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Digital inclusion and education
1. Digital Inclusion and Education
Francesc Pedró
Teacher Development and Education Policies
UNESCO
2. The economic imperative for digital inclusion
Mean task input as percentiles of the 1960 task distribution Economy-wide measures of routine and non-routine task input (US)
Routine manual
65
60 Nonroutine manual
55
Routine cognitive
50
45 Nonroutine analytic
40
Nonroutine interactive
1960 1970 1980 1990 2002
(Levy and Murnane, 2008)
3. Qualifying Digital Inclusion
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
4. Measuring digital skills
Percentage of students at each level of competencies, 2009
Source: PISA OCDE Dataset, 2011.
6. Excluded from the benefits
PISA2006 science
3.00
2.500
PISA competence index
2.00
1.500
1.00
.500
.00
Equal start SES effect ICT use
No capital With capital
7. Education policies for digital inclusion
The Pull imperative for education policy makers
Empowering users:
From access to use
From increased use to efficient use
Avoiding the Matthew effect
8. Digital inclusion and educational development
Increased socio-economic development
Supply-driven policies
Future
(access) Assessment, autono
Tomorrow? my
Developing Developed capacities Bottom-up
countries solutions
Qualified demand
Equipment, content, Textbooks
New opportunities:
connectivity, trainin
mobile learning School platforms
g,
Top-down
policies
Example 1:1 Demand-driven policies
(efficient use)
9. Many thanks
F.Pedro@UNESCO.org
Available at:
/francescpedro
Follow us:
@FrancescPedroED
/francesc.pedroED
Notas del editor
Levy and Murnane show how the composition of the US work force has changed. What they show is that, between 1970 and 2000, work involving routine manual input, the jobs of the typical factory worker, was down significantly. Non-routine manual work, things we do with our hands, but in ways that are not so easily put into formal algorithms, was down too, albeit with much less change over recent years – and that is easy to understand because you cannot easily computerise the bus driver or outsource your hairdresser. All that is not surprising, but here is where the interesting story begins: Among the skill categories represented here, routine cognitive input, that is cognitive work that you can easily put into the form of algorithms and scripts saw the sharpest decline in demand over the last couple of decades, with a decline by almost 8% in the share of jobs. So those middle class white collar jobs that involve the application of routine knowledge, are most at threat today. And that is where schools still put a lot of their focus and what we value in multiple choice accountability systems.The point here is, that the skills that are easiest to teach and test are also the skills that are easiest to digitise, automatise and offshore. If that is all what we do in school, we are putting our youngsters right up for competition with computers, because those are the things computers can do better than humans, and our kids are going to loose out before they even started. Where are the winners in this process? These are those who engage in expert thinking – the new literacy of the 21st century, up 8% - and complex communication, up almost 14%.