1 ICT Enhanced Learning for Knowledge Economy Emiritization Future Conference Dubai, United Arab Emirates 22 February 2006 Abdul Waheed Khan Assistant.

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ICT Enhanced Learning for Knowledge Economy

Emiritization Future Conference Dubai, United Arab Emirates

22 February 2006 

Abdul Waheed KhanAssistant Director-General for Communication and InformationUNESCO

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Knowledge is like light.Weightless and tangible, it can easily

travel the world, enlightening the lives of people everywhere.

World Development Report,

The World Bank

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If knowledge is the engine of development, then learning must be its fuel.

Takeushi

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It is difficult to solve tomorrow’s problems with yesterday’s tools and

concepts. 

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Knowledge: the engine of development

• Economic growth

• Social transformation

• Cultural enrichment

• Political empowerment

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Knowledge Societies

Human Needs and Rights

Knowledge Societies

Pluralism

Human Needs and RightsHuman Needs and Rights

Knowledge SocietiesKnowledge Societies

PluralismPluralism

Knowledge

Creation Dissemination UtilizationPreservation

Knowledge Knowledge Knowledge

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ICT and development

Social

changeDemographic

change

Economic change

Cultural

Change

Political

Change

change

Educational

TechnologicalChange

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Educational Challenges

• Access and reach

• Equity and gender

• Quality and effectiveness

• Relevance and lifelong learning

• Cost and efficiency

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Relevance and Lifelong Learning• Societal change from labour intensive work to knowledge

intensive work

• Constant advancement in technology

• Need to teach the 7Cs:-Critical thinking-Creativity-Collaboration-Cross-cultural understanding-Communication-Computing-Career development

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Human Capitals andProductivity

ReducedPoverty

Macro Economic

Growth and

Development

Family Health andNutrition

Personal Development

Societal Development

Education

Linkage of Education to Poverty Reduction and Human Development

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Learning as progressive change from

• Ignorance to knowledge

• Inability to competence

• Indifference to understanding

Learning

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New forms of learning

New literacies • Technology literacy• Information literacy:

– recognize when information is needed– have the ability to locate, evaluate and use

effectively the needed information

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New forms of learning

New pedagogical paradigm

• Learning as a constructive process

• More than acquisition of basic literacy skill

• Non-formal and non-linear learning

• New flexible learning environments

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New forms of learning

Nature of knowledge

• Increasingly transdisciplinary

• Increasingly contextual

• Application oriented («learning by doing»)

• Must reflect local/regional realities

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ICT and capacity building

• Improves educational quality• Increases access to basic learning for everyone• Improves educational management• Enables lifelong learning opportunities• Capacity to reach disadvantaged populations

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ICT and capacity building

• Enhances diverse and collective learning processes

• Enables development of non-formal and informal learning environments

• Shifts learning process: – from teaching to self-directed learning– from one-time event to lifelong learning process

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Media & Technology for Distance Learning

Media Non-interactive Interactive

Print-based (text and graphics based)

Text-books Self-instructional print materials (partially interactive)

Audio-based Audiocassette, Radio broadcast

Telephone, audio conference, audio-vision, interactive radio

Video-based Video, TV Broadcast Video conferenceInteractive television

Computer-based Textual delivery of materials in CD, Floppy; static web-pages

Integrated multimedia, computer-mediated communication, email, chat, discussion groups and automated response systems.

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New Media Old MediaRadio

Television

Audiotape

Videotape

Books

Slides

Computer

Multimedia

CBT

Internet

WWW

CD/DVD

Virtual Reality

Digital learning resources

Easy to manipulate, duplicate and transport

Reusable with little difficulty

Globally accessible through network

Provides multi-sensory, multiple media in an integrated way

Personalized instruction

Cost intensive, though it is decreasing

Ephemeral in nature for radio and TV

Easy access to large number of people

Reuse difficult

Most useful for mass delivery

Difficult to manipulate and do corrections

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WSIS and capacity-building

Capacity-building, a central elementof the WSIS Action Plan

• Competences in ICT:– Skills to benefit fully from the Information Society– Essential role of ICT literacy

• ICT as a tool:– ICTs to achieve universal education worldwide– ICT for improved lifelong learning

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Critical success factors

• Sustainability• A vision• Micro and macro approaches • Devoted owners• Government support

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Critical success factors

• Public/private partnerships• Localization (currricula and content)• Take account of community languages • Build on voluntarism• Monitoring and evaluation

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Thank you your patience, listening and interaction

Your comments and questions please