"The eight articles in the publication can be broadly grouped into two main sets. The first set discusses the different types of digital skills required from a more academic perspective, in particular in the context of the pandemic and post-pandemic period, as countries accelerate their move towards
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the digital transition. It also features an article that looks at a specific development sector – humanitarian assistance – and demonstrates how digital skills training can help communities affected by crisis. The second set of articles presents concrete examples, from countries in different regions, of digital skills initiatives, policies and programmes; and provides insights on lessons learned and recommendations on the way forward." (Page 4)
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"The aim of this Instruction – the result of a wide-ranging consultation of all Ecclesiastical Faculties and Universities (q.v. Circular Letter n. 1, of 8 December 2018), expert contributions from international specialists in the field, as well as proposals from the Members of this Congregation an
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d from various administrations of the Roman Curia – is to offer guidelines and rules for using distance learning in Ecclesiastical Faculties and Universities." (Page 2)
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"Afrobarometer findings show that radio and television are the most widely accessible platforms for students seeking to participate in MoE/GES e-learning programs, although rural and poor households are at a disadvantage when it comes to owning these devices. The data show relatively low rates of ac
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cess to the Internet via mobile phone, ownership of computers, and regular use of the Internet, particularly among respondents in rural and poor households, highlighting the difficulties that many students will face in engaging with online learning programs. While most households are connected to the electric grid, more than four in 10 rural and poor households do not have a power supply that works most or all of the time. For both government and civil society, these findings indicate potential learning gaps, as not all students will be able to access e-learning programs from all platforms. This points to the need for strategies to increase students’ participation, particularly targeting rural and poor families, by raising awareness of available televised programs and launching radio-based remote-learning programs as soon as possible. To ensure inclusion and participation in online platforms such as icampus, the government and schools should initiate longer-term plans and investments capable of spreading e-learning infrastructure, irrespective of settlement types and poverty levels, to facilitate access for all students." (Conclusion)
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"On average across 34 countries, one in five adults (20%) have access to both a smartphone and a computer, while 43% only have access to a basic cell phone. In 15 out of 34 countries, at least half of adults have access to a smartphone or a computer or both. About three in 10 respondents (31%) use t
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heir cell phones and the Internet at least several times a week. This form of basic digital literacy is widespread (at least 50% of adults) in Mauritius, Gabon, Tunisia, Sudan, South Africa, and Morocco but rare (10% or less) in Mali, Niger, and Madagascar. One-fifth of adults (20%) are well prepared to participate in or assist members of their household with a transition to an online learning environment. In contrast, 55% are likely to be ill prepared for remote learning, while 25% of respondents form a middle category representing those who could participate in e-learning given sufficient resources such as devices and/or training. Citizens’ readiness to engage in remote learning is primarily shaped by their level of formal education and access to electricity, rather than by their overall level of wealth or geographic location." (Key findings, page 3)
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"As the COVID-19 pandemic continues to spread across Africa, educators, policy makers, parents, and pupils face uncertainty about the path forward. In Kenya, the government has halted all in-person teaching at the primary and secondary levels and moved to remote teaching. Survey findings show, howev
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er, how unequal access to the necessary technology is in Kenya. While regular Internet use has grown fourfold in the past decade, half of Kenyans remain offline. This is especially common in poor, rural, and less educated families, who face the prospect of being left even further behind. Radio caters to the broadest audience in Kenya, though teaching possibilities are no doubt more limited than online. To ensure inclusion and participation in online learning in the medium and longer term, the government will need to activate plans and investments capable of building e-learning infrastructure that facilitates access for all students." (Conclusion)
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"The government of Zimbabwe is encouraging the use of digital platforms to provide remote learning services during the COVID-19 pandemic, but data showing that most households lack Internet access and reliable electricity suggest that many students will find it difficult or impossible to participate
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. The government should also provide remote-learning services via radio and television, which are more widely accessible, though even this approach will exclude many students. In the longer term, major improvements in electricity supply and Internet connectivity, especially in rural areas, will be needed to move Zimbabwean education into the remote-learning era." (Conclusion)
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"An Introduction to Distance Education is a comprehensive look at the field of distance education, outlining current theories, practices, and goals that are essential to effective design, delivery, and navigation. As an alternative pedagogical approach, distance education is posited to meet the evol
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ving demands for access, affordability, and quality in higher education. This fully revised and updated second edition reviews the history of distance education while addressing its current influence on the education sector. Utilizing a student-guided approach, each chapter offers pedagogical features to engage and support the teaching and learning process, including: questions for reflection, review and discussion: students can use these questions as triggers for further thoughts related to the topic. Instructors can use these questions for classroom and online discussion key quotations: strategically placed throughout the text, these points act as a springboard for further reflection and classroom discussion concept definitions: central concepts discussed in the text are defined or students at the end of each chapter." (Publisher description)
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"The Guidelines provide practical directions for the use of distance education tools and practices to support teaching and learning and offer suggestions on the use of appropriate technology to address the social and pedagogical issues of learning in a crisis situation. The purpose is to provide a r
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oad map for decision makers in governments and institutions to invest in the systematic integration of good distance education practices in their specific contexts, keeping in view the challenges of equity and inclusion. Parents and students can benefit from the Guidelines by adopting appropriate practices that will facilitate the learning process." (Purpose of the guidelines, page 3)
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"This Guidance aims to help teachers understand key issues related to home-based distance learning during COVID-19 school closures and design and facilitate effective learning activities. While we fully recognize the complementary relationship between formal and non-formal education, and continuity
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of studies across education and training levels throughout lifelong learning pathways, this Guidance includes resources, examples and tips for teachers and educators from pre-primary to upper-secondary level." (Page 7)
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"This report, and the survey findings behind it, provides a unique insight into the perspectives of EdTech experts regarding the impact of the Covid-19 pandemic on education in Africa. It is based on the findings of a survey of the eLearning Africa network, which attracted approximately 1650 respons
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es from respondents in 52 countries in Africa. 15 countries (29%) provide 1217 (73%) of the responses. 52% of the respondents are directly involved in the education sector and 9% are in the ICT sector. 71% work for government or not-for-profit organisations, and 21% for for-profit businesses. 40% are teachers / lecturers / professors, and 13% are ICT / EdTech specialists or entrepreneurs. The sample represents a group of experts rather than a cross-section of the population, yet the findings of the survey are undoubtedly significant [...] Survey respondents were clear in highlighting the three main obstacles for learners in the midst of school shutdown: a lack of access to technology, an unsuitable home learning environment, and a lack of access to learning materials. For teachers, the main impediment was the lack of appropriate training to design and manage distance learning programmes. This was compounded by a lack of infrastructure: electricity, connectivity, devices; and a lack of appropriate learning materials: books, television and internet-enabled devices. The findings are clear: poorer students and those most geographically dispersed are most at risk of missing out on education if there is no conventional school to attend. In addition to these difficulties, respondents noted that most teachers were as inadequately prepared and ill-equipped to deal with this new situation as their students were. And similarly, parents were also ill-equipped to support their children’s education at home. While some governments provided ‘sensitisation’ for teachers and parents, many did not. And 83% of respondents thought that their current school curriculum did not lend itself to distance delivery." (Executive summary)
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"Esta es una obra miscelánea que se adentra, desde múltiples perspectivas, en las interacciones entre educación y comunicación por medio de la influencia global de las redes sociales. En un contexto hiperconectado, pero no necesariamente ‘empoderado,’ resulta esencial la formación en compet
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encias mediáticas para que la ciudadanía pueda responder de forma inteligente, crítica y creativa ante el gran reto de la ‘pantalla global.’ El texto es resultado de los trabajos de la Red Interuniversitaria Euroamericana «Alfamed» en el V Congreso Internacional de Competencias Mediáticas: «Redes sociales y ciudadanía: Hacia un mundo ciberconectado y empoderado», celebrado en dos modalidades: versión virtual del 14 al 16 de octubre de 2020, y versión presencial del 5 al 7 de mayo de 2021 en Quito (Ecuador)." (Cubierta del libro)
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"This publication provides a selection of literacy programmes that use radio, TV, mobile phones, tablets and computers to support the development of literacy, numeracy and language skills. Due to continuous demand, the second edition of the publication has been updated with new case studies. All pro
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grammes included in this publication are also available on UNESCO’s Effective Literacy and Numeracy Practices database (LitBase). This database allows users to identify trends, challenges and lessons learnt in applying ICTs to literacy teaching and learning worldwide. The programmes share valuable examples of how ICTs can be used creatively and innovatively to complement face-to-face adult literacy teaching. They highlight the prerequisites that must be met to reach the full potential of ICTs." (Foreword)
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