"The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at
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least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework: 1) a synthesis of existing regional, national and sub-national frameworks to identify competences relevant for the global context, and in particular, analysing the extent to which existing, well-developed and all-encompassing frameworks would be relevant (i) for all countries, whether economically rich or poor, and (ii) over time; 2) an analysis of digital literacy competences demonstrated in information and communications technology (ICT) use in major socio-economic sectors, with a focus on developing countries; 3) an in-depth consultation to seek expert views on the appropriateness and use of a global framework; and 4) an online consultation to seek experts’ feedback on the proposed framework. We have made particular efforts to include examples and expert views from countries in the following regions: Asia, the European Union (EU), high-income." (Introduction, page 5)
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"Based on data collected from 97 countries through the UIS 2014 Survey on Feature Film Statistics, the following observations on diversity can be made: In 2012, the number of feature films greatly increased throughout the world, and the following y
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ear a new production record was hit: 7,610 movies. However, the sustained growth of global production during the 2005-2013 period has not undermined the weight of the main production countries: India, the United States, China, Japan and a set of Western European countries, including the United Kingdom, France, Germany and Spain. This finding, in the attempt to analyse the diversity of sources, reveals a high degree of concentration of production in the economic superpowers and in some of the most heavily-populated countries of the world. A special case in point is India, the country with the second-largest population, and the number-one filmmaking country, which is experiencing a major growth in production. India produced 1,041 movies in 2005 to 1,724 movies in 2013. The number of feature films produced in 2013, mostly with digital technology and at multiple sites, represented over one-fifth of worldwide production[...]" (Conclusion, page 35)
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"This guidebook has been developed for use by professionals, policymakers and the research community involved in media development around the world. Its development was based on the UIS questionnaires on media
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statistics (see Appendices II, III and IV). This guide is not intended to provide a full set of monitoring and evaluation indicators, but rather a limited number of indicators that can easily be calculated based on administrative data available within most countries. For this reason, this tool is flexible, open to changes and can be adapted to the context of a given country. Over time, the guidebook will be updated according to changes to the questionnaire and data requirements. Qualitative indicators that may emerge from the regulatory framework questionnaire are not a concern of this guide; the guide is more quantitative in nature rather than constituting a qualitative assessment tool that is required for the in-depth analysis of laws and regulations. At the time of publication (May 2013), 54 country profiles have been published on the UIS website and further countries may be added in the future. The profiles present national regulations and data on broadcast and print media." (Executive summary)
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"The current UIS Questionnaire on Media Statistics provides information for three UNESCO frameworks, namely the Media and Information Literacy F
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ramework, the Media Development Indicators Framework and the Framework for Cultural Statistics. The questionnaire collects data for reporting global progress on Action Lines C2, C3, C8 and C9 of the World Summit on Information Society (WSIS) in UNESCO’s fields of competencies. In particular, Action Line C9 recommends appropriate policies to foster and sustain media and information development. This document provides country profiles for each of the countries that participated in the two pilot surveys conducted in 2011 and 2012." (Background, page 3)
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"This paper presents the results of the UNESCO Institute for Statistics (UIS) pilot survey o
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n media statistics conducted in 28 countries in 2011. The survey instruments were designed to provide an initial set of quantitative indicators identified by UNESCO’s Media Development Indicators project. Given the limitations of this sample survey, this report is intended to highlight the scope of the questionnaire items while describing initial results. Further analysis of the indicators and trends will be made in the future as the data collection is expanded to include a greater number of countries. Chapter 1 focuses on indicators related to the regulatory environment in which media operate across countries. Chapter 2 presents data on the supply of different types of media (radio, television, newspapers) before discussing distribution by ownership and geographic coverage, as well as the availability of radio and television equipment and related issues on the penetration of broadcast media channels within each country." (Introduction)
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"This book is for broadcasters of all flavours, colours and tastes. Whether you are reporting politics, business, sports, fashion or any other beat, which appear far removed from science, you will benefit from having a basic awareness of science. S
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cience is not all about faraway galaxies or subatomic particles. It is about explanations about natural phenomena, including our society. So, politics, religion or our thought processes or imagination are not beyond the scope of scientific investigation. For example, if you are reporting a local conflict, there are enough scientific studies on aggression and violence that may throw light on the situation. You can give a new spin on sports if you have enough understanding about sports science and the pharmacology of performance enhancing drugs. Business cycles are specific examples of quasi-periodic phenomena and your reporting would bear a fresh perspective if you could dig deep into non-linear dynamics. How can you report on a crime without understanding the basics of forensic science?" (Introduction)
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