Address by Irina Bokova, Director-General of UNESCO on the occasion of the Learning and Technology Conference Effat University

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1 Address by Irina Bokova, Director-General of UNESCO on the occasion of the Learning and Technology Conference Effat University Jeddah, 12 December 2011 Her Royal Highness Princess Lolowah Al Faisal, Dear Professors, Dear Students, Ladies and Gentlemen, Good morning. It is an honour to be here at Effat University. This world-class institution of higher learning is one of the great legacies of Queen Effat Al-Thunayan Al-Saud. I can feel the spirit of her commitment to education for all and the pursuit of knowledge in this room. This spirit is alive in each of us. I wish to thank Her Royal Highness Princess Lolowah Al Faisal for the invitation to join you today, to discuss learning and technology. In a world of change, the theme of this conference is very timely. Since 2002 in fact, this University has been at the forefront of reflections on the impact of technology on all aspects of our lives. DG/2011/188 Original: English

2 As the great philosopher Averroes stated, Knowledge is the conformity of the object and the intellect. And you have shown your commitment to understand these objects. We are witnessing a tremendous acceleration of history. This is a time of both uncertainty and opportunity. The Arab world is at the heart of much of this change. This movement draws on the aspirations to dignity, to freedoms, to civic participation. We face great challenges but we have considerable resources to meet them. Quality education for all is one such resource. New technologies are another, for their ability to increase our capacity for dialogue, to share knowledge and to stimulate innovation. Technology can be a powerful education multiplier, but we must know how to use it. This is not about installing gadgets in the classroom this is about the deep integration of technology into learning. We are not starting from scratch in seeking to do so. Policies to deploy technology in schools and universities started almost three decades ago. In the early 1980s, everyone subscribed to the idea that technology could modernise school education. In the United States, for instance, 48 of the 51 Chief State School Officers ranked the use of technology in instruction as the most important issue to be faced by public education in the future. Thinking then rested on three broad expectations each of these must be rethought. DG/2011/188 - Page 2

3 A first expectation was that students should learn at school or university how to use new tools. Today, when we see what so-called digital natives are doing with technology, we may be tempted to say they do not need any help in this matter. Applications have friendly interfaces. Equipment costs have decreased enormously and paved the way for increasing access at home. The point today is not so much how to use new technologies, but what for. Many students go to school already equipped with technical skills -- but this alone does not make them mature technology users. Nor does it naturally make them into better or more effective learners. It is not technology itself that empowers people. At UNESCO, we believe that young people need education more than ever to reap the benefits of new opportunities and to become responsible citizens in knowledge societies. This can only start with a clear vision of the world we want to shape. This must begin with a clear idea of what skills are needed to improve young people s opportunities for decent jobs and better lives. These are the questions we must address today. A second expectation was that schools and universities would act as powerful means to bridge the digital divide. At the time, the digital divide was defined as the difference between those having access and those not having access to technology. This also has changed. Differences in digital access still persist today, especially with regard to marginalised and vulnerable groups, and also women but, in most countries, DG/2011/188 - Page 3

4 access to the use of technology especially mobile technology has increased exponentially. Access to mobile networks is now available to 90% of the world population and 80% of the population living in rural areas. As the access gap declines, a new form of divide has emerged. This is less a physical than a mental divide. A clear frontier is emerging between those who can raise their voices, those who can be a part of communities that are local, global or both, those who can access, share and create knowledge, anytime and anywhere -- and those who cannot. It is a matter of being connected to knowledge, of being connected to others. This is where I come to the issue of girls and women s education. In many parts of the world, girls and women face still the challenge of taking part in the knowledge societies that are arising. In 1955, Queen Effat established the first-ever private school for girls, Dar Al Hanan, to empower girls and women and to help them act as full members of knowledge societies. We need similar ground-breaking efforts today -- to help girls and women gain full access to the global public space, including on the internet, and to make their voices heard. Women represent less than 30% of all researchers in the world. Less than 40 percent of countries provide girls and boys with equal access to education. Nearly 800 million adults lack basic literacy skills and two-thirds of them are women. DG/2011/188 - Page 4

5 The question for us today is how to empower everyone, every woman and man, to participate fully in the creation of knowledge and its benefits. In this respect, I take this opportunity to praise the vision that guides Effat University and the work that is being undertaken here. In May this year, 42 young women graduated from Effat University. Four were the first women ever to graduate in the field of Electrical & Computer Engineering from a Saudi University. This is a tremendous achievement and a strong sign of change for women in the Kingdom. More than that, I see it as a message to all women in their professional aspirations. We need to build on this, to ensure that they find productive employment and become role models for others. There was a third expectation in the 1980s. It was that the use of technology would increase the efficiency of teaching and learning. We know now that if a new technology is adopted in a context where processes are left unchanged, it may be found to be less than useful, sometimes even obtrusive. Introducing technology must be accompanied by changing mindsets, by new teaching and learning styles, by new curricula. In many parts of the world, this calls for a profound shift away from traditional, hierarchical approaches to more interactive, project-based learning. The question to be addressed today, therefore, is which new technology-supported methodologies can best improve learning and performance. In response, a number of countries are working to design new learning environments where technology can play a transformational role on learning. DG/2011/188 - Page 5

6 I would mention here the experience of the Republic of Korea with the Classroom of the Future, promoted by the Korean Education and Research Information Service. UNESCO is also targeting this question. We conducted a project in ten countries of Asia to create enabling environments for the student-centred use of information and communication technologies. The conclusion is, you need incentives for technology to work. It is not just about financing. It is about monitoring and assessing what works and disseminating lessons in ways that are meaningful for teachers. This is why UNESCO is working to improve the ability of teachers to use technology in the classroom and to promote competency standards in this domain. We have recently released the second edition of our ICT-Competency Framework for Teachers this work is undertaken in cooperation with Microsoft, Intel, Cisco and the International Society for Technology in Education. This is just one example. Ladies and Gentlemen, Technology has profoundly changed how we communicate, work govern and, indeed, teach and learn. The traditional hierarchy between teacher and student is evolving. Learning is becoming more collaborative, and more accessible. This is why initial expectations about new technologies have to be reframed. The fact is, we must constantly adapt. The stakes are high. DG/2011/188 - Page 6

7 This is why such conferences as this are so important. It takes alliances to make technology work for education and development. Governments, the private sector, civil society brought together, these actors are a form of civilian power that can catalyse the take-off of technology in education. This is one of the goals of the Broadband Commission for Digital Development, of which UNESCO is a vice-chair. The Broadband Commission brings together governments, industry leaders, international agencies and other partners to promote the global, inclusive and accessible roll-out of broadband for sustainable and quality education. We are leading exciting projects, notably in Pakistan, to harness mobile technologies to help adolescent girls improve literacy skills. Similar objectives guide the new Global Partnership on Girls and Women s Education that I launched at UNESCO last May with the United Nations Secretary- General Ban Ki-moon and the United States Secretary of State Hillary Rodham Clinton. We have joined forces with major private sector companies to make an impact on the ground. With Nokia, for instance, we are strengthening learning through the use of mobile technologies. All of this calls for more and better data. Singapore, Malaysia, the Republic of Korea, for instance, have comprehensive plans in place to introduce information and communication technologies in education. Latin American governments are also seeking to bring the region s education systems in line with the demands of the 21 st century. DG/2011/188 - Page 7

8 We need indicators to measure the progress of these initiatives. To this end, UNESCO s Institute for Statistics has launched a regional survey of 40 countries to collect data on the use of information and communication technologies in education systems. It is vital that we share best practices and promote collaboration between developed and least developed countries, so that the benefits of connectivity can be shared with all. Knowledge societies are being crafted and reinvented every day. This University is showing the way forward and is making a great contribution to this process. The voices of all women and men count to nurture informed debate and make informed decisions for the common good. Once again, I wish to thank Her Royal Highness Princess Lolowah Al Faisal for her vision and deep commitment. I wish to thank everyone in this room. History is shaped by pioneers. Each of you is a pioneer, in small and big ways, with different ambitions. I wish you every success! Thank you very much. DG/2011/188 - Page 8

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