UNESCO Education and ICTs

UNESCO is giving a high priority to the use of ICTs for more equitable and pluralistic development in education, aiming to (i) expand the knowledge base about the issues, both within the Organization and worldwide, (ii) work with partners and Member States to establish principles and guidance for good practice, (iii) give policy advice, and where appropriate (iv) engage in specific development cooperation.

The broad questions on which UNESCO focuses as an expert but unbiased adviser are: How can one use ICTs to accelerate progress towards education for all and throughout life? How can ICTs bring about a better balance between equity and excellence in education? How can ICTs help reconcile universality and local specificity of knowledge? And how can education prepare individuals and society to master and benefit from ICTs that increasingly permeate all realms of life?

Several points must be borne in mind as one pursues these questions. First, ICTs are only a part of a continuum of technologies, starting with chalk and books, all of which can support and enrich learning. Second, ICTs, as any tools, must be considered as such, and used and adapted to serve educational goals. Third, many ethical and legal issues intervene in the widespread use of ICTs in education, such as questions of ownership of knowledge, the increasing exchange of education as a commodity, and globalization of education in relation to cultural diversity.

This sub-site on ICTs and education is be jointly conducted by the Communication and Information Sector and the Education Sector.