by offering ICT
knowledge-based capacity-building, knowledge-sharing, networking and
development partnership building opportunities to governments, as well as
enhanced through civil society, technical community, private sector and UN
the implementation of Organizations. It includes also substantial work on Internet-
the outcomes of the related issues, along the General Conference guidance
81
 World Summit on the provided through its adoption of the CONNECTing the Dots
Information Society Outcome Document, including its options for UNESCO's future
(WSIS) Review and action. UNESCO will seek alignment with the 2030
of the Sustainable Sustainable Development Agenda, as spelled out in the SDG-
Development Goal WSIS matrix developed in 2015.
Summit.
1809 Promoting POP LAC This Activity will contribute to the following C/5 Expected Gender- National: Haiti
Knowledge Societies Result: Member States empowered in building inclusive sensitive (16754,00$)
through Open knowledge societies and creating the conditions for
Solutions and ICT sustainable development by promoting universal access and
Development in Haiti preservation of information, enhanced ICT skills and open
solutions.
It will also serve as promotion for the Open Solutions for
Knowledge Societies programme and ICT accessibility,
including for the disabled, and for all languages. A special
focus will be made on the inclusion of women in the
formulation of policies and strategies in order to ensure gender
equality.
2282 YouthMobile - KSD The UNESCO YouthMobile Initiative aims to directly engage Gender- Global (94910,00$)
Engaging young young people, with particular attention to young women, to transformative
people to develop acquire the high-level skills and confidence to develop,
mobile apps for promote, and sell locally relevant mobile apps that solve local
sustainable issues of sustainable development and provide employment.
development http://prezi.com/t533hmti3m3i/youthmobile/
2304 Enhancing the quality KSD Open Educational Resources are any type of educational Gender- Global (75295,00$)
of education through materials in the public domain, or released with an open sensitive
Open Educational license allowing free use and distribution. They present
Resources (OER) Ministries of Education with a strategic opportunity to increase
the quality of educational materials and using ICT to increase
access to education especially for disadvantaged groups. The
aim of the activity is to provide Member States with advice on
the development of policy frameworks and online repositories,
as well as associated capacity-building for policy-makers,
researchers, teachers and learners through dynamic
communities of practice.
2320 ICT for Quality KSD The use of Information and Communication Technologies Gender- Global (120184,00$)
Teaching and (ICT) to support quality teaching and learning at all levels has sensitive
Learning for Inclusive the potential to transform Knowledge Societies. However,
Knowledge Societies countries worldwide face urgent challenges in harnessing the
full potential of ICT for educational delivery due to a myriad of
issues such as the rapid development of technologies, teacher
competencies and financial investments among others.
2365 Support Guatemalan GUC LAC Public media journalists, future journalists and communicators Gender- National: Guatemala
Public Media in general strengthened in technology, digital media and digital sensitive (13090,00$)
82
 System, Journalists platforms.
and Future For this, the initiative aims to generate new ways of
Communicators conducting journalism through training with the use of ICT's
trainings-
- As a communication tool for peace and harmonious
coexistence among citizens.
- Ethical Journalism as key to peace in Guatemala: The
response of journalists.to peace in Guatemala.
- Increasing awareness of the safety of journalists and
guidance in conflicts, promoting a culture of independence,
humanity and solidarity through ethics.
2410 Harnessing of Open MTD LAC The use of Information and Communication Technologies Gender- Sub-regional:
Educational (ICT) to support quality teaching and learning at all levels has sensitive Montevideo cluster
Resources (OER) for the potential to transform education systems. However, (55500,00$)
the ICT Competency countries worldwide face urgent challenges in harnessing the
Framework for full potential of ICT for educational delivery due to a myriad of
Teachers (ICT CFT) issues such as the rapid development of technologies, teacher
in the South Cone competencies and financial investments among others. In this
Region regard, teacher training to support the effective integration of
ICT in the classroom, and increased capacity to use open
educational resources (OER) to support teaching and learning
have proven themselves to be effective strategies.
2472 Enhancing ICT skills ADI AFR This activity will focus on the: Gender- National: Ethiopia
and open solutions in 1) Uptake of the ICT CFT on a national level in Ethiopia; transformative (20000,00$)
Ethiopian education 2) Introduction of "Women in African History: An E-Learning
systems through the Tool" into curricula in Ethiopia, with a particular focus on Taytu
ICT CFT and Betul;
"Women in African 3) Expansion of the content of "Women in African History: An
History: An E- E-Learning Tool," and further translation into African
Learning Tool" languages;
4) Production of a promotional video of the use of the ICT CFT
and "Women in African History: An E-Learning Tool" to raise
the visibility of the activity, specifically as it relates to the
Gender Equality Action Plan and the Operational Strategy for
Priority AFR;
5) Training of relevant field officers on the e-learning tool for
further uptake in the regional offices in AFR.
2513 Enabling ISB ASI Country level initiatives will be launched to promote policies for No National: Pakistan
environment for openness of various sources of education/ information for contribution (14173,00$)
barrier free public with greater emphasis on programs for persons with
accessibility to disabilities to mainstream them in normal life.
information and
knowledge platforms
and ICTs for
83
 sustainable
development of
marginalized groups
including persons
with disabilities
2598 Empowering WIN AFR This activity has two objectives: 1) to assess the state of the Gender- National: Namibia
Namibian Youth with art with and prospects for integrating FOSS and Open sensitive (38483,00$)
skills and confidence Standards in existing national information frameworks and
to develop Mobile strategies as well as national development programs, and
Applications for enable UNESCO to identify gaps, needs and potential areas of
Sustainable intervention (e.g. policy resources, capacity building and
Development. fostering international cooperation); and 2) in more practical
terms, to define and pilot initiatives for providing young women
and men with the high level skills and confidence to develop
mobile applications for sustainable development, with a view
to contribute solving local issues and enhance youth
employment opportunities.
2610 Open Solutions PNP ASI This activity has two objectives: 1) to assess the state of the Gender- National: Cambodia
perspectives and art with and prospects for integrating FOSS and Open sensitive (21160,00$)
mobile apps for Standards in existing national information frameworks and
sustainable strategies as well as national development programs, and
development by the enable UNESCO to identify gaps, needs and potential areas of
youth intervention (e.g. policy resources, capacity building and
fostering international cooperation); and 2) in more practical
terms, to define and pilot initiatives for providing young women
and men with the high level skills and confidence to develop
mobile applications for sustainable development, with a view
to contribute solving local issues and enhance youth
employment opportunities.
2611 Support a National TEH ASI The major objective of the event is to promote the basic rights Gender- Sub-regional:
Policy to introduce and needs of Persons with Disabilities and to encourage all sensitive Tehran cluster
ICT accessibility stakeholders to take concrete measures for their (24000,00$)
policies for Persons empowerment through the effective application of ICTs in
with Disabilities in increasing their access to education, public information, social
Iran services, and job opportunities.
2635 Creating an open ABJ AFR UNESCO will support the development of an Open Licensed Gender- National: Côte
portal license for Portal for distance learning education material. sensitive d'Ivoire (6187,00$)
secondary schools in
Ivory Coast
2665 Open Solutions KAB ASI Activity objectives: 1) to assess the state of the art with and Gender- National:
perspectives in prospects for integrating FOSS and Open Standards in sensitive Afghanistan
Afghanistan and existing national information frameworks and strategies as well (36367,00$)
mobile apps for as national development programs, and enable UNESCO to
sustainable identify gaps, needs and potential areas of intervention (e.g.
84
 development by the policy resources, capacity building and fostering international
youth cooperation); and 2) in more practical terms, to define and
pilot initiatives for providing young women and men with the
high level skills and confidence to develop mobile applications
for sustainable development, with a view to contribute solving
local issues and enhance youth employment opportunities.
2673 Soutien à l'accès aux KNS AFR le projet vise la construction des capacités pour l'édification Gender- National: Congo
connaissances et des sociétés des savoirs en RD Congo. Il cible pour ce faire sensitive (Democratic
aux savoirs pour les enseignants et les journalistes en priorité ainsi que d'autres Republic of the)
construire une parties, entre autres les institutions parlementaires, la société (29732,00$)
société d'information civile et les autorités locales. Après la mise en place d'un
en RD Congo cadre directeur sur l'accès universel à l'information par l'usage
des tics et des solutions libres, le projet assurera la formation
des bénéficiaires ciblés lors des ateliers et séminaires qui
seront organisés d'abord à Kinshasa, puis dans 4 autres
provinces à l'horizon 2017
2823 Creating an open BAG ARA UNESCO will support the development of an Open Licensed Gender- National: Iraq
portal license for Portal for distance learning education material. sensitive (14890,00$)
colleges and
universities in Iraq
2837 Open Solutions DHA ASI This activity has two objectives: 1) to assess the state of the Gender- National:
perspectives and art with and prospects for integrating FOSS and Open sensitive Bangladesh
mobile apps for Standards in existing national information frameworks and (29944,00$)
sustainable strategies as well as national development programs, and
development enable UNESCO to identify gaps, needs and potential areas of
intervention (e.g. policy resources, capacity building and
fostering international cooperation); and 2) in more practical
terms, to define and pilot initiatives for providing young women
and men with the high level skills and confidence to develop
mobile applications for sustainable development, with a view
to contribute solving local issues and enhance youth
employment opportunities.
3568 Promote the impact NYO EUR- Promote the impact of ICTs for teacher-training initiatives as Gender- Global (14900,00$)
of ICTs for teacher- NA well as cultural dialogue, among member states sensitive
training initiatives as
well as cultural
dialogue, among
member states
3569 The National ICT KSD The purpose of activities under this project will be to redesign 2013- Gender- National: Libya
Centre of Libya the project to refocus activities on the development of 2016 sensitive (148595,00$)
capacities in support of the establishment of a National ICT
Centre in Libya and to cover other costs relating to the
coordination of the project, until the new orientation of the
project has been agreed by the Parties through a further
85
 amendment to the Agreement.
3592 Promoting openness, NDL ASI This activity will consist of various sub-activities oriented Gender- Sub-regional: New
inclusive ICTs, and towards the promotion of open solutions and access, the sensitive Delhi cluster
ICT-enabled access development and use of inclusive ICTs, and ICT-enabled (45000,00$)
to information and access to information and knowledge. Sub-activities will
knowledge include: (a) Promotion of open educational resources, and
open access to information and scientific / technical / scholarly
knowledge; (b) The development and use of inclusive ICTs
that target disadvantaged groups, particularly persons with
disabilities; (c) The promotion of digital libraries / archives, and
initiatives to build the capacity of librarians / information
science professionals to create and manage digital libraries;
and (d) The promotion of UNESCO's YouthMobile initiative.
3670 The Role of the KSD This activity is proposed in the framework of Phase II of the 2013- Gender- Global (100000,00$)
Islamic World in General and Regional Histories Collection which involves the 2015 sensitive
Science, Technology, transformation of the volumes of The Different Aspects of
and Innovation: An Islamic Culture into pedagogical tools, as well as UNESCO's
E-learning Tool actions to promote universal access to knowledge and
information through the use of ICTs in Education. The
proposed project seeks to empower youth through access to
information and knowledge and contribute to an accurate
understanding of the contribution of Islamic Culture to
developments in the field of science, technology, and
innovation in ISESCO Member States and the Muslim
diaspora.
3871 Uptake of Open KSD Specific Objectives: 2014- Gender- Global (275861,00$)
Educational To partner with leading fore-runner European educational 2017 sensitive
Resources for institutions and OER initiatives to:
Learning and 1. Provide guidance to enhance the development and
Teaching implementation of national OER strategies through increased
international cooperation
2. Support implementation of the UNESCO ICT Competency
Framework for Teachers (ICT CFT) by harnessing OER.
4954 THE UNESCO/EMIR KSD Established in 2002, the UNESCO/Emir Jaber al-Ahmed al- 2009- Gender- Global (590776,00$)
JABER AL-AHMAD Jaber al-Sabah Prize aims at rewarding outstanding activities 2016 sensitive
AL-JABER AL- of individuals, groups, organisations or centres that promote
SABAH PRIZE TO inclusive quality education for persons with intellectual
PROMOTE disabilities. The Prize is awarded every two years.
QUALITY The 2013 edition will be awarded early 2014, and the 2015
EDUCATION FOR edition will take place in 2015.
PERSONS WITH
INTELLECTUAL
DISABILITIES
86
 5126 Youth, Employment SJO LAC This Programme has facilitated access to decent employment 2009- Gender- National: Costa Rica
and Migration: A by improving the employability and entrepreneurialism of 2014 sensitive (750070,00$)
One-Stop Shop for young people between the ages of 15 and 24, especially those
Youth Employment from rural areas, women, migrants and those in a vulnerable
situation. The program has developed a complementary
synergy between education and employment to help students
that were out of school to return.
5130 The Role of Women KSD 2011- No Regional: AFR
in African History - an 2014 contribution (100000,00$)
E-learning Tool
5425 Development of an KSD The portal shall be made available in French, and additional 2010- No Global (121132,00$)
Interactive communication materials will also be prepared to share the 2016 contribution
Knowledge Map results of the information gathered in a consolidated manner.
entitled 'Global Open The UNESCO Policy Guidelines for the Development and
Access Portal Promotion of Open Access developed in the last biennium
(GOAP)' shall be printed and distributed, also online through the portal.
Activities based on evaluation of the GOAP shall be carried
out. A policy generator tool will be developed and embedded
in GOAP
5506 National capacity KSD The activity will contribute to building on open, pluralistic, 2012- Gender- Regional: AFR
building on Media democratic and inclusive knowledge societies based on 2015 sensitive (90000,00$) ||
and Information UNESCO work in the area of Media and Information Literacy. Regional: ASI ||
Literacy Using UNESCO frameworks and available tools, the national Regional: LAC
capacities to integrate the MIL will be increased in order to
cultivate MIL competencies of key target groups such as
educators and teachers. The activity includes two aspects:
adaptation of the MIL curriculum and development of
assessment tools for the measurement of the competencies
among educators and teachers.
5560 Libyan Higher CAI ARA 2012- No National: Libya
Education ICT 2014 contribution (5747092,00$)
Project (Pilot Phase)
5639 Towards inclusive KSD These Funds in Trust are earmarked for UNESCO's WSIS+10 2012- No Global (194301,00$)
Knowledge Societies: Event and its follow-up 2015 contribution
Enhancing the
inclusiveness and
value of the
UNESCO hosted
2013 World Summit
on the Information
Society (WSIS+10)
Review Event
5660 Paris OER KSD UNESCO proposes, with all relevant stakeholders, to design 2013- Gender- Global (400000,00$)
Declaration Follow and implement a series of global activities based on all the 10- 2017 sensitive
87
 up: Support for points of the Declaration. In particular, UNESCO will hold
Advocacy, Policy and advocacy and capacity building events and provide technical
the ICT CFT assistance to support the development of draft national and
institutional policy recommendations based on the Paris OER
Declaration, and identify national institutions to introduce the
ICT CFT as a model for teacher training with a view to
harnessing OER as a vehicle for deeper learning.
5695 Phase II, The Role of KSD 2012- No Regional: AFR
Women in African 2014 contribution (70000,00$)
History: an E-
Learning Tool
5713 Preparation, KSD This contribution supports UNESCO's contribution to the 2013- Gender- Global (54528,00$)
organisation and WSIS+10 Review process, by co-financing the first UNESCO 2016 responsive
follow-up to the hosted WSIS+10 event and supporting also the follow-up and
WSIS + 10 Review UNESCO's contribution to the Overall WSIS Review process.
The implementation of the World Summit on the Information
Society's outcomes contributes directly to the C/5 Expected
Result n°138: ER 4.
5769 IFAP Contribution to KSD The activity will contribute to the implementation of IFAP 2013- Gender- Global (12000,00$)
the Development of strategy and contribute to the implementation of the priority - 2015 sensitive || Regional: LAC
Media and MIL. It is expected that at the end of the activity, the Member (10000,00$)
Information Literacy States will have assessment tools ready for the assessment of
Indicators the MIL among educators and teachers which provides
Member States with evidence-based data required for the
policy formulation, curriculum and teacher programmes
revisions and other MIL related work.
5800 Empowering youth in KSD The project aims at enabling marginalized young people from 2013- Gender- National: Mali
the post conflict Mali, to have access to, and knowledge of using ICT, to 2015 sensitive (135600,00$)
situation of Mali for actively engage with their counterparts in a collaborative quest
reconciliation, peace for consolidating tolerance and peace, respect for each other,
and development as well as for promoting intercultural dialogue through setting-
through an increased up of specific information schemes for young people's
access to, and use intercultural and interethnic interaction.
of, new information
and communication
technologies (ICT)
5835 Implementation of KSD At its 21st session the IFAP Bureau approved the publication 2013- Gender- Global (28600,00$)
the Information for All of a brochure to showcase the activities carried out in the 2015 sensitive
Programme Report 2008-2013 period under the IFAP Strategic Plan. The
2008 - 2013 brochure is also expected to support the sharing of best
practices and highlight the visibility of the programme.
5842 Civic Education for MAP AFR The activity is intended to empower citizens to participate in 2012- Gender- National:
citizen participation in the decision making process and development process 2016 sensitive Mozambique
the development through civic education in CMCs (23000,00$)
88
 agenda and decision
making through
CMCs
6343 Paris OER KSD Supporting the contextualization of the ICT CFT harnessing Gender- Global (141591,00$)
Declaration Follow OER in Kenya, Indonesia and Oman. sensitive
up: ICT CFT
implementation
harnessing OER
6344 Paris OER KSD The Advocacy Component seeks to significantly increase Gender- Global (106178,00$)
Declaration Follow awareness of Open Educational Resources (OERs) among sensitive
up: Support for OER key education stakeholders in Oman, Bahrain, Kenya, and
Advocacy Indonesia.
6345 Paris OER EDU The project is to assist a selected number of member states to Gender- Global (106188,00$)
Declaration Follow develop national policies for OER. sensitive
up: Support for Policy
6626 Support to respond CAI ARA With reference to ODG Memo DIR/ODG/13/Memo.06 dated 05 2014- Gender- Regional
to requests for February 2013 and memos from the DDG and the Director of 2018 sensitive (200000,00$)
UNESCO's OER and the UNESCO Cairo office, this project, which is funded by the
ICT CFT framework reprogramming of surplus ICDL funds, is aimed at supporting
for teachers and the request of regional governments to deploy Open
higher education Educational Resources and UNESCO ICT Competency
faculty in the region(6 Framework for Teachers in
countries) six Arab countries. A regional initiative for Open-Textbooks will
also launched through this project. The total budget amount is
US$ 200,000.
6627 Open Solutions and CAI ARA With reference to ODG Memo DIR/ODG/13/Memo.06 dated 05 2014- Gender- Regional
Innovations for February 2013 and further memos from DDG on 5 July, 2014 2018 sensitive (150000,00$)
Education, Science and 1 August,, 2014, this project funded by the reprogramming
and People with of surplus ICDL funds is aimed at promoting open solutions
disabilities in the Six and innovations in the ARA. The project will consist of 4 sets
Arab Countries of activities related to Open Solutions: Promoting Open
(replacing Arab Access to Scientific Information and Research, Free and Open
Digital Courseware Source software, Open solutions for people with physical
Library) disabilities and Youth mobile activities. The project will have
four components (Policy formulation, capacity building and
knowledge sharing).The total budget (amended) amount is
US$ 150,000.
6867 Free Education BRZ LAC The Free Education Project consists in the development of an 2012- Gender- National: Brazil
interactive platform to provide capacity building, enhancement 2018 sensitive (3456326,00$)
and the insertion of young people in the workplace through
technological solutions that enable the creation of educational
itineraries adaptable to the user's profile, as well as free
89
 learning using mutual collaboration mechanisms. The Project
aims to implemented an educational platform for youth and
ensure they have the necessary skills to match them with job
opportunities in the industry sector aiming to reduce
unemployment rates among youth and promote training and
lifelong skills.
7874 Regional Centre of KSD The Centre supports Latin America and Portuguese-speaking Gender- Sub-regional:
Studies for the African countries with studies on the progress and impact of sensitive Portuguese
Development of the building inclusive knowledge societies through information and speaking Countries
Information Society communication. Community (CPLP)
The Centre focuses on capacity building activities enabling
policy-makers to analyse survey statistics and monitor the
impact of ICT policies on the development of information and
knowledge societies and promote awareness on the issue.
It also works as Clearing house and to develop sectorial ICT
survey methodologies and patterns of data collection for the
production of ICT indicators in a number of fields, including
cultural and audio-visual industries and the understanding of
the ethical dimensions of Internet use and its social
implications.
7926 Regional Centre for KSD Mission: Enhance applied research and education and training Gender- Sub-regional: ARA
Information and in the fields of Information and Communication Technology in sensitive of the Gulf
Communication collaboration with governments, the private sector, UNESCO,
Technologies as well as with other research, education and training
(RCICT) institutions within or outside Bahrain, with the objective of
making a contribution towards building a solid base of
knowledge for meeting some of the technological challenges
that Bahrain and the rest of the Arab countries face today and
tomorrow.
7931 International Centre KSD The ISSN International Centre was established in Paris as a No Global
for the Registration of result of an agreement between UNESCO and the contribution
Serial Publications Government of the French Republic (ref. document SC-
(ISSN) 76/WS/4, Paris, January 1976) with the aim of introducing and
operating an automated system for the registration of serials,
covering the full range of recorded knowledge known as the
International Serials Data System (ISDS).
7941 Regional Centre for KSD Formerly the Institute of Information Science, the Centre will Gender- Sub-regional:
Library Information coordinate the development and application of standards for sensitive Eastern Europe
Systems and Current computer support to meet the requirements of the shared Countries || Sub-
Research Information bibliographic system for National Libraries of the countries regional: Caucasus
Systems participating in COBISS.Net. The Centre will specifically work Countries || Sub-
towards complementing UNESCO's activities in the following regional
areas:
Access to information and knowledge;
90
 Cultural diversity and identity, linguistic diversity and local
content and
Ethical dimensions of the Information Society.
For this purpose, the Centre will facilitate the development of
libraries and information systems for the free flow of ideas,
and to maintain, increase and spread knowledge in line with
the Information for All Programme (IFAP).
8645 Support to the Rights BEJ ASI This project is funded by the UN Partnership to promote the 2014- Gender- National: China
and Entitlements of Rights of Persons with Disabilities Multi-Donor Trust Fund 2017 responsive (105966,00$)
Persons with (UNPRPD MDTF) to provide support to the rights and
Disabilities entitlements of persons with disabilities (PWDs) in China.
(UNPRPD Project) Implemented by ILO, UNDP, UNESCO, and UNICEF under
the aegis of the UN Country Team in China, this project aims
to support the Chinese Government's efforts to reduce barriers
to the implementation of policies related to persons with
disabilities, as well as to foster an enabling and more inclusive
environment for the full implementation of the CPRD.
9262 Paris OER KSD This project will inform national and institutional policy makers 2014- Gender- Global (601695,00$)
Declaration Follow about the underpinning factors of successful OER initiatives, 2018 sensitive
up II: Support for and to facilitate a critical mass of countries to mainstreamed
Policy and the ICT OER into their teacher training systems and national policy.
CFT
9329 Rwanda: Inclusive NAI AFR In Rwanda the Information and Communication Technology 2014- Gender- National: Rwanda
Economic (ICT) sector is singled out as a priority and can dramatically 2018 sensitive (59200,00$)
Transformation change society. ICT can contribute towards creating
employment and generating incomes, including disadvantaged
communities, notably among women, youth, and persons with
disabilities. Within the framework of the Rwanda Joint Flagship
on Youth and Women Employment, UNESCO will support
formal training institutions to provide digital educational
materials for young people living with disabilities.
9330 Uganda UNPRPD: NAI AFR The project will focus on policy interventions by ensuring that 2014- Gender- National: Uganda
Promoting the rights the policy environment in Uganda becomes more conducive 2017 sensitive (130540,00$)
of persons with for the use of Inclusive Education and Access to Information.
disabilities This will mainly be achieved through setting up a national
Policy Board and Management Committee, the creation and
adoption of a necessary policy for the use of Assistive
Technology to ensure Inclusive Education and Access to
Information for persons with visual and hearing impairments in
Uganda. In addition, procurement and production guidelines
will be created.
9616 Creation of an Open BEJ ASI This pilot project aims to innovatively use ICTs to preserve 2015- Gender- Regional
Digital Library on and openly disseminate traditional games, in order to 2016 sensitive (201140,00$)
Traditional Games safeguard such knowledge as living heritage, narrow the
91
 Innovative use of digital divide and promote the rapprochement of cultures. Main
ICTs to Safeguard project interventions include creating an Online Digital Library
and Promote on Traditional Games from targeted areas, developing a
Indigenous and Local methodology and guidelines for participatory identifying,
Knowledge for collecting, sourcing, inventorying, and characterizing
Learning, traditional games through ICTs and other media.
Development, and
the Rapprochement
of Cultures
9669 Follow up to the KSD ICT CFT Teacher Training Harnessing OER: To mainstream Gender- Global (241743,00$)
Paris OER OER teachers must be sensitized first hand to its usefulness. sensitive
Declaration II : ICT In this regard, UNESCO through work on the ICT Competency
CFT Harnessing Framework for Teachers (ICT CFT) have successfully worked
OER on harnessing OER for the development of teacher training.
9671 Paris OER KSD Policy: To convince and facilitate policy makers to develop and Gender- Global (255487,00$)
Declaration Follow implement national OER policies, the project will seek to sensitive
up II: Policy exercise a three-pronged intervention: To illuminating global
models on how OER -from user generated learning objects to
the massive open textbooks -can be leveraged across
education sector to accelerate high quality education for all in
different contexts,
10094 Training and UAP Updating of the publication "National Information Society Global (30000,00$)
updating of the IFAP Policy: A Template" produced by the UNESCO's
National Information intergovernmental Information for All Programme (IFAP); its
Society Policy conversion into digital platform for knowledge-sharing to host
Template and the tools, demos, policy resources, case studies, life discussions
development of an and online trainings to support Member States in the
on-line policy case- development, review and implementation of their national
study library Knowledge Society policy frameworks and strategies; and the
development of a research and policy community around this
platform.
This activity will be conducted in partnership with the United
Nations University (UNU) with the framework of the
Memorandum of Understanding concluded UNU and
UNESCO.
10095 Support to capacity UAP No
building in contribution
information literacy
through the
development of e-
infrastructure for
online and distance
learning in Grenada
92
 10313 Promote the impact NYO EUR- Support and enable UNESCO's involvement in the UN Gender- Global (9998,00$)
of ICTs for Teacher- NA General Assembly Review Process of the WSIS+10, ensuring sensitive
Training UNESCO's leading role in the WSIS vis-a-vis Member States
/Development and WSIS stakeholders, alongside ITU and UCTAD, through
the organisation of promotional and advocacy activities, plus
commissioning material and studies to reinforce UNESCO's
position.
10393 Fostering enabling KSD The overarching aim of this project is to initiate actions toward 2016- Gender- National: Libya
environment for establishing a successful national Open Access policy in Libya 2019 sensitive (838635,00$)
Open Access to and in its higher education institutions through the
Scientific Research collaborative efforts of the Government of Libya and
in Libya UNESCO.
The project will create necessary conditions to create a policy
framework and national system that will ensure that all publicly
funded research in Libya becomes freely and openly available
and that Libyan academia are not left behind in the global OA
movement. The proposed strategy will also formulate a
framework to monitor progress and establish benchmarks.
10486 Open Educational KSD Through the implementation of this project, UNESCO will 2016- Gender- National: Libya
Resources (OER) for ensure that OERs becomes a long term solution in Libyan 2019 sensitive (1119222,00$)
Libya universities through awareness raising, capacity building, and
the development of a Libyan Community of Practice of Higher
Education Teaching Personnel focusing on the use of OER for
higher education in Libya.
10506 Establishing Global KSD The project aims to establish a fully operational Global Centre Gender- Global (706578,00$)
Centre for Excellence for Excellence in The State of Kuwait, as a category 2 centre sensitive
for the Empowerment under UNESCO's auspices, taking advance of technological
of Persons with and scientific progress, particularly inclusive, accessible and
Disabilities through affordable ICTs and ATs, in order to empower persons with
ICTs in Kuwait disabilities to access information and knowledge on equal
basis by building institutional capacities, strengthening
strategic partnerships and knowledge sharing at global and, in
particular in the MENA region.
10784 Promoting the open CAI ARA The activity aimed at promoting open solutions and Gender- Sub-regional: Cairo
solutions for innovations in the ARA. The project will consist of four sets of sensitive cluster (32500,00$)
knowledge societies activities related to Open Solutions: Promoting Open Access
and enhancing ICT to Scientific Information and Research, Free and Open Source
accessibilities for the software, Open solutions for people with physical disabilities
disabilities in the and YouthMobile activities.
three countries of
ARA ( Egypt, Sudan
and Libya)
10798 Alphabétisation YAO AFR The increasing global move toward knowledge societies, Gender- Sub-regional:
technologique : Mise wherein knowledge is the primary production resource rather sensitive Yaoundé Regional
93
 en place du than capital and labour, has placed increasing emphasis on Office (50036,00$)
référentiel de the need to ensure that individuals are educated and become
compétences skilled participants in society and the economy. Information
TIC/enseignants and communication technology (ICT) is regarded as an
dans des écoles de essential means to support the achievement of genuine
communication en knowledge societies, often compelling education systems
zone CEEAC worldwide to adopt strategies to encourage its integration into
education systems.
10807 Enabling universal KNG LAC This activity aims at strengthening capacities in the Caribbean Gender- Sub-regional:
access to information countries for taking concrete measures on Universal Access to sensitive Kingston cluster
in the Caribbean Information and knowledge using ICTs, mobile devices and (27500,00$)
countries through the Open Solutions with special emphasis on youth. It will
effective use of ICTs comprise collaborative actions for effectively harnessing ICT in
for development teachers’ professional practice.
including Open
Solutions
10808 Enhancing capacities KNG LAC This activity will facilitate that the Caribbean countries Gender- Sub-regional:
for the use of ICT for integrate quality UNESCO policy development resources / sensitive Kingston cluster
a sustainable, activities (declarations, guidelines, studies, capacity-building (20000,00$)
knowledge based initiatives) in the IFAP priority areas into their national
development through information policies. It will comprise collaborative actions for
the implementation of effectively implementing evidence based assessment
the Information for All strategies and actions related to Info-Ethics and Media and
Programme (IFAP) Information Literacy.
priorities in the
Caribbean.
10819 Enhancing JAK ASI The UNESCO YouthMobile Initiative aims to directly empower No Sub-regional:
sustainable young people to acquire the technical skills and contribution Jakarta cluster
development with entrepreneurial confidence to develop smart mobile apps for (52737,00$)
open mobile sustainable development
solutions
10825 Enhancing ICT skills ABJ AFR l'objectif est de renforcer les capacités des journalistes et des Gender- National
and open solutions jeunes en matière d'utilisation des nouvelles technologies de sensitive (20000,00$)
l'information et de promouvoir la création d'application pour les
jeunes
10826 Enhancing ICT skills ACR AFR The project will help in building knowledge societies and Gender- National: Ghana
and open solutions further enhance ICT training for the young people and transformative (31793,00$)
physically challenged people. Training in mobile applications
and access to Open Education Resources (OER's) will be
implemented.
10828 Enhancing ICT skills DAK AFR Promoting the YouthMobile and ICT Initiatives in West AFR - Gender- Global (46000,00$)
and open solutions The UNESCO YouthMobile Initiative aims to directly engage transformative
young people, with particular attention to young women, to
acquire the high-level skills and confidence to develop,
94
 promote, and sell locally relevant mobile apps that solve local
issues of sustainable development and provide employment.
10829 Enhancing ICT skills STG LAC UNESCO Santiago will implement a Community Radio Gender- National: Chile
and open solutions Schools programme in Chile, to build and strengthen sensitive (20000,00$)
through community capacities on the use of ICTs, the creation of community
radio schools media using open source software, and on the development of
media content.
This project will enhance the access, social know-how and
diversity in local community media in Chile, and will contribute
to raise awareness on the importance of plurality in the media.
10840 Enhancing ICT skills HAR AFR Multidisciplinary response to an emerging global issue, and is Gender- Sub-regional:
and open solutions being conceived as part of international efforts to strengthen sensitive Southern African
the positive role of young women and men building lasting Development
peace and intercultural dialogue. Building on the good Community (SADC)
practices developed by UNESCO throughout the years, high (42000,00$)
importance will be placed on the collaboration with civil society
and youth organisations that share UNESCO's vision and
commitment to promoting the empowerment of young women
and men, and that are engaged in sustained and effective
cooperation with the Organization.
12630 Establishing Global KSD The project will strengthen the capacity of Member States in 2017- Gender- Global (321898,00$)
Centre for Excellence delivering inclusive ICTs for persons with disabilities to access 2019 sensitive || Regional: ARA
for the Empowerment information and knowledge by building institutional capacity at (385915,00$)
of Persons with global level. The project consists of three broad areas: a)
Disabilities through establishing a Centre of Excellence, b) building institutional
ICTs in the State of capacities; c) partnerships and strengthening the international
Kuwait knowledge base and creating favourable environment. The
key deliverable of the project is a fully functioning Global
Centre for Excellence, as a category 2 Centre of UNESCO,
providing services and support to persons with disabilities
promoting international cooperation. (38 C/Resolution 58).
13963 Girls and Women KSD The initiative, modelled on the broader UNESCO/IFAP 09/2016- Gender- National: Ghana
Empowerment programme encapsulates the aspirations of Ghana's ICT plan 2018 sensitive (21808,00$)
through ICT in for young girls. Under the working title, FemlTI which means
Ghana Females in Tech Initiative. FemlTI is a project to train young
girls to code to empower them facilitate technology creation to
generate opportunities for Societal Transformation and
Poverty Alleviation. The project will offer these young girls the
opportunity to be trained by knowledgeable women known as
Tech-Aides.
13985 Reaching Libyan KSD Recognizing an essential positive role that youth must play in Gender- National: Libya
children and youth the social and political transformations still underway in Libya, sensitive (1009600,00$)
through community- this project proposal will leverage open-licensed ICT and
oriented and open community media to support youth interest and capacities to
95
 educational media ensure that their voices and values can be constructively
engaged.
An OER-based approach to UNESCO's community-oriented
media development model - through radio, television and
online - can offer positive benefits by supporting wide public
access to educational information and non-formal education
services and enhance the potential of young people to engage
in democratic citizenship, economic and social reintegration
and peacebuilding.
14214 2nd World OER KSD The 2nd World OER Congress will be convened by UNESCO Gender- Global (400000,00$)
Congress 2017 and the Government of Slovenia. It will provide a timely sensitive
opportunity to engage the global OER movement to support
Sustainable Development Goal 4 (SDG-4) to "ensure inclusive
and equitable quality education and promote lifelong learning
opportunities for all".
The objective of the 2nd World OER Congress will be to
examine progress on implementing the Paris OER Declaration
2012 and share strategies between stakeholders, regions and
institutions on mainstreaming OER into global education
systems in support of SDG 4.
14299 2nd World OER KSD The 2nd World OER Congress will be convened by UNESCO 2017- Gender- Global (500000,00$)
Congress 2017 and the Government of Slovenia. It will provide a timely 2017 sensitive
opportunity to engage the global OER movement to support
Sustainable Development Goal 4 (SDG-4) to "ensure inclusive
and equitable quality education and promote lifelong learning
opportunities for all".
The objective of the 2nd World OER Congress will be to
examine progress on implementing the Paris OER Declaration
2012
14799 Follow up to the KSD Toward the realization of inclusive Knowledge Societies, this Gender- Global (600000,00$)
Ljubljana OER Action project aims to support: sensitive
Plan 2017 - Teacher training for ICT in Education harnessing OER
- Inclusive OER - capacity building, advocacy and policy
support to mainstream OER accessible particularly to those
with disabilities.
- Policy development - through the development of indicators
and support for national policy for OER.
These activities will collectively support UNESCO's long-term
vision to implement the objectives of the Ljubljana OER Action
Plan 2017 adopted at the 2nd World OER Congress (18 to 20
September 2017, Ljubljana, Slovenia).
96
 IITE Moscow
C.List of Stakeholders Consulted
20. AL AWAR Mansoor (Dr.), Chair, IITE Governing Board
UNESCO Headquarters 21. AMELINA Natalia (Ms.), Chief of Unit, Unit of Teacher Professional
Development and Networking
1. BANERJEE Indrajit (Mr.), Director, Knowledge Societies Division, CI 22. DUGGAN Steven (Mr.), Microsoft Global Strategy Management,
Member, IITE Governing Board
2. CHAKCHOUK Moez (Mr.), Assistant Director-General, CI
23. KNYAZEVA Svetlana (Ms.), Chief of Unit, Unit of Digital Pedagogy and
3. CHAKROUN Borhene (Mr.), Chief of Section, Youth, Literacy and Skills
Learning Materials
Development Section, ED
24. YEPOYAN Tigran (Mr.), Chief of Unit, Unit of ICT in Health Education
4. COUPEZ Anne (Ms.), Programme Coordinator, Executive Office, ED
25. ZHAN Tao (Dr.), Director
5. DU SOUICH, Othilie (Ms.), Strategic Planning Officer, Results-Based
Management, BSP
6. DU TOIT Jaco (Mr.), Programme Specialist, Section for Universal Bangkok Regional Office
Access and Preservation, CI
7. EDEM ADUBRA (Mr.) Chief of Section, Teacher Development, ED 26. ADEEL Hassan (Mr.) ICT Support.
8. GIANNINI Stefania (Ms.), Assistant Director-General, ED 27. AOYAGI Shigeru (Mr.), Director
HIRONAKA Joe (Mr.), Programme Specialist, ICT in Education, 28. DANG Toan Son (Mr.) Project Assistant, ICT/EISD
Science and Culture, CI 29. ITO Misako (Ms.), Regional Advisor, CI
9. MCOMISH Elspeth (Ms.), Programme Specialist, Gender Equality 30. MIYAZAWA Ichiro (Mr.), Head Non-Formal Education.
Division 31. PARK Jonghwi (Ms.) Programme Specialist, ICT in Education - EISD
10. MIAO Fengchun (Mr.), Chief, Unit for ICT in Education, ED 32. PARK Sangwoo (Mr.), Executive Office
11. MINEO Salvatore (Mr.) Programme Specialist, Section for Mobilizing 33. TAN Maria Melizza (Ms.), Programme Officer, ICT in Education - EISD
Government Partner Resources, BSP 34. TETER, Wesley (Mr), Senior Project Officer, ICT in Education - EISD
12. OSTTVEIT Svein (Mr.), Director, Executive Office, ED 35. TENG Jian Xi (Mr.) Project Officer, ICT in Education - EISD
13. RADOYKOV Boyan (Mr.), Chief of Section, Section for Universal 36. TSUTSUI, Sayaka (Ms.), JFIT Programme Coordinator, Executive
Access and Preservation, CI Office
14. SASS Justine (Ms), Chief of Section, Section of Education for Inclusion 37. TUNGATAROVA, Auken (Ms.), Programme Assistant, ICT in Education
and Gender Equality, ED - EISD
15. STORTI Davide (Mr.), Programme Specialist, ICT in Education, Science 38. WANG Libing (Mr.), Chief of Section, ICT in Educaiton - EISD
and Culture, CI
16. VAROGLU Zeynep (Ms.), Programme Specialist, Section for ICT in Other UNESCO:
Education, Science and Culture, CI
17. WACHHOLZ Cedric (Mr.), Chief, Executive Office, CI 39. AKPABIE Claude (Mr.), Programme Specialist, ED, UNESCO Kingston
18. YONGYEON, Won (Mr.), Programme Specialist, ICT in Education Unit, Office, Jamaica
ED 40. ANTONY Tam (Mr.), Programme Specialist, ED, UNESCO Yangon
19. YOUNG Lindsay (Ms.), Associate Project Officer, ICT in Education Unit, Office, Myanmar
ED 41. ATCHOARENA, David (Mr.), Director, UNESCO Institute for Lifelong
Learning
42. BERMUDEZ Isabel (Ms.), Programme Specialist, CI, UNESCO
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 Kingston Office, Jamaica Science and Higher Education of the Russian Federation
43. CHEUNG, Aurora (Ms.), Associate Project Officer, ED, UNESCO 64. HANDSON Mlotshwa (Mr.) Senior Project Manager, Matthew Goniwe
Regional Office for Eastern Africa, Nairobi, Kenya School of Leadership & Governance, South Africa
44. DESMURGER, Marion (Ms.), Senior Programme Assistant, CI, 65. IRIRA Samwel (Mr.), Principal, Monduli Teachers College, Tanzania
UNESCO Doha Office, Qatar 66. ISAACS Shafika (Ms.), Chair, Telkom Foundation, South Africa
45. KADRI Santosh (Mr.), Programme Specialist, ED, UNESCO Phnom 67. KAGENI Lisbeth (Ms.), Manager of the Data Centre, Centre for HIV
Penh Office, Cambodia Prevention and Research, University of Nairobi, Kenya
46. MONYEMANGENE Regina (Ms.), Project Officer, ED, UNESCO Dar es 68. KAKUBA Samuel (Mr.), National Instructor College, Uganda
Salaam Office, Tanzania 69. KASINATHAN Gurumurthy (Mr.), Founder and Director, IT for Change,
47. MWAURA Gideon. (Mr.), Programme Assistant, CI, UNESCO Regional India
Office for Eastern Africa, Nairobi, Kenya 70. KIRYUSHINA Elena (Ms.), Regional Youth and Communication Officer,
48. NAMAZOV Bakhtiyor (Mr), Programme Officer, ED, UNESCO UNAIDS, Moscow.
Tashkent Office, Uzbekistan 71. KHOLINA Veronica (Ms.), Dean of Geography Department, RUDN.
49. SEO Seonghee (Mr.), ED, UNESCO Phnom Penh Office, Cambodia 72. KUZMIN Evgeny (Mr.), Vice-Chair, Bureau of the Intergovernmental
50. YOKOZEKI Yumiko (Ms.), Director, UNESCO IICBA, Ethiopia Council, UNESCO IFAP Programme
73. MIKHALEV Maksim (Dr.), International Relationship Manager, ABBYY.
UNESCO National Commissions 74. MIREMBE Lukiya (Ms.), Shimoni Core Primary Teacher College,
Uganda
51. AIGOI Rosie (Ms.), Secretary-General, Uganda National Commission 75. MOORE Andrew (Mr.), Project Manager in Education Technology, Neil
for UNESCO, Uganda Butcher Associates, South Africa
52. MUTESA Albert (Mr.), Secretary-General, Rwanda National 76. MOSSISSEY Jerome (Mr.), CEO, Global eSchools and Communities
Commission for UNESCO, Rwanda Initiative (GESCI), Kenya
77. NDAWULA Stephen (Dr.), Director at Open, Distance and e-Learning
Others (ODeL), Kyambogo University, Uganda
78. NDUWINGOMA Mathias (Mr.), Computer Science Department,
53. AGYEMANG-GYAMFI Nelly (Ms.), Senior Access-Manager, Moringa University of Rwanda
School, Kenya 79. NJUE Mercy (Ms.), Founder and Data strategist, BotLab, Kenya
54. AKWII Esther, (Ms.) Education Officer, UNICEF, Uganda 80. NIYIZAMWIYITIRA Christine (Ms.), Head of Department, Rwanda
55. BEITLER Daiana (Ms.), Director of Partnerships, Microsoft, Asia Board of Education, Rwanda
56. BUTCHER Neil (Mr.), Director, Neil Butcher Associates, South Africa 81. NYAGA Samuel (Dr.), Senior Assistant Director, E-Learning, Kenya
57. BUZURUKOV, Azam (Mr.), Programme Coordinator, UNAIDS, Moscow. Institute of Curriculum Development, Kenya
58. CHUANPRAPUN Sawirin (Mr.) Project Officer, Microsoft Thailand 82. OKINDA Robert (Mr.), Head of Education Technology Section, Kenya
59. DE BARBEYRAC Julie, (Ms.) Programme Coordinator, UNICEF, USA Technical Teachers College, Kenya
60. DOLGIKOVA Angela (Ms.), Vice rector, Peoples' Friendship University 83. OKOED Martin (Mr.), Tutor, National Teacher College, Uganda
of Russia (RUDN), 84. OKUDA Atsuko (Ms.), Chief of ICT and Development Section, UN
61. EGAU Betty (Ms.), Senior Training Instructor, Jinja Vocational Training Economic & Social Commission Asia-Pacific.
Institute, Uganda 85. OPERIN Kirin (Mr.), Head, ITU Office for former USSR Region
62. GACHOKA Eunice (Ms.), E-learning specialist, Kenya Institute of 86. PHURBA Phuba (Mr.), Planning Officer, Ministry of Education, Bhutan.
Curriculum Development 87. SANGRA Albert (Dr.), Professor and Researcher, Director for the
63. GANSHIN Igor (Mr.), Director of International Department, Ministry of UNESCO Chair in Education and Technology for Social Change, Open
98
 University of Catalonia, Spain
88. SERGEEVA Ekaterina (Ms.), Creative Producer, OK.RU social media
89. SRINUTAPONG Supoet (Mr.), Public Sector Program Lead, Microsoft,
Thailand.
90. SUWATTAMATHUM Piwyawan (Ms.), Microsoft Thailand
91. TRAXLER John (Dr.), Professor of Digital Learning, Institute of
Education, University of Wolverhampton, UK
92. UWISHEMA Vedaste (Mr.), Computer Networking Professional, Kigali
Institute of Science & Technology, Rwanda
93. VALENZUELA Ethel (Dr.), Director, Southeast Asian Ministers of
Education Organization (SEAMEO) Secretariat, Bangkok.
94. VUORIKARI Riina (Dr.), Research Fellow, Unit of Human Capital and
Employment, Directorate of Innovation and Growth, European
Commission, Joint Research Council, Spain
95. WAGIOKO Maina, (Dr.), Vice-Principal, Professional Development
Centre, Aga Khan Academy, Kenya
96. WAMBUA Joseph (Mr.), Chief, Curriculum Development Officer – e-
Learning, Kenya Institute of Curriculum Development
97. ZHILAVSKAYA Irina (Ms.), Head of UNESCO Chair of Information
Literacy and Media Education of Citizens, Moscow Pedagogical State
University
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 D. List of Key Documentation Consulted
Footnotes to the text of this report contain an additional set of documentation consulted.
Analytical Programme Implementation report (APIR) 204 EX/4 Part I
Asia Pacific Regional Strategy for Using ICT to Facilitate the Achievement of SDG4 (2017)
Building Inclusive Knowledge Societies - A review of UNESCO’s action in implementing the WSIS outcomes (2014)
Evaluation of the Cross Cutting Themes: Eradication of poverty, especially extreme Poverty, and the Contribution of Information and Communication
Technologies to the Development of Education, Science and Culture and the Construction of a Knowledge Society (2006)
Evaluation of the William and Flora Hewlett Foundation’s Investment in International Policy Advocacy for Open Educational Resources (2015)
Incheon Declaration and Framework of Action (2015)
Leveraging Information and Communication Technologies to Achieve the Post-2015 Education Goal (2015)
Ljubljana OER Action Plan 2017 (2nd World Open Educational Resources (OER) Congress 2018)
Model Policy for Inclusive ICTs in Education for Persons with Disabilities (2014)
Paris OER Declaration (1st World Open Education Resources (OER) Congress,2012)
Qingdao declaration (2015 International Conference on ICT and Post-2015 Education)
Review of the UNESCO Institute for Information Technologies in Education (2013)
Study on International Collaboration on Open Educational Resources (OER) (2016)
The UNESCO Constitution
UNEG Code of Conduct for Evaluation in the UN system
UNEG Ethical Guidelines for Evaluation
UNEG Handbook: Integrating Human Rights and Gender Equality in Evaluations
UNESCO Office for Eastern Africa: ICT in Education
UNESCO Open Access Policy
UNESCO Priority Gender Equality Action Plan (2014-2021)
UNESCO’s Medium-Term Strategy for 2014-2021 (document 37 C/4)
UNESCO’s Programme and Budget 37C/5, 38C/5 and 39 C/5
UNESCO’s Strategy on Priority Africa (2014-2021)
Website in Open solutions
Website of ICT in Education and related websites in CI and ED sectors
Note: The Review of ICT in Education Landscape has a separate bibliography:
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 and present an initial draft of such a Theory of Change.
E. Evaluation Methodology 6. A first step examined the existing documentation, specifically UNESCO
C/5 programmes, and the implicit causal linkages contained there. This was
Approach and Methods
presented at the first Reference Group meeting.
1. The evaluation was conducted in the period September 2018 to February 7. A more elaborate and tailored Theory of Change was at the final
2019 by a team of two External Consultants, Seán Ó Siochrú and Graham Reference Group meeting in January 2019. It adopted a future-oriented
Attwell from NEXUS Research Cooperative, Ireland. The evaluation was perspective, and can be used to develop a common understanding in UNESCO
commissioned and managed by the UNESCO IOS Evaluation Office as a regarding ICT in Education, and to position UNESCO’s in the field, to internal
corporate evaluation, in line with the UNESCO Evaluation Policy and the and external observers, its strengths and opportunities.
IOS biannual evaluation plan 2017/18. The IOS Evaluation Office was
responsible for the management and coordination of the evaluation and
Case Studies
provided quality assurance of the evaluation process and the deliverables.
8. A key challenge for this evaluation was to develop a clear rationale for
2. An Evaluation Reference Group (ERG) was established to accompany the delineating UNESCO’s interventions in the ICT in Education field. The Case
evaluation process and to provide feedback on and validate the deliverables Study approach was seen as an appropriate methodological tool to explore
i.e. the Inception Report, methodology and draft report and final evaluation these interventions in some depth. The three Case Studies (two conducted by
reports. The ERG comprised representatives from: the IOS Evaluation Office, the Team Leader and one by the Lead Consultant) were intended not as a
the ED and CI Sectors’ Executive Offices, the ED Division for Policies and representative sample, but to enable deeper analysis, understanding and
Lifelong Learning Systems, the Gender Equality Division, the CI Knowledge learning and to illustrate selected key issues and arguments on the basis of a
Societies Division, the Bureau for Strategic Planning (BSP), the UNESCO specific thematic area within a specific context.
Category 1 Centre IITE, the Asia and Pacific Regional Bureau for Education in
Bangkok, and the Multi-Sectoral Regional Office for Eastern Africa in Nairobi. 9. The goals of Case Studies are summarised as follows (as refined by the
Reference Group), and these provide the basis for the selection of the case
Analytical framework study themes:
3. Several features were central to the approach of this evaluation. To examine cases of what works well for achieving outcomes, and why;
Theory of Change To examine causal linkages and chains, from different interventions by
UNESCO and others;
4. A Theory of Change (ToC) approach underpins this evaluation. Given the To explore specific outcomes, and on particular target groups;
complex nature of the subject matter and the multiple and diverse strands of To examine aspects of gender equality and inclusion of disadvantaged
work, a ToC approach helps to take stock of and interrelate the different levels groups;
of interventions.
To consider the specific value of collaboration and partnerships.
5. UNESCO has not so far elaborated a Theory of Change for its portfolio of
work in ICT in Education that could guide the design and implementation of its 10. They were selected through a purposive sampling process, incorporating
interventions. The Evaluation team will therefore, in a couple of steps, develop a limited set of projects. The initial criteria (also discussed by the Reference
101
Group) for their selection are that themes should: Review of ICT in Education Landscape
be significant, in terms of investment and major learning potential; 12. The exploration of the wider landscape of key institutional actors in ICT in
cover different regions with at least one with a focus in Africa; Education globally (See Annex M) comprises another key feature of the
cover more than one type of intervention; methodology. This study aimed at a broader consideration of UNESCO’s
include both Regular Programme (RP) and extrabudgetary (XB) funded current role and comparative strengths within a currently crowded thematic
activities; area; and at providing indications where the Organization should reposition
involve sectoral and intersectoral activities. itself in the future.
11. The approach to Case Studies gained general approval of the Reference 13. It was compiled from an extensive array of relevant publications, including
Group at the Inception meeting. Additional specific considerations were academic and ‘grey’ literature, and from selected interviews relevant to the
discussed including the following: positioning and activities of UNESCO. Individual sections will, as appropriate,
Cases of good practice are of particular interest from the point of view of contain comparative analysis between UNESCO and other institutions.
learning, including of intersectoral cooperation; Other Features
Larger Projects (such as Korean Funds in Trust and Chinese Funders in
Trust) could be included, noting if recommendations of previous 14. A detailed Evaluation Matrix (Annex F) specifies the evaluation questions
evaluations have been implemented; and sub-questions and indicates the sources of information to be used for each
Emergency work with refugees in relation to teacher training using ICTs is question.
unique to UNESCO and might be of interest; as also might the EQUALS 15. Aspects of Gender Equality were examined in some depth, in relation to
Skills Coalition project; ICT in Education project design, monitoring, and reporting; and in terms of
Two emerging fields of interest are: 1) e-assessment; and 2) Monitoring of compliance with the UNESCO Priority Gender Equality Action Plan.
ICTs in education with UNESCO Institute for Lifelong Learning (UIS) in the
context of the MDGs; 16. The evaluation adopted a participatory approach, involving a variety of
Other Sectors, besides ED and CI, support some Projects that might be relevant stakeholders in a range of modalities in the design and consultation of
worth considering. the evaluation and providing multiple opportunities for consultations and
exchange with key stakeholders. The ERG brought together key UNESCO
Three Case Studies are undertaken. stakeholders and was consulted at critical stages as outlined above. National
Commissions for UNESCO, that include national Ministries and other
Case Study 1: The use of ICT for teacher development, with a focus on stakeholders, were consulted by means of a Survey. Interviewees were
UNESCO’s global priority Africa (Annex J); circulated in advance with the relevant interview Protocol. Draft Case Studies
Case Study 2: Policy Support for ICT in Education; (Annex K); were circulated back to key interviewees and stakeholders for validation, and
Case Study 3: Coordination, Cooperation & Collaboration in ICT in Education other interviewees were often re-contacted for verification of specific issues.
(Annex L). 17. The evaluation also pursued a human rights, gender equality and
culturally–sensitive approach in eliciting and analysing evidence. Although the
external evaluation team itself was not gender balanced, it demonstrated
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relevant competences in applying a gender equality lens in the methodologies between UNESCO and non UNESCO was as follows:
and data gathering instruments. Their longstanding experience and extensive
• •UNESCO HQ 20%; Bangkok Regional Office 12%; Other UNESCO
fieldwork covering various geographic and cultural contexts ensured culturally
Field Offices 12%; UNESCO Category 1 Institute IITE 4%;
sensitive consideration of the evaluation subject.
18. Data gathering relied on a mix of tools and sources. In depth documentary • •Academics and Teacher Training Colleges 18%; Private Sector 13%;
analysis included consulting a range of strategic, research, academic and UN and international bodies 9%; Ministries 8%; Others 4%.
project documentation (a detailed list of documents consulted is available in
22. The four main UNESCO entities involved in ICT in Education, accounting
Annex D supplemented in footnotes and references). One-to-one and two
for the great majority of expenditure in this field, were analysed using extensive
person interviews were completed with 100 people, 88 in person and the rest
and detailed documentary analysis, a large number of the interviews (including
remotely (Annex C), covering a wide spectrum of stakeholders including
Field Visits) with UNESCO staff and other stakeholders, and data from
UNESCO staff in Headquarters, three Category 1 Institutions, eight Field
UNESCO’s SISTER system. Other activities relating to ICT in Education,
Offices, other UN agencies, key donors and implementing partners, national
beyond these four entities, were explored through the SISTER system, and
and international experts in the field, as well as representatives from national
interviews and enquiries to other relevant UNESCO entities.
authorities and the private sector,
23. The evaluation team visited UNESCO Headquarters three times for
19. These were based on Interview Protocols presented in the Inception
discussions with the Reference group and for in-depth consultations with key
Report for different types of stakeholders, and were conducted in a semi-
stakeholders. A Workshop was held with the reference group aimed at
structured manner. A deep qualitative appreciation emerged from these, from
presenting findings and preliminary conclusions and recommendations, as well
a range of sometimes contrasting perspectives, of the characteristics,
as presenting the results of the Theory of Change analysis. Validation Meetings
significance and achievements of the ICT in Education activities in UNESCO,
were also held with senior UNESCO management.
of the obstacles they faced, and the wider environments. Interviews with non-
UNESCO stakeholders yield wider views on UNESCO and on other actors and 24. Three Field Visits were completed between October and November. A visit
processes. to the IITE in Moscow offered insights into the recent major developments in
this Category 1 institute with a core mandate in ICT in Education; the visit to
20. An initial list of entities for interview was drawn up based on suggestions
the UNESCO Regional Bureau for Education in Bangkok explored the ICT in
from the ERG and supplemented by the Evaluation Team. Specific individuals
ED activities of the Office which supports a major region-wide programme in
were selected usually in communication with the appropriate officer in these
ICT in Education; and the visit to the Multi-sectoral Regional Office in Nairobi
entities (within UNESCO, usually the Director). Interviews and other
provided further insights into many ICT in Education projects in East Africa in
communications yielded many additional names and organisations, and these
which the Office played a key role.
were added to the list as deemed appropriate by the Evaluation Team to ensure
representation from all major stakeholder groups. 25. An online survey was administered to the 199 National Commissions for
UNESCO across the world, in order to gain a wider perspective across
21. The final list of those interviewed grew to exactly 100, 48 of whom were
UNESCO Member States views and perspectives at national level on issues
working as UNESCO staff or secondees; and 52 of whom were external
related to ICT in Education and UNESCO’s work in this field. The survey was
(including UNESCO National Commission Members and two Board Members
launched via the UNESCO Sector for Priority Africa and External Relations
of a UNESCO Institute with positions in external bodies.) The breakdown
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(PAX) and was available online for a period of 5 weeks. Participation in the a case by case basis, and the advice of the responsible UNESCO staff was
survey was further solicited through a reminder. A total of 53 respondents from sought. Furthermore, ICT in education has also been mainstreamed
44 countries replied to the survey. In other words, approximately 22% of horizontally across the Education sector portfolio and across some areas of
UNESCO Member responded to the survey. A detailed survey analysis is other Programme sectors. The evaluation therefore required a considerable
attached in Annex I. effort in defining what belongs to UNESCO’s work in ICT in Education.
Strengths 30. The time and resources available did not permit an in-depth evaluation of
a representative sample of individual project results, or the gathering of primary
26. The evaluation is based on a combination of methodologies applied to
data across the ICT in Education portfolio. Thus existing independent
gather a wide range of information and data from different sources, and data
evaluations were examined, alongside project reporting documentation and
collection and analysis are thus designed along multiple lines of inquiry.
supported by the very large number of interviews. The number of independent
Especially, the large number and variety of stakeholders consulted including
evaluations of ICT in Education projects is relatively small, and the UNESCO
UNESCO staff and management, as well as representatives from Member
progress and results monitoring system sometimes offers limited qualitative
States national authorities, civil society, UNESCO National Commissions
insights. This means that the learning that can be extracted remains at the
relevant UN and other intergovernmental and regional organisations, as well as
overall thematic level, with limited application to individual project level.
from the private sector generates comprehensive evidence to duly justify the
findings and conclusions of this report. 31. The fieldwork conducted in the framework of the evaluation was limited
and therefore focused on the collection of data that contributed to the
27. Furthermore, the evaluation used a case study approach to gather in-
elaboration of the specific case studies, but cannot be representative for the full
depth understanding of the working mechanism and results in specific areas
variety of ICT in Education activities implemented in the different UNESCO
covered by the case studies. In addition, the evaluation considered the findings
regions.
of a number of previous UNESCO evaluations relevant to the topic, as well as
external studies, literature and latest research in the field of ICT in Education. 32. The lack of consistent collection of baseline and monitoring data and
assessment of progress towards outcomes limits the about to measure the
Methodological Limitations
effectiveness of UNESCO’s ICT in Education activities
28. The evaluation also faced a number of methodological challenges: 33. The survey administered to the National Commissions of UNESCO
29. There is no clear delineation UNESCO’s ICT in Education projects and provides limited representativeness as answers were received by only 22% of
activities, since the theme does not constitute a distinct and formal programme Member States. Furthermore, selection bias of respondents may be assumed
per se. The area covers a heterogeneous set of interventions, or very different due to the different levels of knowledge and involvement of National
scale and nature and applied at all levels; and ICT are also often included as Commissions in UNESCO’s ICT on Education work, as well as by the above-
just one component of a project among others. Even the use of the term “ICT mentioned absence of a clearly delineated portfolio of ICT in Education.
in Education” can vary across UNESCO entities. While core ICT in Education However, this was carefully taken into account during the analysis. The survey
actors in UNESCO could be readily identified, it was more difficult in the case data also provided qualitative information as supportive evidence for evaluation
of those involved only occasionally or peripherally. These were considered on findings.
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 F. Evaluation Matrix
Top-level evaluation questions correspond to the five Key Dimensions under which the findings are presented. The Matrix includes sub-questioned and Sources
Evaluation Questions Sub questions and elaborations Sources
Sources
of of
information
Information Sources
Eva
1. UNESCO’s comparative strengths in ICT in contributing to the 2030 Agenda through ICT in
Education:
1.1. Is UNESCO, as compared to 1.1.1 In which areas within the field of ICT in education does UNESCO have particular - Review of ICT in Ed (to be completed
other organisations such as strengths? What are these strengths? by Consultants)
Commonwealth of Learning, 1.1.2 What are the strengths and scope of other main actors in the areas in which - Mgt. and staff in ED, CI, BSP, field
OECD and European Union, UNESCO is active, and how do they compare? offices, IITE;
best placed in terms of 1.1.3 Do these compete with or collaborate with UNESCO (or both) and in which specific - External experts;
contributing to the 2030 Agenda areas? - MS & non-MS donors/partners/
through ICT in education? networks.
- Case Studies
- Survey
1.2. Is ICT in Education appropriately 1.2.1 In what ways is ICTs in Education included explicitly and implicitly referenced in - Mgt., staff in ED, CI, BSP, field offices,
prioritised by UNESCO in terms Agenda 2030? IITE;
of its contribution to the Agenda 1.2.2 Is this appropriately reflected in the current C/5, and specifically the manner in - UNESCO Strategic and planning
2030? which ICTs in Education has been mainstreamed in terms of Expected Results? documents;
1.2.3 If a higher priority is justified, how would this be expressed in practice? For instance - Case Studies
through higher visibility within the C/5, additional resources, or enhanced
coordination?
105
 1.3. How can UNESCO strategically 1.3.1 Are there additional areas in which UNESCO has the potential to develop a specific - Review of ICT in Ed;
position itself within the UN strength, based on its mandate, positioning and resources? - Experts including private sector assoc.;
family and towards external 1.3.2 What courses of action could UNESCO take to position itself strategically in relation - Mgt. and staff in ED, CI, BSP, field
stakeholders, in particular the to its actual and potential strengths? offices, IITE;
private sector considering the 1.3.3 Which UNESCO tools are useful and have advantages for use in ICT in ED - MS and non-MS Donors/Partners
evolving expectations and new initiatives? - Survey
opportunities to expand the 1.3.4 Does UNESCO have a clear and coherent position regarding its engagement in
scope and quality of the work in partnerships with the private sector, in relation specifically to their respective
ICT in Education? mandates to pursue the public interest and to maximise shareholder return?
1.3.5 What are UNESCO key development partners, including the UN family; what are
their respective strengths; and how are they positioned in relation to each other?
1.4. Are the two Global priorities 1.4.1 To what extent are the Priority Gender Equality Action Plan, and Priority African - UNESCO Strategic and planning Docs;
Gender Equality and Africa Strategy, and their Indicators, reflected in planning and in implementing ICT in Programme work plans/Project
effectively mainstreamed in the Education interventions? In what ways? documents.
implementation of ICT in 1.4.2 Are vulnerable groups, including persons with learning challenges including - ED, CI, GED, Field Office Staff;
Education initiatives, and in disabilities, and crisis-affected populations that can benefit from ICT in education, - Case Studies
particular are UNESCO targeted by ICT in Education interventions? Which ones? Should they have a - Survey
interventions targeting the most higher strategic priority in view of the 2030 Agenda ‘No one left behind’?
vulnerable or disadvantaged
groups?
2. Internal Coordination and Coherence throughout the Organization:
2.1. Have UNESCO’s organizational structure, 2.1.1 In what ways, and with whom, do different entities/units currently - Mgt., staff in ED, CI, BSP, field offices,
working methods, managerial support, communicate, coordinate and collaborate with others entities in UNESCO? IITE;
role distribution and coordination 2.1.2 Would there be benefits to better/more communication, coordination, inter- - UNESCO Strategy docs; Progress
mechanisms adequately assisted in the sectoral cooperation and communication between ED, CI, IITE etc.? What reports, relevant evaluations
delivery of its initiatives in ICT in benefits could be envisaged in the different areas of work? - MS & non-MS donors/Partners/
Education in an efficient and effective 2.1.3 How could these be put into in practice? e.g. more inter-sectoral projects? networks
way? A dedicated coordination function? Staff secondments? Other? - Case Studies
2.1.4 What have been the bottlenecks/obstacles for in the past, and what works
well?
106
 2.2. Are resources adequately 2.2.1 Are financial resources considered adequate to meet the work - Mgt, staff in ED, CI, BSP, field offices,
allocated/shared/ distributed, given the programme in the different areas of work, by those planning and IITE;
comparative strengths of different implementing them? Do the funds actually allocated and mobilised - UNESCO Strategy docs; Programme
sectors/units and the potential of approximate those considered to be required, and, if not, what are the and budget documents, Progress
intersectoral cooperation? consequences? reports;
2.2.2 Are there areas of overlap or duplication, or any gaps in the allocation of - Case Studies.
resources? Would a different distribution of financial/human resources
have a greater impact overall? How?
2.2.3 Is the expertise, professional development and support for staff working on
ICT in education adequate to achieve the set goals?
2.2.4. What is the balance between RP allocation and XB resources? Do these
resources complement each other?
2.3. What criteria/mechanisms could support 2.3.1 How could inter-sectoral collaboration in this area gain a higher priority - Mgt. in ED, CI, BSP, field offices ;
priority setting by Member States and among Member States, especially in view of UNESCO’s comparative - Member States;
resource allocation for inter-sectoral strengths in responding to challenges by contributing to the Agenda 2030 - UNESCO Strategic and Planning docs;
collaboration? in a holistic and universal manner?
2.3.2 What mechanisms would translate this into more resource allocation?
2.4. How can the Organization best manage 2.4.1 In what ways could a common vision and objectives across UNESCO for - Mgt. in ED, CI, BSP, field offices , IITE
the work in this area in the future, in a ICT in education in practice be devised and agreed? - ADGs ED and CI; Mgt and staff sectors
coherent and coordinated manner, in 2.4.2 Is there potential for developing a common Theory of Change for ICT in and IITE
particular regarding the respective role Education in UNESCO? Would it be useful, and in what ways? - Case Studies
and capacity of the ED and CI sectors, 2.4.3 What other means could be deployed to improve the coherence and
and by best utilising the potential of IITE coordination of the different bodies?
and other relevant Category I Institutes? 2.4.4. What have been/are the advantages of each entity working in the field of
ICT in Education and what have been/are the current obstacles/bottlenecks
for coherence and coordination, and what has worked well?
2.5. What is the optimal role distribution 2.5.1 What are the core roles of the different unit/division/Sector in this area? - Mgt. in ED, CI, BSP, field offices ;
among the different UNESCO entities? How are they differentiated from others, and is there overlap? - ADGs ED and CI;
2.5.2 What, if any, less important roles do entities have that could be - Strategic Docs.
consolidated elsewhere in UNESCO? What new roles could the respective Case Studies
entities take on?
107
 3. Partnerships, cooperation and fundraising:
3.1. Was advocacy for ICT in Education 3.1.1 Which donors and stakeholders do respective Unit/Divisions interact and - MS & non-MS donors/partners/
strategically and effectively pursued with collaborate with? About what? Do different entities work with the same networks;
donors and relevant stakeholders to partners? - Mgt. in ED, CI, BSP, field offices, IITE;
mobilize partnerships and additional 3.1.2 Are there examples of effective advocacy, and others in which advocacy is - UNESCO Strategy docs; Progress
resources, in particular with a view to more effective? What are they? reports
UNESCO’s critical financial situation in 3.1.3 How many partnership and what volume of resources were mobilised - Case Studies
recent years? through advocacy during the period covered by the evaluation? - Survey
3.2. What future opportunities are emerging 3.2.1 Which areas of ICT in Education are gaining prominence internationally? - Review of ICT in Ed;
and how can UNESCO best capitalize on 3.2.2 Which is UNESCO positioned well to increase its presence in? - MS & non-MS donors/partners/
these? networks;
- Mgt. in ED, CI, BSP, field offices, IITE;
- Case Studies and Other experts;
3.3. How can UNESCO further capitalize on 3.3.1 With respect to: Category 2 Centres (INRULED and ICHEI in China, - Category 2 Centres
its outreach entities and networks? affiliated to ED; and Centres in Bahrain and Brazil, affiliated to CI), - Mgt., staff in ED, CI;
UNESCO Chairs, UNEVOC Centres and ASPnet schools? - Case Studies
4. Results and Sustainability:
4.1. What progress has been made in 4.1.1 With reference to the ERs and PIs, and other relevant parameters set by - Project/Programme Docs, evaluations
achieving the respective objectives in the the various unit/Divisions and entities. etc.;
field of ICT in Education, and what have 4.1.2 What evidence is available to document these results, for instance from - Management Docs;
been the key achievements in the evaluations etc. - Mgt.and staff in ED, CI, Field offices ,
different dimensions? IITE;
- Case Studies and Survey
4.2. What are main challenges and enabling 4.2.1 What factors have been influencing the achievement or non-achievement - Mgt.and staff in ED, CI, field offices ,
factors that have been and are being of objectives, both internal in relation to implementation, and externally IITE;
encountered in achieving results? relating to context? - Project/Programme Docs, evaluations
4.2.2 What evidence is available for these, and to document learning gained? etc.;
- Case Studies, SISTER reports
4.3. Have UNESCO’s interventions reached 4.3.1 Which groups have been affected by UNESCO’s interventions, and how do - Mgt., staff in ED, CI, ROB, RON, IITE;
the intended target groups, especially these compare with the planned target groups? Is information gathered that - Project/Programme Docs, evaluations
those most in need, in the field of ICT and enables the monitoring of this? etc.;
Education? - Case Studies, SISTER Reports
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 4.4. Have UNESCO’s interventions in ICTs in 4.4.1 Are intervention outcomes for gender equality and vulnerable groups - Mgt., staff in ED, CI, GED, ROB, RON,
Education reached those vulnerable assessed following appropriate and available methodologies (for instance IITE;
groups, including girls and women? from the Gender Focal Point?) - Project/Programme Docs, evaluations
4.4.2 Has remedial action been taken where issues are identified? Are there etc.;
examples? - Case Studies
4.5. What provisions have been made to 4.5.1 What conditions have been put in place during the time-period covered by - Mgt., staff in ED, CI, field offices, IITE;
ensure sustainability of results? the evaluation, and could be put in place in future, to enhance the potential - Project/Programme Docs, evaluations
for financial, institutional and political sustainability? etc.;
Case Studies.
5. Visibility and Communication:
5.1. To what extent have UNESCO’s 5.1.1 What examples are there of where UNESCO’s success is acknowledged, - MS & non-MS donors/partners/
achievements in the area of ICT in including the difference UNESCO’s contributions have made? networks;
education been visible internally and to - External experts;
external stakeholders? - Mgt. in ED, CI, field offices, IITE; DG
speeches
5.2. Are the current planning, programming, 5.2.1 What examples are there of actions that have been most effective, and - Mgt. in ED, CI, BSP, ROB, RON, IITE;
monitoring and reporting systems and least effective, in generating visibility and recognition? Why have these Strategic and programming documents,
tools adequate to provide the required worked or not? Progress reports.
visibility and recognition of UNESCO’s 5.2.2 Do current monitoring and reporting systems generate the data required for Case Studies
work in this field? achieving visibility and recognition? Are appropriate indicators used?
5.2.3 During and after implementation, is achieving visibility and recognition
given sufficient priority and resources by the units/division or entities
responsible?
5.3. How does the way in which this line of 5.3.1 ICT in education no longer has a specific Expected Result associated with - Mgt. in ED, CI, BSP, field offices , IITE;
work is reflected in the C/ 5 Programme it in the 39/C5 for Education. To what extent does this affect visibility, the
and Budget impact on its visibility, potential for coordination, and the ability to assess impact or to attract
communication and possibly, funding and donor funding? Are there other effects?
longer-term impact? 5.3.2 Is this form of mainstreaming most appropriate at this stage of the
development of the field of ICT in Education? Why? Why not?
5.4. To what extent have other UNESCO 5.4.1 Are there examples where such wider communication has been effective, - Mgt. in ED, CI, BSP, field offices , IITE;
networks and partners been involved in and what the results have been? Why did they happen? - MS & non-MS
contributing to the communication? donors/partners/networks
- Survey
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 G. Theory of Change
110
Theory of Change of the field of ICT in Education Education, proposed among the recommendations here. A Theory of Change
exercise, including workshops and extensive discussion, and supported in this
A Theory of Change approach played a significant part in this evaluation. It case by BSP (who have offered to do so), must be a fully participative process
informed the evaluation questions and was deployed as a tool to facilitate the and can only succeed with active inputs from key stakeholders. Several
process of developing a common understanding of ICT in Education among purposes can be served through a Theory of Change process, if it is
UNESCO entities. appropriately integrated wider the RBM process. It can:
A first step was to draw a Theory of Change Map that would illustrate the implicit lead to a convergence of understanding on the potential contribution of
logic within the existing C/5, drawing also on the current set of interventions ICTs in Education to the various outcomes sought
implemented by different UNESCO entities. This was presented to the clarify the logic of diverse interventions and their inter-relationship, and
Reference Group at its first meeting and is contained in an Annex to the
hence contribute to strategy development for the field as a whole
Inception Report.
support a gap analysis, to indicate where UNESCO potentially should be
The ToC Map presented here differs from the previous one in three key more active; and also assist in prioritisation though the identification of
respects.
bottlenecks
First, although the overall top level objective of the two maps is similar, the raw help position UNESCO in relation to others actors in ICT in Education,
material to build this map came not from existing UNESCO projects and particularly if the specific areas of influence of other actors are also mapped
actions, but from the overall research and especially from the interviews with
on
stakeholders inside and outside UNESCO, which enabled the research team to
discern emerging ‘pathways of change’. support a strategic review process, through revisiting the Theory of Change
and assessing the how what worked well and did not, and why.
Second, this map does not focus narrowly on how ICTs influence this final
objective. It takes a broader perspective, and explores the key general Additional relevant comments from the Reference Group Workshop included
preconditions to the main objective, and to which ICT in education can the following:
contribute. Thus the top layer or preconditions (coloured in blue) comprises
The implicit scope of ICT is too narrowly defined by the map, confined by
general preconditions to high quality education systems and lifelong learning
for all. traditional approaches to and definitions of education.
The transformative potential of ICT in Education for teaching and learning
Third, this attempts to map ICT in Education not just from the perspective of
are such that the immediate impact on the education sector and the longer
UNESCO and the areas is which it is active, but from the perspective of all
stakeholders in ICT in Education. The goal is to generate comparative insights term implications must be distinguished, moving from ICT as an input into
into areas in which UNESCO is strong, and where it is less active. education towards ICT-focused learning
It does not reflect UNESCO’s current organization-wide interest in AI and
The map was presented and discussed at the second Reference Group
meeting in January 2019. However, the research team was careful not to make frontier technologies
extravagant claims for it. It is intended only to be illustrative of an approach and It does not explicitly reference the potential to contribute to Agenda 2030
to begin a debate, and its specific content is no more than a first approximation. Goals, not just SDG4 but also others, and indeed the EFA objectives
In fact, although some refinements were added after the meeting, several The assumptions built into the Theory of Change model, and the relevant
Reference Group comments would merit more fundamental amendments to evidence base, will be critical to understanding the dynamics – including
this map. The research team considers that further elaboration should await a the basic assumption as to the circumstances in which ICT in Education
more comprehensive Theory of Change development process for ICT in can improve the quality of and access to education
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 Further developed, such a Theory of Change could be utilised as a tool to The above two levels comprise the outcomes that are sought, in terms of
map areas of work of all UN agencies, and to help coordinate the different education in general (blue boxes) and in terms of what is needed in the field of
agencies. ICT in education (yellow boxes) to contribute to these.
The green boxes refer to a more specific level of outputs that, in general, can
Reading the Theory of Change Map. be achieved directly in the field of ICT in education. Although not precisely,
these are more likely to be the product of specific projects and actions. They
represent an array of outputs that result from a wide range of actions, and are
A theory of change map is normally read from the top down, beginning with the
often preconditions to other outputs. Similar types, for instance ICT learning
ultimate objective or impact sought and working through layers of preconditions
tools and teacher training needs, are grouped together (in larger grey boxes),
to achieving it.
for convenience.
A first layer of seven preconditions, in blue, begins to trace the logic back from
Along the bottom are as set of issues, conceived of as problematic
this ultimate goal. As noted above, these pertain to education in general and
preconditions that ultimately motivate actions by stakeholders. Some relate to
not specifically to ICTs. They comprise many of the factors or circumstances
education in general, and others to the preconditions for effective deployment
that underpin a quality system of education and lifelong learning for all, and
of ICT in Education.
without which it cannot exist. The horizontal arrows connecting these boxes
indicate their mutual interdependence, in the general sense that they are Theory of Change takes its name from being a representation of how change
preconditions of each other. happens, a theory of the specific set of dynamics that can lead to achieving a
long-term goal, and an understanding of the logical pathways towards
It is only in the layer beneath that ICTs begin to appear. These yellow boxes
achieving the outputs and outcomes along the way. The arrows indicate steps
represent ICT-related preconditions to the more general ones above; or the
in the logical sequence. However, at the same time, they therefore also
specific preconditions that would enable the potential of ICT in Education to be
represents points at which stakeholders can take action to move the logic
realised in the general education environment.
forward, by contributing to the achievement of an output or outcome. Thus
Thus preconditions to “appropriate learning environment and infrastructure is projects and interventions are represented by arrows, and in the map attached
available”, in terms of ICT in education, are: “Access to computers, mobile a few transparent boxes overlaid on the arrows represent, for illustrative
devises, connectivity and servers” and that “ICT learning tools are available for purposes, UNESCO projects.
teachers and learners”. Many other preconditions must be place to ensure an
UNESCO’s specific actions are traced in purple-dashed arrows, the thicker the
appropriate learning environment, but these are key ones that relate to ICT in
line the greater the focus of UNESCO on that area. Again, these are only
Education.
illustrative and approximate. Other stakeholders are also contributing to these
Similarly, the precondition that the “curriculum is relevant to realising all aspects areas, and also contributing to areas in which UNESCO is not active and, in
of learner’s needs” (the central blue box) has in turn the preconditions, relevant principle, the interventions of other main actors could also be traced on this
to ICT in Education, that “curricula, including digital literacy and use of map.
technology, are available” and that “relevant OER are available”.
Another important component of a Theory of Change are the assumptions that
incorporated into it. A couple of these are indicated on the right hand column
of boxes, under the areas of Impact, Outcomes and Outputs. In a full Theory of
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Change, numerous assumptions would be spelled out and the evidence for
them included.
A Theory of Change Map is a graphic representation that summarises a
comprehensive Theory of Change narrative. Such a narrative, not only
describes all the key pathways of change, their logic and assumptions, but also
goes in depth into how an organisation seeks to influence them. Thus for
UNESCO the narrative would describe the key actions and objectives sought
by its interventions (mainly projects), along with their budgets; the relationships
between them; and indicators by which success can be monitored. In short, the
Theory of Change is not only compatible with UNESCO programme
management systems, it could essentially comprise a thematic areas within the
C/5, fleshed out with a wider RBM approach, in so far as it related to ICT in
Education.
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 Do current structures and working methods maximise the potential of this
H.Data collection instruments cooperation?
What are your suggestions to improve these, to enhance synergies,
The following contains an indicative set of interviews protocols, following by the efficiencies, through management structures or practical mechanisms?
outline contents of each of the three Case Studies Are financial and human resources adequate to meet expectations?
Partnerships and fundraising
Interview protocols
From a Member State perspective, do you consider UNESCO's approach
Specific, tailored Interview protocols were developed from the Evaluation to strategic partnerships and mobilising resources in ICT in Education as
Matrix, selecting the questions and sub-question of most relevance to different adequate? Is it clear and consistent? Is it effective? If so, in what ways?
informants, and refining them to the circumstances and to the specific How could it be improved?
methodological component in point (such as a Case Study). As appropriate (donor / recipient country) : What value does your country
Where requested, a tailored interview protocol was sent to informants in attach to its support and partnership with UNESCO in the field of ICT in
advance. ED? How does it view the long-term benefits?
Who are strategic key partners (apart from UNESCO entities)? Has
The following are indicative examples adapted to the type and level of
UNESCO succeeded to establish effective relationships?
stakeholder interviewed.
In future partnerships, and areas of growth, what are the key opportunities
for UNESCO?
Indicative Interview Protocol: Member State delegations Results and Sustainability
/government representatives What have been the most important results and key achievements of
Comparative Strengths and Priorities UNESCO, in line with its objectives, since 2014? How can these be
What is the current state of ICT in Education in your country, what are the sustained in the future?
key trends and needs at this point, and what are future priorities? In what ways have these impacted on more vulnerable and marginalised
What are the specific strengths and contributions that UNESCO /UNESCO targets groups, including women and disadvantaged groups? What is the
networks currently offer nationally, regionally, globally in relation to ICT in potential impact on gender equality?
Education that sets it apart from other organisations? What are the biggest challenges UNESCO is facing for expanding this area
Does UNESCO give sufficient priority to ICT in Education? Should it be of intervention and achieving enhanced results in the future?
doing more/engage differently? Visibility and Communications
Which areas are rising in importance, regionally, globally, that UNESCO
Do you think that UNESCO’s achievements in the field of ICT in Education
could and should become more involved in?
are visible and well communicated?
Coordination and Cooperation across UNESCO Does UNESCO’s work have appropriate visibility and recognition within
To what extent and in what major ways do UNESCO entities (HQ, Field UNESCO’s planning, programming, budget and reporting systems? What
could be improved, and how?
Offices, and Institutes) cooperate and collaborate?
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Indicative Interview Protocol: UNESCO Staff Coordination and Cooperation across UNESCO
Comparative Strengths and Priorities To what extent and in what major ways do UNESCO entities (HQ, Field
Offices, and Institutes) cooperate and collaborate?
What are the specific strengths and contributions that UNESCO /UNESCO
Would there be benefits to better/more communication, coordination, inter-
networks currently offer in ICT in Education that sets it apart from other
sectoral cooperation and communication between ED, CI, IITE etc.? What
organisations?
are their respective core roles and strengths?
Are there additional areas in which UNESCO has the potential to develop
Do current structures and working methods maximise the potential of this
a specific strength, based on its mandate, positioning and resources? If so,
cooperation?
how should they go about it?
What are your suggestions to improve these, to enhance synergies,
Does UNESCO complete or collaborate – or what combination – with other
efficiencies, through management structures or practical mechanisms?
international actors?
Are financial and human resources adequate to meet expectations?
Which areas are rising in importance, regionally, globally, that UNESCO
Has your entity provided financial support for inter-sectoral cooperation? If
could and should become more involved in?
so how and when?
Is the contribution that ICT in Education can potentially make to Agenda
In what ways could a common vision and objectives across UNESCO for
2030 adequately reflected in the current C/5, including in the way it has
ICT in education in practice be devised and agreed?
been mainstreamed in the ERs?
Is there potential for developing a common Theory of Change for ICT in
If a higher priority is justified, how could this be expressed in practice? For
Education in UNESCO? Would it be useful, and in what ways?
instance through higher visibility within the C/5, additional resources, or
enhanced coordination? Partnerships and fundraising
Does UNESCO have a clear and coherent position regarding its
Do you consider UNESCO's approach to strategic partnerships and
engagement in partnerships with the private sector, in relation specifically
mobilising resources in ICT in Education as adequate? Is it clear and
to their respective mandates to pursue the public interest and to maximise
consistent? Is it effective? If so, in what ways? How could it be improved?
shareholder return?
Which donors and stakeholders do respective Unit/Divisions interact and
What are UNESCO key development partners, including the UN family;
collaborate with? About what? Do different entities work with the same
what are their respective strengths; and how are they positioned in relation
partners?
to each other?
Who are strategic key partners (apart from UNESCO entities)? Has
To what extent are the Priority Gender Equality Action Plan, and Priority UNESCO succeeded in establishing effective relationships?
African Strategy, and their Indicators, reflected in planning and in
In future partnerships, and areas of growth, what are the key opportunities
implementing ICT in Education interventions? In what ways?
for UNESCO?
Are vulnerable groups, including persons with learning challenges including
How can UNESCO further capitalize on its outreach entities and networks
disabilities, and crisis-affected populations that can benefit from ICT in
including e.g. Category 2 Centres, UNESCO Chairs, UNEVOC Centres and
education targeted by ICT in Education interventions? Which ones?
ASPnet Schools?
Should they have a higher strategic priority in view of the 2030 Agenda ‘No
one left behind’?
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Results and Sustainability Coordination and Cooperation across UNESCO
What progress has been made in achieving the objectives in the field of ICT Partnerships and fundraising
in Education, and what have been the key achievements in the different From your organisation’s perspective do you consider UNESCO's
dimensions? approach to strategic partnerships and mobilising resources in ICT in
What factors have influences success and failure in the different areas? Education as adequate? Is it clear and consistent? Is it effective? If so, in
In what ways have these impacted on more vulnerable and marginalised what ways? How could it be improved?
targets groups, including women and disadvantaged groups? What is the What value does your organisation attach to attach to its support and
potential impact on gender equality? partnership with UNESCO in the field of ICT in ED? How does it view the
What are the biggest challenges UNESCO is facing for expanding this area long-term benefits?
of intervention and achieving enhanced results in the future? In your organisation’s interactions with various UNESCO bodies, how
Visibility and Communications effective is cooperation and coordination between the different parts of
UNESCO?
Do you think that UNESCO’s achievements in the field of ICT in Education
Who are your other strategic key partners in this field (apart from UNESCO
are visible and well communicated?
entities)?
Does UNESCO’s work have appropriate visibility and recognition within
In future partnerships, and areas of growth, what are the key opportunities
UNESCO’s planning, programming, budget and reporting systems? What
for UNESCO?
could be improved, and how?
To what extent have other UNESCO networks and partners been involved Results and Sustainability
in contributing to the communication? What have been the most important results and key achievements of your
own organisation in the field of ICT in Education, since 2014?
What have been those of UNESCO?
Indicative Interview Protocol: External Partners (non-
In what ways have the latter impacted on more vulnerable and marginalised
governmental and private sector) targets groups, including women and disadvantaged groups? What is the
Comparative Strengths and Priorities potential impact on gender equality?
What are the relative strengths and scope of your organisation’s What are the biggest challenges your organisations faces for expanding
involvement in ICT in Education? this area of intervention and achieving enhanced results in the future?
In the areas of ICT in Education in which your organisation is involved, what Visibility and Communications
are the key trends and needs at this point, and what are future priorities?
Do you think that UNESCO’s achievements in the field of ICT in Education
What are the specific strengths and contributions that UNESCO /UNESCO
are visible and well communicated?
networks currently offer nationally, regionally, globally in relation to ICT in
Does UNESCO’s work have appropriate visibility and recognition within
Education that sets it apart from others?
UNESCO’s planning, programming, budget and reporting systems? What
Which areas are rising in importance, regionally, globally, that UNESCO
could be improved, and how?
could and should become more involved in?
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 38. Referring to ICTs and OERs, MP2 states: “Flexible and accessible learning
Case Study Outlines: opportunities through ICTs and OERs have great potential to contribute to
Case study 1: The use of ICT for teacher development. meeting the SDGs and education for all.”
Focus of case study 39. It also says: “Close cooperation will be sought with the Communication
34. Teacher development is a central area of UNESCO work in ICT in and Information Sector on the work regarding the Information and
education. This includes: Communication Technologies-Competency Framework for Teachers (ICT
CFT), OERs and the Broadband Commission.”
The use of ICT and ODL for the training and professional
development of teachers 40. MP5, Communication and Information, include MLA 2: “Building
knowledge societies through ICTs by enabling universal access to, and
Training teachers in the pedagogic implementation of ICTs in
preservation of, information and knowledge.”
education
The development of new curricula, OERs and digital resources 41. It states: “Innovation in ICTs for learning and equal participation in societal
development, will be essential for the achievement of SDGs 4 and 11, which
35. The case study will focus on the use of ICT and ODL for the training and call for equitable and inclusive access to quality education for lifelong learning,
professional development of teachers, in how UNESCO projects are supporting including the most marginalized social groups.” Actions include “Fostering
the use of technology for teacher development. It will examine the use of the quality education and lifelong learning (SDG 4), including through ICT
ICT Competency Framework for Teachers, and the development and Competency Framework for Teachers, open distance and flexible learning,
implementation of open distance and flexible learning and OER for teacher Open Educational Resources (OER) and Media and Information Literacy (MIL)
development. initiatives.”
Background Objectives and Contribution to Evaluation Questions
36. Agenda 2030 explicitly seeks to substantially increase the supply of well- 42. The overall objectives of Case Study 1 are to describe the range of
qualified teachers (SDG 4 (c)), drawing on international forms of development UNESCO activities in the use of ICT for teacher development; to review the
and co-operation where necessary, and creates a target for teachers through outcomes; to consider the nature and quality of cooperation and collaboration
the commitment to “substantially increase the supply of qualified teachers, both with external partners and internally between UNESCO entities; to
including through international co-operation for teacher training in developing examine the extent and ways in which gender equality and vulnerable groups
countries, especially the least developed countries and small island developing are included; and to review future plans and trajectories.
countries” by 2030.
43. This Case Study, contributes to a number of the Evaluation Questions.
37. Under the current UNESCO C/5 2018-2019, MP1 Education, the Specifically, these include the following (see Annex 3 for details):
Education Sector’s MLA 1 (Support Member States in the implementation of
SDG4) ER5 specifies: “National teacher policies developed and /or 1. UNESCO’s comparative strengths in ICT in contributing to the 2030
implemented and teacher training programmes improved to increase the supply Agenda through ICT in Education: Sub-questions 1.1., 1.2 and 1.4. A
particular focus will be on sub-question 1.4: Are Global priorities
of qualified and motivated teachers (contributing to SDG targets 4.c, 4.1 and
Gender Equality and Africa effectively mainstreamed in the
4.2). implementation of ICT in Education initiatives.
2. Internal coordination /coherence throughout the Organization: Sub-
117
 questions 2.1, 2.2, 2.4, 2.5 A Theory of Change approach will be applied to examine the causal
3. Partnerships, cooperation and fundraising: All Sub-questions pathways leading to outcomes in enhanced education, and an
4. Results and Sustainability: All Sub-questions Outcomes Framework produced.
5. Visibility and Communication: Sub-question 5.1
Breadth of study Case Study 2 Outline: Policy Support for ICTs in Education
44. The case study will examine the context for development. It will provide an Case Study Focus
overview of origins and growth of UNESCO work in this area, across different
47. A key strength of UNESCO is its relationship to governments and national
entities and regions. It will focus more closely on the work in recent years
institutions as a legitimate and technically competent partner in education policy
including in Ethiopia, Uzbekistan and Cambodia, taking in initial teacher training
development and implementation, from facilitating the convening of
and continuing professional development. It will then consider projects and
stakeholders internationally, to supporting agreement on norms and standards,
developments in sub Saharan Africa including through the CFIT and KFIT
to providing technical expertise in deployment. This case study will focus on
programmes.
different levels on UNESCO participation, globally, regionally and nationally, in
45. As an example, particular attention will be paid to work in Rwanda. The policy support related to ICTs in Education in the period since 2014 across
case study will include policy and implementation, the capacity development in different geographical regions.
teacher training institutions, curriculum planning and development, Open and
Background
Distance Learning and Mobile Learning and e-assessment. It will examine the
use of the UNESCO Competency Framework for Teachers and the 48. Under the current UNESCO 39 C/5 2018-2019, several ERs under the
development and use of Open Educational Resources for teacher Education Sector’s MLA 1 (Support Member States in the implementation of
development. It will examine national ownership of projects and the SDG4) refer specifically to supporting improved policies and plans that address:
mainstreaming and sustainability of project initiatives “access to equitable and quality ECCE, primary and secondary education” (ER
1); “global efforts to enhance, scale up, including through ICTs, and monitor the
Methods
acquisitional skills and lifelong learning opportunities…” (ER 3); “equitable,
46. The methodology will include: affordable and quality assured higher education…” (ER 4); and “expand
inclusion in education for vulnerable populations, with particular attention to
A detailed examination of documentation and literature
Face-to-face interviews in UNESCO HQ (including some already persons with learning challenges, including disabilities, and to crisis-effected
completed) populations” (ER 8).
In Moscow with the IITE (completed) 49. In terms of the focus for actions this is expressed as follows:
The UNESCO Regional Office for Eastern Africa in Nairobi and with
other stakeholders there (scheduled for mid-November) “Developing ICTs in education policies and relevant standards:
In a possible side visit, to be confirmed to Rwanda or another country, Based on the Qingdao Declaration on leveraging ICTs to achieve
during the above visit Education 2030, UNESCO, with its category 1 Institute for
Virtual interviews with a range of relevance stakeholders including Information Technologies in Education (IITE), will reinforce its
UNESCO partners engagement in support of the formulation and implementation of
Questions included in the online Survey Questionnaire to UNESCO ICTs in national education plans, policies and standards.” (p.55)
National Commissions 50. The CI Sector’s MLA 2 (Building knowledge societies…) includes ER 2
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“Members states have taken measures to promote universal access to 55. Types of policy related interventions will include the following:
information through open and inclusive solutions and innovative use of ICTs for
sustainable development”, and PI 1 comprises: “Number of Members States Regional processes and events that bring together governmental and
which have formulated policy frameworks… , including to mainstream Open institutional actors, a goal of which, in relation to ICT in Education, is
Solutions through OER, OA and ICT’s for Education. enhancing international dialogue and exchanges, developing agreed
51. Thus the mandate to support policy development, including through the normative statements or standards, and encouraging active cooperation
use of ICTs, in the context of SDG 4 marks this out as a central UNESCO at policy level and in policy-related activity such as research;
activity. Supporting the development or updating of national Master Plans for ICT
in Education, including through Workshops, research, and expert advice
Objectives and Evaluation Questions Addressed
and support;
52. The overall objectives of Case Study 2 are to describe the range of Supporting the development of specific policy areas of relevance to ICT in
UNESCO activities in this area; to review the outcomes; to consider UNESCO’s Education, including policies for OER, for Teacher Training, and for
position in the global landscape of ICT in Education, the nature and quality of reaching vulnerable populations.
cooperation and collaboration both with external partners and internal Research and publications published and supported of direct relevance to
coherence and cooperation between UNESCO entities; to examine the extent policy in the area.
and ways in which gender equality and vulnerable groups are included; and to
review future plans and trajectories. Methods
56. The research methods will include:
53. This Case Study, given the breadth of its scope and the number of
stakeholders involved, contributes to the majority of the Evaluation Questions, Detailed examination of documentation and literature;
including the following (see Annex 3 for details): Face-to-face interviews
1. UNESCO’s comparative strengths in ICT in contributing to the 2030 o in UNESCO HQ (including some already completed)
Agenda through ICT in Education: Sub-questions 1.1., 1.2 and 1.4. o in Moscow with the IITE (completed)
2. Internal coordination /coherence throughout the Organization: Sub- o in Bangkok Regional Office and with relevant stakeholders in the Thai
questions 2.1, 2.2, 2.4, 2.5 policy context as well as other cluster countries in the region
3. Partnerships, cooperation and fundraising: All Sub-questions (scheduled October 19th - 25th)
4. Results and Sustainability: All Sub-questions o in a possible additional visit or through remote assessment to be
5. Visibility and Communication: Sub-question 5.1 confirmed, in Cambodia, Bhutan, Philippines, or elsewhere, to take
place during the above visit, or in mid-November
Breadth of the Study
Virtual interviews with a range of relevance stakeholders and UNESCO
54. The Case Study will cover both RP-funded and XB-funded activities partners including national level stakeholders, private sectors and UN
implemented individually and in collaborations, by relevant UNESCO Sectors agencies, in the respective countries, Questions included in the online
and Division in HQ, mainly CI and ED; the Field Offices; and Category 1 Survey Questionnaire to UNESCO National Commissions
Institutes including especially the IITE.
119
 A Theory of Change approach will be applied to examine the causal Objectives and Evaluation Questions Addressed
pathways leading to outcomes in enhanced education, and an Outcomes 60. This Case Study will explore the existing expertise and knowledge in the
Framework produced. various entities of UNESCO, in the global context, and the implications of the
57. A detailed list of stakeholders consulted will be provided in the case study absence of such a clear mandate and strategy in this area. It will explore
report. practical instances of where cooperation and collaboration within UNESCO can
enhance results, the challenges that exist in relation to this, and potential
examples of solutions.
Case Study 3: Coordination, Cooperation and Collaboration 61. The outputs will be:
in ICT in Education, within and outside UNESCO
1. A review of the current activities, expertise and strengths of various
Case Study Focus
UNESCO entities in the field of ICT in Education, in the wider global
58. The focus is on the nature, quality and extent of coordination, cooperation context;
and collaboration in the field of ICT in Education, within UNESCO and as it 2. An examination of examples of effective cooperation and collaboration,
reaches out to partners and other stakeholders; the benefits and shortcomings both internally between UNESCO entities and with external partners,
of recent developments and the current situation; and what opportunities might including the reasons for this and the conditions that make it effective;
arise to bring about an improvement in outcomes for UNESCO’s action in the 3. A consideration of the wider picture of intersectoral, external partnerships
field. arrangements and for UNESCO, the background and current processes of
strategic transformation;
Background
4. Insights into the desirability or otherwise of the development of a coherent
59. ICT in Education emerged in UNESCO from several directions, reflecting framework for ICTs in Education;
the rise of interest in this area globally in recent decades as a means to improve 5. A consideration of challenges , including management structures and
the quality of education and the reach of education actions. Among UNESCO mechanisms, that might hinder better cooperation;
entities active from about 2000 onwards was the IITE, the Regional Office in 6. An exploration of mechanisms that might enhance the cooperation and
Bangkok, the Education Sector and the Communication & Information Sector. coordination between UNESCO entities in this field in including information
As actions were developed, cooperation and collaboration grew organically and knowledge exchange.
between these. But these are not pulled together in the form of a single
coherent UNESCO strategy or framework for ICT in Education. Yet the field 62. This addresses several key evaluation sub-questions (under evaluation
continues to grow globally, driven not just by commercial interests but also by questions 2 and 3):
real educational needs and opportunities. The mainstreaming of ICT in
2.1 Have UNESCO’s organizational structure, working methods, managerial
Education has major potential, and a long way to go. The voice of UNESCO, support, role distribution and coordination mechanisms adequately
putting education and knowledge at the centre of the debate, and with a global assisted in the delivery of its initiatives in ICT in Education in an efficient
reach to Governments, is needed in this debate and the question is how to and effective way? (All sub-questions)
optimise the actions of the various UNESCO entities. 2.2 Are resources adequately allocated/shared/ distributed, given the
comparative strengths of different sectors/units and the potential of
intersectoral cooperation? (Sub-questions 2.2.3)
120
2.4 How can the Organization best manage the work in this area in the future, Remote interviews with partners
in a coherent and coordinated manner, in particular regarding the
respective role and capacity of the ED and CI sectors, and by best utilising 65. Already during the Inception Interviews, the question of the level and
the potential of IITE and other relevant Category I Institutes? (All sub- nature of communication and cooperation between was put to all Informants.
questions.)
2.5 What is the optimal role distribution among the different UNESCO entities?
(All sub-questions.)
3.1 Was advocacy for ICT in Education strategically and effectively pursued
with donors and relevant stakeholders to mobilize partnerships and
additional resources, in particular with a view to UNESCO’s critical
financial situation in recent years? (Sub-questions 3.1.1, 3.1.2)
3.3 How can UNESCO further capitalize on its outreach entities and networks?
(Sub-question)
5.2 Are the current planning, programming, monitoring and reporting systems
and tools adequate to provide the required visibility and recognition of
UNESCO’s work in this field? (Sub-question 5.2.1)
5.4 To what extent have other UNESCO networks and partners been involved
in contributing to the communication?
Breadth of the Study
63. It will interpret the field of ICT in Education in UNESCO broadly,
considering a wide range of actions that can be classified under the heading.
Projects, actions and partnership will be examined from the perspective of
cooperation and collaboration, and questions relating to gender equality will be
a particular focus.
Methods
64. This Case Study will draw horizontally across all data gathering activities,
since it covers the full range of UNESCO actions and its relationships with
partners and stakeholders, but with a specific focus on the core issues here.
The ICT in Education Landscape Review will be especially relevant in terms of
partnerships.
It will be (or has been) specifically addressed during:
Field Studies in IITE, Bangkok and Nairobi
Interviews in Headquarters
121
 I. RESULTS FROM THE SURVEY TO NATIONAL COMMISSIONS
The following graphs provide an overview of the detailed results of the survey in an aggregated manner. The survey consisting
of 23 questions was submitted via the Survey Monkey online tool to 199 National Commissions for UNESCO in Member States
and Associated Members. The survey was launched via the UNESCO Sector for Priority Africa and External Relations (PAX)
and was available online for a period of 5 weeks. Participation in the survey was further solicited through a reminder. A total
of 52 respondents from 44 countries replied to the survey. In other words, approximately 22% of UNESCO Member and
Associated Member States responded to the survey. To ensure confidentiality, answers to questions that required qualitative
replies and additional comments are not presented in this overview.

Q1 UNESCO Member State.

Answered: 52 Skipped: 0

Number of countries who answered the survey: 44

Q2 Location of the National Commission.

Answered: 52 Skipped: 0

Independent institution
13% (7)
Other government
authority

12% (6)

Ministry
75%
(39)

ANSWER CHOICES RESPONSES

75% 39
Ministry
12% 6
Other government authority
13% 7
Independent institution
TOTAL 52

122
 Q3 Your role in the UNESCO National Commission.
Answered: 52 Skipped: 0

Qualitative reply. Responses not presented.

Q4 What degree of priority does the government give to ICT in Education, as a means to enhance
the education system towards the Sustainable Development Goal 4 (SDG4)?
Answered: 50 Skipped: 2

Low
priority
4% (2)
Very high Medium priority
18% (9)
priority
28% (14)

High Priority
50% (25)

VERY LOW LOW MEDIUM HIGH VERY HIGH TOTAL

PRIORITY PRIORITY PRIORITY PRIORITY PRIORITY
0% 4% 18% 50% 28%
0 2 9 25 14 50

123
 Q5 How would you rate the extent of activity in the area of ICT in Education?
Answered: 49 Skipped: 3

in your
country?
4% 22% 51% 22%

in the
Ministry/...
4% 13% 52% 31%

among
institutions...
8% 35% 42% 15%

in the private
sector?
% 23% 26%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No activity Little activity Some activity Extensive activity

Very extensive activity

NO LITTLE SOME EXTENSIVE VERY TOTAL WEIGHTED

ACTIVITY ACTIVITY ACTIVITY ACTIVITY EXTENSIVE AVERAGE
ACTIVITY
in your country? 0% 4% 22% 51% 22%
0 2 11 25 11 49 3.92
in the Ministry/ Department of 0% 4% 13% 52% 31%
Education? 0 2 6 25 15 48 4.10
among institutions such as 0% 8% 35% 42% 15%
teacher training colleges? 0 4 17 20 7 48 3.63
in the private sector? 0% 2% 23% 49% 26%
0 1 11 23 12 47 3.98

124
 Q6 Has the topic of ICT in Education increasingly become of priority for the government in the
last 4-6 years?
Answered: 49 Skipped: 3

Somewhat
24% (12)

Significantly
76% (37)

125
 Q7 Please indicate the areas related to ICT in Education, in which the government/relevant
ministry has been active since 2014. Tick all that apply.

Answered: 50 Skipped: 2

Policy
formulation
35

Programming

Capacity
building for...
32

Teacher
training

Open
Educational...
33

Open and
38
distance...

Mobile
Learning
26

Gender
24
Equality

Use of ICTs
and issues...
25

Digital skills

Digital
pedagogies

TVET 29

None of the
above

Other (please
specify)

0 10 20 30 40 50

126
 Q8 What level of priority has been given by the government/relevant ministry since 2014 to the
following areas?
Answered: 50 Skipped: 2

Policy
formulation
2% 57
%

Programming 43
%

Capacity
building for...
6 55 39
% % %

Teacher
6 30
training % %

Open
Educational...
33 52
% %

Open and
7 43
distance... % %

Mobile
Learning
55 32
% %

Gender
20
Equality %

Use of ICTs
and issues...
27 33
% %

Digital skills 34 56
% %

Digital
pedagogies
9
%

TVET 36 47
% %

Other 20
%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No priority Medium priority High priority

127
 Q9 Please describe briefly the reason(s) why the above indicated areas are of priority in your
country.
Answered: 41 Skipped: 11

Qualitative reply. Responses not presented.

Q10 Is the private sector active in the following areas of ICT in Education?
Answered: 50 Skipped: 2

Policy
formulation
47 24
% %

Programming 37 45 6
% % %

Capacity
building for...
47 33 4
% % %

Teacher
training
8 55 35 2
% % % %

Open
Educational...
33 8
% %

Open and
distance...
39 43 6
% % %

Mobile
Learning
39 35
% %

Gender
Equality
42 25
% %

Use of ICTs
and issues...
37 22 22
% % %

Digital skills 6 23 63 8
% % % %

Digital
pedagogies
30
%

TVET 9 33
% %
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not active Somewhat active Very active Do not know

128
 Q11 Are you aware of other United Nations agencies, regional organizations or international
NGOs who are active in ICT in Education in your country? If yes, please indicate examples of
relevant organizations and the nature of their activities:
Answered: 50 Skipped: 2

No

If yes, please
specify

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

ANSWER CHOICES RESPONSES

No 34% 17

Yes 58% 29

Total Respondents: 50

129
 Q12 Did UNESCO provide support for planning, and/or implementing activities related to ICT
in Education in your country during the last 4 years?
Answered: 50 Skipped: 2

Do not know
16% (8)

Yes
No 56% (28)
28% (14)

ANSWER CHOICES RESPONSES

56% 28
Yes
28% 14
No
16% 8
Do not know
TOTAL 50

130
Q13 If yes, please indicate the specific area(s) in which UNESCO has provided support. Tick all that
apply.
Answered: 27 Skipped: 25

Policy
formulation

Programming

Capacity
building for...

Teacher
training

Open
Educational...

Open and
distance...

Mobile Learning

Gender Equality

Use of ICTs
and issues...

Digital skills
Digital...

TVET

Other (please
specify)

0 2 4 6 8 10 12 14 16 18 20

131
 ANSWER CHOICES RESPONSES
59.26% 16
Policy formulation
25.93% 7
Programming
55.56% 15
Capacity building for policy-makers and institutions
59.26% 16
Teacher training
66.67% 18
Open Educational Resources (OER)
37.04% 10
Open and distance Learning
44.44% 12
Mobile Learning

Gender Equality 33.33% 9

33.33% 9
Use of ICTs and issues related to Persons with Disabilities

70.37% 19
Digital skills Digital pedagogies

TVET 37.04% 10

Other (please specify) 7.41% 2

Total Respondents: 27

132
 Q14 Please indicate the length of the support provided by UNESCO.

Answered: 25 Skipped: 27

Do not Less than 1 year

know 8% (2)
4% (1)

More than 4
years 28% (7)
Between 1 and
2 years

32% (8)

Between 3
and 4 years
8% (2)
Between 2
and 3
years

133
 Q15 Please indicate which governmental institutions were involved at the national level.
Answered: 26 Skipped: 26

National
85%
Commission f...

Relevant line
77%
ministry(ies...

Other national
42%
level...

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Q16 Please describe briefly UNESCO’s work and the National Commission's involvement, if any, in
it.
Answered: 20 Skipped: 32

Qualitative reply. Responses not presented.

134
 Q17 Please rate the quality of the following aspects of UNESCO's work.

135
 POOR INSUFFICIENT ADEQUATE VERY EXCELLENT TOTAL
GOOD
Technical expertise 0% 8% 29% 42% 21%
0 2 7 10 5 24
Complementarity with implementation 0% 8% 21% 46% 25%
partners 0 2 5 11 6 24
Coherence among different UNESCO 0% 8% 40% 24% 28%
entities involved 0 2 10 6 7 25
Management and coordination 0% 20% 28% 16% 36%
0 5 7 4 9 25
Promotion and dissemination of 0% 9% 36% 27% 27%
interventions 0 2 8 6 6 22
Focus on gender equality aspects 0% 8% 24% 40% 28%
0 2 6 10 7 25
Focus on addressing issues of 0% 17% 25% 46% 13%
disadvantaged and/or marginalised groups 0 4 6 11 3 24
Dedicated Websites and ICT tools 0% 13% 25% 46% 17%
including social media to promote and 0 3 6 11 4 24
disseminate its work

Q18 Please describe positive outcomes to which UNESCO’s work in ICTs in Education, jointly with
its partners, has contributed.
Answered: 18 Skipped: 34

Qualitative reply. Responses not presented.

136
 Q19 Given UNESCO’s mandate and expertise, in which areas of ICT in Education UNESCO should
be involved in the future. Tick all that apply.
Answered: 25 Skipped: 27

137
 Q20 What would you consider as UNESCO’s specific strengths compared to other actors in the
field of ICT in Education?
Answered: 41 Skipped: 11

Expertise
across all...
33

Multidisciplina
ry approach...

Access to good
practices...
33

Access to
relevant...

Ensures
humanistic...
25

None of the
above

0 10 20 30 40 50

ANSWER CHOICES RESPONSES

Expertise across all levels of Education 80% 33

73% 30
Multidisciplinary approach across UNESCO Programme sectors
80% 33
Access to good practices around the globe
73% 30
Access to relevant networks and partners
61% 25
Ensures humanistic values are preserved in the collaboration with the private sector
2% 1
None of the above
Total Respondents: 41

138
 Q21 What would you consider as particular challenges for UNESCO’s work in ICT in Education, if
any?
Answered: 30 Skipped: 22

Qualitative reply. Responses not presented.

Q22 Please provide additional comments about UNESCO' s work on ICT in Education that are not
covered in the above questions.
Answered: 17 Skipped: 35

Qualitative reply. Responses not presented.

Q23 Would you be available to further discuss your views with the evaluation team? If yes, please
provide an email address or telephone number where you can be contacted.

Answered: 33 Skipped: 19

Responses not presented.

139
 and implementation of open distance and flexible learning and OER for teacher
J. Case study 1: The use of ICT for development.
teacher development 3. It examines the context for development and provides an overview of
origins and growth of UNESCO work in this area, across different entities and
regions, focusing more closely on the work in continuing professional
Contents development in sub Saharan Africa including through the CFIT and KFIT
programmes. As an example, particular attention is paid to work in East Africa.
1. Focus, breadth and objectives of the case study ......................... 140 4. The overall objectives of the case study are to describe the range of
2. Background ................................................................................... 140 UNESCO activities in the use of ICT for teacher development; to review the
3. The Use of ICT for Teacher Development in Sub-Saharan Africa 143
4. The UNESCO ICT Competency Framework for Teachers ........... 145 outcomes; to consider the nature and quality of cooperation and collaboration
5. OER for the ICT Competency Framework for Teachers .............. 146 both with external partners and internally between UNESCO entities; to
6. ICT Transforming Education in Africa: Korean Funds-in-Trust .... 147 examine the extent and ways in which gender equality and vulnerable groups
7. Improving teacher quality Sub Saharan Africa: Chinese Funds-in- are included; and to review future plans and trajectories. This case study
Trust .............................................................................................. 148 contributes to a number of the Evaluation Questions specified in the Inception
8. Analysis and discussion ................................................................ 149 report of the UNESCO ICT in Education evaluation 105.
9. Summary of issues ....................................................................... 157
2. Background
1. Focus, breadth and objectives of the case study 5. Agenda 2030 explicitly seeks to substantially increase the supply of well-
1. Teacher development is a central area of UNESCO work in ICT in qualified teachers (SDG 4 (c)), drawing on international forms of development
education. It includes: and co-operation where necessary. It indicates a target for teachers through
the commitment to “substantially increase the supply of qualified teachers,
Using ICT and ODL for training and professional development of teachers including through international co-operation for teacher training in developing
Training teachers in the pedagogic implementation of ICTs in education countries, especially the least developed countries and small island developing
The development of new curricula, OERs and digital resources countries” by 2030.
2. This case study focuses on the use of ICT and ODL for the training and 6. Under the current UNESCO C/5 2018-2019, MP1 Education, the
professional development of teachers and how UNESCO projects are Education Sector’s MLA 1 (Support Member States in the implementation of
supporting the use of technology for teacher development. It examines the use SDG4) ER5 specifies: “National teacher policies developed and /or
of the ICT Competency Framework for Teachers (CFT), and the development implemented and teacher training programmes improved to increase the supply
of qualified and motivated teachers (contributing to SDG targets 4.c, 4.1 and
105
These include: 3. Partnerships, cooperation and fundraising
1. UNESCO’s comparative strengths in ICT in contributing to the 2030 Agenda 4. Results and Sustainability
through ICT in Education 5. Visibility and Communication
2. Internal coordination /coherence throughout the Organization
140
4.2). programmes. Similarly, Target 4.c highlights the need to develop teachers’
Referring to ICTs and OERs within the areas of inter-sectoral work MP1 ICT competencies and media literacy.
states: “Flexible and accessible learning opportunities through ICTs and 2 As a delivery mechanism: ICT is viewed as a mechanism to provide and
OERs have great potential to contribute to meeting the SDGs and enhance learning opportunities such as distance learning and mobile
education for all.” learning, as highlighted in targets 4.5 and 4.6. Under Target 4.6 mobile
7. It also explicitly refers to: technology is cited as a means of delivering literacy and numeracy
programmes, given the high penetration of mobile devices in under-
“Close cooperation will be sought with the Communication and
resourced areas.
Information Sector on the work regarding the Information and
Communication Technologies-Competency Framework for Teachers 3 As a resource: ICT is viewed as a resource when it is seen, as under
(ICT CFT), OERs and the Broadband Commission.” Target 4.a, as a means to support flexible environments for lifelong
learning.
8. MP5, Communication and Information, includes MLA 2: “Building
knowledge societies through ICTs by enabling universal access to, and 10. On the quality of teaching and teaching practices, Member States are
preservation of, information and knowledge.” It states: aiming to develop competency standards for teachers towards ICT-integrated
transformative pedagogies, and establish learning spaces and communities of
“Innovation in ICTs for learning and equal participation in societal
practices to support teachers and share innovations.
development, will be essential for the achievement of SDGs 4 and 11,
which call for equitable and inclusive access to quality education for 11. The Global Education Monitoring Report (2016) 106 underlines three main
imperatives for achieving SDG 4. Firstly, it points to the urgency for new
lifelong learning, including the most marginalized social groups.” Actions
approaches, recalling that on current trends only 70% of children in low income
include “Fostering quality education and lifelong learning (SDG 4),
countries will complete primary school in 2030, a goal that should have been
including through ICT Competency Framework for Teachers, open achieved in 2015. It recalls that this requires strong political will, policies,
distance and flexible learning, Open Educational Resources (OER) and innovation and the resources to back this trend by Member States.
Media and Information Literacy (MIL) initiatives.”
12. Secondly, it flags the need for a heightened urgency for action with long-
9. ICT is viewed as having three main roles in relation to SDG 4: term commitment. Failure to do so will not only adversely affect education but
will hamper progress towards all development goals.
1 As a competency: ICT is considered a competency, when it is viewed in
terms of technology-related skills. For instance, Target 4.4 has an 13. Lastly, it reminds us that the way we think about education and its role in
indicative strategy to include ICT skills in TVET curricula and training human well- being and global development needs to change as, more than
ever, education has a responsibility to foster the type of skills, attitudes and
behaviour that will lead to sustainable and inclusive growth. This means
106
https://www.globalpartnership.org/blog/2016-global-education-monitoring-report-
education-essential-all-sdgs
141
reaching out beyond traditional boundaries and creating effective partnerships. Ensure that teachers have the necessary skills and competencies to
14. The context for UNESCO’s policy and work on the use of ICT for teacher support learning and improve students’ learning outcomes and digital skills
development lies in its broad approach to both teacher development and ICT development through the use of ICT. This work is supported by the
in education. It is also a key element in its actions related to building inclusive UNESCO ICT Competency Framework for Teachers (ICT CFT)
Knowledge Societies, which underscore that innovation in ICTs for learning and Support the use of emerging technologies and digital innovations in
equal participation in societal development, will be essential for the education by producing forward-looking reports, promoting best practices
achievement of SDGs 4 and 11 and underscores the importance of ensuring
in mobile learning and organizing international conferences including the
creativity and innovation through an “Open Solutions approach to empower and
Mobile Learning Week
promote the social and economic inclusion of all (SDG 10, target 2).
Support the development and use of open educational resources (OERs),
15. UNESCO believes ICT can lead to improved student learning and better
and the development of an international normative instrument in the area
quality of teaching methods. Therefore, it seeks to increase students’ exposure
of ICT in Education. Specific work includes developing indicators to
to educational ICT through curriculum and create positive impact on student
achievement and skill improvement among teachers in terms of access to monitor and evaluate the use and impact and OER and facilitating the
education, knowledge comprehension and practical skills. The quality of creation of national OER policies, the development of teacher training
education is seen as to a great extent dependent on well-prepared, qualified materials based on OER, and an online international OER repository for
and motivated teachers. To enhance the teaching profession, UNESCO’s the training of teachers on ICT in Education (integration of Teacher Training
strategy addresses teacher’s professional development, their status and and OER activities)
working conditions, and school leadership. Recognise and reward innovation in the area of ICT in education, most
16. In line with its priority areas, UNESCO works to: notably through the UNESCO King Hamad Bin Isa Al-Khalifa ICT in
Build international consensus and provide policy recommendations to Education Prize
leverage ICT for achieving Education 2030 through convening international 17. Activities in teacher development with support of ICT in education include
debates and globally significant documents such as the 2015 Qingdao
Convening government and different organisations to address the
Declaration and the 2017 Qingdao Statement and the Paris OER
challenge of teacher development and developing partnerships
Declaration, and Ljubljana OER Action Plan and Ministerial Statement
Working with governments and national education authorities to develop
Ensure an ‘Open Solutions’ approach to empower and promote the social
master plans and policies for teacher development
and economic inclusion of all
Developing, supporting and implementing projects for capacity building for
Support the development of national ICT in education policies and master
educational institutions including teacher training institutions
plans to help governments and other stakeholders leverage ICT effectively
Developing and utilising the ICT Competency Framework and national,
throughout education systems to achieve SDG 4 for Education 2030.
regional and institutional level
Project examples include Leveraging ICT for Achieving Education 2030
Supporting the development of OERs to support the ICT CFT
and ICT Transforming Education in Africa
142
 Developing and implementing curricula and providing initial and continuing success.
professional development for teachers 21. In a series of reports, researchers from the UK Open University (Moon and
Monitoring and evaluating progress towards the goals of SDG4 in the area Villet, 2016 108, 2017 109; Bateman, Lane and Moon, 2012 110) suggest that the
of teacher development quantity of qualified teachers and the quality of teaching are key issues in
seeking to improve the achievements of the growing number of children in the
18. At UNESCO Headquarters both the ED Sector (ED/PLS/ICT) and the CI school systems.
Sector (CI/KSD/ICT), work on ICT in Teacher Development. In addition,
activities in this area are led and implemented by the UNESCO Institute for 22. Many countries, they say, cannot find sufficient teachers for expanding
Information Technologies in Education (IITE), a unit within the UNESCO school systems and equally, many countries have too few teacher training
Bangkok Office (BGK/EISD/ICT), the UNESCO International Institute for places even if the recruits could be found. This is compounded by a large
Capacity Building in Africa (IICBA), the East Africa Regional Office, and other proportion of those completing teacher-training programmes choosing not to
regional and national offices of UNESCO. enter teaching. The consequence is the contracting of large numbers of
unqualified adults to take on the teacher role. These teachers receive limited, if
19. Within this case study, the focus is on the ICT CFT and the ICT CFT
any, professional support. In addition, there are few opportunities for continuing
Harnessing OER Project, and on activities for ICT and teacher development
professional development for qualified teachers in schools who also need
under the CFIT and KFIT funded programmes in Sub Saharan Africa. 107 support and development, especially in rural communities.
3. The Use of ICT for Teacher Development in Sub-Saharan 23. UNESCO’s Institute of Statistics (UIS) has estimated that, globally, 25.8
Africa million extra teachers will need to be recruited by 2030 to meet Education for
All targets (UNESCO, 2015) 111. Of these, 3.2 million would be filling new posts
20. The UNESCO Global Education Monitoring Report (2016) ‘Education for
and 22.6 million would be replacing teachers retiring or leaving the profession.
people and planet: creating sustainable futures for all’ provides extensive
There were 59 million children out of school in 2015. For them all to be in school
details of the problems faced by education systems across the developing
would require the recruitment of 2.7 million teachers if pupil-teacher ratios are
world, particularly in Sub-Saharan Africa. Central to the analysis is the
not to exceed 40:1.
persistently poor achievement of learners. In essence the core problem is that
success in getting children into school (the ‘out of school’ children have been 24. Moon and Villet (2016) say that according to the UIS’s forecasts, without
cut by half since 2000) has not been matched by even modest levels of learning such recruitment, 33 countries will not have enough teachers to achieve
107
Both CFIT and KFIT adopted the implementation of the ICT CFT Harnessing OER 109
project and contributed and or used the ICT CFT Harnessing OER Hub, ie. for: Togo, Professor Bob Moon and Charmaine Villet (2017) Can New Modes of Digital
Rwanda, Uganda, Zimbabwe, Mozambique, and Tanzania. The ICT CFT Harnessing Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?, In Journal of
OER Project started before both CFIT and KFIT projects, and built on and further Learning for Development - JL4D 1(4)
110
developed the ICT CFT Harnessing OER Project work. Professor Bob Moon and Charmaine Villet (2017) Can New Modes of Digital
www.oercommons.org/hubs/unesco). Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?, In Journal of
108 Learning for Development - JL4D 1(4)
Professor Bob Moon and Charmaine Villett (2016) Digital Learning: Reforming
Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa, 111
UNESCO. (2015). Sustainable Development Goal for Education cannot advance
Commonwealth of Learning without more teachers (UIS Fact Sheet No. 33).
143
universal primary education by 2030. Sub-Saharan Africa faces the biggest ICTs to extend that capacity. The use of ICT in education is a fast growing and
challenge of any major world region in this respect. Based on the Institute of changing area. One priority will be the use of distance and blended learning for
Statistics figures, for every 100 children beginning school in 2015, there will be teacher development.
142 in 2030. And the figure is projected to continue growing at this rate through
28. The adoption and growth of ICT for education in Africa is not a new
the middle years of the century. Of the 3.2 million posts to be filled worldwide,
development. As early as 2007, a publication by the World Bank: ‘Survey of ICT
Sub-Saharan Africa will need 2.2 million to deal with this growth and, at a
and Education in Africa: A Summary Report, Based on 53 Country Surveys’ 112
conservative estimate, 3.9 million teachers will be required to replace those
said the process of adoption and diffusion of ICT in education in Africa is in
leaving the profession.
transition.
25. At present, Moon and Villet say:
“There appears to be the beginnings of a marked shift from a decade of
“It is clear that the traditional structures for training teachers cannot keep experimentation in the form of donor-supported, NGO-led, small-scale,
pace with such expansion. In a third of countries, fewer than 75 per cent pilot projects towards a new phase of systemic integration informed by
of teachers hold the national standard qualification to become a teacher. national government policies and multi-stakeholder-led implementation
In a majority of countries, the percentage of unqualified or underqualified processes.
teachers is growing. Furthermore, the UNESCO Institute report
One of the primary features of this new phase is the priority that
(UNESCO, 2015b) lists 32 countries globally where fewer than 75 per
governments are giving to policy development. All but a handful of
cent of teachers have appropriate qualifications. Of these countries, 19
countries surveyed already have a national ICT policy in place or under
are in Sub-Saharan Africa. And of the 18 countries with pupil-teacher
development. While some of these national policies define goals and
ratios exceeding 40:1, all but one are in the same region.”
implementation strategies for ICT in the education sector, nearly half the
26. Obviously, this situation presents an enormous challenge for teacher countries have chosen to develop an ICT policy that is specific to the
policy and practice. It is extremely doubtful that present teacher training education sector. Thus, the new phase of ICT for education in Africa is
infrastructures are able to produce sufficient capacity to produce the volume
occurring within national, and emerging regional, policy frameworks that
and quality of education and training to meet this demand, an issue
are providing the basis for partnerships and donor participation.”
compounded by the economies and geographies of many of the countries in
Sub Saharan Africa. Furthermore, many of the present aid projects working in 29. Within such an approach, programmes and projects need to reflect the
this area, whilst producing exemplary results, will probably not scale to the context of each country. Such context will include the priorities and policies of
extent required for the training and professional development of so many different countries for teacher development and the current skills and
teachers. competences of teachers and teacher trainers and the present capacities of
27. This background explains the general approach adopted by UNESCO to teacher training institutions and facilities. It also needs to account for the ICT
develop partnerships and work with national governments to develop the infrastructures of those countries, especially in rural and more isolated regions
capacity at policy and institutional levels for teacher development and to adopt and communities.
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30. Given that UNESCO is not an aid agency per se and that funding is limited, 4. The UNESCO ICT Competency Framework for Teachers
partnerships will be critical, particularly in ensuring the sustainability of
36. UNESCO, in partnership with industry leaders and global subject experts,
interventions and scalability which is a serious concern if future capacity is to
has created an international Framework that sets out the competencies
be rapidly increased.
required to teach effectively with ICT: the UNESCO ICT Competency
31. Also, consideration needs to be given to the development of a transversal Framework for Teachers (ICT CFT).
and strategic approach across different sectors in education including activities
37. UNESCO locates the ICT CFT in the 2030 Agenda for Sustainable
around:
Development, with the attainment of the social and economic goals recognised
Pre-service education as a key focus of education systems worldwide. Teachers need to be equipped
In service education to guide the next generation to embrace and be able to achieve these goals.
Updating the curriculum for teacher training Technology is seen as having a significant role to play in the achievement of
the SDGs.
The pedagogic use of technology in the classroom
Digital and media literacy 38. There have been three ICT CFT versions, in 2008, 2011 and 2018. Each
has reflected the prevailing thinking on the relationship between technology and
Developing and sharing (digital) artefacts and resources
education, with suggestions on how to achieve competencies using popular
32. This requires engagement and participation from primary education, technologies of the time. From the outset, it was envisaged that the ICT CFT
secondary education, teacher training institutions, TVET and universities. would be dynamic and revisited regularly to ensure relevance.
33. Finally, it requires a focus on developing the ownership of policies and 39. The ICT CFT Version 3 considers the Agenda 2030 for Sustainable
practices at a government, institutional and community level. Development, and is designed to preserve those competencies that remain
relevant and to frame them within the current advances in technologies and the
34. In the following sections we provide a short overview of the main UNESCO
changing demands of life and work. The ICT CFT Version 3 is intended to
projects focusing on the development of teachers in Sub Saharan Africa:
inform teacher-training policies and programmes that strengthen the use of ICT
the UNESCO ICT Competency Framework for Teachers, in Education. Its target audience is teacher-training personnel, educational
Open Educational Resources (OER) for the ICT Competency experts, policy-makers, teacher support personnel and other professional
Framework for Teachers development providers. The ICT CFT assumes a working knowledge of the
benefits of ICT in Education, and encourages contextualization and adaptation
ICT Transforming Education in Africa: Korean Funds-in-Trust
of teacher professional development as relevant.
Improving the quality of teacher education in Sub Saharan Africa:
Chinese Funds-in-Trust 40. The new version of the ICT CFT emphasizes that teachers, in addition to
having ICT competencies and the ability to develop these in their students, must
35. This is intended to provide a background for the analysis and discussion be able to use ICT to help students become collaborative, problem-solving,
of issues in the section which follows. creative learners and innovative and engaged members of society.
41. For this purpose, teachers’ professional development should be
understood as a lifelong learning process, rather than a one-off event. It is
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advised that the ICT CFT be integrated into the three phases of teacher 5. Open Educational Resources (OER) for the ICT
professional development: Competency Framework for Teachers
pre-service 46. The ICT Competency Framework for Teachers (ICT CFT) Harnessing
in-service Open Educational Resources project (9669) was launched in 2013 by the CI
On-going formal and informal pedagogical and technical support Sector. It is financed by the Hewlett Foundation with a total of $3.2 million over
the years 2015-2018.
42. The ICT CFT consists of 18 competencies organized according to the six
47. Its objective is to support ICT in Education Teacher training, through the
aspects of teachers’ professional practice, over three levels of teachers’
contextualization of the ICT CFT, the development of OER-based teacher
pedagogical use of ICT. The underlying idea is that teachers who have
training materials, and the implementation of teacher training exercises with
competencies to use ICT in their professional practice will deliver quality
these materials. In the framework of this project, Ministries of Education and/or
education and ultimately be able to effectively guide the development of
Teacher Training Institutions and/or Higher Education institutions from over 10
students’ ICT competencies.
UNESCO Member States have developed training courses that have been
43. The ICT CFT has been widely adopted in Sub Saharan Africa, including consolidated on the ISKME ICT CFT harnessing OER Hub 113.
by governments and often with the support of projects and aid agencies
48. The ICT CFT Harnessing OER development forms part of the wider work
external to UNESCO.
of UNESCO in championing the development of OERs at a global level, in
44. The director of another UN agency working with the government in Kenya partnership with the Commonwealth of Learning and with the support of the
on teacher training said: “I have a high regard for the ICT CFT – it has stood Hewlett Foundation. OERs are seen as enabling countries, institutions and
the test of time. It is superb – I have not seen anything to compare with it – it is teachers to share quality education material widely at no cost. They challenge
a seminal piece of work.” teachers to incorporate digital technology into their courses and programmes
45. A team of leading consultants explained how the ICT CFT can be used in and enable students to access quality content in an autonomous manner. They
practice. “The ICT CFT is accepted because it comes from a global brand. It is are also an incentive for teachers, students and institutions to work together in
very comprehensive ad cuts through rivalry. It meets the Global objectives plus producing original material in a collaborative manner. This work culminated in
people can pick and choose from it. It includes both Professional Development the Ministerial Statement of the 2nd World OER Congress and adoption of the
and the policy environment. It can be used for many different things – policy Ljubljana OER Action Plan in 2017.
development, diagnostics, curriculum development, standards plus developing 49. This project aims to support the contextualization of the ICT CFT by:
courses and units. In the last year we have seen a community of practice
developing around the ICT CFT.” Linking the ICT CFT components to national ICT in Education objectives;
Developing OER-based teacher training materials to reach these
objectives;
Implementing pilot training workshops utilising the OER – based teacher
training materials with Teacher Training Institutions;
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 International Coordination: sharing of resources and knowledge amongst with UNESCO Offices in Maputo, Nairobi (and Kigali Antenna) and Harare.
the Member States through the project portal and sharing of experiences 56. The project is articulated around three major components, namely:
and best practices through a WhatsApp social media application developed
1. Expanding access to and enhance the quality of basic education
by project participants with the support of UNESCO.
through blended solution of ICT;
50. Project activities support capacity building for Ministries of Education, 2. Strengthening higher education systems through the use of ODL;
Teacher Training Institutions and teachers in the effective use of ICT by 3. Facilitating policy development and knowledge sharing including
teachers in their professional practice, and the development and use of OER
supporting the Information for All Programme (IFAP).
for education.
57. At the end of the project’s three-year period, it is expected that the capacity
51. A presentation by consultant Neil Butcher (2017) 114 provides a timeline
of teaching, planning and managing staff of target ministries and institutions will
for ICT CFT Harnessing OER development. Since 2011, the pool of openly
be significantly improved at central and decentralized levels and the education
licensed resources linked to each of the ICT CFT competencies has grown.
plans and policies reviewed.
OER were developed as each new country either adapted existing OER or
developed additional new materials. The open licence on these resources 58. The aim is to support the integration of ICT-based innovative approaches
permitted ‘repurposing’ or adaptation, and encouraged new developers to for education in three countries in Africa: Mozambique, Rwanda and Zimbabwe.
fashion courseware that responded to local needs. The customisation of Its overall purpose is to foster human and social development of the target
existing OER, rather than developing (and in many instances duplicating) countries through the use of ICT-based innovative approaches to post-2015
materials meant that the development phase was shortened. Also, as OER are education with a particular focus on mobile learning and ODL (Open and
free this meant that production costs too were substantially reduced. Distance Learning) to expand access to relevant lifelong learning opportunities
and enhance the quality of learning.
52. 2017 saw the creation of the UNESCO ICT CFT Hub on OER Commons
by ISKME. This repository indexes existing openly licensed units of study linked 59. The project strategic building blocks include (a) individual capacities
to specific UNESCO ICT CFT competencies and objectives. It is designed to including enhancement of the capacity of teachers, policy-makers, and school
collect known OER linked to the ICT CFT Framework in one place. managers; (b) institutional capacities with specific focuses on local key
universities, teacher training institutions and schools, etc.; (c) technological
53. The ICT CFT Harnessing OER Project has built upon and been
capacities of the education sector in leveraging emerging technologies and
implemented through the framework of the CFIT and KFIT projects (see below),
media to transform the provision and management of education for all; and (d)
led by CI in the UNESCO Regional Office for East Africa.
administrative capacities of national agencies in owning the project and
54. 6. ICT Transforming Education in Africa: Korean Funds-in-Trust coordinating multi-stakeholder participation. In response to the diversity of local
education contexts and the outcomes from need assessments, country-level
55. The Korean Funds in Trust ICT Transforming Education in Africa project
started in 2015 and runs until June 2019. Funded by the Korean Government priorities and project activities are different in each country, although in line with
with 6 million US Dollars it is coordinated by the UNESCO Division for Policies the overall purpose of the project.
and Lifelong Learning Systems (ED/PLS/ICT), Education Sector, in cooperation 60. The primary and direct beneficiaries of the project are primary and
114
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secondary public schools, literacy and non-formal education to support the development of institutional capacity in a limited number of TTIs.
departments/directorates, higher education institutions, policy makers,
65. Phase II of CFIT project is being carried out from 2017 to 2018 with a
educational administrators and leaders in the target Member States. The
budget of US$4 million. In this phase, two more countries, Togo and Zambia,
ultimate beneficiaries are teachers and students in the target countries.
have joined the project. The aim of the project is to enhance the capacity of the
61. The coordination mechanism included the establishment of country project target teacher training institutions in selected African countries to provide
teams composed of a focal point at the respective Ministry of Education and quality teacher education and training in order to contribute to Sustainable
team members from Ministry directorates or main implementing institutions in Development Goals (SDG), particularly Goal 4 on inclusive and equitable
the countries. quality education (Target 4c on increasing the supply of qualified teachers
through international cooperation for teacher training in developing countries),
7. Improving the quality of teacher education in Sub Saharan and Goal 9 on innovation.
Africa: Chinese Funds-in-Trust 66. The CFIT project was aligned with countries’ national priorities in order to
62. The first phase of UNESCO-China Funds-in-Trust (CFIT) project was maximize its impact. Recognizing that teachers are the most important element
launched in 2012 with the support of the Chinese government who donated a in enhancing education quality, the project enables participating countries to
budget of $8 million for a duration of 4 years. It is managed by ED/PLS/ICT in scale up their plans for improving teacher training. ICT can also reach teachers
conjunction with the Multi-Sectoral Regional Office for Eastern Africa in Nairobi, in rural areas while providing a more flexible channel.
national Field Offices and IICBA.
67. An extensive evaluation was carried out of the first phase of the CFIT
63. The 8 project countries were Côte d’Ivoire, Ethiopia, Namibia (2012 – project 115. The results are summarised below and are thought important in that
2015), Congo, DR Congo, Liberia, Tanzania, and Uganda (2013 –2016). The they may also apply to other projects for teacher development which lack such
CFIT project is one of the initiatives of UNESCO to accelerate progress towards an in depth evaluation.
the attainment of Education for all goals, (in particular Goal 6 aiming at
68. The evaluation concludes that the UNESCO-CFIT project is relevant given
improving the quality of education) and the education-related Millennium
the pre-2015 and post-2015 global educational goals and the UNESCO
Development Goals (MDGs) (in particular Goal 2 to achieve universal primary
priorities. This concerns especially the focus on increasing the supply of
education).
qualified teachers in Sub-Saharan Africa. The project was also well aligned with
64. The “flagship project” was launched in recognition that teachers are the national priorities; and builds on engagement of national stakeholders.
most critical factor in the quality of education and student learning outcomes. It
69. Despite implementation challenges, the CFIT project was found generally
was recognised that in many countries in sub-Saharan Africa where teacher
to be implemented in line with the envisaged plan and contributes to the global
shortages are prevalent, TTIs do not have the capacity to produce sufficient
project objectives stated in the project proposal:
numbers of qualified teachers. Therefore, achieving the project aims required
a focus on developing the capacity of these TTIs. To support these countries in
their own efforts to improve the situation, UNESCO engaged in the CFIT project
115
Evaluation of UNESCO CFIT Project: Quality Teachers for EFA: Enhancing Teacher
Education for Bridging the Education Quality Gap in Africa. UNESCO Reference:
ED/LTR/TLC/CFIT/580RAF1001.2.3
148
 1. CFIT improved the capacity of key TTIs in terms of equipment, learning Office, IICBA) in technically supporting the project implementation. This
materials and competences in using ICT contributing to quality requires more focus from UNESCO HQ on providing / mobilizing expert advice,
improvement of teacher education at institutional level; instead of focusing on administrative and monitoring support. It could also
reconsider the role of IICBA in doing this.
2. CFIT contributed to improve quality of pre-service teacher programmes
in targeting TTIs but has only limitedly contributed to increasing the 74. The evaluation report recommended further stimulating knowledge
supply of qualified teachers through distance learning; sharing between countries and between UNESCO / donor related entities and
3. CFIT strengthened the capacity of key TTIs in supporting in-service stakeholders during project implementation, more specifically during the course
of Phase 2. UNESCO HQ should function more as a knowledge broker to bring
teachers continuing professional development by means of ICT;
different stakeholders together on specific challenges in the CFIT project
4. CFIT increased knowledge sharing among policymakers, institutional
implementation.
leaders and other stakeholders in the countries.
75. Finally, it was recommended that UNESCO establish a mechanism by
70. The evaluation found the building of engagement of national stakeholders which lessons learned, expertise, deliverables from the countries can be
is better achieved in countries where UNESCO has a permanent presence in mainstreamed more broadly during project implementation and after concluding
the form of a Field Office. The more hierarchical and distant project coordination the project. This can be by means of for instance presentations at conferences,
through a local NPO managed by a faraway Regional Office seems to lack bilateral exchange; and matching CFIT countries to non-CFIT countries.
authority, lacks effective communication and complicates administrative UNESCO HQ, Regional Offices and/or IICBA could play an important role in
procedures. The evaluation showed that as a result, national stakeholders may this.
assign lower priority to project implementation.
71. In the project implementation, knowledge sharing between CFIT countries 8. Analysis and discussion
and capitalization of existing expertise in UNESCO remained limited. Although
UNESCOs strengths and weaknesses in the use of ICT for
UNESCO HQ had been involved in the preparation and procedural and
teacher development
administrative aspects of project implementation, it contributed little of its
education expertise to the implementation. The evaluation found that there is 76. UNESCO’s main strength in the use of ICT for teacher development lies
no mechanism in place by which the quality of deliverables can be critically in the respect for the Organization’s values and vision. In a period marked by
assessed. Such a mechanism could also support the learning potential in the neo-liberal policies, a growing role of the private sector in education and by
project (through for instance peer learning between countries; expert opinion attempts to ‘disrupt’ education through the introduction of technology, UNESCO
from UNESCO HQ, other institutes and the Donor). has remained steadfast in seeing the quantity and quality of teachers as key to
the future of education.
72. Despite this, The CFIT project was recognised as good practice in South-
South cooperation and could serve as an inspiration for other projects and 77. A further strength is its direct access to national policy makers in education
model for future South-South cooperation. and thus its ability not just to run pilot projects and programmes but potentially
to assist in reforming and extending teacher development at national and
73. A further recommendation was to better involve IICBA, UNESCO HQ
regional levels as well as through institutions. UNESCO is seen as a ‘neutral’
expertise, ASPnet schools and UNESCO Chairs in the CFIT project
player and has considerable convening power, recognised as such not just by
implementation and clarify the role of different UNESCO entities (HQ, Regional
149
governments but by other organisations, some of which have much greater AEGIS Trust (in collaboration with the University of Southern California
resources. Shosh Foundation – The Institute for Visual History and Education
78. UNESCO, as considered by interviewees “has a good name” and the Plan International Rwanda
involvement of UNESCO in projects and programmes “can open doors.” The Mediae Company
79. One prominent consultant from South Africa told us: Korea International Cooperation Agency (KOICA)
Global e-Schools and Communities Initiative (GESCI)
“UNESCOs strengths are related to its mandate from the Member States
– this makes UNESCO powerful. Governments look to UNESCO for Africa Smart Investments – Distribution (ASID)
technical support and policy in a host of issues in ICT and education. United Nations Children’s Fund
UNESCO support makes policies stronger in countries. The standing with VVOB (Flemish Association for Development Cooperation and Technical
governments is high. UNESCO provides robust technical supports in the Assistance)
public arena – it has not sold out. It maintains its mission and purpose. The
United States Agency for International Development (USAID)
Rethinking Education paper is an exemplary example of that standing.
FHI 360
They are not buying in to the neoliberal agenda which is diffuse in ICT and
education. They are very good at navigating the neoliberal dominance. Education Development Centre (EDC)
UNESCO are arguing for public education against the privatization INTEL
onslaught. They have a global image in the true sense of education. It House of Technology.
genuinely represents 192 counties. That is why my choice is always to IDEMBE Ltd
work for UNESCO over other organisations because of what it stands for.
It has a convening capability unlike people like the commercial ‘Online 82. Probably the features that distinguish UNESCO’s work from that of many
Educa’. The world needs a powerful strong UNESCO particularly in the of these organisations is the commitment to collaboration with governments
increasingly changing ICT in education space.” and national and regional stakeholders and the central focus on the ICT CFT
behind many of the development projects. Furthermore, UNESCO always
80. UNESCO’s major weakness is its lack of resources, both in terms of
starts from and maintains an educational perspective, rather than a more
finance and the number of expert staff is can deploy, relative to the goals for
techno-centric approach based on provision of ICT devices and infrastructure.
teacher development. This affects both the scale of projects and interventions
and potentially sustainability. 83. Research undertaken in the inception phase of the KFIT project in Rwanda
examined interventions by other (non UNESCO) agencies and organisations in
81. There are a large number of organisations implementing projects in the
teacher development in the country. It concluded that most projects and ICT
field of ICT for teacher development. Initial research undertaken in establishing
teacher training programmes were short term and ad hoc projects or
the KFIT project in Rwanda, identified the following public and private sector
workshops. The ICT training programmes that were conducted so far do not
organisations as working in the country in this area:
indicate a way forward in terms of follow-up, scale-up or sustainability and
The UK Department for International Development– Innovation for monitoring and evaluation. In terms of the harmonisation of ICT teacher training
Education Projects (Pilot Projects) competencies and standard certification, the focus of the content of current ICT
teacher training varied from one programme to another. The research found
MKFC: Swedish Popular Adult Education
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that there is no consolidated programme for all teachers in Rwanda and it would The Visibility of UNESCO
be inappropriate to consider all current trainings as ICT teacher training
89. Despite praise for the ICT CFT and the ICT CFT Harnessing OER work
programmes though they include ICT skills as a component. This provided a
and the general work and positioning of UNESCO in the use of ICT for teacher
rationale for the development of the ICT Essentials CFT programme in
development, many of those interviewed felt that UNESCO was failing in the
Rwanda.
visibility of its work. This was not only a hindrance to knowledge sharing and
dissemination, but was seriously detrimental to securing donor funding and
partners in a crowded and competitive market. This issue was also raised by
The positioning of UNESCO relative to other organisations members of the National Commissions.
84. Agencies such as the World Bank, the Aga Khan Foundations, USAID or 90. UNESCO staff in the field were aware of the issue, but had limited time
UNICEF, which are rapidly entering or expanding in the field of ICT for teacher and competence for instance to develop a communication /publication strategy
development, have greater resources than UNESCO. or for presentations at conferences and exhibitions. In general, there does not
85. This background points to the need for UNESCO to develop partnerships appear to be a dedicated strategy for dissemination or sufficient allocation of
with other funding agencies and with the private sector. UNESCO’s ‘good resources for this.
name’ and reputation is an asset in this respect. There are examples of where
such partnerships have been established for instance with Hewlett Packard and
with the Commonwealth of Learning around OER, and in a new partnership is Theory of Change
East Africa with UNICEF on the use of ICT for education for people with
91. ICT for teacher development is a fast-growing field. It is also a dynamic
disabilities. Here, UNICEF appear to have recognised UNESCO’s expertise
area as technologies and infrastructures quickly evolve. One feature of
and knowledge in the field of teacher development.
UNESCO’s work is that interventions need to be tailored to the context of the
86. Despite this, other interviewees felt that UNESCO were not doing all they country, including existing forms and organisation of teacher development, the
could to develop and nurture such partnerships. present level of knowledge and competence of teachers, the capacity of
teacher training institutions, the civil society and civil society partners involved
87. One issue in the positioning of UNESCO in this field is the extent to which
and the technical infrastructure. Within single large scale multi country projects
it sees itself as an intergovernmental organisation researching and supporting
such as CFIT or KFIT there is a wide range of different activities undertaken.
policy and normative development, and the extent to which it supports
implementation on the ground. Of course, the two are not mutually exclusive 92. Although some projects such as CFIT have a stated and explicit Theory of
and indeed can be seen as complementary. In interviews with both those Change, others do not. More importantly it is hard to identify a Theory of
associated with UNESCO activities and with members of other organisations Change model which brings together the different UNESCO interventions in
the evaluation gathered different viewpoints as to where UNESCO should be teacher development. This has a number of consequences. There is a lack of
positioned on such a continuum. a common organisational vision and identification of UNESCO’s contribution
and comparative strength in this field. Secondly there is the lack of a common
88. Many of those interviewed felt UNESCO places too little emphasis on ICT
base line for planning future work, nor a basis for longer term programme
in education and on the use of ICT for teacher development. However, that may
evaluation. Furthermore, the absence such a high level Theory of Change
reflect the interests of those interviewed.
renders UNESCO’s work in this area less transparent to potential donors.
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Monitoring and Evaluation of ICT is a radical change from traditional models of teacher development,
based on face-to-face courses provided predominantly by universities and
93. It may be assumed that there is an implicit or at least an emergent Theory
teacher training institutions and that ICT based provision by developments such
of Change underpinning UNESCO work in ICT and teacher development as
as MOOCs are still very new.
summarised in the evaluation of the first phase of the CFIT project, namely:
98. Evaluation needs both a qualitative and a quantitative approach to
“CFIT aims to improve the quality of teacher educators, teachers and the
adequately assess the quality of teaching and learning. It may also be worth
quality of education, by (1) developing the capacity of TTIs and teachers
considering how ICT can be used within such evaluations in terms of what has
to use ICT and modern pedagogy in education, (2) by using ICT to reach been described as “Next Generation Evaluation” 116. Next Generation
out to pre-service and in-service teachers and (3) by improving the (ICT) Evaluation includes a focus on whole systems, shorter evaluation cycles, more
infrastructure to better facilitate TTIs and its teacher educators. All this in real time feedback using alternative formats, and the use of digital media for
close collaboration and engagement with national stakeholders. This both data collection and for data visualisation and infographics.
approach should help improve the capacity of TTIs to reduce the
shortage of qualified teachers in the countries.”
Extra Budgetary Funding
94. It is still difficult to identify the relationship between ICT and general policy
regarding teachers: is UNESCO recommending the adoption of ICTs as a 99. Obviously, given the constraints on core UNESCO funding, extra
general strategy for teacher development or is this a strategy for countries with budgetary sources are of key importance in implementing large scale projects
an acute shortage of qualified teachers? A similar question applies to the ICT for teacher development, particularly in Sub Saharan Africa. But there are
CFT: is UNESCO recommending a competency based approach to teacher concerns that the very size and importance of these projects are moving
development in general? UNESCO away from its core mission. Furthermore, donors are mainly
concerned with visible outcomes that can be quantified. The pressure to
95. These questions have implications for monitoring and evaluation. achieve targeted outcomes within limited project time and with difficult
96. At present monitoring and evaluation is being undertaken predominantly problems, for instance infrastructure, risks reducing the quality of teacher
at a project level. What is lacking is higher level evaluation examining the development and of failing to build robust programmes which could be
assumptions behind programme objectives, design and developing. For this to extended in the future. Quick results may be required regardless of other
happen a longer-term approach is required looking at impact and change a considerations.
number of years after programme implementation. This is impeded by the 100. There were also concerns expressed by those interviewed that UNESCO
present allocation of resources, often tied to the period of donor funding. It is field staff are spending most of their time on project management and
noted that this evaluation is intended as a step towards such a longer term and administration, which was not felt to be their original role or that which made
deeper level perspective. best use of their expertise.
97. This is particularly important given that UNESCO’s overall work in the use
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Next Generation Evaluation, focuses on new approaches to evaluation including
Developmental Evaluation, Shared Measurement, and Big Data.
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Expertise and Knowledge Management 106. In this respect the ICT CFT Harnessing OER Champions WhatsApp group
launched in the framework of the ICT CFT Harnessing OER Project launched
101. Many of those interviewed praised the expertise and knowledge of
at the Hammamet meeting in July 2018 is particularly interesting. It is being
UNESCO staff. At the same time, they asked for additional assistance in terms
used by some 40 members to exchange information and knowledge around
of knowledge sharing and support. It may be that the present fragmentation of
development in the project. It has also spawned a number of other WhatsApp
responsibilities for projects in ICT for teacher development is hindering the
groups at a national level in Africa. Although not open source, WhatsApp is free
development and provision of specialist knowledge, in subjects as diverse as
and messages are encrypted. It requires only minimal management and
infrastructure, procurement, educational technology, licensing, distance
facilitation.
education, blended learning, MOOCs and pedagogic approaches to teaching
and learning with ICT as well as specialist knowledge of the contexts in different 107. Others also drew attention to the potential and importance of more South-
countries. It is hard to discern a knowledge management strategy from South knowledge sharing and exchange.
UNESCO with regard to this.
102. This also impacts on succession planning, given the centrality of UNESCO
staff to the planning and implementation of projects. This is an important issue The UNESCO ICT Competency Framework for Teacher
given that many of the key UNESCO Staff are not on permanent contracts and 108. The ICT CFT, now in its third version, is central to UNESCO’s work on ICT
many are tied to contracts from particular projects. There exists a grave danger for teacher development. It is widely praised by ICT and education experts in
that the knowledge and expertise they have gained will be lost for UNESCO, the field for both its comprehensiveness and its flexibility for adaptation to needs
although this expertise will be of benefit to other agencies and organisations and contexts in different countries and regions. The UNESCO ICT CFT has
working in the field of teacher development if they move to such organisations been widely adopted in Sub Saharan Africa, including without UNESCO funding
in their subsequent employment. in South Africa. It is particularly important in developing the capacity of countries
103. Furthermore, there was a wish especially from Ministry staff and teacher and institutions to use ICT for teacher development. Much of this has been
trainers engaged in UNESCO projects for greater contact and sharing of undertaken through the ICT CFT Harnessing OER Project and related network
knowledge between projects and countries. Whilst UNESCO publications and of institutions and practitioners linked through the OER Hub and WhatsApp
conferences were appreciated, they were not judged to be sufficiently fulfilling Tool.
this need. 109. It is, of course, not the only Framework for ICT and teacher development.
104. In particular it was felt difficult to find information in the plethora of different The European Joint Research Centre (JRC) in Seville has also developed a
UNESCO central, field office and project web sites providing information on competence framework, DigCompEdu, designed to support teacher
teacher development. UNESCO staff pointed to the complicated system for development in ICT for education in Europe. There are many similarities
web management and according time delays in updating information. between the frameworks. The major difference is that the ICT CFT includes a
basic level of competency – Technology Literacy. JRC includes this level as
105. Some of those interviewed felt that the very technologies being advocated part of its more general DigComp framework specifically for citizens, and so is
for teacher development could be utilised for knowledge sharing about not included in the DigCompEdu framework for teachers. The JRC was
developments in ICT for teacher development, for instance through the use of consulted during the development of ICT CFT Version 3.
social networking technologies or the provision of webinars.
110. The European Framework also lacks the tools and OERs which have been
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developed around the ICT CFT, largely due to lack of funding and resources, language contains many nuances. This was an intensive round table
and it is designed as a simpler tool than the ICT CFT Version 2. Indeed, the experience. Then we tried it out in ten schools and amended it again.”
main criticism encountered of the ICT CFT is the complexity of the framework.
113. Although the ICT CFT is developed for use in both pre-school training and
This has to be seen as a trade-off between the comprehensive nature of the
for Continuing Professional Development (CPD), at least in Sub Saharan
framework and its flexibility which allows for adaption to meet different needs.
Africa, most of the implementation focus has been in CPD for primary
Despite this the ICT CFT descriptors were felt to need further development,
education. One interviewee said the reason for focusing on CPD, rather than
although this was in relation to version two.
initial teacher training, is because of the desire to show impact over a short time
111. Although the ICT CFT lends itself to different modes of implementation and period. A greater focus on initial training might pay larger dividends in terms of
the wide variation in activities in different countries around the ICT CFT, there change in the long term, but this cannot be demonstrated within most project
appears to be a general pattern emerging, at least in Sub Saharan Africa, lifetimes.
although not all activities will take place in every country. This includes:
114. While initially, projects were open to teachers at all levels of ICT
Needs analysis at national level competence, there appears to be greater selectivity emerging and a
Contextualisation, also taking into account the present level of ICT requirement for some basic competence before starting the UNESCO ICT CFT
knowledge and the infrastructures, both institutional and technological training. Once more this probably is based on the need to demonstrate
outcomes in a limited time period. There also appears to be a tendency towards
The mapping of the ICT CFT to existing curricula and qualifications
adopting more advanced level modules and courses within the Framework.
The adoption or development of OERs to support teacher development This may be due to teachers wishing to progress from more basic training, or
through the ICT CFT once more a realization that advanced competences are needed at least by
The implementation of the ICT CFT within existing programmes of teacher those responsible for training and supporting other teachers.
development 115. A further issue concerns the effectiveness of the cascade model of
The training of a group of core teacher trainers, either existing teacher training. Cascade models have been criticized for leaking knowledge and
trainers or teachers with advanced ICT skills competence the further the chain leads.
Evaluating and assessing the skills and competences of teachers 116. In general UNESCO is promoting the use of Moodle to support online and
The provision of blended learning programmes combining online and distance learning. Moodle is the leading Open Source Learning Management
distance education with face to face provision System (LMS) which a large user base worldwide. However, there is some
In school training or support for teachers following the programme criticism of LMS systems in northern countries, particularly related to the
pedagogic implications of their use.
112. However, the adoption and amendment of the ICT CFT for use in different
contexts is not simple. One Director of a Development Agency explained: “We
work with the ICT CFT Framework. It is a theoretical document and we worked
at customising it with the ministry in Kenya. What should we put emphasis on? UNESCO ICT CFT Harnessing OER Project
We already have technical literacy. How long would it take teachers to do a 117. UNESCO has long played a leading role in the development of policy and
module -it may scale but how long would it take to deliver it? How can it be
scaled? In Phase 1 we looked at the indicators – were they appropriate. The
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capacity building on OERs at a global level 117. This culminated in the of OER development, though it may be difficult to design a methodology for
organisation of the 2nd World OER Congress resulting in the Ljubljana OER such research, in particular due to the lack of a tangible counterfactual.
Action Plan and Ministerial Statement that “identifies concrete actions to
mainstream OER to achieve SDG 4 on Quality Education” adopted by 120. It should be noted that access to training and infrastructure for developing
consensus; and a Ministerial Statement, signed by 20 Ministers and and sharing OERs may not be sufficient on its own. The Director of one agency
representatives, calling on all stakeholders to implement the Action Plan. It was interviewed said “One big problem is the isolationism of teachers. The idea of
organised by UNESCO and the Government of Slovenia and supported by the peer to peer learning and sharing resources has never taken traction culturally.
Hewlett Foundation. We are trying to develop clusters and online discussions through smartphones,
to persuade teachers to be participators not receivers and to share lesson
118. The ICT CFT Harnessing OER project aims to operationalize this policy in plans. But it is hard to change the culture.”
practice for development of OERs to support the ICT CFT for teacher
development.
119. It can be seen as successful in generating OERs in a growing number of Infrastructure
countries and languages. An international community of practice around these
121. Inadequate infrastructure was cited by almost all those interviewed in Sub
OERs is emerging. There remain a number of issues, not specific to the ICT
Saharan Africa as the major barrier to using ICT for teacher development.
CFT Harnessing OER development but generally with OER development and
Although the infrastructure varies between different countries, in many rural
use.
areas schools lack electricity, and internet connectivity is also poor. Even the
One is the issue of discoverability. UNESCO has established a Hub in use of mobile phones may be constrained by high broadband costs.
partnership with Creative Commons which should help overcome this 122. It is understood that UNESCO is not a funding agency for infrastructure,
issue. although some limited provision has been made through both the KFIT and
CFIT projects (although even here there remains a major issue of sustainability
Another relates to designing, developing and implementing processes for
as these infrastructures are not a one-off investment). This points to the
quality assurance and improvement of OERs produced for the ICT CFT. importance of partnerships with both the national stakeholders, other
While there is impressive evidence of the reuse of ICT CFT Harnessing development agencies, NGOs and partners agencies but also with the private
sector, for instance telecoms providers, for the provision of solar power for
OERs, there is a question as to when reedited and repurposed OERs
schools, for computers, laptops and mobile phones and for internet and
become stale and need rejuvenation.
bandwidth provision. UNESCO may have a role to play in the provision of
It was claimed in an interview that the ICT CFT OERs have saved a very technical advice. For example, an interviewee from a non-UNESCO funded
considerable amount of money. Yet it is hard to gather evidence for and to project recounted a story of a deal with a private company for computer
provision which had turned out to be inadequate and had to be terminated. As
quantify such a claim. If true this would be an important argument in support
well as technical advice, guidance in procurement could be important.
117
See Case Study 2.
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Administration sustainability through embedding in national and institutional practices.
123. The present procedures and processes for administration of projects was 127. Overall, this is another argument for why UNESCO should deepen
felt by some of those interviewed to be both administratively demanding and partnerships with other agencies with a view to securing more long term, holistic
burdensome. One UNESCO National commission member believes that and sustainable impact and change, realistically embedded in the national
UNESCO HQ was overly “micro managing” projects and that more overall development context
responsibility should be devolved.
124. A particular concern was the approval of payments for travel for project
participants taking part in training and project events in the framework of CFIT Consulting with and involving all relevant stakeholders,
and KFIT projects. The failure to approve travel payments prior to events taking including Teachers and school managers
place was seen as severely detrimental to the reputation of UNESCO by 128. To gain acceptance and ownership, it is important that teachers and school
participants and national representatives as well as providing much pressure leaders are consulted with and integrated into projects around teacher
on UNESCO staff on the ground. development. Phase 2 of CFIT established regular meetings of school leaders
and this seems to have, or is perceived to have, been an important step in
project implementation. This aspect could be expanded in relation to other
Sustainability national stakeholders – in addition to Ministries of Education, other ministries
and civil society stakeholders, teacher associations etc. could be integrated.
125. The sustainability of projects in using ICT for teacher development is a
major issue. Ideally, governments and institutions will take over the funding of
development at the end of a period of extra budgetary project funding. But in
the present financial climate in many countries this may not prove feasible. The Priority Gender Equality
main strategy is often to look for another organisation or agency to take over 129. There are a number of significant projects around gender equality and ICT
the funding. In some cases, this is happening: for instance, in Rwanda the in education in Africa, particularly in supporting young women into technical
Korean government has agreed to fund another phase of development and occupations and in programming for women. But it is difficult to see any such
scaling up of work initiated under the KFIT project. But in other cases, the future equivalent activity in ICT and teacher development, although staff involved in
of the work is uncertain after the end of the project. ICT and teacher development project development confirm that they raise
126. The need to attract further donors can also influence the decision to gender issues as a matter of routine, and remind their partners of the need to
completing the evaluation within the project lifetime and can contribute to address gender equality. But it is notable that the 56 page report: “Improving
pressures to show outcomes in quantitative terms, or at a too early stage when the quality of teacher education in sub-Saharan Africa. Lessons learned from a
the qualitative outcomes have not yet materialised. Often projects on the scale UNESCO-China Funds-in-Trust project”, fails to mention gender equality
of those run by UNESCO in ICT for teacher development need a longer time once. 118
period both to achieve impact and to achieve the degree of change required for 130. One issue may be that it is difficult to find female teachers with the required
level of technical expertise to become involved in the initial stages of the
118
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projects. A member of the UNESCO staff said: “We try to develop gender learning, school based learning and OER. There has also been
mainstreaming though the KFIT and CFIT projects. We are encouraging them considerable variation in the technologies used, including mobile, mainly
to recruit 50 per cent of female participants. This is a challenge – many times based on different levels of infrastructure and the cost of access to
the women do not have the necessary basic IT competences. Our workplan
bandwidth.
does not provide basic IT training – should we change that?”
A comparison of these approaches would be valuable for countries
131. Yet this could be seen as exactly why the UNESCO initiatives should be seeking to adopt the Framework in the future. It is noted that one of the
focusing on involving female teacher and help making sure their competences criticisms of projects seeking to implement the ICT CFT is the lack of
are at the required levels.
knowledge being passed down from one country to another.
132. Another possible reason for the lack of gender equality in involvement in 2. Most of the projects in teacher development using ICT, at least in sub
teacher development in Sub Saharan Africa may be that projects are tending Saharan Africa, have focused on continuing professional development.
to target more experienced teachers. These are predominantly male, with a
This probably reflects the desire to show relatively quick results, especially
tendency towards unqualified teachers being female. If this is true, and it would
by donors. Yet it may be that measures to change the curriculum and
require further research to verify such a hypothesis, then teacher development
programmes around the use of ICT may be exacerbating inequality. delivery of Initial Teacher Training will have greater impact in the long term.
A critical examination of this assumption could be valuable.
3. UNESCO has pioneered the development and adoption of OER at a global
Priority Africa level. One of the assumptions justifying OERs is that they save money and
promote knowledge sharing. Yet, focused research or evaluations of
133. It is difficult to evaluate the success or otherwise of the priority Africa
UNESCO’s OER activities would be needed to confirm the validity of this
initiative, given that our research on teacher development was focused on
Africa. What can be said is that in the area of teacher development UNESCO hypothesis. Undoubtedly, UNESCO is well placed to undertake work
has succeeded in building a cluster of projects in Africa, and leveraging around this issue, possibly in conjunction with the EU JRC.
substantial extra budgetary funding. Furthermore, there is the emergence of 4. The ICT CFT Harnessing OER Hub platform provides access to OERs
Communities of Practice in Africa and of South-South knowledge sharing. developed by UNESCO projects on the use of ICT for teacher
development. Consideration could be given to opening access to the
9. Summary of issues platform to other projects working in teacher development.
134. The main evaluation report contains a series of recommendations, most of 5. It remains difficult to find sources of comprehensive information on
which are relevant to UNESCO’s work on the use of ICT for teacher UNESCO work in ICT and teacher development, despite the publication of
development. The following summary is of issues specific to work in this area project bulletins through the CFIT and lease extent KFIT projects.
and is intended as assistance to UNESCO staff working in the field of teacher
Targeted publications in this area, be they paper based, online or ideally
development.
both, would facilitate knowledge sharing and exchange.
1. Projects targeting teacher development using ICT in Africa appear to have 6. Some of the UNESCO projects in the use of ICT for teacher development
developed and adapted an emergent model and approach using blended have an explicit logic model or Theory of Change. In others it is implicit.
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 The development of a more elaborated model spanning the different
projects would allow a greater understanding of where particular projects
and interventions fit in such an approach. This would also help clarify and
communicate UNESCO’s comparative strengths and (expected/intended)
results in this area and put UNESCO’s contribution in the overall context
of teacher development
7. Due to funding restraints, where comprehensive evaluation is carried out
it is usually at individual project level and within the timespan of the
projects. Yet the logic of the work in ICT and teacher development implies
that much of the change desired will happen over a longer period than the
lifespan of most projects. This is especially so, given one of the main
objectives is to achieve sustainability and to scale up teacher development
activities. The achievement, or otherwise of such ambitious aims can only
be measured by a longer-term approach to evaluation, possibly covering
multiple projects or UNESCO’s entire portfolio of (ICT- supported) teacher
development initiatives.
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K.Case Study 2: Policy Support for ICTs 4. With a greater emphasis on SDG4 in the current UNESCO 39 C/5 2018-
2019, ICT in Education policy remains under a revised MLA 1 (Support Member
in Education States in the implementation of SDG4). The strongest specific mandate is in
ER 1 which refers to supporting “improved national education policies and to
advance access to equitable and quality ECCE, primary and secondary
Contents education…”: PI 6 comprises: “Number of countries where sector-wide policies
and master plan, or national ICT in education programmes have been
1. Introduction ...................................................................................... 159 developed to leverage ICTs to achieve SDG4.” Other ERs also have policy
2. UNESCO’s mandate for policy support for ICT in Education .......... 159 related PIs, including ER 2 on TVET systems, ER3 on foundational skills and
3. Policy Support Actors and Activities ................................................ 160 lifelong learning and ER4 on higher education. PI 1 of ER3 includes the only
4. Analysis of Policy activities .............................................................. 164 specific reference:
5. Gender Equality ............................................................................... 172
6. Summary and Conclusions .............................................................. 173 “Number of countries and higher education and programmes that widen
access to equitable, gender-responsive and quality assures higher
education provision including through online/ICT delivery models and
1. Introduction teacher training.”
1. This Case Study describes the range of policy supports that UNESCO
5. In terms of the focus for actions this is expressed as follows:
provides in ICT in Education; reviews the activities and outputs based on
available documentation and interviews; and considers the nature and quality “Developing ICTs in education policies and relevant standards: Based on
of cooperation and collaboration both with external partners and internally the Qingdao Declaration on leveraging ICTs to achieve Education 2030,
between UNESCO entities. It also examines the extent to which gender equality UNESCO, with its category 1 Institute for Information Technologies in
and the inclusion of vulnerable groups are considered.
Education (IITE), will reinforce its engagement in support of the formulation
2. Given the breadth of its scope and the number of stakeholders involved, and implementation of ICTs in national education plans, policies and
this Case Study seeks to contribute to the majority of the Evaluation Questions. standards.” (p.55)
2. UNESCO’s mandate for policy support for ICT in 6. Thus ICTs in Education policy has been mainstreamed across MLA1, and
Education subsumed under different ERs.
3. UNESCO’s mandate in supporting Member States to develop and 7. For the CI Sector, the refocusing of supporting policy aspect of ICTs in
implement policy was clearly stated in UNESCO’s 37 C/5 2014 – 2017 in Education between 37 C/5 and 39 C/5 has been less marked, and the emphasis
relation to specific Education Sector activities. Under MLA1 (Supporting has remained on universal and open access to information. Its MLA 2 (Building
Member States to develop education systems to foster high quality and knowledge societies…) includes ER 2: “Member states have taken measures
inclusive lifelong learning for all), ER7 comprised: “National capacities to promote universal access to information through open and inclusive solutions
strengthened to develop and implement technology policies in education, and innovative use of ICTs for sustainable development”, and PI 1 comprises:
particularly in teacher training and professional development.” “Number of Member States which have formulated policy frameworks… ,
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including to mainstream Open Solutions through OER, OA and ICTs for Global, Regional and sub-regional Policy Platforms, for information
Education.” exchange and/or dialogue on policy development and implementation,
involving governments and other key stakeholders;
3. Policy Support Actors and Activities
Master Plan Development for ICT in Education, at national level and
8. A number of different UNESCO entities are involved in ICT in education,
four of which are central to the policy support: linked to wider education policy;
Unit for ICT in Education, Division for Policies and Lifelong Learning, Targeted Policy Support at national level, specifically policy associated
Education Sector, in UNESCO Headquarters (ED/PLS/ICT) with OER; 119
Section for ICT in Education, Science and Culture Knowledge Societies Development and dissemination of policy resources: Websites,
Division, Communication and Information Sector, in UNESCO publications etc.
Headquarters (CI/KSD/ICT),
12. Each is briefly described with regard to their activities from 2014 to 2018.
ICT in Education Team, Section for Education, Innovation and Skills
Development, Asia Pacific Regional Bureau for Education, in UNESCO
Bangkok Office (BGK/EISD, ICT) Global and Regional Policy Forums
Category 1 UNESCO Institute, the Institute for Information Technologies in
13. A number of features are characteristic of these events: UNESCO
Education in Moscow (IITE)
supports a forum to bring together a core of Government Ministers, senior policy
9. Other UNESCO entities are involved in policy design, support and actors, experts and/or other key stakeholders, to share information in areas
implementation. For instance, the UNESCO Cluster Offices in Jamaica and relevant to policy and in various ways to build momentum towards policy
Doha both support Master Plan development; and/or UNESCO National development. The specific themes, outputs, and the eventual outcomes, vary.
Commissions can play a major role in supporting Master Plans and in 14. Several global level activities are relevant.
organising events; the BGK/EISD/ICT unit works closely with the policy and
planning unit in ED/IQE also in Bangkok; and the UNESCO Office in Nairobi 15. 2nd World OER Congress. The 2nd World Congress 120 resulted in the
has been particularly active in supporting projects led by the ED/PLS/ICT. Ljubljana OER Action Plan and Ministerial Statement that “identifies concrete
actions to mainstream OER to achieve SDG 4 on Quality Education” adopted
10. However, with a few exceptions most of the UNESCO policy provide by consensus; and a Ministerial Statement, signed by 20 Ministers and
support or implement projects that are led by one of the above four entitles. representatives calling on all stakeholders to implement the Action Plan. It was
11. Broadly, interventions can be categorised into a number of types: organised by UNESCO (CI/KSD/ICT) and the Government of Slovenia and
supported by the Hewlett Foundation. Six regional consultation sessions during
119 120
Developing competency-based ICT training for teachers, a major area of activity for The first produced the 2012 Paris OER Declaration, at which the term OER was
UNESCO in ICT in Education, is linked to policy in that it aims to align such training with coined, and it is considered to be a founding document for an international strategy for
policy, but is not itself an area of policy. It is not considered in this case study but is the OER, in which UNESCO is the leading actor.
major focus of Case Study 1.
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2016 and 2017 preceded it. 121 Developing supportive policy environments is China’s Ministry of Education of the Chinese UNESCO National Commission,
one of the five recommended areas for action by signatories. About 500 people the Statement’s focus on SDGs was timely given its publication so close to that
participated in the Congress, including Ministers of Education and Higher of the SDGs themselves and of the Incheon Declaration at the World Education
Education, senior policy makers, experts, researchers and other stakeholders, Forum. 124 This was followed in 2017 by the International Forum on ICT in
from over 100 UNESCO Member States. Education 2030, which produced the Qingdao Statement largely reaffirming the
earlier document. 125 (ED/PLS/ICT)
16. A further long-term outcome is the acceptance of a UNESCO
Recommendation on OER. The 39th UNESCO General Conference in Paris 18. Global Dialogue on ICT and Education Innovation: Towards SDG 4. 126
2017 (CI Commission) which adopted a Resolution on the “desirability of a This Inter-Ministerial forum was organised by the UNESCO Category I IITE in
standard-setting instruments on international collaboration in OER”, 122 Moscow in April 2018, with the Russian Federation Ministry of Education and
authorising the Secretariat to develop a draft UNESCO Normative Instrument Science. It brought together 16 Ministers and Ministry representatives 30,
(Recommendation) on OER to be considered at the 40th Session of the academics, practitioners, private sector and NGOs, mainly from CIS countries
UNESCO General Conference in 2019. An open consultation process was and others from Europe, Africa and Asia, to discuss policy developments and
completed in June 2018, and drafting is underway. While such innovation across the ICT in Education Field. It is not clear yet as to whether
Recommendations are not binding on Member States, they can add impetus the event will be repeated. (IITE)
and facilitate individual and shared government actions in the areas it covers.
19. At regional level, UNESCO also organises many platforms and events in
A UNESCO Recommendation on OER would mean that all UNESCO Member
ICT in Education.
States would engage in policy discussions on OER at a national level on a
regular basis in order to provide inputs to reporting requirements for UNESCO 20. Asia Pacific Ministerial Forum on ICT in Education (AMFIE). 127 The first
Recommendations (likely to be every two to four years). This would in effect was launched in 2010 as interest in ICT in Education rose among Member
result in the issue of OER being integral to ICT in Education policy discourse in States in the Asia Pacific region, as a forum to share knowledge and generate
all UNESCO regions, and raise the level of policy discussions considerably dialogue at Ministerial, senior official and expert level. It quickly became an
annual event with growing participation. With the launch of the globally-focused
17. Qingdao Declaration. In May 2015 an event were held in Qingdao, China
Qingdao Declaration in 2015, the organisers in consultation with Member
on ICT in Education. The International Conference on ICT and Post-2015
States decided to focus the 2017 event on producing a strategy that would
Education produced the Qingdao Declaration on “Leveraging ICTs for
emphasise the specific features of the Asia Pacific Region. A survey of priorities
Achieving Education in 2030” 123, comprising a set of policy relevant
was carried out, and the strategy launched, comprising four priority areas and
recommendations. It was attended by over 500 participants from about 90
countries, including 29 government ministers, ten UN Agency representatives
and many private sector and NGO actors. Jointly organised by UNESCO,
125
121
These were held in: Kuala Lumpur, Malaysia (Asia); Valletta, Malta (Europe); Doha, See http://unesdoc.unesco.org/images/0025/002530/253061m.pdf
126 See: https://iite.unesco.org/news/ministerial-forum-global-dialogue-on-ict-and-
Qatar (Arab States); Port Louis, Mauritius (Africa), Sao Paulo, Brazil (Americas ); and
Auckland, New Zealand (Pacific). education-innovation-towards-sdg-4/
122 127 See https://bangkok.unesco.org/content/asia-pacific-ministerial-forum-ict-education-
Resolution 44. 39 C/47 18th August 2017.
123 http://unesdoc.unesco.org/images/0023/002333/233352m.pdf 2017
124 See: http://unesdoc.unesco.org/images/0023/002338/233813m.pdf
161
six action points. 128 A total of 29 countries in the region were represented, Abidjan and hosted by the Ministry of National Education Cote d’Ivoire.
including 22 Ministers, Deputy Ministers and Director General. It has now been (ED/PLS/ICT)
decided to run the event biennially. (BGK/EISD/ICT)
25. UNESCO is also a prominent partner in other events. An example is the
21. Central Asia Symposium on ICT in Education (CASIE). CASIE was annual Global Symposium on ICT Use in Education (GSIE), first originated by
launched by UNESCO in 2011 to provide a platform in Central Asia to share UNESCO in 2007 and now led by World Bank and the Korean Ministry of
experience on generate dialogue about ICT in education. The event was Education and the Korea Research and Information Service (KERIS). 132 The
repeated in 2013 and annually until 2016, and most recently in Dushanbe theme changes each year and typically about 60 to 80 policymakers from 25 to
Tajikistan in October 2018 129. It is aimed at senior policy makers (director level) 35 countries globally participate; in October 2017 the theme was Digital
and experts. (BGK/EISD/ICT) Citizenship in the 4th Industrial Revolution.
22. South Asia Regional Symposium in ICT in Education (SARSIE). 130 26. Though it is their main focus, the above events do not restrict themselves
SARSIE is a recent sub-regional addition to these knowledge sharing platforms, to policy aspects of ICT in Education. They often feature workshops, sub-
first run in February 2018 in Colombo Sri Lanka. It attracted over 100 themes and sessions focusing for instance in ICTs that support TVET or non-
participants from six South Asian countries and others in the region, from formal education; or different modes of distance education and MOOCs. The
government, practitioners, private sector and development partners. above are the only major policy-specific events held on a regular basis in ICT
(BGK/EISD/ICT) in Education policy, pointing to UNESCO as the major player in the area of
international networking and policy dialogue. UNESCO entities also run other
23. AMFIE, CASIE and SARSIE are now planned as complementary events,
events covering aspects of ICT in education. For instance the Transforming
with AMFIE biennially from 2017 and both CASIE and SARSIE in the interim
Education Conference for Humanity (TECH) event in November 2018 133
years. AMFIE is Asia-Pacific wide, attracting developed as well as less
organised by the UNESCO Category 1 Institute MGIEP. This is the second of
developed countries and enabling broad regional sharing and policy dialogue.
five such annual events planned, and focuses mainly on digital pedagogies and
However, the two sub-regional events, SARSIE for South Asia, and CASIE for
the learning environment. Non-UNESCO events on education more generally,
Central Asia, bring together countries with more in common, especially poorer
or on ICT in education at the implementation level, do host sessions on policy
ones, and thus can enable a deeper level of exchange and sharing of
related issues, to which UNESCO is usually invited. BETT Asia for instance is
experience.
an event organised by ADB and private sector partners but focuses primarily
24. The African Ministerial Forum on ICT Integration in Education and on technologies relevant to the future of education. 134
Training: UNESCO is one of many co-organisers of this regional forum for
policy dialogue. 131 Following its first meeting in Tunis under the Ministry of
Education in December 2013, a second forum was organised in June 2016 in
128See
/2018/Feb-SARSIE/Knowledge%20Brochure%20Series%20-
https://bangkok.unesco.org/sites/default/files/assets/article/ICT%20in%20Education/fil %20Issue%206_SARSIE_Oct19.pdf
es/amfie-2017asia-pacific-regional-strategy.pdf 131 For 2016 event see: http://www.africaictedu.org/
129 See https://bangkok.unesco.org/content/central-asia-symposium-ict-education-2018 132 See: http://www.worldbank.org/en/topic/edutech/brief/global-symposium-on-ict-use-
130
See: in-education
https://teams.unesco.org/ORG/fu/bangkok/public_events/Shared%20Documents/EISD 133 See: http://mgiep.unesco.org/tech2018
134 See https://asia.bettshow.com/
162
Master Plan Development for ICT in Education 33. Support also targets specific areas of policy associated with ICT in
Education, specifically in developing a policy for OER. There are numerous
27. UNESCO is extensively involved in supporting the development of Master
examples of national and regional workshops and seminars since 2014.
Plans for ICT in Education at national level. These are almost always conceived
as a component of a wider Education Policy, covering a range of ICT in 34. Workshops on National Policies for OER: These were organised for
Education components and generally involving several government ministries Bahrain, Indonesia, Kenya, and Oman in 2014; Philippines, Qatar, and Saudi
over a period of time. Arabia in 2015; Madagascar, Djibouti in 2016; and Ghana in 2017.
(ED/PLS/ICT)
28. Master Plan Support in Asia Pacific: In Asia Pacific the development and
review of Master Plans in ICT in Education is being supported since 2017 in 35. Central Asian Sub-Regional Workshop for OER Policy: This covered
Bhutan, Bangladesh, Maldives, Nepal, Sri Lanka and Solomon Islands. participation from Kazakhstan, Kyrgyzstan, Tajikistan, and Uzbekistan and was
(BGK/EISD/ICT) organised in December 2017. (ED/PLS/ICT)
29. ICT in Education Policy Workshops: These were organised for ten Eastern 36. Regional Seminar on OER Policies for Gulf States and Yemen: This was
and Central European Countries, Bahrain, Cambodia, Mozambique and organised in March 2015, to reinforce the capacities to develop OER policies
Uzbekistan (ED/PLS/ICT). The UNESCO Cluster Office in Jamaica also and strategies of 30 policy makers from Abu Dhabi of UAE, Bahrain, Lebanon,
organised, with some support from ED/PLS/ICT, Policy Workshops in Jamaica, Oman, Qatar, Saudi Arabia, Sudan, Tunisia, and Yemen. (ED/PLS/ICT and
Bermuda, Antigua & Barbuda; and Trinidad & Tobago. the Doha UNESCO Office)
30. National plans for ICT in Education (usually termed Master Plans) are 37. Regional Seminar on OER Policies for Eastern African countries: The five
designed as an integral component of wider education policy review, participating countries comprised Djibouti, Ethiopia, Ghana, Kenya, and
sometimes linking into other policies such as ICT infrastructure. The emphasis Madagascar, and it was organised in cooperation with Nairobi Office in
is on using ICTs to remove barriers to education and to enhance the quality of November, 2015. At the event, Kenya presented its new OER policy and the
education. Existing policies may be reviewed, including against relevant other four developed a framework for national OER policies. (ED/PLS/ICT and
practice in other countries, and then supported for further development. The the Nairobi UNESCO Office).
support methods include Workshops, ongoing advice and support, and in-
country expert reviews, including contracting national and international experts
as needed. Guidelines and published resources are available. Development and Dissemination of Policy Resources
31. High-income in the region have designed and implemented Master Plans 38. The policy platforms and other events result in a significant number of
or similar some time ago, and those of Singapore and South Korea are often publications relating to policy, often incorporating research outputs. UNESCO
used as models. Lower income countries might also have developed also produces further policy-related publications in ICT in Education, and
components of a plan, for instance an infrastructure element within the ICT supports a couple of online platforms to disseminate resources.
policy, but only a few have developed full policies without UNESCO support. 39. ICT in Education Policy Platform: The Web-based platform 135 “offers
32. Targeted National Policy Support: OER countries a shared space dedicated to transforming education through
135
https://ictedupolicy.org/
163
innovative education policy.” It is aimed at ministry officials, academics, and Commonwealth of Learning (2016) 141
practitioners and others active in the field. It brings together into a searchable 2nd World OER Congress and Satellite Events 2017: a range of policy and
platform a diversity of resources relating to policy and implementation of ICTs practice videos available from the Congress. 142
in Education, from UNESCO and other sources. Part of the idea is to support
Beyond Access: ICT-Enhanced Innovative Pedagogy in TVET in the Asia-
an International Network of ICT in Education (INIE) though the volume of
postings and interactions on its Discussion Groups is very low. 136 (ED/PLS/ICT Pacific. UNESCO Bangkok Office (2017). 143
in partnership with Weidong Cloud Education Group). OER in Non-English Speaking Countries 144 a series of publications, each
with policy perspectives, from IITE beginning in 2011 (in chronological
40. The Platform also links to a UNESCO ICT-in-Education Toolkit 137 that
order) covering OER in Lithuania, Brazil, China, Kenya, Poland, Russia,
contains six ‘toolboxes’ with a total of 19 tools for policy makers, planners and
practitioners to support the development of a national Master Plan for ICT in France and, in 2017, Germany.
Education. Originally developed by the Bangkok ICT in education team it is now Towards Gender Equality in Education Policies and ICTs: An Action Brief
with the ICT in Education Unit in HQ and though it has not been updated since and Toolbox. 145 a collaboration between Intel, UNESCO and Girl Rising
2009 it is currently under revision. (2016)
41. A separate Asia Pacific ICT in Education Policy Planning Guide was Model Policy - ICT in Education for Persons with Disabilities 146 a
completed in June 2018, and is currently in use by the countries in Asia Pacific collaboration between, UNESCO, European Agency for Special Needs and
supported by UNESCO Bangkok Office as an online resource, 138 though not Inclusive Education and G3ACT (2014)
yet publicly available. It contains 21 tools and resources each separately Guidelines on the Inclusion of Learners with Disabilities in Open and
downloadable. (BGK/EISD/ICT)
Distance Learning 147 UNESCO (2016)
42. Examples of others publications and resources, some extending into
themes not covered in the policy support actions, include the following: 4. Analysis of Policy activities
Managing tomorrow's digital skills: what conclusions can we draw from UNESCO’s Strengths and Weaknesses.
international comparative indicators? UNESCO (2018) 139
43. The global and regional policy fora outlined above play strongly to one of
A Policy Review: Building Digital Citizenship in Asia-Pacific through Safe, UNESCO’s major strengths i.e. its international convening power up to
Effective and Responsible Use of ICTs. UNESCO (2016) 140 Ministerial level, including high level experts and other stakeholders. Other
Open Education Resource: Policy, Costs and Transformation. UNESCO international organisations, such as the World Bank, OECD and CoL, can
136 The last featured discussion was initiated in 2017 and received one response; the 143https://bangkok.unesco.org/sites/default/files/assets/article/
one prior to that was in 2015 and elicited seven responses. ICT%20in%20Education/TVET/TVET%20pub.PDF
137 http://www.ictinedtoolkit.org/usere/login.php 144 For some, see: https://iite.unesco.org/publications/
138 See: http://dev.ictcomp.guide/ 145 https://www.ictedupolicy.org/resource-library/content/towards-gender-equality-
139 https://unesdoc.unesco.org/ark:/48223/pf0000261853 education-policies-and-icts-action-brief-and
140 146
https://bangkok.unesco.org/content/safe-effective-and-responsible-use-ict https://www.ictedupolicy.org/resource-library/content/model-policy-ict-education-
141 http://unesdoc.unesco.org/images/0024/002443/244365e.pdf persons-disabilities
142 http://videolectures.net/OpenEducation/ 147 https://unesdoc.unesco.org/ark:/48223/pf0000244355
164
convene regional or even global level events on the theme. However, 47. No significant weaknesses emerged from interviews concerning
UNESCO’s experience in the sphere of education and its acceptance as a UNESCO’s existing policy work in ICT in Education. A general comment was
legitimate and neutral partner enables it to secure the participation of a wide heard a few times: i.e. that UNESCO lacks the resources to follow-through on
range of high-level stakeholders, and to create platforms for a deeper level of some areas of policy that would enable a deeper level of implementation and
dialogue that can secure, with appropriate preparation, a high level of ensure final outcomes are achieved, an issue referred to elsewhere in this case
agreement. The Qingdao Declaration, the Asia Pacific Regional Strategy, and study.
the 1st and 2nd Congresses are testimony to this. There was near unanimous
agreement among informants for this evaluation that such convening power is
a key UNESCO strength in which it has few if any peers across the area of Positioning of UNESCO in ICT in Education Policy Fora
education as whole. It draws on a number of UNESCO’s strengths in the policy
48. It is clear from documentation associated with the fora that UNESCO now
domain:
presents SDG 4 as the key reference point for all its work in this sphere. This
Its ready access to high-level political and ministerial actors; is its primary ‘anchor’ to position it internationally, which follows from its formal
Wide acknowledgement of its role as an impartial and neutral actor in role as the lead agency and coordinator of SDG4.
education; 49. Within that overall framework, the fora fall into two types: those covering a
Its global scope; broad range of policy and implementation in ICT in Education at global and
A core commitment to inclusiveness and quality of education; regional level, that attract the participation of Ministerial and high level policy
A high level of expertise in specific areas of ICT in Education policy. and institutional actors; and those supporting general national-level policy
planning and OER, that tend to target senior and middle level officials and
44. These also feed into the national level policy support. UNESCO brings its practitioners.
sustained focus on enhancing the inclusiveness and quality of education based
50. With the former, UNESCO (as outlined above) is seen as the major player
on humanistic principles and values, and its experience and expertise
in Asia Pacific through its regional and sub-regional events. Globally through
internationally of using ICTs. Perhaps UNESCO’s key strength at this level is
the Qingdao process and the Policy Forum during the Mobile Learning Week,
its direct access to national policy makers in education, flowing from its status
UNESCO is also recognised as a leader at supporting policy dialogue and
as a UN organization and its Member State-driven mandate.
exchange. It has a significant presence in Africa, but Africa in general has many
45. Private sector partners, in organising or funding fora, in policy and in more players in the field of ICT in Education, including those seeking to
programme support, acknowledge that their own expertise and innovation lies influence policy. This was confirmed in interviews with corporate actors
more in the technology than its application in the sphere of education, and look (including private education entities), donors, ITU officials, international NGOs
to UNESCO to supply the latter. Furthermore they recognise that UNESCO as well as with UNESCO staff.
can also deliver access to policy level, through both the above fora and policy
51. However, many informants believe that, while supporting these key
and programme support.
events, UNESCO is in general poor at enhancing its visibility and at
46. Ministry officials, private sector and other stakeholders interviewed also disseminating evidence of good practice.
acknowledge the high quality and relevance of the support provided by
52. There are also signs that other entities are reinforcing their commitment to
UNESCO, either directly or with others, including relevant publications.
the field generally. World Bank, for instance, has recently recruited two ICT in
165
Education (or Ed Tech) specialists, and ADB and UNICEF are also recruiting Saudi Arabia with a view to building further policy support for OER, as did some
experts. These are indicative of the growth in mainstreaming of ICT in the other Regional Consultations in preparation for the Ljubljana Congress.
education, and of these organisations’ commitment to the sphere – each with The five regional seminar on OER Policies for Eastern African countries in 2015
vastly more resources than UNESCO. As they expand their interest and reach, – in Djibouti, Ethiopia, Ghana, Kenya, and Madagascar – was part of a similar
they are likely to move more to the policy domain. process, organised by ED/PLS/ICT with follow-though from the Nairobi office.
53. Thus UNESCO may soon find that these other actors are becoming 57. The choice of countries in which to support policy and Master Plan
increasingly active at the policy dialogue level, and will need to more clearly development may thus be influenced by these events. But it will also be based
confirm its position and comparative strengths. on direct government requests to the UNESCO office, and by donors’
international strategic priorities. Donors may for instance have other, related,
activities in a given country with which they may seek synergies. The role of the
Distinct functions of international and national policy support national UNESCO Office or of the UNESCO National Commissions can be vital
in assessing the local circumstances (and also in the development and follow-
54. While UNESCO supports policy development at both international and at
through of the plan itself). The timing of support is also critical in the selection
national levels, the goals and outputs generated by each are distinct.
process. For instance, whether a review of wider education policy or of an
55. International events aim to raise understanding of the potential for ICT in existing ICT in education Master Plan is underway or imminent can be a key
education and how ICT should (and should not) be deployed through policy, deciding factor - it was noted already that integration within wider education
and in that way to create an environment, from Ministerial level down, that might policy is seen by UNESCO as central to the success and sustainability of ICT
be conducive to designing and implementing appropriate policies. Raising in Education policy.
understanding of ICTs in education is not an end in itself for these fora, but is
58. Thus these sub-regional events, if systematically followed up, can have a
rather a means to help reach SDG 4 targets; and UNESCO must sometimes
direct link to national policy-level support.
counter a technology-driven approach that can be pursued by industry and
others. A review of the structure and presentations of these events suggests
that UNESCO pursues this approach systematically, though it is impossible to
Partners and Resources
assess what level of influence this has in the policy arenas.
59. In general UNESCO seeks partnerships to organise these fora and events
56. Global and major regional level events are not usually followed up by
with a view to securing additional resources, deepening commitment, and
UNESCO with direct national-level policy support. However, sub-regional
extending their reach and/or scope. The Table below gives an indication of the
events such as CASIE or SARSIE, because of the much smaller number of
range of partners, also indicating the lead entity within UNESCO.
countries participating, are partly designed as a first step in a process for the
UNESCO Bangkok ICT in Education team. Based on discussions with senior Table 9: Features of UNESCO Led Events & Platforms 2014 – 2018
policy makers at these events, the team has followed up with national scoping
missions, which can in turn lead to direct support activities such as a Master Event/Platform Lead Main Partners and Donors
Plan. The Doha Regional Consultation in March 2015, which with just nine UNESCO
countries was more sub-regional in size, served a similar function and the
2nd World OER CI/KSD/ICT Government of Slovenian, Hewlett
UNESCO Doha office ran national consultation events later in both Qatar and Congress (2017) Foundation
166
 Qingdao Declaration ED/PLS/ICT Education Ministry of China, Chinese Funding Modality Strategic Constraints
UNESCO National Commission; Qingdao
Municipality 62. While policy support for ICT in Education is overwhelmingly funded from
extrabudgetary sources, some UNESCO RP support is also available for
Qingdao Statement ED/PLS/ICT Education Ministry China, Chinese National focused activities. For instance a Master Plan scoping mission was undertaken
Commission for UNESCO, Shandong
Provincial Education Committee, Qingdao by the Bangkok UNESCO ICT in Education Team to Papua New Guinea
Municipality (though the Ministry did not subsequently follow through with a formal request
for support). Similarly, led by the Doha CI Specialist the Doha UNESCO Office
AMFIE BGK/EISD/IC Host country government (2017: Korean
T Ministry of Education); KERIS; Intel (until undertook, following the 2015 Regional Consultation, three follow-up technical
2013) meetings in Qatar and a Consultation Workshop in Saudi Arabia.
CASIE (2018) BGK/EISD/IC Host country government (2018: Education 63. Several UNESCO stakeholders have indicated that extrabudgetary
T, Almaty Ministry Tajikistan); KERIS funding is relatively easily accessed for ICT in Education as a whole; and
Cluster Office
indeed that more would be possible to raise in the appropriate circumstances.
SARSIE (2018) BGK/EISD/IC Host country government (2018: Education However, one added that some major donors believe that policy-oriented
T Ministry Sri Lanka); ADB actions offer them less visibility on the ground in terms of impact with target
Global Dialogue: IITE Ministry of Education and Science of the groups as compared to projects that focus on implementation and ground-level
Towards SDG4 Russian Federation interventions. As discussed further on, it is often difficult to determine the extent
to which policy interventions such as fora for policy dialogue and exchange of
African Ministerial ED/PLS/ICT Ministry of Education of Côte d’Ivoire, ADEA,
Forum (2016) GeSCI, AfDB, INTEL, UNESCO, OIF, experience contribute to specific policy change; and (especially given the
Microsoft. absence of a Theory of Change) it can be difficult to trace the linkages between
policy change and eventual long-term outcomes. This acts as a disincentive for
ICT in Ed Policy ED/PLS/ICT Weidong Group
Platform donors under pressure to report tangible outcomes to their respective
governments and to the public. In some donor-supported projects, policy
60. Partners may include the national government (usually Ministry of actions are therefore relatively small, and embedded within wider programmes
Education), local city administrations, relevant national and regional institutions, that include policy implementation with more discernible results.
development partners, international foundations and private sector actors.
64. A further feature of extrabudgetary funding is the difficulty of fitting together
61. The overall amount and source of funding and resources for these events, projects funded from different donors, each with its own priorities in terms of
and specifically the UNESCO investment, is difficult to determine precisely. theme and geographic focus, into a wider strategic pattern of investment for
UNESCO’s financial contribution can be embedded within a wider programme UNESCO. Individual project can be fully compliant with C/5 ERs while still not
budget: for instance recent AMFIE and CASIE events are covered as a small combining optimally in terms of outcomes. For instance, the development of
part of successive KFIT-funded projects (5734, 14409) of the Bangkok ICT in Education Master Plans would ideally be followed through with for
UNESCO Office, with a total budget of over US$1.4 million between 2014 and instance ICT CFT and OER support, and then with further downstream policy
2018; and SARSIE is covered under a JFIT-funded project (14720), which also implementation. UNESCO is involved in all of these areas though most heavily
supports Master Plan development in Bangladesh, Bhutan, Maldives and Nepal in policy and institutional development–unavoidably given its resource
and had a total budget of US$170,000 in 2018.
167
limitations and specific strengths–and seldom if ever can it follow-through on 69. Concept notes and publications are sometimes circulated for mutual
the successive steps to achieve and measure an impact. comment and feedback. IITE is currently undertaking a multi-country survey of
OER with funds shared from IED/PLS/ICT. But, overall, project-level
65. Although other factors also intervene, including the long-term time scale
collaboration in policy support activities is rare between any of the four.
implied, the heavy reliance on extrabudgetary funding can, despite the best
efforts of UNESCO entities, constrain the geographic and thematic focus of 70. While it cannot be assumed that collaboration in policy-level projects will
projects and hence cross-project integration and strategic coherence. 148 always yield better results, there does appear to be complementary expertise
in different entities, and more project-level collaboration would be actively
welcomed by the entities involved. It would also lead to more organisational
Communication, Cooperation and Cooperation between UNESCO Entities coherence towards the external partners and stakeholders.
66. Support for the development of policy in ICT in Education is, as noted 71. The predominance of extra-budgetary funding was suggested as a
above, undertaken primarily by four main UNESCO entities; two in Paris contributory factor to the absence of such actively-sought collaboration.
Headquarters, the Bangkok Office, and the IITE in Moscow. 149 Interactions with specific donors tend to be undertaken by the individual
entities, and projects are designed based on the resources available within
67. With regard to communicating around policy-related events and fora, there
each. A case was reported of a portion of a Funds-in-Trust project being
is ongoing though non-systematic interaction between the four. A notable
allocated to another entity at the donor’s suggestion– but even this in practice
individual example of cooperation was around the 2nd World OER Congress in
led not to closer collaboration but to a division of the project into two areas.
2017: CI/KSD/ICT led the organisation of this event and ensured, in an effective
manner, the involvement of ED in its organisation and that of the related six 72. Evidence of a lack of coordination and communication can also be
Regional Preparatory consultations. observed in the largely uncoordinated and partly unconnected online
dissemination activities of the different entities, covering all areas, not just
68. Most interaction is relatively informal, depending on personal
policy-support. Although there are some links across them, all four key units
relationships, occasional visits to each other’s offices, and attendance at the
involved in ICT in education maintain separate Web presences. They are
same events. Invitations are sometimes issued to each other to participate in
organised differently and it is not possible to search thematically across all
policy-related activities. All are invited to engage with the Mobile Learning
three. There is also a degree of duplication between the ICT in Education
Week, though this is of limited policy-support relevance. However, problems
Toolkit 150, and the ICT in Education Planning Guide 151, the former residing with
also arise: several entities reported that another had organised events within
Headquarters but not yet updated; and the latter recently produced by the
their geographic and/or thematic space without them being informed in
Bangkok Office.
advance, making it impossible in some cases to follow up a last-minute
invitation. 73. External observers, including UN, private sector and NGO partners, and
others, observe with regret the absence of a single portal or access point, and
148 150 http://www.ictinedtoolkit.org/usere/login.php
See Executive Board Decision: 202 EX/Decisions 5.IIIE regarding improved XB
151 http://dev.ictcomp.guide/
funds management.
149
Support for the development of policy in ICT in Education has also been provided by
other field offices, such as UNESCO Office in Nairobi.
168
a general lack of coherence of wider dissemination activities. what it is attempting to achieve, these tend to be limited to a context statement
and outputs for participants. There is no explicit overall Theory of Change
evident for the policy level work, with any of the key actors.
Monitoring and Evaluating outputs and outcomes
78. The Qingdao Declaration, the Ljubljana OER Action Plan and Ministerial
74. Immediate participant feedback is usually sought at individual events, and Statement and the Declaration or Asia-Pacific Regional Strategy may be
analysed in combination with additional event information for project reporting. regarded as achievements in themselves; and as outputs with the potential for
Insights obtained from these can be important, especially for improving the concrete outcomes. They represent commitments from Ministries and others
planning of subsequent event. Participants can also offer their impressions of stakeholders (albeit optional and lacking enforceability) to adopt a certain
the potential extent to which the event may impact on education policy approach to ICT in Education, based around SDG priorities. That approach has
development and on policy implementation within their respective countries. been strongly influenced by UNESCO and its focus on equitable and quality
For instance, the feedback survey of participants of the regional AMFIE event education and open knowledge sharing. Reasonable assumptions can be
in May 2017 gave a 4.29 out of 5 rating for how extensively the event would be drawn from (proxy) indicators, for instance that the documents are referenced
expected to impact on policy development within their countries. by officials and other stakeholders when considering or designing related policy
issues. Similarly, international experience encountered at these events, it can
75. Yet, while useful, such metrics offer little insight into actual outcomes, and
be assumed, will resonate when similar activities are being planned nationally
no additional follow-up is foreseen at a later stage, after project completion.
and perhaps further efforts will be made to explore the relevance of the
Overall, few independent evaluations of UNESCO’s policy level interventions
experience. Ongoing networking may also be underway between event
at global, regional or national levels have been undertaken 152, apart from the
participants leading to fruitful interactions and outcomes. Additional affirmative
self-evaluation required in final narrative reports submitted to donors. 153
studies of these areas could underpin the development of a Theory of Change.
76. A challenge for evaluations is that policy level activities often yield concrete
79. The Ljubljana OER Action Plan and Ministerial Statement has a likely
outcomes for target groups only over a long period of time, usually long after
further outcome: the proposed UNESCO Recommendation on OER. This in
project completion. During that time many factors independent of the original
turn would be expected to have concrete implications in the future in terms of
interventions can have a bearing on outcomes. Several UNESCO staff
reinforcing the implementation of OER policy in many Member States.
interviewed pointed to this problem.
80. Virtually all Master Plans in Asia Pacific have been endorsed, or are
77. Nevertheless it is notable that UNESCO entities encountered during this
expected to be. The operational logic for the UNESCO Bangkok office is that
evaluation have given little or no consideration to the overall chain of logic that
Master Plan endorsement may be followed through with an ICT CFT support
might ensue from their interventions, and how, combined with other factors and
project, assuming funds are available (and notwithstanding the constraints of
assumptions, these might contribute to the ultimate outcomes sought. While
extrabudgetary funding outlined above), the Ministry is keen to proceed, and
most events would have a rationale (or concept note) outlining the context and
the circumstances are right. This has occurred or is underway in Bhutan, Sri
152 All extrabudgetary projects exceeding US$1.5 million must undertake an external 153 Hewlett Foundation funded an independent evaluation in 2015 of UNESCO’s support
evaluation (recommended at 3% of the budget), though there is no requirement that the for national OER Policies in Indonesia, Kenya and Oman, just before the period covered
policy component of a project, often with a modest budget and difficult to evaluate, will by this evaluation. ORS Impact (2015) Evaluation of the William and Flora Hewlett
be specifically included in the evaluation. See Evaluation Policy: Foundation’s Investment in International Policy Advocacy for Open Educational
https://unesdoc.unesco.org/ark:/48223/pf0000253907 Resources. June
169
Lanka and Nepal. In Jamaica, the Master Plan developed by the UNESCO engagement in Indonesia, Kenya and Oman concluded that: 155
Cluster Office there has been followed by an ICT CFT project, both funded by
“…awareness within the Ministries of Education has been enhanced and
RP. Other than this the government may itself also proceed with other aspects,
local champions have emerged. National Policy is either in place or under
sometimes with donor support from other sources.
development in all three countries. Implementation has lagged behind, but
81. These cases of follow-on interventions should in principle offer an
the project was successful at reaching the pilot stage, with teacher training
opportunity to evaluate not just the role of policy support in enabling the
among a small cohort either completed (Indonesia), in progress (Kenya),
development of ICT CSTs (ICT Competency Standards for Teachers), but
also–through the evaluation of the ICT CST projects – the downstream impact or nearly ready for implementation (Oman).” ORS Impact 2015 p5
of implementing competency standards themselves. Thus the link between 84. The work on the ICT CFT Harnessing OER Project in Africa has also in
policy support, policy implementation and eventual outcomes could be some cases resulted in teacher training standards being translated into
analysed. However, there are limitations here too. The existing evaluations of pragmatic training tools, programmes and implemented to train teachers.
ICT CST projects 154 were completed before the end of the projects themselves,
and hence long before final outcomes for the education processes could be 85. The next stage of outcomes i.e. beyond implementing policy components
considered. They necessarily stop short at intermediate outcomes, for instance and the availability of OER content, is, however more difficult to assess. For
for teacher training institutions. One evaluation recommends the following: instance, no studies have been undertaken by UNESCO to assess whether the
adoption of competency standards for teachers in ICTs has resulted in
“The evaluation concludes that while there are indications of impact of the improved quality of secondary or primary education or more effective
CFIT project measuring impact immediately after implementation remains deployment of ICTs in the education process. Similarly, whether the use of OER
difficult. It is recommended that funding is made available to study the
impact in all countries after 3-5 years of implementation.” (Institute of Policy in actual education of teachers, or in formal or non-formal education at different
Support 2016. P. 9) levels, has improved access to and quality of education, or affected costs, has
not been evaluated.
82. The Bangkok ICT in Education Team would strongly welcome such longer
term evaluations. However, they point out that it is not possible with project 86. The development and dissemination of resources, including printed
based extrabudgetary funding since all activities cease on closure of the publications and online toolkits and resources, is also an area of activities in
project; and no other source of funding is immediately available. which outcome evaluation is limited. Although the number of hard copies
distributed and soft copies downloaded is usually known, the level of use of
83. Some OER policy support has resulted in identifying, building, localising
policy-related publications and resources, the purpose to which publications are
and disseminating OER content; and in many cases this process is supported
applied, and the results achieved are also generally not systematically
by UNESCO with training. A 2015 evaluation of UNESCO OER policy-level
monitored by UNESCO. An exception might be where such resources are
154 155 ORS Impact (2015) Evaluation of the William and Flora Hewlett Foundation’s
Institute of Policy Support. (2016) Evaluation of UNESCO -China Funds-in-Trust
Project: Quality Teachers for EFA – Enhancing Teacher Education for Bridging the Investment in International Policy Advocacy for Open Educational Resources.
Education Quality Gap in Africa. Draft Final Evaluation, December; (Author unknown)
(Lim, Cher Ping (2017) Summative Evaluation Report: Korean Funds-in-Trust (II).
Project on Supporting Competency-Based Teacher training Reforms to Facilitate ICT-
Pedagogy Integration.
170
deployed as part of larger UNESCO support activities in a Member State. In Policy Platform were launched during the quadriennium to assist education
this case, direct observation and interaction can provide feedback on the value policy makers and planners respond to the emergence of new technology
and utility of the resource. developments and the needs of the education system. UNESCO supported 61
Member States in developing and implementing ICT in education policies and
Outcomes against Expected Results and Performance Indicators
programmes, standard-based programmes for teachers and open educational
87. Under Major Programme I, 37/C/5 covering the period 2014 to 2017, ER7 resources (OER). The UNESCO Institute for Information Technologies in
comprises the key relevant result sought. 156 The information below is Education (IITE) has been working with the UNESCO Associated Schools
reproduced from the Analytical Programme Implementation Report: (January Network (ASPnet) and UNESCO Chairs on the ICT CFT, which is being
2014 – December 2017). 157 It includes results from both ED Sector and IITE. revised, as well as OERs. Mobile Learning Week has become UNESCO’s
flagship ICT in education event. (p.15)
MPI ER 7: National capacities strengthened to develop and implement technology policies
in education, esp. in teacher training and professional development (2014 – 2017) 90. The research here indicates that not all the countries listed above actually
PI: Number of countries 29 countries were supported to review and develop completed and endorsed ICT in Education policies (Master Plans) or OER
supported by UNESCO ICT in education policies: Albania, Austria, Bahrain, policies. The wording on the ERs and in reporting on achievements is slightly
which have scaled up Bhutan, Bulgaria, Cambodia, Chile, Estonia, Georgia, ambiguous in this regard: “countries were supported to review and develop ICT
their ICT in education Hungary, Jamaica, Kenya, Kyrgyzstan, Lithuania,
policies or programmes: Mauritius, Mozambique, Papua New Guinea, in education policies”; and “countries received support to establish national
Target: 2014-2017: 25 Romania, Rwanda, Seychelles, Slovenia, Solomon OER policies or framework programmes”. Thus the targets focus solely on the
Member States Islands, Sri Lanka, Thailand, Uganda, Ukraine, number of countries supported, and not on the numbers completing these
Target CAP 2016-2017: United Republic of Tanzania, Uzbekistan, Zimbabwe
policies and their endorsement by governments; still less on the quality of these
ICT in Ed. Policy web A global ICT in Education Policy Platform was
policies or their implementation.
portal established
PI: Number of countries 19 countries received support to establish national 91. The following presents the relevant PI under Major Programme V i.e. ER4.
supported by UNESCO in OER policies or framework programmes: Antigua and
developing and adopting Barbuda, Bahrain, Djibouti, Ghana, India, Indonesia,
open educational Kazakhstan, Kenya, Kyrgyzstan, Madagascar,
resources (OER) Oman, Philippines, Qatar, Saudi Arabia, Slovenia,
Target: 2014-2017: 20 Sudan, Tajikistan, Togo and Uzbekistan
Member States An OER indicator on policy-making, monitoring and
evaluating OER polices has been devised
88. The report notes that the ER has been fully achieved (p.23). The narrative
discussion is as follows:
ICTs in Education
89. 64. The new ICT in Education Policy Guidelines and an ICT in Education
156 157
The ICT CFT policy work is omitted here as it is covered in Case Study 1. Executive Programme adopted by the General Conference: Part I. 204 EX/4 Paris 9
March 2018. P.23
171
MPV ER4: Member States have advanced universal access to information through Open 95. While these are certainly achievements, reporting so far remains in terms
Solutions of outputs.
PI: Number of Member States formulating Policy Member States
Frameworks and taking concrete measures on Universal adopted or took 5. Priority Gender Equality
Access to Information and knowledge using ICTs, mobile measures to adopt
devices and Open Solutions with special emphasis on national or regional 96. Although the UNESCO Priority Gender Equality Action Plan 2014-2021
teachers, learners, researchers, information professionals policies: 22 on
contains a number of ERs, PIs and benchmarks relating to ICTs and education,
and/or scientists Open Access, 25 on
Target 2014-2017: OER, 2 on none specifically refers to the policy level.
information
At least 70 Member States, including 35 in 2016-2017, 97. SISTER contains an entry for each project recording whether it is gender-
accessibility
adopt national or regional policies, including through the neutral, gender-sensitive, gender-responsive or gender-transformative. Some
enhanced capacities of national institutions, as well as
global fora in the areas of Open Educational Resources projects have multiple components not all of which are policy related, and it is
(OER), Open Access to scientific information (OA), Open therefore not always possible to differentiate entry refers to policy interventions.
Data and Information Accessibility
98. Interviews did reveal some insights.
92. Since the PI does not differentiate between the numbers of Member States
99. First, projects in ICT in education that specifically address gender equality
adopting OER policies as distinct from those taking measures in that direction,
tend to be closer to implementation level. For instance, several school-based
it is not possible to determine the breakdown of the two categories. However,
ICT in Education projects explicitly prioritise gender equality and girls’ and
this was the largest of the three policy areas in terms of Member State
women’s empowerment. Most UNESCO entities also celebrate Girls in ICTs
outcomes. The report concludes that the Target was partially reached.
day. On the other hand, none of the policy-focused projects have the promotion
93. Whether there is duplication between the above result and those reported of gender equality as an explicit goal in project documentation.
MPI: ER7 PI (Table 2) relating to OER policy support is not clear, though CI
100. Second, gender equality often does not feature in performance indicators
and ED do collaborate in this area. In Table 2 the total number of Member
for policy-related projects, and even during implementation the sole reference
States that “adopted or took measures to adopt OER policies” is 25; while in
can be to gender disaggregation of survey and/or event participation. For
Table 1 the number of Member States that “received support to establish
instance the Bangkok’s ICT in Education Team project ICT to Facilitate SDG4
national OER policies or framework programmes” is 19.
in South Asia (14720) Project Document includes the following under the
94. The narrative report of MPV states: Gender Equality heading:
186. Fifteen years after the term “Open Educational Resources” (OER) “Gender-disaggregated data will be gathered through the situational
was coined at UNESCO and five years after the first OER Congress, the analysis to determine how policies, competency standards, and curriculum
2nd World OER Congress brought together some 500 participants from can address gender-related concerns.”
over 100 Member States. Organized with and supported by the
101. Projects can also go further, as for instance in this project document:
Government of Slovenia, the Congress produced the “Ljubljana OER
Regional Strategy and Planning Toolkit to Shape Up ICT-Supported Lifelong
Action Plan” and a Ministerial Statement. At UNESCO’s 39th General Learning for All (14565) from the same unit:
Conference, Member States called for the development of a
“The Regional Study and Regional Strategy will consider and analyse
Recommendation on OER to be presented at its 40th session. (p87)
172
 gender-disaggregated data where it is obtainable and report the findings. Reports contains a reference to the role of women or to gender equality. The
Gender issues will be raised at capacity building workshops and as part of independent evaluation of the predecessor project also makes no reference to
Master Plan development in the pilot countries, in particular, ensuring gender equality. 158
inclusive access to ICT to avoid digital divides between genders as well as 106. At the levels of outputs, at least in terms of inter-ministerial agreements,
any other vulnerable populations with special needs.” the issue is visible.
102. Neither of the above projects includes a reference to gender equality 107. The Ljubljana OER Action Plan 2017 and Ministerial Statement contains
among performance indicators, which tend to be limited to quantitative aspects several references to developing a gender-sensitive policies and the need for
of policy development, approval and implementation. The final Project Progress a framework that ensures gender equality. Similarly, the Qingdao Declaration
Report of the Supporting Competency-Based Teacher Training Reforms to refers to a commitment to “gender equality and women’s empowerment in
Facilitate ICT-Pedagogy Integration Project (14409), covering a four year sustainable development”. And the Asia-Pacific Regional Strategy on Using
period to October 2017 makes no reference to gender equality. The Master ICT to Facilitate the Achievement of Education 2030 calls for “gender-
Plan Workshop Assessment reports (produced based on a survey immediately responsive policies to address gender disparity in ICT-supported learning”.
after the event) and those of the successive CASIE, SARSIE and AMFIE do
not include a gender breakdown. 6. Summary and Conclusions
103. However, staff involved in Master Plan development confirm that they raise Evaluation Questions addressed
gender issues as a matter of routine, and remind their government partners, 108. This Case Study contributes to all five top-level Evaluation Questions, but
often frequently, of the need to address gender equality. But it is largely only in so far as they relate to support for policy development.
informal, and in a policy-support setting they often feel they are not in a position
to make significant demands. One commented that most teachers were women 109. Under Question Theme 1: UNESCO’s comparative strengths in ICT in
anyway. contributing to the 2030 Agenda through ICT in Education, particularly relevant
are questions: 1.1 “Is UNESCO, as compared to other organisations, best
104. Similarly neither of the two Hewlett Foundation funded projects (2015- placed in terms of contributing to the 2030 Agenda through ICT in education?”;
2017 and 2017-2020) to support OER policy include specific reference to 1.2 “How can UNESCO strategically position itself within the UN family and
gender equality, apart from a general commitment to recognising UNESCO towards external stakeholders…?” and, partially, 1.4 “Are the two Global
global priority to gender equality and the specific commitment: priorities Gender Equality and Africa effectively mainstreamed...”
“All activities, outputs and results will be designed to ensure equal 110. Under Question Theme 2: Internal Coordination and Coherence
participation of women and men and milestone reports will highlight how throughout the Organization the following questions are addressed: 2.1 “Have
the Project has contributed to the enhancement of the role of women in UNESCO’s organizational structure, working methods, managerial support,
the development, use, and sharing of OERs.” (p.5: 2015-2017) role distribution and coordination mechanisms adequately assisted in the
delivery of its initiatives in ICT in Education in an efficient and effective way?”
105. Neither the April to December 2016 nor the January to July 2018 Interim
158
ORS Impact (2015) Evaluation of the William and Flora Hewlett Foundation’s
Investment in International Policy Advocacy for Open Educational Resources. June.
173
and partially: 2.2 “Are resources adequately allocated/shared/ distributed?”; recognised as mutually beneficial.
and 2.4 “How can the Organization best manage the work in this area in the
115. There are also cases of miscommunication in areas where their work
future, in a coherent and coordinated manner.”
overlaps geographically and thematically; and the two entities outside of Paris
111. The question addressed under Theme 3: Partnerships, cooperation and in particular feel they are not fully informed of developments and activities and
fundraising is 3.1 “Was advocacy for ICT in Education strategically and sometimes not invited to participate in relevant actions. The single event in
effectively pursued with donors and relevant stakeholders to mobilize which they all participate is the Mobile Learning Week, though the opportunity
partnerships and additional resources…” this offers for more intensive interaction and cooperation is not maximised.
112. Under Question Theme 4: Results and Sustainability, questions 4.2 “What Despite a genuine interest and willingness of individual entities within UNESCO
are the key achievements and challenges and, what factors have been to exchange and cooperate, the current institutional configuration in terms of
influencing these…” and 4.5 “What provisions have made to ensure programming, monitoring and reporting responsibilities, and the visibility and
sustainability of results?” are addressed; and question 4.3 “Have UNESCO’s
communication achieved by each individual entity, are not facilitating an
interventions reached the intended target groups…” is addressed to the extent
possible. organization-wide approach. This is not least also due to the absence of a
common organizational vision for UNESCO’s role in ICT in Education.
113. With regard to Question Theme 5: Visibility and Communication questions,
question 5.1 “To what extent have UNESCO’s achievements in the area of ICT 116. In terms of their Web presence, the fragmentation of the presentation of
in education been visible internally and to external stakeholders?” is addressed; their policy work and resources, and some duplication, is evident to most
and question 5.3 “How does the way in which this line of work is reflected in the stakeholders inside and outside of UNESCO. Many external partners believe
C/ 5 … impact on its visibility, communication and possibly, funding and longer- that the visibility of the field is not as high as the quality and scale of the work
term impact?” is partially addressed. would merit, and that opportunities for fruitful partnerships may be lost (though
they are referring to UNESCO’s ICT in Education activities more widely and not
just those in the policy domain).
Main Actors and their Interactions
The existing fragmented Web presence of UNESCO’s ICT in Education
114. UNESCO supports a range of policy-related activities in ICT in Education. activities is likely to have negative consequences for visibility and credibility,
Four key UNESCO entities are responsible for almost all of it, three under the and may limit fundraising and partnership potential.
Education Sector and one in the CI Sector. Since ICT in Education is not a
distinct UNESCO programme per se, none of these formally has a lead role,
and their policy support activities tend to be planned, managed and
Levels of Policy Support and links to Implementation
implemented relatively autonomously from each other. Communication and
cooperation between them is for the most part reactive rather than proactive, 117. At global and regional levels (particularly Asia-Pacific and to a lesser
and bilateral, with a couple of exceptions such as the consultation on Version extent Africa), UNESCO leverages its key strengths to convene high-level
3 of the ICT CFT Handbook in which all participated. Collaboration at project platforms for dialogue, exchange or experience and broad policy consensus
level is rare, but there are some instances mostly between the two entities development. In addition to exchange of experience several of these have led
located in Paris, and once the collaboration is initiated, the results are to Inter-Ministerial endorsement of policy statements and plans in ICT in
174
Education that embody a strong UNESCO imprint in their focus on inclusive for implementing the various component of policy.
and quality education. One, the Ljubljana OER Action Plan and Ministerial
121. Where ICT CFT projects have been (or are being) supported (in most
Statement, is likely to result in a UNESCO Recommendation. These documents
cases following the adoption of a Master Plan) in Member States in Asia Pacific,
have become reference points for policy development among Member States.
Africa, and in the Caribbean (Jamaica), UNESCO support usually extends
118. Sub-regional policy-related events are characterised by a smaller number somewhat beyond adopting the Framework towards curriculum development,
of participating countries that have more in common with each other. These are capacity building of teacher training institutions, training of teacher trainers, or
usually designed with a view not just to knowledge exchange, but as accreditation systems. Similarly, OER policies are followed up in many cases
opportunities for UNESCO to explore with Member States the possibility of by some further development and dissemination of content.
further support interventions in ICT and Education, for instance Master Plan
122. Many UNESCO, NGO and private sector stakeholders interviewed have
development or OER policy. Several factors determine whether a follow-up
affirmed that UNESCO’s work is effective at supporting policy development. But
scoping mission may ensue; and whether that in turn might lead onto a policy
several have also noted that UNESCO then sometimes withdraws, leaving
support project. These include the level of interest and support expressed by
something of a vacuum for the next steps.
the Member State, the assessed readiness to achieve results, and, where RP
funds are unavailable (which is in most cases), on XB donors’ priorities. 123. Several factors might explain this, the principal one being a lack of
sufficient resources at the disposal of UNESCO. The investment needed to
UNESCO successfully leverages its expertise and convening power to organise support the implementation of policy is many multiples of that needed to support
high-level global, regional and sub-regional meetings, and UNESCO is its development; and a range of additional skills are also needed. When
recognised and valued as a leader in policy-related forums. Outputs achieved embarking on a policy support project a key factor in the first place is the level
are positive, though outcomes are difficult to assess, and the selection of of commitment evident from the Member State to the policy area, and hence
countries does not always fully reflect the strategic choice of UNESCO in terms the likelihood that it will provide sustained support.
of need. 124. However, in countries where the willingness is present but the resources
are lacking, UNESCO does not appear to engage systematically with other
119. At national level most of UNESCO policy support in ICT in Education is
potential development partners that might pick up the process of policy
directed towards ICT in Education Master Plan development and OER policies.
implementation at this stage, and come forward with the resources needed.
Many such policies have been adopted in both areas by Member States, but it
is not possible to determine precisely how many since the relevant C/5 PIs do 125. It is also worth noting that many UNESCO entities, including but well
not require reporting on this. beyond the four key ones, are involved in ICT in Education at the level of
implementation, and at the level of the classroom or informal education.
120. It is also unclear how many of these have proceeded more deeply towards
However, these are seldom related directly, or even indirectly, to the policy
implementation by for instance developing an ICT CFT framework and
support activities, either being geographically elsewhere or far too downstream
supporting its implementation, or systematically developing, localising and
to experience an impact within an appreciable time period.
enabling the use of OER content. In general the resources available for
UNESCO to support policy implementation, even at the institutional capacity UNESCO’s expertise in supporting national level policy is recognised and in
building level, is limited compared to the number of countries in which policy demand, though the outputs and outcomes are not clearly captured in the C/5.
support has been provided and in relation to the volume of resources required UNESCO is sometimes perceived as giving insufficient consideration to the
175
challenges facing and investment needed to sustain downstream distinct from those of the project, and in the long-term may lead to a failure
implementation of policies. There may be potential for building strategic links to build up institutional expertise and memory and potentially affect
by reaching out with Member States to other major development partners, from UNESCO’s credibility.
an early stage, with a view to securing investment in implementation over the Successfully securing significant XB funding enables UNESCO to undertake an
medium to long term. There may also be some scope for linking UNESCO’s impressive volume of work in ICT in Education. However, there are potentially
policy work of the four key entities more closely with classroom level work in negative implications that merit examination across the field, with a view to
other entities of UNESCO. exploring measures to address them. For instance the possible bias against
policy work might be addressed through tracking and documenting the
outcomes in a systematic manner, and also by developing a Theory of Change
Sources of Funding and Strategic Implications to illustrate clearly the links between these events, policy change, and
126. The vast bulk of funding for UNESCO’s policy-related ICT in Education education improvement. Closer cooperation between entities in relation to
activities comes from extrabudgetary sources, though the precise proportion strategically designing projects might also help to build greater synergies, and
from each source cannot be determined. Two key entities believe that although to develop wider staff career options within UNESCO.
more funding for ICT in Education as a whole could be forthcoming from donors,
a policy focus is seldom the donors’ highest priority since it is difficult to discern
concrete impacts. Thus one implication of the predominance of XB funding is Partnerships and Visibility
that it may lead to a tendency away from investing in policy support.
128. Partnerships are deployed to good effect in some areas of policy support.
127. There are also others.
Long-term partnerships between UNESCO and Hewlett Foundation and CoL
The strategic focus of the donors may in effect lead to a preference to have enabled a sustained strategic approach to OER, and yielded results.
include certain Member States in projects and not others; and limited RP UNESCO has deployed its strengths to leverage strong Member State host-
funding undermines its effectiveness as a mechanism to direct support partner support for most of its global and regional policy events; and
international NGOs, UN agencies and private sector actors have been
towards those excluded. (This is less likely to apply to global level work.)
successfully attracted for both funding and to broaden stakeholder participation.
Donor priorities can limit the extent to which different projects can develop Such high-profile events are relatively attractive for most organisations, and
synergies, and the scope for strategic planning among senior management. while they also have the benefit (as some would see it) of avoiding a long-term
XB funded projects face an additional barrier to project-level collaboration commitment, partners often continue to support successive events.
and cooperation between different units, even within a given sector or
129. The fragmentation of UNESCO’s web presence in ICT in Education and
division, due to an understandable tendency for managers to ensure that its visibility may influence the extent to which it can attract partnerships
project proposals will enable the continuation of a unit’s existing temporary especially in activities that lack the profile of high-level regional events.
staff and possible expansion. Specifically, several interviewees from Member States, UNESCO staff and
The temporary nature of these contracts affects professional development others point to a major gap in UNESCO’s partnerships (referenced above): i.e.
prospects and a commitment to the wider strategic goals of UNESCO, as UNESCO provides policy support and sometimes takes a step or two towards
176
implementation, for instance through institutional capacity building, but then methodologies do exist to address the challenges of policy intervention
withdraws, leaving a gap in relation to sustaining and deepening the work evaluation, but UNESCO does not deploy them. Such evaluations, currently
underway. entirely lacking, would give a clearer picture of the level and nature of success
Sustainable strategic approaches in partnerships for policy work can offer a that UNESCO is achieving, and enable it to use that knowledge to leverage
guarantee of continuity and are more likely to yield longer term results. They more resources and partnership.
also provide an opportunity to demonstrate UNESCO’s strengths and attract
additional resources. However, UNESCO does not optimise its visibility in the
field and this, combined with other factors, this is likely to be limiting its capacity Gender equality
to attract and sustain the attention of potential partners. 132. Although gender equality issues do appear in outputs of inter-ministerial
meetings they are generally absent from project Performance Indicators, are
rare in reporting, and are not evaluated. Nor is gender equality addressed in
Assessing and Evaluating Outcomes any meaningful way at the project design stage.
130. The policy-related interventions in the period 2014 to 2017 have reached An opportunity is currently being missed to develop a thematic focus on gender
most of the relevant ER PI targets in MP1 and MPV. However, these go little equality issues, and address it in an important field with increasing relevance
beyond enumeration of the Member States to which support in policy within Agenda 2030 i.e. ICT’s contribution to inclusion in education.
development has been provided. It is not possible to draw any conclusions as
to whether policy is endorsed, implemented or effective.
131. It is reasonable to assume that high-level fora and their outputs do have
an influence on policy, through capacity building, filtering down and knowledge
exchange, but the extent and nature of outcomes are difficult to evaluate.
Among Ministries of Education staff, UNESCO National Offices and
international experts interviewed, there is agreement that UNESCO’s expertise
in policy development is high, that the policy support is very relevant and
appropriate to country needs, and that the quality of policies produced is high.
Many examples were cited of the successful implementation of at least the first
steps of policy. This aligns with the small number of evaluations that have been
undertaken of UNESCO’s policy support in this field.
In the absence of a clear Theory of Change in the policy work in ICT in
Education, UNESCO is unable to measure and communicate in particular its
longer term results, and to link the problem addressed to the outcomes sought
via these interventions. Although they are quite resource intensive,
177
L. Case Study 3: Communication, this debate.
3. For UNESCO a key question is whether current practices and mechanisms
Coordination and Collaboration in ICT for communication, cooperation and collaboration are optimising the resources
in Education and activities of the various UNESCO entities involved in ICT in education, and
helping UNESCO to position itself externally to contribute to and influence the
wider global environment in ICT in Education.
Contents
2. Current State of Communication, Cooperation,
1. Overview of the object of evaluation ............................................. 178
Collaboration
2. Current State of Communication, Cooperation, Collaboration ..... 178 4. Like any large organisation, UNESCO faces a constant challenge in
3. External Partnerships.................................................................... 181 balancing vertical and horizontal management processes and dynamics;
4. Optimal positioning of ICT in Education across UNESCO ........... 185 between the institutional focus and coherence provided by centrally driven
5. Current challenges for communication, cooperation and collaboration policies, and the innovation, motivation and relevance that comes from
186 decentralised action. Overlaid on and complicating this are factors stemming
6. Opportunities for organizational change ....................................... 187 from the growth trajectory of UNESCO’s activity in ICT in Education, and from
7. Conclusions .................................................................................. 189 the nature of ICTs themselves in terms of their ubiquitous potential deployment
across all aspects of education and knowledge societies.
1. Overview of the object of evaluation Productive cooperation within UNESCO
1. ICT in Education emerged in UNESCO from several directions, reflecting 5. The evaluation found several examples of productive cooperation and
the global rise of interest in recent decades in this field as a means to improve collaboration, resulting in beneficial outcomes, among them the following.
access to and the quality of education and learning. Among UNESCO entities
The mainstreaming of OER in Member States is likely to receive a boost
active from about the year 2000 onwards was the IITE, the Regional Office in
from the work of an Expert Group established and led by Section on ICT in
Bangkok, the Education Sector and the Communication & Information Sector.
As actions were developed, cooperation grew between these, not in the context Education, Science and Culture (CI/KSD/ICT), that includes the Unit for ICT
of a coherent UNESCO framework for ICT in Education, but organically as the in Education (ED/PLS/ICT) and IITE, to coordinate the process of
need arose. developing the Recommendation on OER for UNESCO Member States.
2. The field continues to grow globally, driven by commercial interests but The UNESCO ICT CFT Version 3 will support Member States to build
also by educational needs, the knowledge society and emerging opportunities. national institutions and capacities. The process of fully updating and
The mainstreaming of ICT in Education has major potential, but has a long way
expanding this benefited significantly from the work of a Reference Group,
to go. The vast majority of informants interviewed agree that the voice of
initiated at Director level between CI and ED, that was led by CI/KSD/ICT
UNESCO, by keeping equitable and quality education at the centre of the
debate and with its global reach and the respect of Governments, is critical to and established cooperative links with ED/PLS/ICT, IITE and others from
178
 2016 to 2018. An Expert Group emerged from this, which engaged a Communication among those in the ICT CFT Harnessing OER project
consultant to assist in producing the new version. The Draft was circulated (6343) led by CI/KSD/ICT, totalling nearly 30 participants across 15
widely by CI/KSD/ICT, the unit responsible, to all relevant entities and countries mainly in Africa and Arab States, has been greatly enhanced
significant feedback was received from units in ED, BKG/EISD/ICT in through the medium of a WhatsApp group, “UNESCO ICT CFT
Bangkok and elsewhere. Champions”, launched in July 2018 in the framework of the programme.
ED/PLS/ICT initiated, planned and secured funds for three gender related In terms of inter-entity collaboration IITE is currently undertaking a regional
Projects and decentralised them for implementation, while providing survey of OER covering six countries with funding through ED/PLS/ICT,
backstopping. These were: Defining, measuring and promoting gender which also acts as a pilot for the survey instrument.
transformative skills for women and girls in the digital age (14970),
The implementation of the Transforming ICT in Africa (9700) project in East
implemented by UNESCO’s Gender Equality Division (under the Cabinet)
Africa was cited several times as an example of an effective and sensible
with the Education Sector (ED/IPS/IGE); Empowering Women and Girls in
project-level collaboration. What was unusual was that the funds came
Mobile Technologies in Myanmar (9470) implemented by UNESCO’s
through the ED Sector in HQ, but the CI Advisor was leading the
Myanmar Office; and Mobile Literacy for Out of School children in Thailand
implementation in Nairobi. 159
(7843) implemented by UNESCO Bangkok (BGK/EISD/NFE)
6. Interviews also revealed many examples of day-to-day cooperation and
Many interviewees pointed to the Mobile Learning Week, run annually in
provision of expertise between UNESCO units e.g. between the BGK/EISD/ICT
March, as the most important opportunity for UNESCO to present itself as and the National Offices in countries in which the ICT CFT was implemented,
a forum for information exchange and networking with the wider global and in supporting Master Plan design; between ED/PLS/ICT, CI/KSD/ICT and
environment, while also showcasing much of UNESCO’s work in core parts the Jamaica Office in supporting the Master Plan and ICT CFT there; within the
of the field of ICT in Education. It is valued as an opportunity to meet other ED Sector between ED/PLS/ICT and the Section of Teacher Development
actors in the field, including private sector, UN agencies and NGOs, with (ED/ESC/TED); and between ED/PLS/ICT and CI/KSD/ICT in the preparation
and implementation of the OER Ljubljana event.
the potential for exchange, and developing relationships and future
partnerships with others in, or interested in the field, 7. Ongoing project-level collaboration should be, and to a large extent is, the
norm between UNESCO entities in all fields, and is anticipated in project
At the same time, Mobile Learning Week offers the best opportunity for planning and documentation.
exchanges between UNESCO entities involved in ICT in Education. It was
valued by UNESCO staff in ICT in Education not just for the scheduled Opportunities for improvements internally
activities (presentations, side events, exhibition, strategy labs and the 8. However, many interviewees drew attention to areas of concern, and most
Policy Forum), but for enabling informal meetings and exchanges.
159
This also contributed to the ICT CFT Harnessing OER Project components that were
integrated into project activities of the CFIT and KFIT projects.
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believe there is scope for improvement in terms of better communication, 160 Opportunities for improving internal and external networking
and closer engagement in planning and in implementation; and in
communicating and exchanging externally. 11. Many informants point to areas in which they would welcome more
cooperation, and deeper collaboration.
9. Regarding communication, some entities involved in ICT in Education,
especially those outside of Paris, feel ‘outside of the loop’ as one expressed it. 12. Although there is wide agreement on the value of Mobile Learning Week,
One or more units have noted the following: many believe it could do more and some would welcome wider collaboration in
planning and implementing the event. It is regarded as an opportunity to
There are no channels for ongoing interaction on developments in other develop, and give greater visibility to, a diversified but coherent UNESCO
UNESCO units relevant to their sphere, including project activities, and presence in ICT in Education, including highlighting the value of UNESCO’s
expertise and resources that might be available there; multi-disciplinary approach and its integration of ICT within its wider humanistic
Actions are initiated from HQ in a region without UNESCO units in that approach to education and SDG 4.
region being informed; It also offers an opportunity for deeper and sustained interaction between
Entities are not always informed about, or invited to, opportunities to the various UNESCO entities involved, further exploring that multi-
interact with potential donors; disciplinary potential. Mobile Learning Week could be designed more
Planned publications are not always fully circulated for contributions, or the systematically as a UNESCO-wide window to the outside world, as well as
draft for comments. a central meeting place for all those involved in ICT in Education and
There are limited opportunities for exchange of knowledge between related activities.
projects working in the same thematic area. None of the various Websites associated with ICT in Education 161 offers a
coherent and comprehensive overall picture of UNESCO’s work in the field,
10. Some UNESCO units working in similar thematic areas engage in only
occasional and task-specific interaction. For instance, apart from consultations the levels and types of interventions, and the specialities and strengths of
concerning the review of UNESCO ICT CFT Version 3, ongoing communication various units. A review of them as part of this evaluation confirms that
between the entities is infrequent and unsystematic, despite working on similar although there are linkages between various Websites and topics, there is
interventions. Similarly, many units across UNESCO are involved in the no overall thematic coherence; documents and resources pertaining to a
deployment of ICTs in teaching and learning environments, but contact specific theme can be distributed across several sites; and it is not clear
between them tends to be occasional and informal.
which sites are current and which are no longer used. A degree of
duplication is also evident.
160 The 2017 HRM Global Staff Survey found that UNESCO needs to enhance its (https://www.ictedupolicy.org/) ICT in Education UNESCO Bangkok
external and internal communication. (https://bangkok.unesco.org/theme/ict-education); UNESCO ICT Competency
https://en.unesco.org/sites/default/files/global_staff_survey_2018-overall-summary- Framework for Teachers (http://www.unesco.org/new/en/communication-and-
report_en.pdf information/access-to-knowledge/unesco-ict-competency-framework-for-teachers/);
161 These include but are not limited to: ICT in Education OER Commons Hub (https://www.oercommons.org/hubs/UNESCO) and IITE
(https://en.unesco.org/themes/ict-education); ICT in Education Policy Platform (https://iite.unesco.org/)
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13. More generally, most informants across ICT in Education would welcome Nature and Extent of Partnerships
more cooperation with other UNESCO entities engaging in activities related to
their own, beyond information and knowledge sharing, and believe it would be 19. All four ICT in Education entities engage in external partnerships with
mutually beneficial. Areas suggested for cooperation included defining key private corporations, other UN organisations, and NGOs. They are based on
developments and trends in the field, building a clear and comprehensive mutual advantage and are diverse in nature and are too numerous to present
picture of all UNESCO’s strengths and interventions in the area, and presenting in detail, but the following examples indicate their diversity.
a common message to Member States, the rest of UNESCO and external ITU is an obvious partner given its UN mandate in ICTs. Collaboration is at
stakeholders that focuses on UNESCO’s key features such as inter- several levels and with different ITU entities. For instance, Mobile Learning
disciplinarity.
Week 2018 was organised as a partnership between ITU and ED/PLS/ICT
14. In terms of more concrete collaboration, many informants strongly (with financial support from many others), part of a wider collaboration
welcome the idea of joint projects and actions, inter-sectoral, multidisciplinary between ITU and UNESCO on the Broadband Commission for Sustainable
and across different entities, and with other units in the same entity. Included
Development; IITE is a partner with the ITU Regional Office in Moscow on
in these were also joint evaluations, events and research actions.
a project to develop ICT Centres for people with disabilities in third level
15. But they also refer to significant obstacles to achieving this. Informants institutes in marginalised parts of several countries in the region; and the
recognise that an investment must be made for more communication, BGK/IESD/ICT collaborates with the ITU Regional Office in Bangkok to
cooperation and collaboration, in terms of time, funding, and/or management
organise the annual Girls in ICT in Thailand and also operationally in a
and structural disruption. While pointing to benefits, the mechanisms to achieve
it and the associated costs are less clearly discerned. number of countries; and with ITU (and also UNICEF) in their work on
Digital Citizenship.
16. Nevertheless most informants believe that new opportunities to
UNICEF is in partnership with the UNESCO Regional Office in East Africa
collaborate in ICT in Education are, in the right circumstances, possible and
in a new project in Rwanda providing access to e-book readers for people
have the potential to generate significant benefits.
with disabilities.
3. External Partnerships IITE is in partnership with ABBYY, a global leader in OCR, on a Future
17. For UNESCO entities, external partnerships can be based on various Schools Project in three CIS Countries and three African Countries. It also
levels and modalities of cooperation, that might include for instance simply works in close partnership with UNAIDS regional and country offices and
receiving funding (donors); collaboration on project design and implementation local partners in CIS (or EECA) counties to develop and promote ICT-
each deploying their own resources; and contracting organisations to based solutions (Internet and social media platforms, mobile applications,
implement UNESCO-led interventions. edutainment videos, documentaries) to educate young people on HIV
18. The focus here is on partnerships that involve a relatively high degree of prevention, health and wellbeing issues; supports massive online distant
collaboration in design and implementation of interventions, beyond receiving learning courses for educators and service providers on health education,
donor funding and wider than contracting an entity for implementation. violence prevention and other issues, as well as cooperates with the
leading regional social media network OK.RU and local online media
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 channels to raise public awareness on HIV and other related topics. 22. For some UN agencies such as ITU, incentives include gaining access to
CI/KSD/ICT has had a long and fruitful partnership with Commonwealth of education sector expertise and UNESCO networks, and achieving a greater
Learning (COL) in promoting OER at policy and institutional levels, impact through combining resources. For agencies more directly involved in
education such as UNICEF, UNESCO has core expertise in the initial and
including the 2nd World OER Congress which was organised by UNESCO
continuing training of teachers.
and the Government of Slovenia in cooperation with COL and with support
from the William and Flora Hewlett Foundation 23. UNESCO had comparable expectations from the partnerships: mutual:
specialist expertise, and access to government ministries active in their
BGK/EISD/ICT works closely with SEAMEO-INNOTECH on various
respective domains and to wider networks.
projects and actions;
All four key entities partner with public bodies, the private sector and NGOs 24. NGOs and Foundations: The core attraction for NGOs and Foundations,
such as the Hewlett Foundation, with an education remit is the global focus and
in co-organising their international and national policy dialogues and
vast experience of UNESCO and the inclusive and humanitarian approach to
platforms.
education as well as the specific areas of expertise such as OER.
20. Other UNESCO entities active in ICT in Education also have partnerships 25. Partnerships with UN agencies, NGOs and most Foundations are based
in place. To give just a few examples: ultimately on an overlapping or common interest, for instance in enhancing
Microsoft globally is coming to the end of a three year Project in partnership quality of education, in deploying ICTs to better effect in education in developing
with the UNESCO Institute for Lifelong Learning (UIL) 162 to promote literacy countries, or in ensuring that innovation in education focuses on specific groups
skills using ICTs in Bangladesh, Egypt, Ethiopia and Mexico working such as poorer children.
closely with UNESCO offices in each country. This follows a previous five- 26. By contrast, partnership with the private sector organisations is based not
year collaboration with ED/PLS, and a further three-year collaboration is on shared objectives but on identifying areas of complementarity where
being planned. Both the Category 1 Institute MGIEP in Delhi and the collaboration can assist each to achieve their respective goals. For private
Bangkok UNESCO Office also partner with Microsoft in several countries corporations, partnering with UNESCO the incentive is a combination of the
in Asia. following:
Projects in Sub Saharan Africa have worked in partnership with telecoms
companies to extend and improve access to the internet in different Access to UNESCO’s expertise in education and sharing their own,
countries. especially for private sector hardware and software companies who readily
admit that they are not experts in the area and that their products require
adaptation and refinement.
Incentives for Partnerships
Access to policy makers, such as high visibility presentations at jointly-
21. The incentives to engage in such partnerships differ between partner organised inter-ministerial conferences; and formal and informal
types. opportunities to meet Ministers and senior policy staff.
162 See: https://uil.unesco.org/literacy/mobile-technologies/advancing-mobile-literacy-
learning
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 Verified research results, particularly if an independent UNESCO common UN umbrella, and have similar general structures and modus
evaluation can demonstrate educational benefits (including cost/benefit operandi.
analysis) arising from a joint project using their products (software, 31. However, a number of NGOs expressed the view that that UNESCO
hardware or systems); this is valuable both as a test-bed and affirmation of should develop more partnerships on the ground at an intervention level.
their products and in the credibility it offers to future promotion with policy 32. Private sector organisations also raised some issues. Several responses
makers and users. note an absence of a set of principles or guidelines from the start of the
Building lasting linkages at national level: for instance one partnership relationship that would outline the parameters and conditions of the partnership
national Microsoft offices and UNESCO offices working together with a from UNESCO’s perspective. Several said they learned as they went along,
view to developing a lasting relationship. and there were some disappointments. Issues that were clarified only as the
project proceeded included:
General public relations benefits and image enhancements from being
associated with a project of a UN organisation, aiming at the public interest. The prominence and placing of a partner’s logo and of their role on
Private sector managers appointed to oversee the partnerships are also documentary outputs (one complained that their logo was to be three pages
often themselves strongly committed to achieving positive social outcomes. into the published report, though they had paid the full cost of the project);
The manner and extent to which the partner themselves could publicise the
27. For its part, UNESCO is aware that the private sector is, and will remain,
at the forefront of technologies that can potentially influence the education project;
sector. A key incentive in many private sector partnership projects implemented The extent and nature of access that would be facilitated by UNESCO to
at the level of the learning environment is an opportunity to critically explore policy makers;
and research the potential of these within the context of their wider approach to The open availability and publication of research results overseen by
education. UNESCO.
28. Private sector partnerships can also be critical in providing infrastructure
33. At the same time these issues raise significant reputational risks for
support, both in hardware and in connectivity.
UNESCO in terms of being too closely associated with the interests of private
29. Access to additional finance is further motivation for UNESCO to partner corporations, and hence must be addressed with care.
with the Private Sector. Many partnership agreements come in the form of
34. A couple of major corporations felt that at the start they were being
relatively modest financial support for international events, and incentives
regarded “as an open cheque book” rather than as an integral partner in the
include the prospect of attracting senior private sector figures who can raise the
project; yet they understood the financial pressure on UNESCO, and
profile of the event.
subsequent discussions clarified what each partner would bring. A degree of
frustration was expressed concerning the amount of time, following formal
agreement, it took to begin project activities, though as one observed: “this was
Issues with Partnerships a public body and things move at a different pace, but we got there”.
30. UN agencies interviewed reported no significant problems, but it is likely 35. Several would like the scope of partnership interventions to go beyond
that partnerships are facilitated by the fact that such entities fall under a policy and institution-strengthening towards implementation and
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mainstreaming. The motivation was that this would bring the partnership closer surprise that several private partners, with reference to ongoing or recently
to the level at which they identify commercial benefit. completed projects, expressed uncertainty regarding the ultimate benefits.
36. Two UNESCO entities reported that the rules governing their relationship 41. Nevertheless, general satisfaction was expressed and several of the
with Headquarters could constrain external cooperation. For instance, to sign private sector partners had already committed to more than one successive
an MoU with an external body requires approval from HQ, which could take partnership indicating at least a minimum level of satisfaction with the
some time and might then be refused. The choice was to assess whether there outcomes.
were grounds that would enable pressing ahead on an informal basis, or to risk
42. Benefits have also accrued for UNESCO in these. Some long-term
a delay and possible constraints on the partnership.
collaborations have enabled UNESCO to gain expertise in front-edge
technologies and to better understand their implications especially in the
learning environment and for specific marginalised groups, as well as benefit
Are partnerships succeeding? from improved access to infrastructure.
37. UNESCO has no general criteria to facilitate an assessment as to whether
partnerships secure the benefits sought be each partner through the
partnership. The small number of specific partnership agreements reviewed External Communication and Visibility
also do not contain indicators – beyond the externally-directed goals of the
43. A factor that can significantly influence the decision of an external body,
partnership itself – by which to judge whether each partner has gained what it
particularly private sector but also NGOs and UN agencies, is the image that
had sought. Project evaluations, where they exist, also do not specifically
UNESCO presents outwards to the world in terms of comparative advantage
address the issue.
and results achieved. Already noted is that UNESCO’s expertise in, and holistic
38. UN partners interviewed, including two ITU Regional Offices and UNICEF, approach to, education, its inter-disciplinary approach, and its legitimacy and
believe that their respective partnerships are worthwhile and intend to continue. links to government ministries are widely acknowledged and valued by most if
They found UNESCO entities to be effective and the relationship fruitful. not all external observers.
UNESCO, too, values these partnerships and is constantly exploring new
44. One large private sector corporation felt that as a partner, the UNESCO
possibilities.
Category 1 Institutes offer a better ‘fit’ with private sector interests; they tend to
39. The long-term collaboration with COL and Hewlett Foundation has helped be closer to implementation while also opening doors to the policy level, and
to propel UNESCO to a leadership position in OER. they can act more nimbly.
40. For private sector organisations potential benefits are usually more 45. However, when asked about how UNESCO presents its approach to and
uncertain and contingent on factors beyond the control of the partnership itself. expertise in ICT in Education to the outside world through Websites, events and
The medium and long-term outcomes sought from project outputs may diverge, other forms of dissemination, most external informants and partners believe
to an extent, from those of UNESCO. The immediate outputs of the that it both lacks focus and coherence and fails to do justice to the level of
partnership, in the form for instance of a pilot implementation and research experience and expertise that exists on the ground. When asked if this affected
results, refinements to products, enhanced visibility and credibility, or access to their decision to collaborate with UNESCO, several said it did, but their
policy makers, are often only the first step in a process that, depending on reservations were outweighed by potential advantages. It is would be difficult
further follow-up, will ultimately yield a commercial benefit. Thus it is no to assess whether some potential partners have been discouraged from
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partnering altogether. the strengths, mandates and responsibilities of each of the main participating
entities. The integration of these into the C/5 and strategic planning documents,
4. Optimal positioning of ICT in Education across UNESCO and the positioning of the field there, would, in turn, influence how these entities
deploy and interact in relation to the field.
46. Key features of ICTs is that they are a means to an end; and that they can
be, and increasingly are, deployed horizontally and vertically across virtually 51. The absence of a clear definition, a clear allocation of responsibilities, clear
every aspect of the education process. collaboration modalities, and explicit commitment within senior UNESCO
management, can hinder the development of clear and consistent protocols
47. On the one hand, such distributed deployment to achieve many diverse
and avenues for communication, and gradually erode trust. It can inhibit
goals suggests that for UNESCO a highly centralised approach is not
cooperation and the exploration of opportunities for deeper collaboration. It
necessarily optimal, and that different entities and sub-fields are best placed to
might also discourage other UNESCO entities from engaging with the key four
identify their own specific needs in ICTs. Thus the distribution of ICT in
that identify themselves as active in the field. In this framework it is important
Education activities across so many areas should not, in itself, be viewed as
to note that multi-disciplinary cooperation across different parts of the
indicative of fragmentation and its associated disadvantages, but rather of the
Organization is vital due to the overall mainstreamed role of ICT in UNESCO
necessary deployment of ICTs across all areas as it becomes mainstreamed.
areas of work. For instance the Category 1 Institute MGIEP pursues significant
48. On the other hand, ICT in Education is a dynamic field and is by no means innovation in what might be reasonably included under the field of ICT in
fully integrated across the education sector even in wealthier countries. Education, but – possibly in the light of no clear definition and means to engage
Successful design and implementation still demand significant innovation and – prefers to use other terminology and does not engage with the concept or,
experimentation; the specialised skills needed, especially in middle and low except to a limited extent, with the key actors.
income countries and in relation to benefiting marginalised groups, are still
52. More broadly, IITE and BGK/IESD/ICT each is actively seeking to develop
relatively rare; and the full implications of mainstreaming – both potentially
in specific directions within UNESCO’s mandate, to stay focused and enhance
positive and negative– will still need to be explored over time.
their role and capacities both internally within UNESCO and externally. They
49. Thus the choice for UNESCO is not between a highly centralised approach seek direction, support and cooperation from UNESCO senior management
to ICT in Education, and a fully decentralised and mainstreamed one. It is to that would enable them to subscribe to a common vision; and are at times
identify the optimal level and forms of communication, cooperation and constrained in securing donor funding. Furthermore, formal access to
collaboration across UNESCO, taking into consideration the current dynamic of complementary expertise that might be available within UNESCO, given
innovation and mainstreaming of ICT in Education, the mandate of UNESCO, diverging aspirations of other key units involved, is vital for them to conceive of
and the strengths and capacities of the different UNESCO units currently or design collaborative projects and actions.
involved.
53. In that sense, the absence of a common Organization-wide framework can
50. The four most relevant UNESCO entities in ICT in Education are aware of lead to a degree of internal competitiveness, mistrust and paralysis, and
the absence of an overall common framework in ICT in Education. Though present obstacles to innovation and building capacities and, ultimately, to
there is no unanimity on all aspects of what it might involve, at a minimum a building up UNESCO’s position, profile and capabilities as an Organization in
common framework would clearly state the objectives that UNESCO seeks the field.
through its involvement in ICT in Education; define the scope of UNESCO
54. Modalities for deepening cooperation do exist. An example is the joint
activities in the theme, differentiating between distinct sub-themes; and indicate
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development of a Resource Mobilisation Strategy for ICT in Education to towards silos is not in itself a major barrier to communication and may be
address what might be viewed as a funding gap in the theme. Furthermore, the overcome with specific measures. Nevertheless, there remains a need to
possibility is there, though seldom exercised, for several entities across Sectors continually support and enable multi-disciplinary cooperation across different
to contribute to the same ER in the C/5 and SISTER, thus building an integral parts of the Organization, in particular to facilitate the optimal use and
link to results sought in shared areas of interest. However, these options harnessing of the comparative strengths of each entity.
presuppose a level of trust and cooperation that is not fully present at this time.
58. Other factors are highly pertinent to a discussion of challenges to
enhanced communication and cooperation. The rise in extrabudgetary funds
5. Current challenges for communication, cooperation and and an associated reduction in RP funds 163, a major feature in ICT in Education,
collaboration has a number of consequences.
55. The research reveals a number of challenges facing efforts to optimise
It means that unit leaders tend to design their respective projects such that
communication, cooperation and collaboration, reflected by the views of a
range of stakeholders. they can retain or expand their own staff, almost all of whom are on non-
permanent contracts. Collaborating with other units tends to be a
56. The term ‘silo’ is often used to refer to the tendency of each UNESCO
secondary consideration, although the demands of implementation and the
Sector, and sometimes other entities, to develop priorities, management
need for specific, including local, expertise still leads to a degree of
structures and a culture that are overly inward looking and self-contained,
focusing on building and maintaining its own resources and achieving its collaboration.
narrowly defined goals; rather than viewing itself as one component within an The predominance of contract staff, and the attendant absence of a clear
integral whole that cooperates and collaborates to achieve the overall career path in UNESCO leading to ongoing professional development,
institutional goals of UNESCO. This challenge is a tendency of all large means that such staff associate strongly with their own units, have little
organisations, and many strategies are deployed to counter it. Several incentive to look and cooperate beyond it, and a major incentive to continue
representatives of senior management interviewed recognise that this remains
to secure funding for their positions;
an issue in UNESCO, in terms of discouraging communication and taking the
One Division leader described how his autonomy to plan strategically and
initiative in interacting and cooperating across structure boundaries. The
argument continues that this tendency is rendered more problematic by the fact deploy the various units he led was limited by modest discretionary funding;
that ICT in Education activities are by nature multidisciplinary and dispersed the modality was almost exclusively Funds-in-Trust already earmarked for
across different UNESCO Sectors and entities. activities within individual units.
57. As the ‘front line’ between the dynamics of centralised direction and 59. Discussions with informants about the prospects of enhancing
decentralised implementation, this tension is unlikely to disappear. A few collaboration were sometimes linked to a perceived need for greater flexibility
pointed to solutions sought for other horizontal or cross and intra-sectorial around the distribution of extrabudgetary funds, as an enabling factor. In
themes. This suggests that, though it may be a contributory factor, the tendency particular, a high concentration of extrabudgetary funds in any one entity can
163
There is no necessary link between a rise in XB funding and a fall in the amount of Directors responsible for allocating RP may, for understandable reasons, favour those
RP funds allocated to a given unit. However, a couple of informants indicated that that find it more difficult to attract XB funding in order to enable them to pursue their
mandate.
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be a concern for others and perceived as less than optimal in terms of the use resources according to a coherent structure and set of themes, would be
of these resources. New or different modalities could enhance possibilities for valuable not just for those involved but equally for external entities. It could
a more strategic use of XB overall, including sharing and reciprocation for include various discussion groups and other interactive tools.
collaborative purposes. A representative of a major Member State donor
This is not a simple task, however, and involves management and logistical
seconded to UNESCO indicated that they would like to see better synergy
challenges. More fundamentally, it would require agreement on clear
between their two large Funds-in-Trust projects. This is likely to benefit the
projects themselves and would ideally be instigated by UNESCO. central messages to be delivered by UNESCO in ICT in Education, and on
its objectives, strengths, resources and areas of work. All partners running
60. The belief that a common framework for ICT in Education would facilitate
this website jointly and equally would maximise its potential.
the development of clear strategies in their respective entities was expressed
many times. Yet in the absence of strong direction from senior Management Social media have overtaken Web-based discussion groups for many
and a common vision, it is difficult for any single entity involved in ICT in communication tasks, using Telegram or WhatsApp groups and other apps.
Education to take the lead in developing such a framework and to draw the They have an obvious role to play in enabling interaction between the
entities together around a common vision and set of objectives. actors and stakeholders in different strands of ICT in Education. A central
point could be included in the Website to enrol on these. The UNESCO ICT
6. Opportunities for organizational change CFT Champions WhatsApp group points the way here.
Possible mechanisms for improving communication Convening the key entities, and others choosing to participate, in a Retreat,
Knowledge Sharing or Visioning exercise, annually or biannually could
61. There is virtual unanimity among those interviewed that external
communication of UNESCO’s activities in ICT in Education can be improved, in support not just information sharing but also an exploration of future trends,
terms both of the focus and description of these activities and in the means and and options for potential collaboration and new avenues of working
tools deployed. Most relevant UNESCO entities also believe they would benefit together. It was suggested that this could be organised around Mobile
from greater knowledge and information concerning their respective activities. Learning Week.
It would enable them to learn from each other’s experience and knowledge, and A single Communication Strategy for external entities could be
offer opportunities for higher forms of cooperation.
envisaged, which would embrace all the channels and means of
62. A number of suggestions emerged during the research to improve the communication at UNESCO’s disposal. 164 However, even more than a
quality of interactions and communications. consolidated Website, this would presuppose a strong commitment across
A single consolidated Website, enabling the reorganisation, the UNESCO entities and mechanisms to develop a common vision, a high
amalgamation and presentation of all key UNESCO entities’ activities and level of consensus and coordination of activities, and to communicate
164 Ambassadors, category 2 centres, UNESCO Chairs, Associated Schools and Clubs,
A recent UNESCO Document described UNESCO communication functions as
follows: “In practice, UNESCO’s communication relies on a diversity of tools and NGOs, academia, private sector, etc.) and operates in the overall framework of the
channels (websites, press, social media, printed material, meetings, conferences and United Nations system and international organisations involved in peace and
events), networks and partners (National Commissions for UNESCO, Goodwill development initiatives.” UNESCO’s Strategic Transformation: Information Update at
31st August 2018. UNESCO Paris. Sept. 14. Document 205 EX/5.111.D.INF.2 para. 22
187
 UNESCO’s comparative strengths and achievements at organizational agencies; and private sector organisations and foundations. It also recently
level. established a sub-group in Distance Education which is chaired by the IITE.
63. In terms of coordination and cooperation, examples cited earlier include 67. Its four strands of activities are: i) advocacy on teachers; ii) policy dialogue
Working Groups and Reference Groups convened to address a single time- and knowledge sharing including an annual Policy Dialogue Forum; iii) country
bound goal such as the UNESCO ICT CFT Version 3 development and the supports, and iv) research and studies.
review and the development of the 2nd World OER congress, and the Draft 68. Thus, as a model it mobilises a range of actors in a variety of actions, on
OER Recommendation process. Such task-oriented groups are established a common theme, and it has achieved some success. 167
based on imminent need and have been effective in achieving their goals. Such
mechanisms could be relevant for the implementation of multidisciplinary
strands of UNESCO’s work in the field of ICT in Education. . Synergies with UNESCO’s Strategic Transformation Process
64. UNESCO offers other formats to facilitate cooperation that can have more 69. Opportunities for evolution in the ICT in Education programme should be
open-ended remits and can, if required, be more enduring. viewed in the context of the wider process of UNESCO’s strategic
65. A number of interviewees cited an effective multi-disciplinary collaboration transformation. 168 A number of elements are potentially relevant here.
in supporting youth and employment in Mediterranean countries called NET- 70. Among its objectives is reinforcing UNESCO as a ‘Laboratory of Ideas’
MED Youth. 165 This initiative received significant funding from the outset from (Objective 2), and opening up UNESCO to ensure that its voice is heard globally
the European Union, and the multi-disciplinary approach facilitated the building and to facilitate new partnerships (Objective 3). Actions proposed 169 include
of collaboration around concrete interventions. enhancing international influence through better communication and a more
66. On a more ambitious scale, and possibly worthy of consideration regarding focused image (Stage 1); and a review aiming to improve identification of
repositioning internationally in the long-term, the International Task Force on relevant areas in which UNESCO has added value, a process that will be
Teachers for Education (TTF) 166 was referenced several times as a means to carried out by each UNESCO Sector but will also be applied to crosscutting
convene numerous stakeholders globally in a particular field extending well functions (Stage 3). The deadline to complete the core processes is December
beyond UNESCO. The Secretariat is supported by UNESCO (in ED/ESC/TED) 2019.
and was launched with high level backing: it was endorsed by the OSLO 71. The ICT in Education programme could potentially be viewed as engaging
Education for All (EFA) High Level Group meeting in 2008 that convened UN in its own strategic reorientation, as a microcosm of the UNESCO’s strategy
agencies and government ministers to address an impending shortage of and potentially benefiting from the impetus it has generated.
teachers globally. TTF was created the following year. Its membership numbers
131, includes governments, UN agencies, INGOs and NGOs, development 72. The goal of expanding international influence through better
165 https://www.netmedyouth.org/ 168 UNESCO’s Strategic Transformation: Information Update as at 31st August 2018.
166 http://www.teachersforefa.unesco.org/ UNESCO Paris. September 14. Document 205 EX/5.111.D.INF.2. See:
167 Townsend, Tony (2012) Evaluation of the International Task Force on ‘Teachers for https://en.unesco.org/about-us/strategictransformation
169
Education for All’. The Stages of UNESCO’s Strategic Transformation. UNESCO Paris. March 26.
http://www.teachersforefa.unesco.org/v2/phocadownload/evaluation%20report%20apri Document 204 EX/31
l%202012.pdf
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communication and a more focused image is directly relevant and applicable to can lead to reputational risks that affect the perception of external actors and,
ICT in Education. amongst other matters, their willingness to engage in partnership.
73. ICT in Education can potentially be included in the third stage review of 79. UNESCO would need to actively strategically position itself towards
areas in which UNESCO has added value, and could contribute to the objective external stakeholders, clarifying its role, its comparative advantage and
of strengthening UNESCO’s role as a laboratory of ideas. While this case study contribution to SDG 4 through ICT in Education
considers only communication and cooperation aspects, there is no doubt that
80. Current partnerships with other UN bodies, foundations and NGOs
improvements in these are essential preconditions to a further move towards
function relatively well, building on their overlapping interests, and are
taking up a position of intellectual leadership in this field.
contributing to the goals of each and achieving results. With the private sector,
identifying areas of complementarity between diverse objectives and
7. Conclusions differences in management culture demand additional effort. The absence of a
74. This Case Study explores the question of whether and to what extent set of explicit partnership principles is noted by some partners as a source of
current practices and mechanisms for communication, cooperation and tension during project implementation.
collaboration, internally and externally, are optimising the resources and
81. There is a desire and willingness among the UNESCO entities in ICT in
activities of the various UNESCO entities involved in ICT in education.
Education to develop a clearer, shared understanding of the field, and to
75. While there are examples of good communication, cooperation and improve communication internally between them and externally in terms of
collaboration, the evidence of interviews and elsewhere strongly suggests that strengths and resources of each entity. They welcome further cooperation and
there is considerable room for improvement in communicating and scope for collaboration within the context of clarity of roles and responsibilities, and senior
further cooperation and collaboration between the various key UNESCO UNESCO management commitment to achieve the potential of ICT in
entities involved in ICT in Education. Education and SDG 4. Various mechanisms exist for enhancing communication
and cooperation, and such efforts would clearly be in line with the current
76. Given that many work in similar or directly adjacent sub-themes, with
UNESCO process of strategic transformation.
potential for synergies and beneficial knowledge exchange, regular and routine
interaction is very limited between these key entities, and miscommunication is
sometimes a source of frustration. With some exceptions, interactions between
these and other UNESCO entities and networks that may have a lesser but
nevertheless active role in ICT in Education are also limited.
77. Similarly, opportunities to cooperate and collaborate are seldom actively
sought. Efforts are sometimes frustrated by the absence of even an informal
shared sense of objectives in the field and of clear roles of the various entities,
and by the dominance of Funds-in-Trust modality for funding.
78. Virtually all those interviewed inside and outside of UNESCO agree that
the external presentation and communication of ICT in Education expertise and
interventions fail to do justice to the range and quality of UNESCO work. This
189
 M. Review of ICT in Education 1).
3. It should be noted that the use of ICTs in education is a dynamic and fast
Landscape Study developing field. Indeed, even the terminology is contested with such terms as
Technology Enhanced Learning, eLearning and digital pedagogies probably
more popular than ‘ICT in education’.
Contents
4. It is not only the terminology and labels that are contested. While there is
1. Introduction .................................................................................... 190 acceptance of the use of ICT for educational management there remains
2. Accessing Education for all ........................................................... 195 controversy over the effectiveness of using ICT for learning. As Michael
3. ICT and Education for Teacher Development ............................... 205 Trucano from the World Bank put it: “What do we know about what works, and
4. Open Educational Resources........................................................ 206 what doesn't (and how? and why?) when planning for and implementing such
5. ICT and the use of data in education ............................................ 208 projects, what the related costs and benefits might be, and where might we look
6. Digital literacies ............................................................................. 211 as we try to find answers to such questions?” 170
7. Social inclusion and gender equality ............................................. 213
8. Foresight and emerging technologies ........................................... 214
8. Conclusions ................................................................................... 216
The global market for ICT in education
5. The market for e-learning technologies has continued to grow. The size of
1. Introduction the eLearning market was estimated to be over US$ 165 Billion in 2015 and is
1. A key aim for the evaluation of UNESCO’s work in ICT in education is to likely to grow by 5% between 2016 and 2023, exceeding US$ 240 Billion 171,
explore the current positioning of UNESCO relative to those of other including sales to schools, colleges and industry. According to a market study
international actors, in terms of its strengths, mandate and scope of activity. released by Technavio (2018) 172, the size of the global corporate eLearning
This is critical to understanding the current contribution of UNESCO’s work and market alone is predicted to reach an approximate amount of US$ 31 billion in
its potential future positioning in this field in relation to the mandate and actions revenue by the end of 2020. Technavio’s analysts say changing business
of other players, and to suggesting orientations for the future. But this in turn needs and technology improvements have encouraged the adoption of
requires an overview of the wider landscape of ICTs in Education globally, the eLearning solutions at the expense of traditional teaching methods.
main actors and especially the current and future trends.
6. In 2018, investment dollars in educational technology companies in the
2. This report has been compiled from an extensive array of relevant USA alone totalled US$ 4.46 billion. There were 187 investments with an
publications, including academic and ‘grey’ literature and from selected average investment size of US $26 million and a median investment size of
interviews relevant to the positioning and activities of UNESCO (see Appendix US$ 5.2 million. The number of acquisitions totalled 109 173. Stock market listed
170 http://blogs.worldbank.org/edutech/big-educational-laptop-and-tablet-projects-ten- 173 Audrey Watters, The Business of Ed Tech Trends,
countries http://hackeducation.com/2018/12/31/top-ed-tech-trends-money
171
Docebo (2015) eLearning market Trends and Forecast, 2017-2021,
https://www.docebo.com/resource/elearning-market-trends-and-forecast-2017-2021/
172 https://blog.technavio.com/blog/top-trends-corporate-e-learning
190
educational technology provider, Blackboard, had a market capitalisation of 11. The market continues to evolve in the move towards digitalisation in
US$ 1.3 billion. education. In 2015, LinkedIn announced the USD 1.5 billion acquisition of
online education company Lynda.com. 177 Lynda.com provides video courses to
7. In 2016, global investments in Chinese ed-tech companies rose to US$
paying subscribers hoping to learn online, with tutorials on a wide range of
1.2 billion, according to Goldman Sachs and the educational technology
business subjects from Web design to 3-D animation. Other e-learning
industry in China is expected to grow 20 percent annually 174. A joint report
companies such as Coursera and Code Academy have attracted substantial
released by Google and KPMG estimates that India’s online education market
investment. British education company Pearson announced in February 2019
will rise more than six times to $1.96 billion over the next four years. The entire
it had agreed to sell its U.S. K12 courseware business to Nexus Capital
Asia-Pacific region is projected to represent 54 percent of the global edtech
Management LP for US$ 250 million as it shifts its focus from textbooks to
market by 2020.
digital 178.
8. According to IMARC Group’s latest report entitled, “Africa E-Learning
Market: Industry Trends, Share, Size, Growth, Opportunity and Forecast 2019-
2024” 175, the African e-learning market reached a value of more than US $792 Disrupting education
Million in 2018, exhibiting an annual growth of around 14% during 2011-2018
12. It is not only the effectiveness of ICT in learning which is contentious.
and is further expected to reach a value of more than US$ 1,813 Million by
There has been a major drive from many of the technology companies to disrupt
2024.
education. The traditional schooling system is seen as an industrial relic. Some
9. There may be some differences in market segmentation in different global go as far as to call for teachers to be replaced by computers. Much of the
regions. In Africa packaged content mobile learning holds the majority of the motivation for ‘disruption’ may be the desire to open up education from the
market share. public sector to the market.
10. In the richer economies, Audrey Watters (2018) says many of these 13. Educational technology journalist and speaker, Audrey Watters, has
companies are based on tutoring utilising Artificial Intelligence (AI) or adaptive tracked these developments in her blog ‘Hack Education Weekly News’. 179
teaching. “Many are also taking advantage of the “gig economy,” using low-
14. “In 2017 Edsurge informed its readers that “MissionU Says It Can Replace
wage freelance workers (many of whom are teachers working a second job) as
Traditional College with a One-Year Program.” In 2012, Wired Magazine
tutors. It’s “flexible, interactive, and fun”, sponsored content on Edsurge wants
proclaimed that Udacity “could change higher learning forever.” Techcrunch
its readers to know.” The Financial Times reports that More than 70% of
asserted that Udacity would “end college as we know it.” Udacity’s founder
secondary school-aged kids in Taiwan, Hong Kong, and South Korea use
Sebastian Thrun predicted that “in 50 years, there will be only 10 institutions in
private tutors. 176
the world delivering higher education and Udacity has a shot at being one of
174 https://techcrunch.com/2018/01/19/education-technology-is-a-global-opportunity/ 178
https://www.reuters.com/article/pearson-disposal-k12-idUSL5N20D10N
175 https://www.marketresearch.com/IMARC-v3797/Africa-Learning-Trends-Share- 179 https://hackeducation.com/2017/03/24/hack-education-weekly-news
Size-11646708/
176 https://www.ft.com/content/c8b20790-940d-11e5-b190-291e94b77c8f
177
Recode (2015) Three Reasons LinkedIn Broke the Bank for Lynda.com,
https://www.recode.net/2015/4/9/11561324/three-reasons-linkedin-broke-the-bank-for-
lynda-com
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them.” It is notable that none of these developments have come to pass higher education – i.e. the restructuring and reorganisation of universities to
function and behave as if they were corporations.”
15. Gurumurthy Kasinathan, a founding member and executive director of IT
for Change, says that the basic problem in this view is that is confuses 19. They are also critical of the “the (hyper) individualisation of digital
‘education’ with information processing and the consumption of content. education” based on the implicit framing of individual students taking
Education has a larger aim to build an aware and responsible citizen. Delivering responsibility for decision-making with regards to their education, as well as
content in more efficient ways is not a replacement. 180 dealing with the consequences of these decisions.” In this sense, they say,
“technology-based learning is increasingly positioned as an implicitly self-
16. In 2016, Meeri N. Kim, who works as a science writer and contributes
centred endeavour.”
regularly to the Washington Post reported how ex-Google executive Max
Ventilla had launched AltSchool, an education technology start-up based in the 20. Gurumurthy has questioned why ICT in education should be seen as a
San Francisco Bay Area 181. “Entrepreneurs out of Silicon Valley have market good, arguing that if school education is a public good then ICT in school
harnessed the power of technology and data to disrupt industries ranging from education should also be a public good. Looking at ICT as a market good
public transportation and communication, to space travel and television. Is contradicts the basic requirement of transformative education as a source of
education next?” She explained how ALT School would use its proprietary social justice and equity. He points to non-market (public and free) models of
software developing individual student profiles “to do away with cookie cutter ICT in education for example the Indian state of Kerala has pioneered a model
education.” of ICT in education which is based on public investment in free and open
technologies and teacher development and cites Vygotsky as seeing education
17. It is interesting to note, however, that many of these private sector
as a process of social construction 182.
‘disruptions’ have failed to deliver on what investors saw as their promise. Some
have simply withdrawn from the education space, others, such as Udacity, have 21. It is not just private sector corporations that have a techno centric
pivoted to adopt more traditional paid for training models. approach to education. The One Laptop Per Child (OLPC) project 183, emerging
from MIT’s Media Lab, has been heavily criticised despite (or because of) the
18. Selwyn and Casteneda (2018), writing about the digitalisation of higher
aim of providing cheap laptop computers to individual children in developing
education, say: “the market-led nature of higher education technology has
countries and of lacking a basic understanding of the aims and processes of
connotations that reach well beyond from the simple provision of resources to
education.
university consumers. For example, much of the organisation and
administration of universities is now shaped by commercially-provided systems 22. Mark Warschauer in an article entitled How Not to Run a Laptop
based around models developed for business and industry. The rise of ‘content Program 184 says:
management systems’, ‘workload management systems’, performance metrics
23. “Computers are to be provided to children, not schools, and in massive
and analytics could be seen to be key elements in the steady corporatization of
large deployments carried out as quickly as possible. Whether schools have
180 See Policy brief – ICTs in education. Outsourced versus Integrated Approach, 182 See Policy brief – ICTs in education. Outsourced versus Integrated Approach,
https://itforchange.net/policy-brief-%E2%80%93-icts-education-outsourced-versus- https://itforchange.net/policy-brief-%E2%80%93-icts-education-outsourced-versus-
integrated-approach. integrated-approach.
181 183
https://bold.expert/silicon-valleys-attempt-to-disrupt-education/ Http://one.laptop.org
184 http://edutechdebate.org/one-laptop-per-child-impact/olpc-how-not-to-run-a-laptop-
program/
192
funding for curricular or professional development, technical infrastructure, Education 2030 Agenda through Sustainable Development Goal 4. UNESCO
peripherals, support, or maintenance is disregarded in the rush to get believes information and communication technology (ICT) can complement,
computers into children’s hands immediately. Planning, pilot programs, enrich and transform education for the better. As the lead United Nations
evaluation, and staged implementation are eschewed.” Organization for education, UNESCO shares knowledge about the many ways
technology can facilitate universal access to education, bridge learning divides,
24. Leye is also concerned at “the pervasiveness of the discourse on ‘ICT for
support the development of teachers, enhance the quality and relevance of
development’ (ICT4D): the idea that ICT per se will lead to development is
learning, strengthen inclusion, and improve education administration and
omnipresent and, as such, it is simply unnecessary to produce data to
governance.
substantiate this view. The bigger part of this information society discourse
enunciates a techno deterministic, utopian promise of social, economic and 29. These principles frame UNESCO’s general approach to the use of
political benefits in a radically different societal context.” technology for teaching and learning and to the contents of this review of ICT
in the education landscape. This is based on a people centred approach
25. The results are entirely predictable, and have started to surface, says
fostering the development of smart learning ecosystems where technologies
Warschauer: “A handful of inspiring examples, based on terrific efforts by a few
are supportive of the human wellbeing and help learning places in recovering
innovative teachers or students and backed by armies of volunteers, are touted.
the central role in the education of future citizens, in the design and
But, when examining the broader implementation, we learn that without
achievement of social innovation and territorial development (SLERD, 2019) 185.
professional development or curriculum development, and with little of the
infrastructure that makes computer use in schools effective, teachers for the 30. Many of those interviewed for this report saw UNESCOs approach to ICT
most part ignore the computers, which thus go largely unused in schools.” in education as both unique and highly valuable.
26. In contrast programmes such as that developed in Kerala have integrated 31. As one interviewee from a UNESCO National Commission put it:
ICT in teacher education and school education. The programme is seen as “UNESCO’s contribution is unique. There are other partners but UNESCO is
successful in reversing a decline in enrolment in public schools and has been unique in way programme is designed – e.g. building capacity, involvement of
adopted in the states of Karnataka and Telangana in India. users – others provide equipment.”
32. Furthermore, interviews echoed that UNESCO’s interventions are deeply
rooted in a researched need. For example when designing teacher training
The role and positioning of UNESCO in ICT in Education
programmes, such as preparing curricula, managing work and forming
27. UNESCO has a humanistic vision of education and of the role of ICT in networks with other teachers, UNESCO closely consider how teacher training
education linked to its mission of providing inclusive and quality education that best enhances and integrates their work
is transforming lives and at the heart of UNESCO’s mission to build peace,
33. Furthermore, several stakeholders underlined that UNESCO has a key
eradicate poverty and drive sustainable development.
role to play, especially in Open Education including Open Educational
28. UNESCO believes that education is a human right for all throughout life Resources and Open Source Software, and also in the integration of ICTs in
and that access must be matched by quality. It has a mandate to cover all traditional methodologies for teaching. Many consider UNESCO as a leader in
aspects and all levels of education and to lead and contribute to the Global
185 http://slerd2019.uniroma2.it/call-for-papers/
193
ICT in education and in ensuring policies are in place and teachers are trained. private sector. It is important to note that despite the emergence of start-up
initiatives aiming to disrupt education, many of what could now be called
34. A further explanation for the importance of UNESCO in ICT in education
‘traditional’ or ‘mature’ technology companies have a perspective of working
relates to UNESCO’s comparative strengths that are recognised by
within education, be it in the provision of hardware and software or
stakeholders, such as those related to its mandate from the Member States
infrastructure. This may include in partnership with aid organisations. There are
which makes UNESCO a powerful player. Governments look to UNESCO for
different motivations for such partnerships. These include access to research
technical support and policy in a host of issues related to ICT and education.
and development knowledge and outcomes in ICT and learning or a
UNESCO support is seen to make national policies stronger in countries. The
commitment to corporate social responsibility. The UNESCO Mobile Learning
Organization’s reputation as a broker with governments is high. Furthermore,
week, amongst other initiatives, has been successful in developing such
UNESCO provides robust technical support in the public arena while
partnerships, particularly with organisations that appreciate UNESCOs
maintaining its mission and purpose. The Rethinking Education paper 186 is an
expertise in pedagogy and in teacher development as well as its presence on
exemplary demonstration that UNESCO is withstanding the neoliberal agenda
the ground and contacts to governmental organisations.
which is diffuse in ICT and education. UNESCO works in support of public
education against the trends of increasing privatization. National-level 37. In looking at the landscape to ICT in education, two further and related
stakeholders also demonstrate a preference for working with UNESCO above tensions are apparent. One is that in a fast developing area there is a need to
other stakeholders, as UNESCO genuinely represents 195 counties, and holds follow and experiment with emerging technologies, for example Artificial
a strong convening capability unlike the private sector providers. Stakeholders Technology and the use of big data in education. But working with young people
see a need for strong UNESCO, particularly in the increasingly changing ICT requires robust and proven approaches to avoid damage and the piloting of
in education space. emerging and future technologies needs to be balanced against the shorter and
medium term needs of education in many countries. Therefore, rather than
35. However, UNESCO is only one of the many UN organisations,
examining the latest technology trends in education, this paper focuses on
governmental organisations and Educational Foundations and Charities
socio-technical / techno pedagogical developments that may impact on
working in the field of education and development. Many of these, such as
UNESCO’s work on ICT in education in the short to medium term. Framing what
UNICEF, are reportedly increasingly focusing on the role of technology in
is and is not possible includes also an awareness of the tension between the
education and some have a considerably larger budgets than UNESCO. One
aspiration to use technology to provide access to education in poorer countries
distinction, apart from UNESCO’s convening capability, may be that UNESCO
and the weaknesses of infrastructures – including electricity and connectivity –
staff have multidisciplinary in-house expertise related to education, whilst other
in many countries.
organisations may be more reliant on contractors to carry out interventions.
Other interventions, such as the One Laptop per Child project, are focused on 38. One further tension is the obvious desire of governments to improve
the provision of technologies, which is not seen as part of UNESCO’s work in education by offering opportunities to the greatest possible numbers, which is
this area. supported by many donors who are also concerned at the visible impact of
projects and programmes in ICT in education. This has resulted in a major focus
36. Having said this, there is a clear issue with lack of infrastructure and
on scalability, while neglecting a more mindful piloting and critical evaluation of
technology provision in many of the countries where UNESCO is working,
the promising use of ICT in education. The scaling up of worthwhile projects
pointing to the need for partnerships with other organisations, including the
186 http://unesdoc.unesco.org/images/0023/002325/232555e.pdf
194
risks sucking in scarce resources and energies. Online and Distance Learning
39. It is worth returning here to the issue of terminology. The term ‘Technology 42. There is a steady expansion in the development of online open and
Enhanced Learning’ acknowledges that the use of technology has led to a distance learning courses, particularly in university education. These courses
proliferation of learning opportunities outside the formal education sector, for may be accessed fully on line or often adapt a blended learning approach,
instance through Khan Academy, Code Academy, Wikipedia, Stack including both face to face and online learning. These typically include the
Overflow, Microsoft Virtual Academy or even YouTube. The term ICT in provision of multimedia learning materials and utilise a Learning Management
education used by UNESCO delineates a focus on the use of technology for System (LMS) for accessing online provision.
learning within the formal and informal education sector. This accurately
43. Also significant is increasing access to synchronous online sessions, often
describes the majority of UNESCO’s work in this area.
using video streaming, either as part of blended learning courses or in the form
40. The following sections review emerging (and in some cases more mature) of ‘webinars’.
developments across the broad field of ICT in education, intended as a
44. Although originating in North America and Europe, Open and Distance
resource for reflection for the future work of UNESCO. In view of UNESCO’s
Learning is gaining ground in developing countries. For example, over 90,000
particular focus of work in Africa and developing countries, this study attempted
students are online in the Open University of Malaysia and Mumbai University
where possible to reference projects and literature originating from or focusing
has 78,000 students who study online. There is an increasing convergence
on those countries.
between distance learning and campus provision. Anwar Kanar says “Research
shows that the blended approach works better in Asia.” 188
2. Accessing Education for all
41. For UNESCO a key use of ICT is to open access to quality education for 45. Mnyanyi and Mbwette (2009) say the future of Open and Distance
all. ICT has the potential to alleviate geographical and social isolation for rural Learning (ODL) in developing countries will “benefit from a critical analysis of
communities, displaced people or other disadvantaged groups, to provide its operational environment due to the belief that it might contribute substantially
access to digital learning materials including OERs and digital books, to provide to poverty reduction if its potentials are recognised.” 189 At the same time they
inclusive opportunities for those with disabilities, and to scale up access to recognise that the demand for ODL is increasing with the potential of new
learning beyond that possible within a traditional schooling environment. This Information and Communication Technologies (ICT) and increased demand for
is closely linked to the movement around Open Education. According to the knowledge.
Commonwealth of Learning, “Open Education is a philosophic construct that 46. However, Nigerian Ambassador to UNESCO Mariam Y Katagum points to
refers to policies and practices that allow entry to learning with no or minimum the “ivory tower mentality that privileges the university environment and
barriers with respect to age, gender, or time constraints.” 187 traditional lecture methods over online education.” 190 She believes Africa is still
on the verge of shifting from the firm belief in exclusiveness and the public
187 Kanwar, A. (2016) Can ODL reach the unreached? Lessons from the 189 Cosmas B. F. Mnyanyi and Tolly S. A. Mbwette (2009)
190
Commonwealth, https://www.universityworldnews.com/post.php?story=20160630195218201
http://oasis.col.org/bitstream/handle/11599/2378/2016_KanwarA_Can-ODL-reach-
Unreached_Transcript.pdf?sequence=1&isAllowed=y
188 http://oasis.col.org/handle/11599/3045
195
nature of university education. pedagogies, challenges to traditional authority structures and the need to
provide access to poorer segments of society not only confront universities and
47. John Traxler points out that the use of ICT in education requires the
other educational institutions in developing countries but also in richer
transformation in “the roles and responsibilities of teachers and lecturers,
developed economies.
expanding these from just being authoritative subject experts facilitating
transmissive and discursive learning to include learning with or even from their 52. There is also a tension between investing in technologies and expending
students.” 191 This raises issues over the culture of education in more scarce resources on more traditional forms of education. Tony Bates, writing in
conservative countries and over how teachers are viewed and view themselves response to a debate on ‘Is open and distance learning the key to Quality
as experts. It also challenges traditional pedagogic approaches to learning. The Higher Education for All?’ in UNESCO’s blog 195 says “developing or less
effective use of ICT in education requires changes in pedagogic approaches economically advanced countries will still need more physical schools, colleges
and sensitivity to the dynamic, transactional relationship between different and universities, including some elite research institutions focused especially
components of knowledge situated in unique contexts. 192 on that country’s needs.” The issue here is as to what proportion of the
population could be reached through open and distance learning and how open
48. A major challenge for Open and Distance Education is removing
and distance learning can be integrated in educational provision.
institutional and organisational barriers, as well as situational barriers (such as
insufficient time or resources for study, location and factors related to linguistic 53. Compared to conventional forms of education, open and distance
and ethnic minority status) and dispositional barriers (psychological factors education requires greater planning, larger upfront infrastructure costs and
which impede their participation) to access (UNESCO, 2009). The provision of more complex student and administrative support systems (Lockwood, 1995;
technology alone will not overcome these barriers for disadvantaged learners Rumble, 1986). Yet, the previous stark distinction between physical schools
and ODL is now reduced, and is being replaced by ‘blended learning’ with both
49. There are major challenges in terms of what technologies to utilise within
borrowing from each other’s approaches.
developing countries. ICTs in education are rapidly changing and sometimes,
the technology selected becomes obsolete even before developing countries 54. The requirement for such planning and resources is important in the quality
have put into full use 193. of course provision. The Bangladesh Open University provides a wide range of
flexible and need based education and training particularly to rural
50. One of these challenges is how to ensure inclusion for those lacking basic
disadvantaged groups. But limitations in access to modern technology restrict
connectivity and access to computers. The former President of the International
the use of media and raises questions about the quality of provision.
Council for Distance Education, Tian Belawati, who is also rector of Indonesia’s
open institution Universitas Terbuka points out that: “We have to serve all kinds 55. Capacity building in curriculum, effective learner support, assessment
of people, from the richest to the poorest, from rural areas to the capital Jakarta, techniques and the adoption and adaptation of OER would be some areas of
those who do not have access to the latest technologies and sometimes don’t focus. Adopting and promoting free and open technologies (OER and FOSS)
even have electricity. We have to provide people with equal quality.” 194 is essential to enabling universal access and a resource rich learning
environment.
51. It should be noted that many of these challenges, including changing
191 https://files.eric.ed.gov/fulltext/EJ1173545.pdf 194 https://www.universityworldnews.com/post.php?story=20150917175108463
192 195
See, for example, the TPACK Framework: http://www.tpack.org/ https://www.tonybates.ca/2012/02/10/is-open-and-distance-learning-the-solution-
193https://www.academia.edu/2651120/open_and_distance_learning_in_developing_c for-developing-countries/
ountries_the_past_the_present_and_the_future
196
56. UNESCO is active in developing Open and Distance Learning, especially not be effective or appropriate in the context to which they are being transferred.
through universities in developing countries, through many of its projects. ODL The use of ICT in education often is based on the transfer of approaches from
has an increasingly key role in teacher education (see section 3, below). The the north to the south. The research on OER for development (ROER4D)
promotion of Open Educational Resources also plays an important role in programme aims to develop understanding of OER in the global south 196.
providing access for content in ODL. Through this work UNESCO also
confronts many of the issues raised in this section of the report. UNESCO also
plays a key role through the provision of policy support to national governments. Massive Open Education Courses
57. An obvious role for UNESCO, given its wide experience in the use of ICT 59. Perhaps the most visible development in the Open and Distance Learning
in education, is facilitating the exchange of good practice and in simple terms landscape in the past three years has been the spread of Massive Open Online
helping those in developing countries avoid the mistakes, which have been Courses (MOOCs) providing free access to education for sometimes thousands
made in earlier developments in other countries. However, this is not a simple of participants. MOOCs have been embraced by Higher Education
undertaking. As Neil Selwyn says, educational technology must be “understood organisations wishing to extend access to courses and by private organisations
as a knot of social, political, economic and cultural agendas that is riddled with seeking to develop new business models for education.
complications, contradictions and conflicts.” The development and integration
60. MOOCs have been criticised for their lack of support for learners and for
of ODL is heavily contextual. And, as Keri Facer and Neil Selwyn (2013) say,
low completion rates; while others point to the large numbers who do complete
“the promise of online connectivity to (m)any places and people obscures the
courses and that learners are free to access those parts of courses that they
continued importance of immediate ‘local’ contexts in framing learning
wish. 197
processes and practices.” They quote Thompson (1995), in saying it is perhaps
erroneous to perceive technology-based learning as somehow “detached from 61. Experiments continue with different pedagogical approaches, with the UK,
the spatial condition of common locality.” What works in one context may not Open University led OpenLearn consortium 198 advocating a social learning
apply in another. Yet UNESCO is well placed to develop an understanding of approach whereby learners themselves support each other.
the different contexts of the ODL in developing countries, not only from the
62. Despite their origin in North America and Europe, Kanwar (2016) has
experience of projects, but through its broader networks of Institutes and
drawn attention to the steady growth of MOOCs in Asia. This includes Peking
UNESCO chairs, many of whom have considerable experience in ODL.
University, who offer Chinese language MOOCs for both students and
58. There are two areas which possibly should receive more focus. The first is members of the public and JMOOC in Japan which targets home makers and
the development of new pedagogies for learning with ICT in education. The senior citizens. Malaysian MOOCs supported by the Ministry of Higher
adoption of ODL does not merely replicate the classroom in a digital context Education, are also meant for students and members of the public.
and provides a considerable challenge. The second is the use of technologies:
63. However, Roberto Rey Agudo (2019) considers that while MOOC
there is a danger that developing countries will follow a ‘catch up’ strategy
platforms bring high-quality educational content to learners anywhere,
copying technologies and practices from more advanced countries which may
196 http://roer4d.org/ 198 https://www.open.edu/openlearn/
197
There is a considerable body of research studies on MOOCs – see, for example,
Loizzo, L, Ertmer, P. Watson, W. & Lee Watson, S. (2017) Adult MOOC Learners as
Self-Directed: Perceptions of Motivation, Success, and Completion
197
particularly in the developing world, “they do so by catering mostly to a selective and systems, meaning business models are not necessary, except possibly in
sliver of the population.” 199 The major reason for this is the predominance of charging for certification.
the English language in MOOC provision.
69. UNESCO has some experience and engagement with MOOCs. In 2014
64. Coursera has 181 partners in 27 countries; edX has 130 partners UNESCO’s Institute of IT in Education (IITE) together with the University of
worldwide. In spite of their international reach, English is the language of London launched its first Massive Online Open course (MOOC) on ‘ICT in
instruction for over 80 percent of their courses. primary education’. More than 7000 participants from 166 countries were
registered, with over 3000 participants from emerging economies.
65. This trend is more pronounced in MOOC platforms. A search for Java
programming courses on edX finds 60 courses from institutions in Australia, 70. With support from the European Commission, UNESCO has participated
Canada, China, Germany, Guatemala, Spain, Switzerland, the Netherlands in the Globalizing OpenupEd MOOCs’ initiative in Africa working with the Africa
and the United States. 56 of those 60 courses are delivered in English with four Council for Distance Education (ACDE), and in Asia working with the Asian
offered in Mandarin and none in Spanish, Cantonese, German, Dutch or Association for Open Universities (AAOU).
French.
71. The UNESCO Office in Uzbekistan has developed a portal in cooperation
66. Agudo says: “English creates a barrier of inequality for many. Worldwide, with Tashkent University of Information Technologies. Two courses are
proficiency in English is a marker of socioeconomic privilege -- as is access to currently being offered: ‘Media and Information Literacy in Journalism’ and
a stable internet connection or the digital literacy required to navigate online ‘Safety of Journalists’ Professional Activities’. Importantly the courses are
courses.” available in Uzbek, as well as in Russian, Karakalpak and English.
67. Nevertheless, the Nigerian Ambassador to UNESCO, Mariam Y Katagum, 72. UNESCO is currently offering open access to a MOOC on the fight against
draws attention to South Africa as a country embracing MOOCs and points to illicit trafficking in cultural property, in the framework of the UNESCO-EU project
the opportunity of access, cost-effectiveness and quality education as the most ‘Engaging the European art market in the fight against illicit trafficking in cultural
prominent benefits of online courses, while the possibility of massive roll-out property.’
and participation is peculiar to MOOCs 200. She sees as barriers not only issues
73. These activities, from different sections and organisations, point to the
of connectivity and access to computers but also the privatisation of
potential of MOOCs for UNESCO. However, there appears to be little current
universities, contributing to the absence of government policy in promoting
development of MOOCs within UNESCO’s work on ICT in education. UNESCO
MOOCs as well as a lack of public funding.
would appear to have an important role in supporting the development of
68. Despite early hype that MOOCs would disrupt education, both public and MOOCs in developing countries, including the development of capacity and the
private MOOC providers have struggled to develop business models to sustain training of teachers and other providers, for instance journalists and those
provision. Charging for accreditation has provided only limited income and working in cultural organisations to develop and implement MOOCs.
some private sector providers are now turning towards more traditional closed
74. One present barrier for those wishing to offer MOOCs is the limited access
commercial provision or are charging for access to online courses. Yet, there
to open MOOC platforms. Given UNESCOs leading role in promoting Open
is no reason that MOOCs should not be based in public education structures
Source Software, this is an area in which UNESCO could play a critical role.
199 https://www.insidehighered.com/digital-learning/views/2019/01/09/moocs- 200 https://www.universityworldnews.com/post.php?story=20160630195218201
overwhelming-dependence-english-limits-their-impact-opinion
198
This could be through enhancing the WordPress, Moodle or Open EdX 78. However, despite increasingly cheap Smart Phones that potentially allow
platforms and making them available in local languages. access to educational resources and support – in the form of both AI and people
- for different educational contents and contexts in the school, in the workplace
and in the community, the adoption of mobile learning is being held back by
Mobile Learning concerns over equality of access to such devices, their potential disruption in
the classroom, privacy, online safety and bullying, and the lack of adequate
75. Growing access to connectivity and the manufacture of cheap and
pedagogic approaches to mobile learning.
increasingly powerful mobile devices, both telephones (although something of
a misnomer given that these are in reality mini computers) and tablets, are 79. As Tamin et al, (2015) say: “Unfortunately, there is a misconception that
potentially opening access to online education anywhere and anytime. A by simply putting this technology in the hands of students, educational access
growing number of countries have embarked on large-scale, government- issues will be resolved and educational transformation will occur.” There
supported initiatives to distribute tablet devices to students in the K–12 remains a shortage of detailed and thorough evaluation reports, but according
schooling sector. to Tamin et al available research findings, though limited, indicate that mobile
learning activities are successful in engaging students (Wang, Shen, Novak, &
76. The rationale for such projects is varied. These include making learning
Pan, 2009), but there is no conclusive evidence about the impact of those
more accessible; promoting self-directed learning; and designing future
activities on students’ performance and attitudes. Tamin et all cite Weston &
learning environments (UNESCO, 2012). 201 UNESCO have published a series
Bain, (2010) in highlighting concerns about addressing technology use with a
of reports on the development of mobile learning in different regions in the
replacement mentality.
world. In Latin America (Lugo & Schurmann, 2012) indicated that education
stakeholders in the public and private sectors are targeting mobile technologies 80. In a World Bank blog post 202 highlighting nine countries that have invested
and mobile learning as a viable solution to address pressing educational significantly in this technology, Michael Trucano said that, in most cases, there
challenges, particularly among indigenous communities and low-income urban did not appear to be any clearly articulated educational rationale for the
and rural populations. Those challenges include high dropout rates, adult initiatives. He concluded that this phenomenon is the “latest manifestation of a
illiteracy, little or no access to education, low educational quality, and long-observed trend that refuses to die: that of simply wanting to buy the latest
insufficient teacher training programmes. popular gadget for use in schools.”
77. The UNESCO report on mobile learning initiatives and policy implications 81. There is a growing realisation that the use of such devices for learning
in Africa and the Middle East indicated that numerous projects have been depends on both the quality of learning materials and their pedagogic use.
initiated with the aim of supporting ICT integration in the educational context These tablet initiatives are being launched with much the same uncritical
and, in light of the growing access to mobile devices and telephones, “mobile enthusiasm that surrounded the One Laptop per Child (OLPC) initiative and
learning is gaining attention as a viable method to improve teaching and with many of the same unchecked assumptions. For example, the OLPC
learning while enabling educational system reform and transformation”. initiative was promoted not as a technology project but as an educational
201 UNESCO Working Paper Series on Mobile Learning,
https://en.unesco.org/themes/ict-education/mobile-learning/publications
202 http://blogs.worldbank.org/edutech/big-educational-laptop-and-tablet-projects-ten-
countries
199
project and as a “transformatory example of educational technology” (Selwyn, the potential of mobile learning, has emphasised policy development, capacity
2013) 203 that would “create educational opportunities for the world’s poorest building, teacher development, the adoption and promotion of Open
children” (OLPC, 2012, as cited in Selwyn, 2013). Yet, much of the focus of the Educational Resources and digital literacy.
OLPC has been on the devices and their technical specifications. It has been
84. Only in exceptional circumstances have UNESCO projects become
criticised for its cultural insensitivity in attempting to “import a homogeneous set
involved in the provision of hardware and software. Instead they have relied on
of ‘other’ principles and values into a diverse range of countries and contexts
partnerships with national governments and with the private sector to provide
around the world” (Selwyn, 2013). Stories abound of tablets distributed through
infrastructure reports.
initiatives such as the One Computer per Child project being in storage in
locked cupboards due to concerns over security and the lack of teachers’ 85. It also points to the extension of the idea of digital literacy to the ability to
confidence and competence in the pedagogic use of such devices for learning. undertake self-directed learning (see section 6, below).
82. Despite the many concerns, the availability of cheap hardware and 86. In this, as in other areas explored in this Landscape study, UNESCO has
increasing access to bandwidth, even in rural areas, reduces previous barriers a role to play in highlighting appropriate and effective practices, especially in
to the use of ICT in education through mass provision of mobile devices or developing countries and in encouraging knowledge exchange.
through support for users own devices. It also may have the effect of opening
access to knowledge outside the formal education system, thus possibly
reducing the authority of the school and at the same time increasing pressure Informal Learning
for new pedagogic approaches in formal education. An important drawback of
87. Informal learning and non-formal education are estimated to constitute 70-
mobile devices, both phones and tablets, is that they are essentially designed
90% of lifelong learning. Informal learning takes place in a wide variety of
for consuming content created elsewhere. Teachers and students wishing to
settings including the home, community and at work. Much of what people learn
participate as creators and constructors of knowledge need fully fledged
takes place through non-formal education, defined by UNESCO (1997) 204 as:
computers.
“organised and sustained educational activities that do not correspond exactly
83. The critique of technocentric approaches to the use of ICT in education to the definition of formal education [and] may have differing durations and may
reinforces the need for an integrated and transformative strategy when or may not confer certification.”
introducing new technologies for learning. This includes at policy level, in
88. Haque (2012) 205 has pointed out that in the developing world there are
institutions and at the level of practice. UNESCO, in its adherence in humanistic
centuries-old traditions of using cultural forms to educate people including
education and its convening capacity with governments and international
street theatre, music, dance, puppetry and poetry (Latchem, 2014) 206. This
organisations, can lead such an approach. Rather than focus on technology as
allows the design of informal learning to bring people together, present
such, UNESCO’s approach to ICT in education and training, whilst embracing
alternative viewpoints, stimulate discussion and build collective commitment to
203 Selwyn, N. (2013). “Empowering the world’s poorest children”? A critical examination 205 Haque, R. (2012). Learning through traditional cultural forms. In I. Pringle, E. Mittal
of One Laptop per Child. In Selwyn, N. & Facer, K. (eds). The Politics of Education and & M. Valdés (Eds.). Learning with community media: Stories from the Commonwealth
Technology: Conflicts, Controversies, and Connections, London: Palgrave Macmillan, and Latin America, pp. 42-48. Vancouver: Commonwealth of Learning.
206
p.101. Latchem, C. (2014) Informal Learning and Non-Formal Education for Development.
204 UNESCO. (1997). International Standard Classification of Education ISCED 1997.
In Journal of Learning for Development, Vol. 1. No. 1.
Paris: UNESCO.
200
change. through their focus on empowerment of local people, providing them with skills
to produce local content (Creech 2005; Nair et al. 2006; Tacchi 2005; Tshering
89. Latchem (2014) also draws attention to the many forms of non-formal
& Martin 2007).” IT for Change has developed a model for community
education including “part-time ‘second chance education’ for those unable to
knowledge centres for the Knowledge Commission of the Government of
benefit from regular classes; youth clubs with substantial educational purposes;
Karnataka discussing such approaches 207.
adult and continuing education; community education; personal development
programmes such as cultural, language, fitness and sports programmes; and 94. Further examples of the use of Web 2.0 technologies shows how, not only
professional and vocational programmes for the unemployed and upgrading can informal learners self-educate but also contribute to learning with others
workforces.” who share educational, intellectual, social or demographic commonalities. In
the case of the non-profit Peer to Peer University (P2PU) volunteer course
90. The use of ICT has the potential to extend the reach and further develop
organisers submit their ideas and seek guidance from experts and community
informal learning. Christopher Foster (2011) focuses on the importance of
members to create open source wiki-type materials and learner support
informal learning processes and says that the process can be more explicitly
systems.
'designed' or 'shaped' through understanding informal learning which links
between actions and ICT use, and informal learning outcomes. 95. In his extensive review of Informal and non-formal education in developing
countries in the inaugural edition of the Journal of Learning for Development,
91. In this section, we adopt a wide definition of ICTs to include radio, audio-
Latchem (2014) concludes that “learning and non-formal education have a
visual media and TV as well as mobile phones and computers: as Edgerton
great potential for helping a wide range of learners achieve more desirable and
(2007) argues, “the presence of older technologies can still be significant in
rewarding circumstances for themselves and their communities.” However, he
developing countries”. Indeed, the rising popularity of podcasts for learning as
notes that developments and issues in these modes of provision are
well as entertainment shows that older media and are reinvented through ICT.
insufficiently represented in the literature of open and distance learning and that
92. ICT-mediated group processes are being used for radio production at the more needs to be done to indicate the ways in which informal learning and non-
Namma Dhwani (Our Voices) community radio station in rural India, and cultural formal education can serve the needs of learners and society.
production and sharing using ICTs are also used for the Pontos de Cultura
96. Research and evaluation are needed, he says “in regard to the design,
(Cultural Hotspots) in Brazil.
development, application and evaluation of systems, methods, ICT, mass
93. In order to go beyond the limits of community radio, some recent projects media and traditional forms of communication for learning for development,
have focused exclusively on group participation processes using ICTs. For including cultural factors, inter-institutional, inter-sector and cross-border
example, UNESCO's Community Media Centres are ICT centres which take a collaboration, change management, costing, quality assurance and
pragmatic approach to participation and ICT, integrating new technologies professional development.”
within existing local 'communicative ecologies' such as social networks,
97. These are challenges which UNESCO is well positioned to play a leading
newspapers and oral forms (Tacchi et al. 2003). Tacchi et al say: “The resulting
role in advancing the development of research and of new and effective models
projects have been able to achieve change and high levels of sustainability,
for informal learning and non-formal education given its interdisciplinary
and it is notable that these projects have placed a strong focus on learning
character and wide mandate in the fields of not only ICT in education but also
207 https://itforchange.net/exploring-an-institutional-model-for-community-knowledge-
centres-a-research-study-for-karnataka.
201
ICT and cultural production. UNESCO can also build on its previous extensive development and use of ‘open badges’ allowing organisations to award credit
experience in areas like community radio looking at how newer technologies for a wide variety of learning opportunities 210. Badges can be stored in a secure
can promote the transformation of education and digital communication and digital backpack. Open Badges are visual tokens of achievement, affiliation,
production authorization, or other trust relationship sharable across the web. Open
Badges, says Mozilla, represent a more detailed picture than a CV or résumé
as they can be presented in ever-changing combinations, creating a constantly
Micro Credentials, Bite Sized Learning and Open badges evolving picture of a person’s lifelong learning.
98. The growing use of ICT in Education, the growth of online courses and the 103. Although popular, the currency of such awards remains to be seen. As yet
move towards outcome and competence-based programmes are causing there are few signs that micro-credentialing is being taken up in developing
pressures on traditional ways of accrediting attainment. countries, where traditional accreditation bodies and forms of accreditation are
still dominant. Yet the flexible nature of micro-credentialing facilitates
99. This is leading to the development of micro-credentials. Micro-credentials
recognising attainment in all educational contexts including through open and
are digital representations of educational achievements awarded on completion
distance learning and informal learning. It can also be adopted for recognising
of requirements set by the organisation issuing the credentials.
learning achieved through Open Educational Resources 211. To this extent it
100. Metadata is embedded in the micro-credential and therefore has the could complement work that UNESCO is currently undertaking.
potential for becoming part of an online record of achievements. The micro-
credentials provide information regarding who issued the micro-credentials as
well as the competencies that were attained in order to gain them. 208 Lifelong Learning and Technical and Vocational Education and Training
101. In part, the increasing popularity of micro credentials reflects a move 104. The idea of Lifelong Learning is not new. Yet the increasing use of
towards bite sized learning. Bite sized learning is simply short modules, technology in all sectors of society and of technological transformation within
designed to be completed in a limited time and usually accessible on mobile businesses and the economy has highlighted the need for education and
devices. According to the eLearning Industry web site, there are there three learning to be seen as an ongoing (or at least continuing episodic) activity within
main drivers behind bite sized learning: the burgeoning demand for mobile the life-course. ICT is seen as a key enabler in providing access to lifelong
learning; the increasing share of Millennials (those who are born after 1980) in learning.
the workforce; and constant pressure to develop courses quickly and
105. George Herd and Alison Mead Richardson (2015) highlight five commonly
economically. 209 The biggest advantage of bite sized learning is seen as being
accepted drivers for the development of ICT in Technical and Vocational
better learner engagement.
Education and Training (TVET) 212 – “the requirements of a knowledge
102. Bite sized learning has been mainly developed for company-based economy, the increase of ICT in the workplace, the demand to increase access
training. But micro credentialing has had a wider impact, particularly within to initial vocational education and training, the lack of qualified teachers and the
community and adult education. The Mozilla Foundation have promoted the requirement to provide opportunities for continuing professional development,
208 211
http://www.perkinselearning.org/earn-credits/microcredentials/faq https://www.oercommons.org/products/badges/
209 https://elearningindustry.com/bite-sized-learning-future-of-elearning 212 http://dspace.col.org/handle/11599/824
210 https://openbadges.org/
202
re-skilling and skills upgrading.” life’ 215, suggests that the flexible nature of the modern workforce is likely to see
a 15-year-old today navigating a portfolio of 17 jobs in 5 different industries.
106. Herd and Richardson (2015) undertook a survey of the use of ICT in TVET
in developing countries finding that “the development of IT and e-learning in 110. Most of the research and reports have been focused on the future of work
iVET institutions is closely connected with broader issues such as the evolution in the economically advanced economies. But World Bank President Jim Yong
of the information society, the lifelong learning paradigm.” Kim, referring to research based on World Bank data, said 69% of all jobs in
India could be at risk because of automation. In China, this figure is expected
107. However, in Africa and other developing countries, they say, much work is
to be around 77%. In Ethiopia, Kim said the proportion of jobs at risk from
in the informal economy and the industrial base remains heavily dependent
automation was as high as 85 percent.
upon natural resources, rather than in a knowledge economy. Despite this, in
countries like Rwanda, the knowledge economy has become a significant driver 111. In terms of ICT and education this means that there will need to be rapid
for TVET policy, partially in response to the emergence of a ‘knowledge divide’ changes and updating of curricula, particularly within TVET. At the same time
(Chen & Dahlman 2005). the changes in work will add to demand for Lifelong Learning.
108. The past two years have seen increasing concern expressed over the 112. E-learning is seen as being able to provides a flexible system of
increasing introduction of AI and robots and the future of work. Although there information dissemination which can take place in a variety of locations
are wide differences in the predicted numbers of jobs threatened by technology including homes, schools, libraries internet cafes and open fields. 216 Thus
and also in the numbers of jobs that advanced technologies may create, there TVET teachers and trainers can reach learners in different locations and
is little doubt that there will be significant changes in employment opportunities contexts using digital media.
in the future. Broadly speaking jobs most at risk are those that involve
113. The use of ICT in TVET has a multiple focus, for teaching about ICT as a
predictable and routine work, often, but not always in lower skilled
technical subject, and critically the use of ICT within different occupational
occupations. 213 One important role for UNESCO could be to research and
specialities, as well as a means of delivery.
develop knowledge on a ‘critical understanding of ICT in education’ focusing on
AI. There appears to be no institution doing this currently and UNESCO is 114. Obwoge and Kwamboka (2016) say that most ICT use in TVET schools in
uniquely positioned to take this on through its mandate. Such critical developing is presently directly related to teaching of basic ICT skills and,
understanding is necessary for ensuring that society is able to take the right specifically, to the use of basic software applications. They found little evidence
decisions on ICT in education. of use of ICT in the teaching of technical subjects and skills in TVET programs,
where it has obvious applications. Neither was Open and Distance Learning
109. Probably more important is that the nature of jobs and the tasks
being used for teaching technical and vocational subjects
undertaken will be very different (Hart, 2018) 214. With the rapid growth in the
availability of information and data, there is a concern that knowledge and skills 115. However, it is not only in developing countries that the Technical
now have an even shorter shelf-life. At the same time individuals are living Vocational Education (TVET) sector has been slow to embrace the use of ICT
longer, so the traditional ‘job for life’ model has disappeared. In fact, a MIT in education. The reasons may include a lower level of resources than in HE
Sloan Management report (2017), entitled ‘The corporate implications of longer and the difficulty of developing online learning materials for the large number
213 215 https://sloanreview.mit.edu/article/the-corporate-implications-of-longer-lives/
https://www.theguardian.com/us-news/2017/jun/26/jobs-future-automation-robots-
216 https://www.researchgate.net/publication/304496725_E-
skills-creative-health
214 Jane Hart (2018) Introduction to Modern Workplace Learning in 2018 Learning_in_TVET_An_Opportunity_for_Developing_Countries
203
and further evolving different subjects and occupational specialities. A major 120. The All-India Digital Skill Mission 221, an initiative to raise awareness about
barrier has been the lack of training for technical and vocational teachers in the internet-based career options in more than 50 major cities and over 100 villages
use of technology for learning, especially given that many TVET teachers are and towns throughout the country, is presented as proof of how a joint initiative
occupational specialists, rather than trained teachers and many are part time between government and digital entrepreneurs can have country-wide impact.
staff. Herd and Richardson say that in developing countries, particularly in
121. In economically advanced counties TVET has increasingly become
Africa, the Pacific and some Caribbean countries, “TVET teachers tend to have
associated with employability and with the development of skills for a
lower levels of technical and vocational qualifications and often no pedagogic
knowledge economy. Herd and Richardson (2015) suggest that in developing
training. Coupled with this is a lack of industry experience or industrial practice
countries the lifelong learning agenda should be harnessed by TVET to
acquired many years previously.”
“support the transformation to strategies supportive of an equitable learning
116. There are signs that the sector is increasingly embracing ICT for learning. agenda.” Some developing countries are exploring the use of ICT in TVET for
Mobile learning can link education in vocational schools with practice-based flexible and blended approaches and curriculum integration from the viewpoint
learning in the workplace, especially important given the renewal of of access.
apprenticeship programmes. The use of video can enhance the development
122. They advance four main success factors in the effective integration of ICT
of practice-based competence. ICT is a rapidly growing component of TVET
in TVET:
programmes in economically advanced countries and is increasingly
incorporated within in-company training in larger organisations. However there Enabling national policy
still remains a considerable challenge in persuading Small and Medium Commitment of institutional managers
Enterprises (SMEs) to adapt technology for learning. Champion support for eLearning
117. The Asian Development Bank provides examples of how ICT is being used Recognition of the changing role of the teacher
in TVET in different countries. 217
123. For UNESCO it is important that TVET is included in its work in supporting
118. An open-access repository containing technical and skill development national governments in developing national policy frameworks and plans for
materials 218 for downloading and adapting has been developed and is the use of ICT in education. There is a need for more research on how AI and
maintained by the Commonwealth of Learning. IT for Change has developed a automation will impact on future employment and jobs in developing countries
toolkit for the Commonwealth of Learning for creating the open education and its implications for education and training through TVET. This work could
environment 219. be undertaken in partnership with other international agencies, for instance the
119. In the Philippines, the Technical Education and Skills Development International Labour Organization. Once more UNESCO has a role to play in
Authority (TESDA) 220 provides online vocational courses to migrant Filipino dissemination examples of good practice in this area. A further initiative could
workers in the Middle East. The programmes are affordable and aim to give be to consider extending the UNESCO ICT Competency Framework for
students other forms of livelihood. Teachers (ICT CFT) for specific application for the training of TVET teachers
and trainers. This also points to the need for close working collaboration
217 220
https://development.asia/explainer/preparing-tvet-digital-age https://www.e-tesda.gov.ph/
218 https://www.col.org/resources/tvsd-open-educational-resources 221 http://aidsm.in/about-mission/
219 http://oasis.col.org/handle/11599/2764
204
between the different departments of UNESCO headquarters, UNESCO teachers if pupil-teacher ratios are not to exceed 40:1.
category 1 centres and UNESCO chairs.
127. Given the overall issue of teacher development in developing countries, it
is perhaps not surprising that no data can be found for the numbers lacking
3. ICT and Education for Teacher Development training in the use of ICT in education. However, there is data available for
124. The training of teachers to use ICT for education is a major challenge in Europe. A survey, funded by the European Commission Directorate General
most countries in the world. Information Society and Media and undertaken by European Schoolnet and the
University of Liège, found that only 40% of pupils in EU member states are
125. In developing countries, the challenge is greater: many teachers have not
taught by teachers who have engaged in any pedagogical training on the use
even received initial teacher training and have no access to continuing
of ICT 226. The backlog is huge - for example, in Italy the MOE Digital School
professional development. Researchers from the UK Open University (Moon
Plan foresaw training for 157,000 teachers in 2018, France estimated 300,000.
and Villet, 2016 222, 2017 223; Bateman, Lane and Moon, 2012 224) have found
The OECD’s Teaching and Learning International Survey (TALIS) Teachers’
that many developing countries cannot find sufficient teachers for expanding
Professional Development in Europe (2013) 227 estimated that 2 million teachers
school systems and equally, many countries have too few teacher training
will have received little or no training in using and teaching digital technologies.
places even if the recruits could be found. This is compounded by a large
proportion of those completing teacher-training programmes choosing not to 128. It is reasonable to assume that the deficit is far greater in developing
enter teaching. The consequence is the contracting of large numbers of countries.
unqualified adults to take on the teacher role. These teachers receive limited, if
129. While early initial programmes focused on training teachers in how to use
any, professional support. In addition, there are few opportunities for continuing
ICT, there is an increasing focus on their confidence and competence in the
professional development for qualified teachers in schools who also need
use of ICT for teaching and learning in the classroom. Rather than ICT being
support and development, especially in rural communities.
seen as a subject in itself, this new focus is on the use of technology for learning
126. The lack of training and professional development is severely acerbated across the curriculum. Such a focus can be seen in the development of new
by the shortage of teachers. UNESCO’s Institute of Statistics (UIS) has courses through the more advanced levels of the UNESCO ICT CFT in
estimated that, globally, 25.8 million extra teachers will need to be recruited by countries like Rwanda. There is much evidence that the level of basic ICT
2030 to meet Education for All targets (UNESCO, 2015) 225. Of these, 3.2 literacy is lower in developing countries, probably because of lack of access
million would be filling new posts and 22.6 million would be replacing teachers and infrastructure. The best way of making teachers digitally literate is to focus
retiring or leaving the profession. There were 59 million children out of school on programmes that support them to integrate ICT in their practice and subject
in 2015. For them all to be in school would require the recruitment of 2.7 million
222 Professor Bob Moon and Charmaine Villett (2016) Digital Learning: Reforming 225 UNESCO. (2015). Sustainable Development Goal for Education cannot advance
Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa, without more teachers (UIS Fact Sheet No. 33).
226 European Commission/EACEA/Eurydice (2015). Appendix to the Teaching
Commonwealth of Learning.
223 Professor Bob Moon and Charmaine Villet (2017) Can New Modes of Digital Learning
Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report.
Help Resolve the Teacher Crisis in Sub-Saharan Africa?, In Journal of Learning for Luxembourg: Publications Office of the European Union.
227 OECD: TALIS 2013 Results. An International Perspective on Teaching and Learning,
Development - JL4D 1(4)
224
Peter Bateman, Professor Andy Lane and Professor Bob Moon (2012-10) Out of TALIS. OECD Publication, Paris (2014).
Africa: a typology for analysing open educational resources initiatives, In Journal of
Interactive Media in Education (JIME)(2)
205
teaching through the enhancement of pedagogic skills, rather than learning both individual teachers and for schools to facilitate the development of action
business IT packages. plans 232.
130. Programmes of initial teacher training need to be updated to reflect these 135. The major issue is how to scale teacher training to meet the need. This is
priorities. In addition, there is a need for extensive programmes of continuing particularly so in poorer countries such as those in Sub Saharan Africa, where
professional development to ensure all teachers are confident and competent there are massive shortages of teachers and many teachers have not received
in using ICT for teaching and learning. New models of professional any initial teacher training, and appropriate infrastructures and equipment are
development are required to overcome the resource limitations of traditional lacking.
course based programmes.
136. An emergent model in sub Saharan Africa is to develop blended training
131. Both the European Commission and UNESCO have developed programmes including short periods of face to face training, combined with
competence-based Frameworks for adoption in different countries by initial and longer period of part time online learning, often utilising OERs 233. At the same
continuing teacher training organisations. time there is a tendency towards providing in-school training. Such
programmes also are often based on cascade training provision, with initial
132. The UNESCO ICT CFT provides a basis for developing initial and
cohorts of learners subsequently providing training for other teachers. There
continuing teacher training programmes but requires ongoing updating to
are some question marks over the effectiveness of cascade-based provision
reflect changes in the way technologies are being used for learning and
which, essentially, is dependent on the weakest link in the chain.
changing understandings of digital competence. The development and sharing
of OERs and learning materials based on the Framework has been found to be 137. Teacher development is a key role for UNESCO’s work in ICT in
effective in this process. 228 Education. There is an issue for UNESCO as to whether prioritise enhanced
training in the use of ICT for learning in Initial Teacher Training as opposed to
133. The major problem is how to scale initial and continuing teacher training in
Continuing Professional Development programmes. While the latter may have
order to meet this need. The PLC-OER model implemented in Kerala offers a
higher initial impact, and thus be attractive to donors, the former may lead to
scaled up model in a global south context 229. A second model has been
more sustainable development and longer term change if they meet national
developed through the CLIx programme (The Connected Learning Initiative) in
educational objectives.
India which was awarded the UNESCO ICT in Education award in 2017 230. A
European project is supporting the education professionals responsible for
designing strategies, developing different models of intervention and delivering
4. Open Educational Resources
or facilitating staff development events developing exchanges of effective 138. There has been considerable progress in the development and adoption
practice together with collections of resources, materials and a critical of OERs in many countries and cultures. This has been to a large extent based
examination of different strategies and modes of delivery. 231 on awareness-raising around potentials and important practices at local,
national and international level, initiatives which need to continue and be
134. The European Joint Research Council is piloting self-assessment tools for
228 See ICT CFT Harnessing OER project discussed later in this report 231 http://taccle4cpd.eu/
229 See https://www.slideshare.net/oeconsortium/teacher-professional-learning- 232 https://ec.europa.eu/education/schools-go-digital_en
233
communities-a-collaborative-oer-adoption-approach-in-karnataka-india See the accompanying case study on Teacher Development in the use of ICT in
230 https://en.unesco.org/news/projects-india-and-morocco-receive-unesco-king- Education, undertaken as part of the evaluation of UNESCO’s work in ICT in Education.
hamad-bin-isa-al-khalifa-prize-innovation
206
deepened. Nevertheless, there remain barriers to be overcome. These include Plan and Ministerial Statement adopted at the 2nd OER World Congress
how to measure and recognise the quality of OERs, the development of hosted by UNESCO and the Government of Slovenia. 235
interoperable repositories, how to ensure the discoverability of OERs, and the
142. Other results were more surprising. Teachers in developed countries
localization of different OERs including in minority languages. The PLC-OER
indicated that they create classroom resources and share them online with an
model provides an approach for OER development in native languages.
open license marginally more often than teachers in developing countries;
139. While progress has been made, policy developments are uneven in however, teachers in the global south were more likely to tell others how they
different countries. There remains an issue of ensuring teachers’ capacity to have used a resource and assessed its quality. 75.4% of educators in the South
understand the discovery, potential and use of OERS and, importantly how to said that they use OER because it allows them to better accommodate diverse
themselves develop and share OERs. This requires the incorporation, of OER learner needs in the class, compared to 62.3% in the North.
use and development in both initial and continuing professional development
143. Obviously, teachers in the South faced bigger technological barriers to
for teachers.
finding and contributing resources. The authors cite Perryman and Seal (206,
140. De Los Arcos and Weller (2018) have undertaken a study funded by the in their study of OER users in India, who observed that educators who
Hewlett Foundation 234 addressing concerns that “established trends in open experience a high incidence of inhibitors also show high levels of engagement
educational resources (OER) research originate largely in the US and Europe, with OER.
while the provision of open content and pedagogy tend to be dominated by
144. Arcos and Weller (2018) conclude that the survey results provide no
English-speaking, developed countries.”
evidence to talk about a divide, still less to brand the South as passive
141. They reference Albright (2009) in introducing the danger that the world of consumers. But, the challenge of developing OERs in local languages is still
OER risked being separated into contributors and consumers, if the North was very significant and requires support from UNESCO.
allowed to lead the production of knowledge without reciprocity from the less
145. The growing diversity of Open Educational Resources (OER) initiatives
developed nations of the South. De Los Arcos and Weller’s paper presents the
coupled with better understanding of the limitations of open content has led to
results of an extensive survey of 7700 responses from participants in over 180
an understanding that a narrow focus just on OER may not be enough for
countries, nearly a quarter of them native speakers of a language other than
educational institutions to fundamentally embrace and establish effective open
English, grouping the survey responses into those from the Global North and
pedagogical practices.
the Global South. Perhaps unsurprisingly, a higher percentages of computer
users in developed nations had broadband at home, use a mobile phone or a 146. Open Educational Practices (OEP) are defined as practices which support
tablet to go online, and are able to connect to the internet at work, impacting on the production, use and reuse of high quality open educational resources
their ability to perform effectively in a digital environment. These challenges (OER) through institutional policies, which promote innovative pedagogical
have been identified as strategic areas of action in the Ljubljana OER Action models, and respect and empower learners as co-producers on their lifelong
234 De los Arcos, B. and Weller, M. (2018). A Tale of Two Globes: Exploring the to quality OER; developing sustainability models; and developing supportive policy
North/South Divide in Engagement with Open Educational Resources. In J. Schöpfel environments.
and U. Herb (Ed.) Open Divide: Critical Studies on Open Access, pp. 147-155.
Sacramento, CA: Library Juice.
235 These five strategic areas are; building the capacity of users to find, re-use, create
and share OER; language, and cultural issues; ensuring inclusive and equitable access
207
learning path. OEP address the whole OER governance community: policy development. Project activities include support for capacity building for
makers, managers and administrators of organisations, educational Ministries of Education, Teacher Training Institutions and teachers in the
professionals and learners. 236 Open educational practices seek to fully use the effective use of ICT by teachers in their professional practice, and the
potential inherent in OER to support learning and to help students both development and use of OER for education.
contribute to knowledge and construct their own learning pathways. Such open
practices provide the architecture and philosophical underpinning for fulfilling 5. ICT and the use of data in education
the promise of using OER to expand collaborative, inclusive, accessible, and
150. The growing power of ICT based data applications and especially big data
active learning and related pedagogy. Open educational practices are also
and AI (see section 10, below) are of increasing importance in education.
seen as giving agency to students by allowing them more control over the
structure, content, and outcomes of their learning and by creating opportunities
to generate their own learning materials. The use of data for policy and planning
147. UNESCO plays a leading role in the OER movement 2nd World OER
151. One use is in education policy and planning, providing near real-time
Congress in 2017 co-organised by UNESCO and the government of Slovenia.
intelligence in a wide number of areas including future numbers of school age
The Draft Outcome and Recommendations 237 details the challenges for the
children, school attendance, attainment, financial and resource provision and
future development of OER in terms of:
for TVET and Higher Education demand and provision in different subjects as
Capacity of users to access, re-use and share OER well as providing insights into outcomes through for instance post-school
Language and culture issues trajectories and employment. More controversial issues include the use of
Ensuring inclusive and equitable access to quality OER educational data by government authorities for comparing school performance,
Developing Sustainability Models and by parents in choosing schools for their children.
The development of supportive policy environments.
148. UNESCO has developed close working partnerships with other Learning Analytics
international organisations in developing OER. This includes with the Hewlett
foundation and the Commonwealth of Learning. 2017 also saw the creation of 152. A further rapid growth area in the use of data in education is Learning
the UNESCO ICT CFT Hub on OER Commons by ISKME. This repository Analytics (LA). LA has been defined as “the measurement, collection, analysis
indexes existing openly licensed units of study linked to specific UNESCO ICT and reporting of data about learners and their contexts, for purposes of
CFT competencies and objectives. It is designed to collect known OER linked understanding and optimizing learning and the environments in which it occurs”
to the ICT CFT Framework in one place. (SoLAR, 2011). 238 It is seen as assisting in informing decisions in education
systems, promoting personalized learning and enabling adaptive pedagogies
149. OERs are increasingly integrated into the work and projects undertaken
and practices. At least in the initial stages of development and use, universities
by UNESCO in ICT in Education, particularly in the area of teacher
236 http://www.teaching-learning.utas.edu.au/content-and-resources/open-educational- 238 SoLAR (2011). Open Learning Analytics: An Integrated & Modularized Platform.
resources/open-educational-practices White Paper. Society for Learning Analytics Research. Retrieved from
237 https://www.oercongress.org/wp-content/uploads/2017/07/WOERC-2017- http://solaresearch.org/OpenLearningAnalytics.pdf.
Outcomes-and-Recommendation-Document-V1-EN.pdf
208
and schools have tended to harvest existing data drawn from Virtual Learning systems in developing countries around the world. An opening discussion
Environments (VLEs) and to analyse that data to predict individual performance
and undertake interventions which can, for instance, reduce drop-out rates. support critical digital learning and education through quality learning at scale
Other potential benefits include that LA can allow teachers and trainers to and the acquisition of 21st century skills.
assess the usefulness of learning materials, to increase their understanding of
156. This was followed by four responses from experts in Africa, mainland
the learning environment in order to improve it, and to intervene to advise and
China, Latin America and South East Asia.
assist learners. Perhaps more importantly, it can assist learners in monitoring
and understanding their own activities and interactions and participation in 157. In viewing Learning Analytics through the lens of three key challenges
individual and collaborative learning processes and help them to reflect on their facing education systems in the Global South: quality, equity, and efficiency,
learning.
countries has significant potential to support learning at scale, to provide
153. Pardo and Siemens (2014) 239 point out that “LA is a moral practice and
personalized feedback and learning experience, to increase the number of
needs to focus on understanding instead of measuring.” In this understanding:
graduates, to identify biases affecting student success, to promote the
“learners are central agents and collaborators, learner identity and performance
development of 21st century skills, and to optimize the use of resources.”
are dynamic variables, learning success and performance is complex and
multidimensional, data collection and processing needs to be done with total 158. number of
transparency.” This is an important distinction. There is the risk that the popular guidelines for addressing issues of privacy and ethics in learning analytics,
use of LA based on AI will result in the displacement of teachers and the citing Ferguson et al (2016) and Sclater, (2016), guidelines specific to different
development of schools without teachers which will impoverish learning. Such regions of the Global South, consistent with local cultures, legislation, and
developments will occur in poorly resourced schools as teachers’ displacement practices, need to be developed. Moreover, he said that in order to promote
tools, and certainly not in elite well-resourced schools. equity in the Global South, specific guidelines for the use of learning analytics
need to be designed.
154. Although initially LA has tended to be based on large data sets already
available in universities, school based LA applications are being developed 159. Paul Prinsloo from the University of South Africa, citing Selwyn (2014),
using teacher inputted data. This can allow teachers and understanding of the said Learning Analytics, like all (educational) technology, must be “understood
progress of individual pupils and possible reasons for barriers to learning. as a knot of social, political, economic and cultural agendas that is riddled with
complications, contradictions and conflicts.”
155. There has been only very limited use of Learning Analytics in developing
countries. However, in 2018 Global Learning for Development published 160. In Africa, most published research and analysis about student data fall in
‘Learning Analytics for the Global South; (Lim, C. P., & Tinio, V. L. (Eds.), the category of academic analytics and institutional research. However, there
2018). 240 The publication considered how the collection, analysis, and use of are a growing number of examples of the use of Learning analytics in South
data about learners and their contexts have the potential to broaden access to Africa.
quality education and improve the efficiency of educational processes and 161. But few Higher Education institutions in Africa have the capacity to collect
239 240
Pardo A. and Siemens G. (2014) Ethical and privacy principles for learning analytics http://dl4d.org/portfolio-items/learning-analytics-for-the-global-south/.
in British Journal of Educational Technology Volume 45, Issue 3, pages 438–450, May
2014.
209
sufficient student data for detailed analysis and those wanting to take up providing open data and advising on how this data can be used. Another role
Learning Analytics are likely to look for commercial providers, thus running the will be the training of educational leaders and technical support staff in how to
danger of beings subjected to inappropriate models from the Global North. implement Learning Analytics. Given the concern expressed above over the
role of commercial providers in providing Learning Analytics platforms and
162. He said that: “In every society, there are cultural determinants of what
support, UNESCO could seek collaboration and partnership in the development
constitutes leadership, decision-making, representation, group membership,
of Open Source solutions, capable of being configured as appropriate models
participation, legitimacy, and accountability. And different behaviours,
for developing countries. Finally, as in the case of AI, the use of Learning
standards and measures may apply.” Quoting Smith (2016), he asked “Whose
Analytics raises serious questions around ethics: an area UNESCO is well
voice is given priority in determining the meaning, validity, and values attached
placed to intervene and provide guidance and leadership.
to data?”
163. The concerns expressed by Bodong Chen of the University of Minnesota,
USA and Yizhou Fan of Peking University with regard to the development of E-assessment
Learning analytics in mainland China related to the protection of student
privacy, the change from exam driven teaching practices, and the 167. E-assessment is becoming more widely used by educational institutions
decentralisation of top down models for educational decision making. For and examination awarding bodies, particularly those with multiple or
learning analytics efforts in China, they say, “there may be fewer lessons to international study centres and those which offer remote study courses. Online
learn from the Global North in this regard.” assessment is used primarily to measure cognitive abilities, demonstrating
what has been learned after a particular educational event has occurred, such
164. Writing about Learning Analytics in Latin America, Cristóbal Cobo and as the end of an instructional unit or chapter, although the use of automated
Cecilia Aguerrebere from the Ceibal Foundation, Uruguay believe Learning testing can provide formative feedback in near real time
Analytics could help solve the issue of the nearly 10 million Latin Americans
between the ages of 15 and 18 neither studying nor working (Cárdenas, De 168. E assessment can provide efficiencies through allowing online marking
Hoyos, & Székely, 2015). and uploading of results.
165. Learning analytics can provide relevant and actionable information by 169. To assist in the sharing of assessment items across disparate systems,
analysing the impact of learner’s socio-economic context, the school or global standards such as the IMS Question and Test Interoperability
college’s quality, the learner’ engagement, and the effectiveness of the specification 241 have emerged.
educational systems. 170. However, for large-scale examining bodies the transition from traditional
166. As far as we are aware UNESCO has to date undertaken little work in the paper-based exam assessment to fully electronic assessment can take time.
area of Learning Analytics. But this would appear an important area of work for Practical considerations such as having the necessary IT hardware to enable
the future, especially considering the likely extension to include Artificial large numbers of students to sit an electronic examination at the same time, as
Intelligence. This could include working with governments and institutions in well as the need to ensure security, are among the concerns that need to be
developing countries to assess the availability of data and its potential use on resolved to accomplish this transition. Question and Answer systems also
education. UNESCO’s Institute of Statistics (UIS) may also have a role in require the development and updating of question banks.
241 https://www.imsglobal.org/question/index.html
210
171. As in the example of Learning Analytics, despite the widespread use of e- which UNESCO could develop access to examples of good practice as well as
Assessment in economically advanced countries, there are limited documented guidance and advice and training on the introduction if E-Assessment systems.
examples of its use in developing countries. Once more, the development of Open Source solutions would facilitate uptake
and implementation.
172. The University of Rwanda, through the UNESCO funded KFIT project, has
been developing e-Assessment and intends to extend its implementation
following the period pf project funding.
6. Digital literacies
178. The rapid development of technology and more importantly the use of
173. H. Ndume, S.I. Dasuki & P. Ogedebe (2014) from Baze University in Abuja,
digital technologies in almost all areas of society is also leading to changes in
Nigeria have published a paper in the IEEE journal, African Journal of
understandings of digital literacy. While previously definitions tended to
Computing & ICT, entitled ‘E-Assessment Systems for Universities In
comprise narrow competency or skill sets and to focus on the skills required to
Developing Countries: A Nigerian Perspective’. 242 They say the present paper
effectively use technology, there is now a wider understanding of the changes
based examination systems used in Nigerian universities are resource and time
the use of technology is bringing.
consuming. More seriously, they say the present systems are “marred with
problems” including “massive examination leakages, demand for gratification 179. There are different definitions of digital literacy reflecting perhaps both the
by teachers, bribe-taking by supervisors and invigilators of examinations.” breadth of the area and its fast changing nature.
174. The paper focuses on the technical description of the development of an 180. Martin (2005) defines digital literacy as:
e-assessment system for university entrance and they argue that this system
181. “the awareness, attitude and ability of individuals to appropriately use
should be extended for students sitting term time and final assessment exams.
digital tools and facilities to identify, access, manage, integrate, evaluate,
But they note that the successful implementation of such a system is dependent
analyse and synthesize digital resources, construct new knowledge, create
on sufficient resources including infrastructural support, electricity supply, and
media expressions, and communicate with others, in the context of specific life
skilled ICT workers.
situations, in order to enable constructive social action; and to reflect upon this
175. Ndume et al (2014) also draw attention to the limitations of multiple choice Process.”
questions. This reflects wider pedagogic considerations around e-assessment
Beetham, McGill and Littlejohn (2009) 243 define digital literacy as follows:
from educationalists in advanced economies. Multiple choice questions may fail
to reflect the practical application of competence in, for example, many TVET a foundational knowledge or capability, such as reading, writing or
programmes and focus excessively on cognitive knowledge. numeracy, on which more specific skills depend on cultural entitlement
176. Advances in the development of automated semantic systems and of - a practice without which a learner is impoverished in relation to
Artificial Intelligence (see below) may help overcome these limitations. culturally valued knowledge communication - expressing how an
177. As was noted above, UNESCO already have some involvement in E- individual relates to culturally significant communications in a variety of
Assessment through projects in developing countries. This is another area in media
242 243
Beet ham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Learning
https://pdfs.semanticscholar.org/0e4d/643c6ed6b9bceb4ac89594e673ee744386eb.pdf Literacies for the Digital Age (Lleida project). Glasgow: The Caledonian Academy,
Glasgow Caledonian University.
211
 the need for practice – acquired through continued development and as a cultural attribute resting on the notions of literacy, learning, education and
refinement in different contexts, rather than once-and-for-all mastery knowledge, local, albeit often tacitly, to a specific culture or subculture.
a socially and culturally situated practice – often highly dependent on 186. The notion of digital competence is expanding. Some countries, such as
the context in which it is carried out – of self-transformation - literacies Estonia 246, are already including coding and computational thinking in primary
(and their lack) have a lifelong, life wide impact. Digital literacy includes schools: a trend likely to spread but once more requiring professional
developing a critical perspective on the use of digital technologies. development for teachers. Reference Frameworks are important in providing a
base line for curriculum development and teacher training but require constant
182. Gillen and Barton (2010) 244 say that digital literacies are always dynamic updating to reflect such new understandings.
– in part because technology is perceptibly developing so fast - but also
187. Other work in this area refers to the importance of creativity in the ability
because human purposes continue to develop and are reshaped in
to use technologies and of resilience to cope with the changes digital
collaboration. They offer a definition of digital literacies as “the constantly
technologies are bringing in societies.
changing practices through which people make traceable meanings using
digital technologies.” 188. The importance of digital skills is increasingly recognised for future
employability. This includes both the skills to use digital technologies but also
183. While Beetham, McGill and Littlejohn see the social and cultural
their use in vocational and occupational contexts. Discussions over the future
situatedness of digital literacy in terms of context, Traxler (2018) 245 draws out
of work, based largely on the growing applications of AI and automation,
the implication that “empowering people and communities requires culturally
suggest future jobs will require higher level skills including in digital
specific and culturally sensitive definitions of digitally literacy, rather than
technologies. 247 This will require changes in a wide range of curricula. Mapping
appropriating those generated outside the region and outside the community.”
of changing needs for digital skills provide a reference point for such
184. In a paper exploring digital literacy in the specific context of the Palestinian development.
refugee community in the Middle East, Traxler asserts that digital technology
189. It is important that digital skill development is not reduced to an
embodies “language, values, gestures and culture that are overwhelmingly
employability agenda. Instead it needs to include the use of such skills for
Anglophone American; it is largely under the control of global corporations and
providing a decent life within society and community and to equip young people
thus alien to many of the world’s cultures and communities.”
with the skills and understanding of the appropriate use of technology within
185. He points out how digital literacy implies the transformation of the roles their social relations and their life course. Yet again, such skills and
and responsibilities of teachers and lecturers, from just being authoritative understanding require continuing considerations of ethical issues and of how
subject experts facilitating transmissive and discursive learning to include digital skills can help advance gender equality.
learning with or even from their students. But this, he says, may be culturally
190. UNESCO provide programmes for digital literacy, particularly for
specific and challenging to cultures with a more traditional and didactic
disadvantaged people and groups in developing countries. The experience of
conception of teaching. Traxler cites Halstead (2004) in viewing digital literacy
these programmes can assist in understanding the contextual meanings of
244 Gillen, J., & Barton, D. (2010). Digital Litofacies. TLRP. 246 https://www.bbc.com/news/av/education-25648769/computer-coding-taught-in-
245
estonian-primary-schools.
https://www.researchgate.net/publication/323661286_Digital_literacy_a_Palestinian_re 247 See, for example, http://reports.weforum.org/future-of-jobs-2016/skills-stability/.
fugee_perspective .
212
digital literacy. The sharing of curricula and of learning materials as OERs could participation of Persons with Disabilities in lifelong learning opportunities.
help in the wider adoption of such programmes.
195. Assistive, or adaptive technology has undergone a revolution in recent
years. There is a wide range of established commercial and free and open
source software products available (such as screen readers, on-screen
Media Literacy
keyboards and spelling aids), as well as in-built accessibility features in
191. Media literacy is seen as increasingly important, given concerns over the computers and programs.
impact of social media on young people’s mental health and the echo chamber
196. More people use mobile and portable devices with assistive apps. One
effect of social media in terms of propaganda and false news. Becoming media
significant benefit of ICTs is the provision of a voice for those who are unable
literate means young people build communication skills, and also become
to speak themselves. Apps for tablet devices for example that use scanning
equipped with the tools to interpret, to understand, to critically question and to
and a touch screen interface can now provide this at a fraction of the cost of
interact with media. From a positive viewpoint, the ability to create your own
some of the more complex and advanced hardware technologies.
media is empowering and outlets such as a blog or a podcast give a platform
especially for young people to tell their personal story so as to build a place in 197. Most countries have moved towards including young people with Special
culture and society. Media literacy includes critical thinking, presentation, Educational Needs within mainstream educational provision. The use of
understanding texts, technical and digital skills. technology for learning can allow differentiated provision of learning materials,
with students able to work at a different pace and using different resources
192. Through its work with media and particularly with journalists UNESCO has
within the classroom.
the potential to play a leading role in this area.
198. Regardless of these potentials there is a need to ensure that institutional
policies include the needs of students with disabilities and that teaching staff
Digital literacy and policy have time to properly engage with these students and the institutions provide
staff awareness and training activities. Alternative formats for learning materials
193. A challenge for policy in ICT in Education is the development and may be required and the adoption of OERs can help in this process.
introduction of measures to safeguard students but at the same time encourage
their creative use of ICTs. Education policies also have to address the issues
of privacy and bullying as well as digital literacy, particularly understanding the Gender equality, ICT and education
veracity and reliability of data sources. Further issues include privacy and data
ownership. UNESCO can contribute to policy development and address ethical 199. Any consideration of the issues of ICT in Education and gender equality
concerns in using not only educational technologies but big data and social have to be taken within the wider issue of gender equality in terms of access to
networks. education. Despite progress at a global level, in Afghanistan and South Sudan,
there are only about 70 girls enrolled in primary school for every 100 boys while
7. Social inclusion and gender equality large gaps persist in countries like the Central African Republic (76 girls for
every 100 boys), Chad (78 girls for 100 boys) as well as Guinea, Eritrea, Niger
ICT and education for people with Disabilities
194. Adaptive technologies have the potential to provide inclusive, accessible
and affordable access to information and knowledge and to support the
213
and Pakistan (85-86 girls each) 248. terms of curriculum and skills demands but also in their potential for teaching
and learning. At the same time, educational technology has a tendency towards
200. A study by the International Development Research Centre of Canada
a ‘hype’ cycle, with prominence for particular technologies and approaches
(IDRC) on ICT for poverty reduction strategies states that despite contributing
rising and fading. Some technologies, such as virtual worlds fade and
to poverty reduction, existing persistent gender discrimination in labour
disappear; others retreat from prominence only to re-emerge in the future. For
markets, in education and training opportunities, and allocation of financial
that reason, foresight must be considered not just in terms of emerging
resources for entrepreneurship and business development, negatively impact
technologies but in likely emerging and future uses of technologies in
women’s potential to fully utilize ICT for economic, social and political
education.
empowerment. 249
205. Emerging innovations on the horizon at present include developments for
201. Girls still are likely to have less access to technology in the classroom than
the use of Big Data for LA in education; the use of AI for Personalised Learning
boys. Furthermore, in terms of careers, despite progress in gender equality,
(see below), and the development of OERS and MOOCS continue to
men continue to substantially outnumber women in terms of employment in the
proliferate.
technology industry. Research attributes the gender disparity in technical fields
to the fact that fewer women than men study science, technology, engineering 206. There is renewed interest in a move from VLEs to Personal Learning
and mathematics (STEM) 250. Cultural expectations also influence the gender Environments (PLE), although this seems to be reflected more in functionality
divide causing women to feel pressured to pursue careers in other industries for personalising VLEs than the emergence of new PLE applications. In part,
while the culture of technical companies may also put off women from pursuing this may be because of the need for more skills and competence from learners
a career in the industry. for self-directed learning than for the managed learning environment provided
by VLEs. Personal Learning Networks have tended to be reliant on social
202. There are a wide range of programmes and projects by UNESCO, both to
networking application such as Facebook and Twitter. These have been
integrate girls and women into the full curriculum, including many around
adversely affected by concerns over privacy and fake news as well as
STEM, and other projects targeted specifically at women and girls. These
realisation of the echo effect such applications engender. At the same time,
include projects for teaching girls programming and to secure women
there appears to be a rapid increase in the use of WhatsApp to build personal
employment in the technology industry. Other measures include targets and
networks for exchanging information and knowledge. Indeed, one area of
quota for the inclusion of women within education and ICT.
interest in foresight studies is the appropriation of commercial and consumer
203. Other areas of work in this field include the need to counter false news and technologies for educational purposes. Professional learning communities and
programmes to counter extremism, areas that UNESCO are already involved Communities of Practice represent a powerful method of teacher development
in. using ICT for networking.
207. Although hardly an emerging technology, the use of multimedia in
8. Foresight and emerging technologies
education is likely to continue to increase, especially with the ease of video
204. There are at any time a plethora of innovations and emerging making. Podcasting is also growing rapidly and is like to have increasing impact
developments in technology with the potential to impact on education, both in in the education sector. Yet another relatively mature technology is the
248 http://uis.unesco.org/en/news/international-womens-day-explore-latest-uis-data- 249 https://www.idrc.ca/sites/default/files/openebooks/539-7/index.html
eatlas-gender-inequality-education 250 https://www.aauw.org/research/why-so-few/
214
provision of digital e-books which, despite declining commercial sales, offer instance in drama and the arts but widespread use may be some time away.
potential savings to educational authorities and can provide enhanced access
214. The block chain has been developed for storing crypto currencies and is
to those with disabilities.
attracting interest form educational technologists. Block chain is basically a
208. Educational games have been around for some time. The gamification of secure ledger allowing the secure recording of a chain of data transactions. It
educational materials and programmes is still in its infancy and likely to continue has been suggested as a solution to the verification and storage of
to advance. However, some educationalist have expressed concerns over qualifications and credentials in education and even for recording the
issues such as addiction with games technologies. development and adaption of Open Educational Resources. Despite this,
usage in education is presently very limited and there are quite serious
209. Another educational technology due for a revival is the development and
technical barriers to its development and wider use. Wayne Skipper, the CEO
use of e-Portfolios, as lifelong learning becomes more of a reality and
of Concentric Sky says: ”what is needed is an open technology ecosystem that
employers seek evidence of job seekers current skills and competence.
combines public blockchains, private blockchains, and off-chain storage,
210. A further response to the changing demands in the workplace and the combining the strengths of each technology to create a decentralized storage
need for new skills and competence is “bite–sized” learning through very short mechanism whose verification incentives are not tied to currency markets.” But
learning modules. A linked development is micro-credentialing be it through even then, he advises that “it will take time for these technologies to reach the
Digital Badges or other forms of accreditation. maturity, scale, and reliability needed for enterprise deployment in
211. As ICT is increasingly adopted within education, there will be a growing education.” 252 The blockchain can be seen as a solution searching for a
trend for redesigning learning spaces to reflect the different ways in which problem to solve.
education is organised and new pedagogic approaches to learning with ICT. 215. Serge Ravet (2019) has written an extended case against the use of
This includes the development of “makerspaces”. A makerspace is a blockcerts in education. The term 'blockcert' refers to a specific approach using
collaborative work space inside a school, library or separate public/private blockchain to validate digital credentials. The question being posed asks what
facility for making, learning, exploring and sharing 251. Makerspaces typically advantage they have over badges and (especially) the Verifiable Claims W3C
provide access to a variety of maker equipment including 3D printers, laser specification. The problem, argues Ravet, is different from the solution offered
cutters, computer numerical control (CNC) machines, soldering irons and even by blockchain: "A credential is not fungible, i.e. its ownership can’t be
sewing machines. transferred to someone else or transformed into something different, like
212. Despite the hype around Augmented Reality (AR) and Virtual Reality (VR), exchanging a credential for a bowl of lentil stew." So there is no 'double-
the present impact on education appears limited although immersive spending' problem, the one thing he says the blockchain was invented to solve.
environments are being used for training in TVET and augmented reality 216. In research undertaken for this report, a number of interviewees raised the
applications are being used in some occupational training. In the medium-term importance of Artificial Intelligence in education (although a number also
mixed reality applications may become more widely used in education. believed it to be over hyped).
213. Similarly, there is some experimentation in the use of wearable devices for
251
https://www.makerspaces.com/what-is-a-makerspace/.
252 https://er.educause.edu/blogs/2019/1/is-blockchain-ready-for-prime-time-in-
education.
215
217. A recent report from the EU Joint Research Council (2018) 253 says that: and subsectors of education. This influence is only likely to increase in the
future, at different pace in the different regions of the world.
“in the next years AI will change learning, teaching, and education. The
speed of technological change will be very fast, and it will create high 222. A longer term review of cutting edge educational technology development
pressure to transform educational practices, institutions, and policies.” would reveal the tendency for short term ‘hype’ around particular developments
which may or may not enter mainstream provision. While technologies such as
218. It goes on to say AI will have: Virtual Learning Environments continue to be widely used, ideas such as the
“profound impacts on future labour markets, competence requirements, use of virtual worlds, like Second Life, which provoked much excitement at one
time, have failed to impact on the longer-term landscape. Other areas of
as well as in learning and teaching practices. As educational systems
development such as Digital Literacy are fast undergoing revision and change.
tend to adapt to the requirements of the industrial age, AI could make
It is notable that UNESCO’s ICT CFT Framework is now in a third edition in
some functions of education obsolete and emphasize others. It may also response to ongoing change in the use of ICT for learning, showing the need
enable new ways of teaching and learning.” for both engagement with emerging cutting edge technologies but also for
updating and advancing on existing provision for ICT in Education.
219. However, the report also considers that “How this potential is realized
depends on how we understand learning, teaching and education in the 223. The greatest impact of many of these technologies may be the opening up
emerging knowledge society and how we implement this understanding in education for informal and self-directed study and for learning in the community
practice.” Most importantly, the report says, “the level of meaningful activity— and in cultural settings, raising the challenge of how to bring together informal
which in socio-cultural theories of learning underpins advanced forms of human and formal learning and to recognise the competences acquired through
intelligence and learning—remains beyond the current state of the AI art.” learning which occurs outside the classroom. Given UNESCOs
multidisciplinary mandate including education, sciences, culture and
220. Although AI systems are well suited to collecting informal evidence of
communication, UNESCO is well placed to play a leading role in these areas.
skills, experience, and competence from open data sources, including social
However, this has to be balanced against the potential for ICT in more
media, learner portfolios, and open badges, this creates both ethical and
traditional formal education institutions and the imperative for policy
regulatory challenges. Furthermore, there is a danger that AI could actually
development in ICT in Education, especially building the future resilience of
replicate harmful pedagogic approaches to learning.
education system to deal with potential digital disruptions.
9. Conclusions 224. There is a challenge in how to recognise emerging best practice and move
221. This short report is not intended to provide an in depth account on the from pilot projects to widespread adoption and how to ensure the sustainability
entire ICT in Education landscape. Indeed, each of the areas included above of such pilot initiatives. Furthermore, despite the understandable desire to scale
could warrant a full study on their own. Furthermore, there are areas of and mainstream technologies to provide enhanced access to learning, what
development of ICT in education that have not been mentioned. However, one works in small scale projects may not necessarily work on a large scale.
of the key conclusions is that ICT is having a profound influence in most areas Mainstreaming is not necessarily always the best approach to developing the
253
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 N. Biodata of the Evaluators
Nexus Research Cooperative: Nexus is a registered not-for-profit research Graham Attwell: Lead Consultant, has over 30 years of experience in
organisation based in Dublin Ireland, formed in 1981. Nexus Research developing and managing national and international programmes and projects
Directors work extensively on social and economic issues, designing, support in the use of ICTs for learning in the school, vocational education and training
and evaluating projects. Nexus also has a long-history of advocating for, and and Adult and Higher Education sectors and in enterprises. His main research
working with, community development organisations in Ireland, and almost focuses on the use of technologies for learning and knowledge development,
three decades of work in Europe and all continents globally. informal learning, careers education, the training and professional development
of teachers and trainers and Open Education. He has worked as an evaluator
The following outline the team’s suitability for the assignment.
and consultant for many international organisations including the European
Seán O Siochrú: Team Leader, has over 30 years’ experience of programme Commission and OECD. He has published extensively, including handbooks
design, implementation, and evaluation in development and empowerment for project evaluation and the evaluation of eLearning.
projects, deploying and designing all major quantitative and qualitative
methodologies. Domain specialties include ICTs for development, access to
information, and education; mainly in Asia, Africa and Europe. He has led many
major evaluations for international organisations such as the evaluation of
UNESCO’s International Programme for the Development of Communication
(2017), the C4I Programme (Communication for Integration: Social Networks
for Diversity for the Council of Europe and EU (2015), Oxfam Novib’s Access
to Information (A2I) Global Priority Programme (2014), and the global
Sustainable Developing Networking Programme for UNDP (2003). In addition
to his extensive experience in the UN system, in ICTs and education, of
particular relevance here is the application of Theory of Change in evaluation
contexts; Sean is a member of the Advisory Board of the Centre for Theory of
Change in New York: http://www.theoryofchange.org/about-us/theory-of-
change-advisory-board/
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