Education 2030 Agenda & ICT

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1 Education 2030 Agenda & ICT May 2017 Seoul, Republic of Korea Asia Pacific Ministerial Forum on ICT in Education 2017 Gwang-Jo Kim, UNESCO Bangkok UNESCO EDUCATION SECTOR

2 Outline 1. SDG 4 and ICT 2. State of Education in Asia-Pacific 3. Potential vs. Reality: ICT in Education in Asia-Pacific 4. Role of AMFIE and UNESCO 5. Way Forward Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 2

3 SDG 4 and ICT Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 3

learning, and more effective service provision.

4 Incheon Declaration May 2015 ICTs must be harnessed to strengthen education systems, knowledge dissemination, information access, quality and effective learning, and more effective service provision. (Paragraph 10, Incheon Declaration) Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 4

5 Qingdao Declaration May 2015 Multi-stakeholder local, regional, international partnerships / cooperation Scalable innovative funding mechanisms Comprehensive M&E systems for evidence-based policy formulation Capacity-building in data collection, analysis, and reporting Inclusion of ICT in Education indicators in GEMR Access and Inclusion Relevant & responsive digital learning environments Use of ICT to offer diverse complementary learning pathways Use of OER, FOSS, Open Standards Integration of ICT skills and information literacy in basic education curricula Empowerment of educators System-wide support for innovative pedagogical use of ICT (training, incentives, networks, platforms) Teacher training institutions as vanguards for tech-supported innovations in education Quality assurance and recognition of online learning Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 5

Education 2030 SDG 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all A standalone goal, central to the realization of the 2030 Agenda for

6 Education 2030 SDG 4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all A standalone goal, central to the realization of the 2030 Agenda for Sustainable Development Underlying principles o Education is a fundamental human right and enabling right o Education is a public good o Gender equality is inextricably linked to the right to education for all 7 outcome targets 3 means of implementation Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 6

7 SDG 4 vs. EFA: Research Analysis EFA Goals 1. Expand early childhood care and education 2. Achieve universal primary / basic education 3. Provide life skills and lifelong learning 4. Improve literacy rates 5. Achieve gender parity and equality in education 6. Provide quality education SGD 4 Targets 4.1 Access to primary and secondary education 4.2 Access to early childhood care and education 4.3 Access to technical, vocational, and tertiary education incl. university 4.4 Skills for employment, decent jobs, and entrepreneurship 4.5 Gender parity at all levels of education and vocational training 4.6 Literacy and numeracy skills 4.7 Learning for sustainable development including global citizenship and cultural diversity 4.a Building and upgrading of learning environment 4.b Expansion of scholarships available to developing countries 4.c Increasing the number of qualified teachers Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 7

8 Integration of ICT in SDG 4 ICT is highlighted as a key indicative strategy in several SDG 4 targets: Targets Key Indicative Strategies Target 4.4 ICT skills in curricula and training programs Target 4.5 Enhanced distance learning in conflict and remote areas Target 4.6 Mobile technology for delivering programs Target 4.a Target 4.c Access to ICT resources in learning spaces and environments Teachers with adequate technological skills to manage ICT Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 8

9 ICT-Related Global Indicators # Global Indicator Management Body Proportion of youth and adults with ICT skills ITU 4.a.1-b Proportion of schools with access to the Internet for pedagogical use UIS 4.a.1-c Proportion of schools with access to computers for pedagogical use UIS Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 9

10 State of Education in Asia-Pacific Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 10

11 Regional EFA Achievements World South and West Asia 1. Expand early childhood care and education 2. Universal primary education 3. Provide life-skills 4. Improve adult literacy 5. Achieve gender equality (basic education) 6. Provide quality education G6 G G G4 Central Asia G2 G3 G6 G G G4 G2 G3 East Asia and the Pacific G6 100 G G2 G6 100 G G2 G5 G3 G5 G3 Source: UNESCO Institute for Statistics Data Centre, accessed in January 2017, Created by UIS-AIMS, UNESCO Bangkok G4 G4 Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 11

12 Adjusted Net Enrolment Rates 120 Adjusted Net Enrolment Rates by Sub-region, Caucasus and Central Asia Eastern and Southeastern Asia Pacific Southern Asia Pre-primary Primary Lower Secondary Upper secondary Tertiary ANER is nearing 100% for primary and lower secondary education levels, but drops significantly in upper secondary and tertiary. ** Insufficient data for Pacific and Southern Asia pre-primary education Source: UNESCO Institute for Statistics Data Centre Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 12

13 Number of enrolment Millions Participation in TVET Education Enrolment in secondary vocational, Source: UNESCO Institute for Statistics, Data Centre, accessed in March 2017, created by UIS-AIMS, UNESCO Bangkok Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 13

14 Pakistan Afghanistan Bhutan LaoPDR India Nepal Mongolia Tajikistan China Indonesia Uzbekistan Cook Islands Philippines Iran (Islamic Republic of) Thailand Kyrgyzstan Malaysia Kazakhstan Macao, SAR of China Brunei Darussalam Japan Republic of Korea New Zealand Australia Years School Life Expectancy: Primary to Tertiary Note: Latest data for Kazakhstan and Uzbekistan refer to 2016, for Afghanistan, Australia, India, Indonesia, Japan, Kyrgyzstan, and New Zealand to 2014, and for Bhutan, Philippines, Republic of Korea, and Tajikistan to data for Afghanistan, China, Pakistan, and Philippines refer to 2003, for Thailand to 2002, and for Bhutan to Source: UNESCO Institute for Statistics Data Centre, accessed in January 2017, created by UIS-AIMS, UNESCO Bangkok Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 14

Literacy Rate Significant progress has been made in South and West Asia. 2015 But region still contains the largest percentage illiterate youth and adults in Asia-Pacific.

15 Literacy Rate Significant progress has been made in South and West Asia But region still contains the largest percentage illiterate youth and adults in Asia-Pacific. Source: Created by UIS-AIMS, UNESCO Bangkok, UIS Data Centre, accessed in September 2016 Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 15

Reading Standards Percentage of children of primary school age who reached Grade 4 and achieved minimum learning standard in reading Quality of education is still an issue in many regions

16 Reading Standards Percentage of children of primary school age who reached Grade 4 and achieved minimum learning standard in reading Quality of education is still an issue in many regions of the world. Source: UNESCO, EFA Global Monitoring Report 2013/4: Teaching and Learning Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 16

17 Gender Parity Adjusted net enrolment rates for primary and lower secondary level, females and males, 2012 Gender Parity Index at the primary level is no longer an issue in Asia-Pacific. More gender disparity at the lower secondary level, where more than half of the countries have fewer than 90 girls for every 100 boys. Source: Statistical Table 2 and 3, UNESCO UIS, July 2014 Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 17

Remaining Challenges in Education Just one third of countries have achieved all six EFA goals Access: 17 million+ primary school aged children out of school 34.

18 Remaining Challenges in Education Just one third of countries have achieved all six EFA goals Access: 17 million+ primary school aged children out of school 34.3 million of adolescents in the lower secondary school age were not in school Inclusion and equality: 65% of world s illiterate adult population are from AP, 64% of them are women Source: UNESCO, World Education Blog UNESCO, Asia-Pacific Regional Education For All Report: A Synthesis of the National EFA Reports. Quality: Globally, 250 million children are not learning the basics; Only 1/3 of children in South and West Asia are reaching grade 4 or minimum reading standards Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 18

19 Potential vs. Reality: ICT in Education in Asia-Pacific Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 19

20 Effective use of ICT Potential of ICT Inclusion and access Quality and innovative education Governance and admin management Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 20

21 1. Reality Check: Inclusion and Access Children with disabilities Girls and women Missing Out-of-School Children Rural and remote populations Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 21

22 The Gender Gap in Internet Penetration Internet penetration rates are higher for men than for women in all regions of the world The gender divisions of labour that exist in society are transferred to virtual reality Source: ITU, ICT Facts and Figures 2016 Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 22

The Positive Impact of Gender Equality There is a positive correlation between gender equality and real GDP per capita growth Increasing school completion rates for girls to the same rate as boys

23 The Positive Impact of Gender Equality There is a positive correlation between gender equality and real GDP per capita growth Increasing school completion rates for girls to the same rate as boys would lead to an increase in a country s GDP by up to 54% to 68% (equivalent to annual GDP growth rate of about 1.5%) Opportunity cost in East Asia and the Pacific region: estimated loss of US$16 billion to US$30 billion annually as a result of gender gaps in education Source: IMF, Gender and income inequality World Economic Forum. (2016). The Global Gender Gap Report Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 23

Low Access to Assistive Technology for People with Disabilities 400 million people worldwide Asia-Pacific has by far the largest number of people with disabilities in the world.

24 Low Access to Assistive Technology for People with Disabilities 400 million people worldwide Asia-Pacific has by far the largest number of people with disabilities in the world. According to the World Health Organization, in many low-income countries: only 5 15% of the people who need assistive technology are able to obtain it. **Lack of precise data on children with disabilities Source: UNICEF. (n.d.). Monitoring the Situation of Children and Women Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 24

2. Reality Check: Quality and Innovative Education

Lack of robust system to collect data Chain reactions

wholesome learning outcomes Asia Pacific Ministerial

25 2. Reality Check: Quality and Innovative Education Difficult to define quality education and its outcome Lack of robust system to collect data Chain reactions Lack of indicators Overall lack of data assessing wholesome learning outcomes Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 25

26 Inverse Relationship in Quantitative Use of Internet in Schools and Student Performance Source: OECD. (2014). PISA 2012 Results in Focus. Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 26

27 Case: Singapore & Korea Students exposure to the Internet in school is less than OECD average Yet.. South Korea: 9 minutes per day Singapore: 20 minutes per day OECD Average: 25 minutes per day Two of highest-performing countries in digital reading Good mastery of online strategies and navigation Source: OECD. (2015). Students, Computers and Learning: Making the Connection Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 27

Potential: Enhancing Students Skills with ICT Students who already possess foundational

OECD (2015) Learners Proficient in foundational reading and writing skills System

Setting Need purposeful use of ICT Effective ICT teaching practices Access to ICT

Education Quality Source: UNESCO. (2016).

28 Potential: Enhancing Students Skills with ICT Students who already possess foundational numeracy and literacy skills are more likely to benefit from ICT use in schools. OECD (2015) Learners Proficient in foundational reading and writing skills System Teachers with digital skills Clear learning goals and pedagogy School and Classroom Setting Need purposeful use of ICT Effective ICT teaching practices Access to ICT resources and digital tools Outcomes 21 st century learners *Adapted from Framework for Education Quality Source: UNESCO. (2016). Education for people and the planet: creating sustainable futures for all Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 28

29 3. Reality Check: Governance and Admin Management 1. What is Education Management Information System (EMIS)? - A set of formalized operation processes, procedures and cooperative agreements which are enabling the production, management and dissemination of unambiguous educational data and information in a timely and reliable manner to serve the needs of multi-level stakeholders for monitoring, analysis and decision making - Used by education ministries/departments, NGOs, researchers, and donors, as well as other education stakeholders for planning, monitoring, and policy decision-making Source: World Bank. (2014, June) UNESCO. (2003). Education Management Information Systems: A guide for young managers. OpenEMIS. (n.d.). About OpenEMIS. Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 29

30 Why EMIS? EMIS at the country level should be the primary mechanism for systematically monitoring progress toward and fostering accountability for reaching these goals Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 30

31 Case 1: Philippines 1. Electronic Basic Education Information System (EBEIS) - Implemented since End users: policy makers, school heads, administrators - To maintain records of each individual school, and provides data on school facilities and personnel; additional aggregate data in terms of certain student demographics (extracted from LIS) 2. Learner Information System (LIS) - Implemented since End users: policy makers, school advisers - To maintain a registry of learners; generate information that enables a more effective and efficient tracking of learner movement and performance; and enhance learner-centred decision-making at all level of education management Significant impact: - Enabled the DepEd to collate beginning of school year data as early as August of the same year (cutting down from 8-12 months to around 3 months) - Easy processing and transfer of students records from one school to another - Partial/full automation of reports - Eradication of ghost students and schools through embedded checks and controls - Better response system for schools in disaster areas Source: Department of Education ICT in Education Philippine Setting presentation at GSIE 2015 meeting. Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 31

32 Case 2: Republic of Korea 1. National Education Information System (NEIS) - Implemented since Web-based integrated administration system for Korea s education organizations - Combined student information system and school information management systems - Used by: 500,000 teachers and staff of the Ministry of Education, City/Provincial Education Offices, elementary and middle schools; parents and teachers - Connects more than 10,000 elementary and middle schools throughout 17 City and Provincial Education Offices Significant impact: - Transparency of education system (public disclosure system) - Reduced administrative burden on teachers - Smoother transition from secondary to higher education due to college application system - Online programs for users to conveniently manage online surveys and tests for students and parents Source: ICT in Education White Paper by KERIS World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience. Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 32

33 Role of AMFIE and UNESCO Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 33

AMFIE at a Glance Share policies, challenges, experiences, and innovations across countries in the Asia-Pacific region and beyond

effective use of ICT in Education AMFIE 2010 1 st Asia Pacific Ministerial Forum on ICT in Education - 16 countries AMFIE 2011

Policies: Implications for Educational Practices - 20 countries AMFIE 2013 Fostering Favorable Policy Environments for

Central Asia Symposium on ICT in Education 2011 Central Asia Symposium on ICT in Education 2013 South Asia Ministerial Forum 2013

34 AMFIE at a Glance Share policies, challenges, experiences, and innovations across countries in the Asia-Pacific region and beyond Promote bilateral and multi-lateral collaborations and other forms of partnerships within the region towards the efficient and effective use of ICT in Education AMFIE st Asia Pacific Ministerial Forum on ICT in Education - 16 countries AMFIE 2011 Evaluation and Assessment: Effective and Safe Use of ICT in Education - 19 countries AMFIE 2012 The Power of ICT in Education Policies: Implications for Educational Practices - 20 countries AMFIE 2013 Fostering Favorable Policy Environments for Mainstreaming Sustainable Innovations - 20 countries AMFIE 2017 Shaping Up ICTsupported Lifelong Learning for All - 29 countries Central Asia Symposium on ICT in Education 2011 Central Asia Symposium on ICT in Education 2013 South Asia Ministerial Forum 2013 Central Asia Symposium on ICT in Education 2014, 2015 & 2016 Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 34

35 AMFIE Overview: AMFIE Year Outcome/Impact 2010 Organizers received significant inputs from policymakers on programmes and support needed for Member States Collaboration efforts among UNESCO Bangkok, UNESCO HQ, UNESCO Institute for Statistics, World Bank, and KERIS Possible impact on countries development of ICT in Education Masterplan and/or ICT in Education Policy. The Forum helped guide UNESCO in developing proposals for major projects, and involving relevant countries vis-à-vis their needs Bringing teachers to the forefront of planning was pointed out during discussions. Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 35

36 Regional Strategy for ICT in the Asia-Pacific Objective: To provide actionable, concrete and clear guidance on the use of ICT in Education in the implementation of SDG4-Education 2030 at the national, sub-regional and national levels for The Regional Strategy will: o Focus on six action points to concretize SDG4-Education 2030 o Identify key areas for effective ICT intervention o Be instrumental in mobilizing collaborations and support for capacity building, M&E, and other areas Research Study conducted by expert team - Literature Review - Country survey Feedback and revisions based on MS inputs and Drafting Committee Deliberations and endorsement at AMFIE 2017 Regional implementation activities between Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 36

37 Way Forward Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 37

Way Forward Partnerships 1 Inclusion and access 2 Infrastructure, policies, and programs to reach underserved Quality Ensure foundational skills are attained first Data collection of process and

38 Way Forward Partnerships 1 Inclusion and access 2 Infrastructure, policies, and programs to reach underserved Quality Ensure foundational skills are attained first Data collection of process and outputs 3 Governance Holistic policy making based on evidence M&E: operationalize indicators for ICT Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 38

effective, and responsible use of ICT Source: http://www.undp.

39 Way Forward: Partnerships SDG4 + SDG17 Partnerships Joined advocacy Examples Funding and management Joined research/policy research Country case studies to benefit all Joined projects Global citizenship education, Safe, effective, and responsible use of ICT Source: Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 39

40 IMF. (2015). Gender and income inequality. Retrieved from IMF: ITU. (2016). ICT Facts and Figures 2016 Karippacheril, T. G., Kim, S., Beschel Jr., R. P., & Choi, C. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience. World Bank Publications. OECD. (2014). PISA 2012 Results in Focus. OECD. (2015). Students, Computers and Learning: Making the Connection, OECD Publishing IMF. (2015). Gender and income inequality. Retrieved from IMF: OpenEMIS. (n.d.). About OpenEMIS. Retrieved May 10, 2017, from OpenEMIS: UNESCO. (2003). Education Management Information Systems: A guide for young managers. Retrieved from UNESCO: UNESCO. (2012). Asia-Pacific Ministerial Forum on ICT in Education 2012 Outcome Document. Retrieved from UNESCO: UNESCO. (2013). Asia-Pacific Ministerial Forum on ICT in Education 2013 Outcome Document. Retrieved from UNESCO: UNESCO. (2014). EFA Global Monitoring Report 2013/4: Teaching and Learning UNESCO. (2015). Education for All : Achievements and Challenges UNESCO. (2015). Asia-Pacific Regional Education For All Report: A Synthesis of the National EFA Reports. UNESCO. (2015). World Education Blog. Retrieved from Global Education Monitoring Report: UNESCO. (2016). Education for people and the planet: creating sustainable futures for all. Retrieved from Global Education Monitoring Report: UNESCO. (2016). Literacy rates are on the rise but millions remain illiterate. Retrieved from UNESCO : UNESCO. (n.d.). Asia-Pacific Overview Sustainable Development Goal 4. Retrieved from UNICEF. (n.d.). Monitoring the Situation of Children and Women. Retrieved from UNICEF: World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience. World Bank Publications. World Bank. (2014, June). What Matters Most for Education Management Information Systems. Retrieved from Systems Approach for Better Education Results: World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience. World Bank Publications. World Economic Forum. (2016.) The Global Gender Gap Report Retrieved from WEF: UNESCO EDUCATION SECTOR 40

41 Thank you! Gwang-Jo Kim Director, UNESCO Bangkok Asia Pacific Ministerial Forum on ICT in Education, May 2017, Seoul, Republic of Korea 41

Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok

Regional Capacity-Building on ICT for Development Item 7 Third Session of Committee on ICT 21 November, 2012 Bangkok Hyeun-Suk Rhee, Ph.D. Director United Nations APCICT-ESCAP Brief on APCICT APCICT :