Future-Ready Education: Enhancing Accessibility & Building | IGF 2023

Knowledge Graph of Debate

Session report

Audience

The analysis reveals several important points regarding the need for improvements in education systems and the impact of technology on learning. Here is a more detailed summary of the main findings:

1. Nepal requires more practical and skills-based education to enhance employability. Despite having years of formal education, Nepalese students struggle to find employment. However, short-term skills courses have shown to lead to employment opportunities with higher wages in foreign countries. Therefore, there is a strong argument for incorporating practical and skills-based education to better prepare students for the job market and increase their employability.

2. It is crucial to incorporate digital literacy, digital skills, and re-skilling in the education system. Pedagogical changes are necessary to shift from traditional teaching techniques to modern, skills-based methods. Additionally, the proposition for ‘finishing school’ concepts in Nepal highlights the need for teaching relevant and practical skills that align with the demands of the digital era and enable students to succeed in the current job market. In summary, the integration of digital literacy and skills is urgently required in the education system.

3. The youth express concerns about AI readiness and the ethical use of AI tools in education. University students are interested in using AI tools such as ChatGBT to assist with homework. However, questions arise regarding ethical guidelines and best practices for the use of AI in education. It is necessary to address these concerns and ensure that the integration of AI tools in the learning process is responsible and beneficial.

4. The role of individuals and youth in promoting digital literacy is questioned. It is important to understand the actions that individuals can take to contribute to the development of digital literacy. Fostering a culture of continuous learning, digital skills development, and active engagement with technology among individuals and especially the youth is crucial for promoting digital literacy and bridging the digital divide.

5. Finding digital solutions for remote locations to implement AI and digital tools is of utmost importance. In the case of the Philippines, which comprises over 7,000 islands, many remote locations lack internet and utility services. It is essential to develop initiatives and tools that can bridge this digital divide and provide access to AI and digital technologies in under-served areas. This will help enhance education opportunities and equalize access to resources for students in remote locations.

6. Specific initiatives and tools are needed to help under-served, remote schools access AI and digital technologies. The Philippines has numerous remote and under-served schools that require dedicated efforts to provide them with access to educational technology resources. Such initiatives will ensure equal opportunities and bridge the digital gap between urban and rural areas.

7. While the internet and technology themselves are neutral, their usage can be potentially harmful. Educating individuals about responsible and safe technology use is crucial to mitigate potential negative impacts. Promoting digital literacy, online safety, and critical thinking skills will empower individuals to navigate the digital landscape responsibly and safely.

8. The multistakeholder model is critical for inclusive decision-making. Inclusive decision-making requires input from multiple stakeholders to ensure diverse perspectives are considered and social inclusivity is promoted. By involving various stakeholders, more comprehensive and effective solutions can be developed to address the challenges in education and technology.

9. Resilience in digital education requires inclusive design, acceptance of diversity, and empathy. To ensure that digital education is accessible and beneficial to all learners, inclusive design principles are essential. Considering a variety of user needs and creating learning environments that embrace diversity and foster empathy will enable all students to benefit from digital education resources.

10. Community involvement is crucial for a better-shared future. Learning from each other as a community can lead to progress and enrich the educational experience. Active involvement of communities in educational activities and decision-making processes nurtures a sense of ownership and shared responsibility, contributing to the overall improvement of education systems.

11. Promoting inclusive, equitable, and quality education through the internet is important. The Internet Society’s special interest group on education focuses on advocating for this cause. By leveraging the internet’s vast potential, opportunities can be created to provide quality education to all individuals, especially those who are marginalized or face barriers to accessing traditional education systems.

In conclusion, the analysis highlights the importance of practical and skills-based education, the incorporation of digital literacy, the ethical use of AI tools, and community involvement in enhancing the quality and accessibility of education. Furthermore, it emphasizes the significance of inclusive decision-making, resilience in digital education, and promoting digital literacy. Addressing these concerns and effectively leveraging technology will create more inclusive and equitable opportunities for learners worldwide.

Vallarie Wendy Yiega

In the analysis, the speakers highlight the importance of future education being skills-oriented to prepare students for emerging careers. They argue that the shift from regurgitation-based learning to critical thinking and creativity is essential. Furthermore, they discuss the impact of artificial intelligence (AI) and digital tools on education methods.

The speakers also emphasize the need for practical steps beyond policies and legislation to be taken by governments and organizations. They provide examples such as the Universal Service Fund in Kenya, which focuses on providing internet access, and stress the importance of accountability and monitoring in policy implementation.

The accessibility of low-cost devices and internet connectivity is deemed vital for education. The speakers mention telecom players in Kenya partnering with the government to provide low-cost devices and highlight the role of the internet in accessing education tools and platforms.

The analysis also underscores the importance of equipping educators with the necessary digital skills. The need for curriculum integration with digital subjects is identified, and the challenge of the digital skills gap among educators is acknowledged.

The establishment of digital libraries and cross-border collaboration in education is seen as necessary. However, further details or evidence supporting these arguments are not provided in the analysis.

Infrastructure is identified as essential for implementing digital education. It is noted that urban areas often have better access to digital tools, creating a divide with rural regions. The analysis also highlights how infrastructure issues can hinder efforts to understand digital tools. Collaborations with internet service providers and private companies are considered crucial for infrastructure development.

Data privacy and cybersecurity are raised as concerns. The speakers refer to a school that was fined for inappropriate use of students’ images for advertisement, and they note a lack of awareness among educators regarding data protection obligations. Firewalls and data protection measures are suggested as necessary in schools.

Continual professional development and reskilling of educators regarding new technological tools are emphasized. The analysis suggests the need for resources to be created for regular skilling and reskilling, and training on new technologies, such as generative AI, is recommended.

The potential positive and negative impacts of generative AI tools in education are discussed. The analysis highlights that AI can assist in tasks such as drafting emails while adding value without replacing humans. However, it also states that understanding how to use generative AI tools ethically and responsibly is essential.

The analysis includes a quote from a tech lawyer who is favorable toward the use of technology for positive impact, suggesting a pro-technology stance.

Self-education in the field of internet governance is seen as crucial. The analysis mentions that the Internet Society offers online courses to engage in the internet governance space.

Understanding the local context is considered necessary for successfully navigating in internet governance and achieving change and impact.

Joining relevant youth organizations is recommended for enhancing skills in navigating the internet space. The analysis mentions an organization in Asia that has helped build communities, advocate for digital literacy, and provide opportunities.

Persistence and continuous engagement in the space are highlighted as factors that can lead to a better understanding of digital literacy and internet governance.

The analysis emphasizes the importance of carrying this generation of digitally skilled learners into the future. Each-one-teach-one is suggested as a mantra to ensure that everyone learns digital skills.

Lastly, the speakers advocate for contribution through policy-making, building innovative solutions, and raising voices for a future-ready digitally skilled education system.

Overall, the analysis discusses various aspects of future education, including the need for skills-oriented learning, digital access and infrastructure, educator training, data protection, AI tools, and internet governance. It highlights the potential positive impact of technology but also emphasizes the importance of responsible use and continual professional development. The analysis provides a comprehensive overview of the main points and arguments surrounding the future of education.

Ananda

The analysis explores several key aspects of the intersection between technology and education. One important point highlighted is the importance of reskilling educators and contextualising technology in the local context. This emphasises the need to equip educators with the necessary skills to effectively incorporate technology into their teaching methods and adapt it to suit the specific needs and challenges of their students and communities. The argument stresses the significance of this reskilling process, emphasising that it is vital for preparing educators to thrive in the era of Industry 4.0.

Another significant aspect highlighted is the role of multi-stakeholder engagement in the Internet Governance Forum (IGF) and the collaborative effort required to build a sustainable ecosystem. The analysis emphasises that effective policies and initiatives in the technology and education sectors require the active involvement and support of the government, civil society, and the private sector. It argues that the collective efforts of these stakeholders are essential for creating an enabling environment conducive to the successful integration of technology in education.

The potential of community networks and community learning centres in providing internet connectivity is also explored. The analysis points out that these networks, owned and managed by the respective communities, are particularly important in areas where there is a lack of connectivity. An example from Africa is highlighted to demonstrate how community networks can bridge the digital divide in underserved regions. This suggests that the establishment of such networks and learning centres can play a crucial role in expanding internet access and promoting knowledge-sharing in remote and marginalised communities.

Furthermore, the analysis emphasises the value of open courseware in rural technology and its role in improving access to quality education. It mentions initiatives like the Rachel Foundation and Khan Academy as examples of platforms that offer open educational resources. These repositories provide free and easily accessible educational materials, which can be particularly beneficial for individuals in rural areas who may face challenges in accessing traditional educational resources.

An important observation made in the analysis is the need to involve and empower youth in expanding internet access and making it more inclusive. The analysis asserts that young people are the most significant stakeholders in the internet and have a crucial role to play in improving its accessibility and inclusivity. By encouraging youth participation and giving them opportunities to contribute their perspectives and ideas, the analysis argues that the internet can become a more inclusive and empowering tool for all.

In addition to these key points, the analysis also mentions the existence of open source repositories such as Rachel and Colibri, which provide educational resources that can be broadcasted or transferred offline. It highlights the benefits of these repositories, including regular updates and the ability to share educational content without internet connectivity. The analysis concludes by emphasising the need to investigate and implement feasible technological solutions like Rachel and Colibri to meet the demand for education resources. It mentions the feasibility study conducted by Ananda and their team, who are seeking funds to upgrade the deployments of these resources.

Overall, the analysis provides a comprehensive overview of the different aspects of technology and education, highlighting the importance of reskilling educators, multi-stakeholder engagement, community networks, open courseware, youth involvement, and open source repositories. It offers valuable insights into the potential of technology to enhance education and emphasises the collaborative efforts required to ensure equitable and inclusive access to educational resources.

Binod Basnath

The analysis emphasises the need for robust digital education policies in Asia. It suggests that governments should have a wide vision and mission in order to develop these policies. It highlights the experience from the COVID-19 pandemic, which has had a significant impact on education, as evidence for the need for resilience in education systems. The analysis also stresses the importance of adequate infrastructure development. It points out that in Nepal, only a third of community schools have minimal digital resources. Additionally, post-COVID, only 36% of Nepal has broadband connectivity, falling significantly short of the 90% target.

Inclusion is identified as a vital aspect of ensuring no one is left behind in digital education. The analysis argues that inclusion should be embedded from the design to the implementation of learning practices. It points out that without inclusive educational design, vulnerable communities are at risk of being left behind.

Digital literacy and competence development are deemed indispensable in digital education. The analysis highlights the need for content in local languages to cater to local needs. It also highlights that without digital literacy, students, parents, and teachers will struggle to implement digital education programs.

The analysis concludes that a comprehensive approach is needed to build digital education resilience. It advocates for well-planned and inclusive policies, adequate infrastructural development, and competence development. It highlights the pivotal role of competent governance in foreseeing and preparing for the challenges of the digital education system. The analysis also points out a gap in infrastructural development and competence for ICT usage in the education sector in Nepal.

Another argument presented in the analysis is the disparity in employment value for formal education and technical skill training. It mentions a case where a student in Nepal found a high-paying job in Japan after three months of specialized training, but struggled to find a job in their home country after around 15-20 years of formal education. This highlights the need to produce a workforce that caters to the needs of the modern technology era, as currently, young people are not getting jobs due to a lack of required skills.

The analysis also discusses the importance of digital methods in the learning system. It suggests the need for a digital curriculum, digital pedagogy, and a digital means of assessment system to match the pace with Industry 4.0.

The analysis highlights youth participation in Internet Governance Forums as a means to advocate for necessary changes in the digital education landscape. It encourages youths to take their competency back to their communities to empower more youths with digital competency and literacy.

Noteworthy observations from the analysis include the implementation of ICT resource units in Nepal, which create an internal networking system for communities and enable sharing of information through voice calls, video calls, and messaging systems. The analysis also mentions the pilot project of a locally accessible cloud system in the Philippines, aimed at being used for education and health sectors for marginalized and backward communities in Nepal.

The analysis calls for more awareness among policymakers about the use of ICT in education. It suggests that if implemented correctly, ICT education can be more inclusive and accessible. It highlights the need for policymakers to be aware of an ICT education master plan, as this can be an effective tool to reach education goals. The analysis notes that Asian countries are moving towards a second ICT education master plan.

Ashirwa Chibatty

The analysis of digital education and equitable access to the internet reveals several important points. Firstly, it highlights that although the internet is meant to be accessible to everyone, access is not distributed equally. This raises concerns about the fairness and inclusivity of digital education.

One major challenge in the digital education ecosystem is the language barrier. Many digital content and resources are primarily available in English, which may not be the first language for a significant proportion of the global population. This language digital divide hinders individuals’ ability to fully engage and benefit from digital education.

Another challenge highlighted is the existence of skill gaps for digital teaching and learning, as well as industrial skill divides. These gaps limit individuals’ capacity to effectively utilise digital technologies for educational purposes. Bridging these gaps is essential to ensure that everyone has equal opportunities for quality education in the digital age.

Equitable access to digital education requires overcoming various challenges related to accessibility, literacy, assessment, and security. According to an IEEE essay, Ashirwa Chibatty outlines four pillars: accessibility, literacy, assessment, and security, which are essential to addressing these challenges. Ensuring that digital education is accessible to individuals with disabilities, promoting digital literacy, implementing effective assessment methods, and ensuring cybersecurity are crucial components of equitable access.

The analysis also shows that gender disparities exist in accessing and utilising digital technologies. Women and non-binary individuals face more exclusion due to socio-cultural norms. As per GSMA’s State of Mobile Connectivity Report 2022, women are 20 percent less likely than men to use mobile internet. Addressing these gender inequalities and reducing digital divide along gender lines is crucial in achieving equitable access to digital education.

The multistakeholder model is emphasised as being crucial when dealing with technology. The involvement of various stakeholders, including governments, educators, technology providers, and communities, is essential to ensure that the use of technology in education is equitable, inclusive, and aligned with the needs of all learners.

Inclusivity and diversity are also highlighted as important considerations in the design process of digital education. Recognising and valuing different perspectives and experiences can lead to the development of more inclusive and effective educational technologies and platforms. Ashirwa Chibatty advocates for learning from each other, being empathetic, and working as a community to drive progress in digital education.

Ultimately, the aim is to achieve a global internet that promotes inclusive, equitable, and quality education for all. Ashirwa encourages individuals to join Internet Society’s special interest group on education, highlighting the importance of collective efforts to advocate for an inclusive and equitable education via the internet.

In conclusion, the analysis underscores the need for equitable access to the internet to ensure inclusive and quality digital education. Language barriers, skill gaps, and gender inequalities are among the challenges that need to be addressed. The involvement of multiple stakeholders and the consideration of inclusivity and diversity in the design process are essential for achieving equitable access to digital education. Creating a global internet that supports inclusive and equitable education is a shared responsibility that requires collaboration and commitment from all sectors of society.

Umut Pajaro Velasquez

The COVID-19 pandemic has exacerbated the digital divide in Latin America’s education system, particularly in rural and marginalized communities. These communities face a lack of access to digital resources and tools for education, intensifying existing inequalities. Due to lockdowns and school closures, the reliance on digital education has significantly increased. However, many students in underserved areas lack the necessary devices and internet connectivity for effective online learning.

To address this issue, Latin American governments have taken steps to promote internet access in rural areas. Laws have been enacted in Mexico, Colombia, and Argentina to prioritize and support community-driven internet accessibility. These efforts aim to bridge the digital gap and provide equal educational opportunities for all students, regardless of their location.

Monitoring and accountability of resources is crucial to improving internet and device access. Misuse of resources intended for enhancing digital access is a challenge that needs to be addressed. Implementing programs to monitor and ensure proper utilization of these resources is essential for effective implementation and equitable outcomes.

Teacher training is vital in delivering quality education, especially in digital learning. However, many teachers were ill-prepared to use digital tools during the pandemic. Tailored training programs that address their specific needs and equip them with the skills to effectively use digital resources for teaching are essential.

Digital literacy is another key aspect of modern education. Developing after-school programs and online resources and incorporating digital literacy into the curriculum can help students acquire skills necessary for success in the digital era. Digital literacy programs should focus on competencies such as problem-solving, critical thinking, communication, and teamwork.

As reliance on digital education increases, cybersecurity infrastructure in schools and educational institutions becomes paramount. Educators and students need professional development opportunities to enhance their understanding of cybersecurity best practices. Implementing strong firewalls, intrusion detection systems, and other security measures is crucial for safeguarding sensitive data and ensuring online safety.

Ethical and legal implications of integrating artificial intelligence (AI) into education should also be considered. While youth are aware of AI’s potential, they may not fully understand its ethical and legal aspects. Educators should teach students about the ethical considerations and legal frameworks surrounding AI use to ensure responsible implementation and usage.

Building human capacities, such as critical thinking, in AI education is important. Emphasizing critical thinking and problem-solving skills can help students navigate the changing landscape of technology and utilize AI for positive outcomes.

Voice plays a crucial role in advocating for desired technologies and effective implementation. Through participation in policy-making processes, individuals can contribute their perspectives and shape the development of technology infrastructure in education.

In conclusion, education’s future entails constant digital transformation and adaptability. Addressing the digital divide and education inequality is crucial, particularly in the global south. Ensuring access to necessary resources, such as internet connectivity and devices, while developing the skills and capacities required for success in the digital era is essential. By doing so, an inclusive, equitable, and technologically proficient education system can be fostered, preparing students for the challenges and opportunities of the future.

Speakers