Digital Inclusion and Education

Francesc PedróTeacher Development and Education Policies

UNESCO

The economic imperative for digital inclusionEconomy-wide measures of routine and non-routine task input (US)

1960 1970 1980 1990 200240

45

50

55

60

65 Routine manual

Nonroutine manual

Routine cognitive

Nonroutine analytic

Nonroutine interactive

(Levy and Murnane, 2008)

Mean t

ask

inp

ut

as

perc

en

tile

s of

the 1

960

task

dis

trib

uti

on

Vague and elusive concept, linked to: Ideal user expected benefits of affordances Linked to other forms of exclusion

Includes: Access to equipment and connectivity Use Benefits:

– Digital skills– Improved learning outcomes

Qualifying Digital Inclusion

Measuring digital skills

Students’ digital skills and SES

Equal start SES effect ICT use.000

.500

1.000

1.500

2.000

2.500

3.000

No capital With capital

Excluded from the benefitsPI

SA c

ompe

tenc

e in

dex

PISA2006 science

The Pull imperative for education policy makers Empowering users:

From access to use From increased use to efficient use

Avoiding the Matthew effect

Education policies for digital inclusion

Digital inclusion and educational development

Supply-driven policies (access)

Demand-driven policies (efficient use)

Developing countries

Equipment, content, connectivity,

training,

Top-down policies

Example 1:1

Tomorrow?Developed capacities

Qualified demand

New opportunities: mobile learning

FutureAssessment,

autonomy

Bottom-up solutions

Textbooks

School platforms

Increased socio-economic development

Many thanks

F.Pedro@UNESCO.org

Available at: /francescpedro

Follow us: @FrancescPedroED /francesc.pedroED