DC-SIG Involving Schools of Internet Governance in achieving SDGs | IGF 2023

Report

The analysis examines various arguments and stances on different topics, addressing issues such as internet governance schools, travel and international exposure, Russia’s societal norms, the obscurity of UN processes, access to water and healthcare, the government’s decision-making, and the perceived obscurity of certain Sustainable Development Goals (SDGs).

One argument posits that internet governance schools can contribute to the development of effective and inclusive institutions.

It highlights the importance of including diverse stakeholders, with the Internet Corporation for Assigned Names and Numbers (ICANN) serving as an example. This argument stresses the need for governance frameworks that accommodate different perspectives and foster collaboration.

Another argument emphasises how travel and international exposure promote understanding and peace.

It cites a quote from Mark Twain, asserting that travel has the power to eradicate prejudice, bigotry, and narrow-mindedness. The widespread availability of the internet is also seen as a means to bring diverse experiences from different countries into people’s homes, further enhancing global understanding.

In contrast, a negative stance suggests that Russia is slowly reverting to its old societal norms.

However, the analysis lacks specific supporting facts for this claim, making it somewhat speculative.

Furthermore, concerns are raised regarding the obscurity of UN processes in the Russian Federation. It is highlighted that these processes are not widely publicised and are considered opaque by the local population, thus raising questions about transparency and accessibility.

On a positive note, the analysis acknowledges that Russia generally has good access to water and healthcare, attributing this to the legacy of the Soviet Union, which laid a solid foundation in these areas.

A negative argument contends that the government may hold the belief that certain actions should not be taken in other areas.

However, no specific evidence is provided to support this claim, leaving it open to interpretation.

The analysis also notes the perception of certain SDGs, specifically the 9th and 16th goals, as being obscure. However, without specific details or evidence, this argument lacks substance.

In addition, the analysis highlights a dedicated course aimed at explaining UN processes and SDGs.

This course aims to provide information to attendees, ensuring they are well-informed and understand the objectives behind the SDGs and the workings of the United Nations.

In conclusion, the analysis covers a range of arguments and stances on various topics.

While some points are supported by evidence, others lack specificity or supporting facts. The analysis provides insights into the significance of internet governance schools, travel and international exposure, concerns about the obscurity of UN processes and certain SDGs, access to water and healthcare, and the government’s decision-making.

The course dedicated to explaining UN processes and SDGs is seen as a valuable resource for enhancing understanding in this field.

Report

In the analysis, the speakers delve into the multidimensional nature of internet governance and its intersection with education. They emphasize that internet governance encompasses the evolution and use of the internet, covering both the technical and application layers, as well as various public policy issues related to the internet.

It is noted that the complex and evolving nature of internet governance makes it difficult to study within a traditional university setting.

The importance of specialized courses in internet governance is highlighted. The speakers point out that new questions and issues have arisen in recent years that were not previously on the agenda.

These require accurate understanding, as seen in the example of artificial intelligence (AI) governance. The speaker mentions growing confusion surrounding concepts such as digital governance, AI governance, and cyber governance. This underscores the need for courses that provide clarity to address the evolving landscape.

Furthermore, the speakers stress the significance of academic independence and proactivity in developing educational programs.

They advocate for taking inspiration from the global community while also thinking independently about what is beneficial for one’s own country and community. They emphasize the need to be proactive in addressing the challenges and opportunities presented by internet governance.

The analysis also draws attention to the importance of judges with knowledge of internet governance.

It is stated that in a world where many conflicts may end up in court, judges without understanding of internet governance may make incorrect decisions. This underscores the need for education and expertise in this area to ensure fair and accurate rulings.

Additionally, the analysis touches upon the topic of cybersecurity and the establishment of the Global Forum for Cyber Expertise.

The origins of the Global Forum for Cyber Expertise from the London process are mentioned, with its focus on cybersecurity. It is noted that the Global Forum will be hosting a world conference on capacity building, emphasizing the importance of collaboration and partnerships in addressing cybersecurity challenges.

Overall, the analysis reflects a comprehensive understanding of the importance of education, collaboration, and continuous development of expertise in the field of internet governance.

The speakers provide valuable insights, highlighting the multidisciplinary nature of the subject, the need for specialized courses, the significance of academic independence, the role of judges, and the importance of cybersecurity. These observations are crucial for navigating the complexities of internet governance and addressing its challenges effectively.

Report

During the discussion on Internet governance schools, it was highlighted that these schools strive to build effective, accountable, and inclusive institutions. Institutions like the Internet Engineering Task Force and ICANN were cited as examples of inclusivity and effectiveness in the field of internet governance.

Schools of internet governance expose students to different institutional forms, including NGOs that manage standardization or open-source communities.

Another significant aspect of internet governance schools is their role in promoting peace and cultural understanding. By connecting people from different countries, these schools leverage the internet as a tool to combat prejudice and foster peace.

The schools invite guests from various countries to demonstrate the world’s diversity and encourage cooperation and mutual understanding.

Furthermore, these educational institutions have the potential to reduce unemployment and empower individuals economically. For instance, the Pakistan School on Internet Governance includes sessions on leveraging the internet for entrepreneurial opportunities, highlighting successful digital initiatives that inspire youth.

By training individuals on internet governance and fostering entrepreneurship, these schools contribute to employment generation and economic growth.

In areas with limited internet access, it is crucial to inform local communities about the plans of local operators and regulators.

The Pakistan School on Internet Governance, for instance, invites local operators to share their internet access plans, while regulators and government officials inform the audience about their visions and strategies. This knowledge exchange helps bridge the gap in connectivity by ensuring that affected communities are aware of plans to improve access.

The African School on Internet Governance focuses on leadership development, gender equality, and addressing the gender digital divide.

This collaborative initiative between Research ICT Africa, the African Union Commission, and the Association for Progressive Communications targets middle to senior management in government, regulators, and civil society. The school aims to provide a platform for women thought leaders, promote African expertise, and address gender-based violence and the digital divide.

Internet governance schools also facilitate discussions on sensitive topics, such as internet shutdowns.

By creating an inclusive environment for dialogue, these schools bring together civil society, human rights activists, and government and regulatory representatives from African countries. This enables open and constructive discussions on internet-related issues, including internet shutdowns.

Overall, internet governance schools play a crucial role in building effective institutions, promoting peace and cultural understanding, reducing unemployment, bridging the urban-rural divide, and addressing societal issues.

Through education, inclusivity, and dialogue, these schools contribute to the sustainable management of the internet and the achievement of Sustainable Development Goals.

Report

Avri Doria hosted the Dynamic Coalition on Schools and Internet Governance session, emphasising the importance of education in internet governance and the role of schools in achieving the Sustainable Development Goals (SDGs). The session was divided into three sections: presentations from new schools, discussions on SDGs and the actions schools are taking, and an examination of the objectives of the Dynamic Coalition on Schools.

Despite some participants initially being absent, Avri Doria ensured that the session followed the outlined agenda.

She highlighted the dynamic coalition’s significance in supporting schools and promoting governance education. The coalition has developed useful resources for schools, such as documents and materials, to aid learning about governance and the multi-stakeholder model. Avri Doria believes that the dynamic coalition could be an invaluable resource in teaching governance and enhancing understanding of the multi-stakeholder approach.

The session also delved into discussions on the SDGs, specifically focusing on SDG 5 (Gender Equality), SDG 7 (Affordable and Clean Energy), and SDG 16 (Peace, Justice, and Strong Institutions).

Avri Doria stressed the importance of addressing these goals within schools and internet governance. This emphasised the need to incorporate the SDGs into school curriculums and promote gender equality, clean energy, and peace and justice within educational institutions.

During the session, Avri Doria highlighted the collaboration between the dynamic coalition and the IGF Secretariat.

She suggested the need for a follow-up to evaluate the impact and outcome of this collaboration, examining its success rate and feedback on the collaboration document. Avri Doria believes that additional elements could be included to enhance the effectiveness of the document.

Furthermore, Avri Doria advocated for the use of modern internet standards and global good practices to enhance justified trust in the internet and email.

She referred to the Global Forum for Cyber Expertise, which includes a track focused on enhancing justified trust. Avri Doria mentioned the availability of resources and a handbook explaining these modern internet standards and their significance. She considers these resources valuable assets for schools and encourages their use in educational settings.

Additionally, Avri Doria discussed a website aimed at open educational resource sharing for internet governance.

The website features a map function and sections dedicated to fellows, faculties, and a dynamic coalition wiki. While only one school has contributed materials thus far, Avri Doria encouraged others to contribute resources in order to enrich the website and promote collaborative learning among different schools.

In conclusion, the session hosted by Avri Doria underscored the importance of education in internet governance and the role of schools in achieving the SDGs.

The discussions emphasised the significance of teaching governance, integrating the SDGs into school curriculums, and fostering a deeper understanding of the multi-stakeholder model. The session also highlighted the collaboration between the dynamic coalition and the IGF Secretariat, as well as advocating for the use of modern internet standards and global good practices.

The importance of sharing open educational resources for internet governance was also emphasised, promoting collaboration among schools to enhance education in this field.

Report

During the session, the speakers emphasized the importance of finding connections between internet governance schools and the Sustainable Development Goals (SDGs). Olga Cavalli specifically highlighted the significance of discussing activities related to the SDGs at different schools of internet governance.

This highlights the need for these schools to align their work with the broader global agenda of achieving sustainable development.

One of the main topics discussed was the energy consumption of the internet, with predictions suggesting that it will double by 2030.

This raises concerns about its environmental impact. It was also highlighted that there are still parts of the world that lack access to electricity, exacerbating energy disparities. The emergence of the Internet of Energy as a new field further emphasizes the need to address energy consumption and sustainability in the context of internet governance.

The schools of internet governance were commended for their role in promoting understanding and action around energy consumption and sustainability.

The South School of Internet Governance, in particular, focuses on issues related to energy consumption and its potential impacts, such as climate change. This demonstrates that these schools are not only educating individuals but also becoming platforms for addressing pressing global challenges.

The approach of organizing schools in different cities was endorsed as a means to reach and include diverse communities in the discussions.

The Pakistan School on Internet Governance, for example, rotates among different cities, allowing more diverse communities to access education and engage in the dialogue on internet governance.

Efforts to bridge the gap between urban and rural communities were highlighted, particularly by the Bangladeshi School of Internet Governance.

The speaker, Ashrafur Rahman, who is a coordinator of the school, mentioned their endeavors to involve rural and transgender communities and promote innovation in rural areas. This showcases the school’s commitment to inclusivity and addressing the digital divide between rural and urban populations.

Another notable aspect of the schools of internet governance is their focus on the SDGs and the integration of the goals into their programs.

Olga Cavalli organized a school in Rio with Fundación Getulio Vargas that placed specific emphasis on the SDGs. By incorporating the SDGs into their curriculum, these schools are contributing to the realization of the global goals.

The evolving nature of the schools of internet governance was emphasized, with references to partnerships and collaborations.

The Argentina School of Internet Governance was highlighted for partnering with a university to offer certifications from Fortinet, a leading cybersecurity company. Additionally, the production of a document for the Global Digital Compact involving over 80 fellows from around the world further demonstrates the schools’ evolving and expanding role in the field of internet governance.

The schools of internet governance were also recognized for their role in enhancing communication and learning among schools.

The usefulness of the dynamic coalition in supporting these endeavors was acknowledged, as it provides materials and helps schools understand the multi-stakeholder model and its evolution. Furthermore, the availability of a website with a map showing the locations of the schools was noted as a means to share and consult information between the schools.

However, the issue of limited time for active participation in these activities was acknowledged by Olga Cavalli herself.

This suggests that despite their commitment to internet governance, time constraints can hinder active engagement in these initiatives.

On the positive side, the availability of school content on their YouTube channel in multiple languages serves to disseminate their knowledge and insights to a wider audience.

Additionally, students are kept engaged through a telegram group, where they can access fellowship opportunities, job opportunities, research, and news about internet governance. This further strengthens the sense of community and provides students with ongoing learning and development opportunities.

In conclusion, the session highlighted the importance of integrating the works of internet governance schools with the SDGs.

The energy consumption of the internet and the need for sustainability were key concerns discussed. The schools of internet governance play a significant role in promoting understanding and action around these issues. They reach diverse communities through their approach of organizing schools in different cities and strive to bridge the gap between urban and rural populations.

The schools’ focus on the SDGs and their evolving nature, as well as partnerships and collaborations, contribute to their expanding role in the field of internet governance. Despite time constraints, the schools continue to enhance communication and learning, with the dynamic coalition and the sharing of information and documents through their website.

Overall, the session provided valuable insights into the achievements and challenges faced by internet governance schools and their contribution to a more sustainable and inclusive digital future.

Report

Schools on internet governance play a significant role in promoting gender equality and empowering women. These schools have been successful in attracting a greater number of female participants compared to males, contributing to a more balanced gender representation in this field.

For example, the European Summer School on Internet Governance has seen a higher turnout of female participants. These schools provide a comprehensive education that equips young professionals with the necessary knowledge and skills to pursue leadership positions.

However, despite progress in educational initiatives, there is still a lack of advancement in women’s representation in managerial positions in Germany.

The proportion of women in managerial roles has only slightly increased from 21% in 2014 to 23% in 2018. Continued efforts are needed to address gender disparities in leadership roles.

To address this issue, more emphasis should be placed on adult education for promoting gender equality.

Schools on internet governance can serve as a valuable platform for adult education, helping to bridge the gap and empower women in various aspects of their lives. By providing access to education and empowering women, these schools contribute to the progress towards achieving gender equality, aligned with Sustainable Development Goal 5.

In the context of Sustainable Development Goals (SDGs), Japan has shown greater awareness and promotion compared to Europe.

Japanese society demonstrates a visible commitment to SDGs, with initiatives such as displaying SDG symbols on windows and cars. Europe could learn from Japan’s approach and consider adopting similar strategies to raise awareness and garner public support for achieving the SDGs.

Furthermore, it is important to address the limited utilization of digital resources like the wiki and website for global networking.

Despite the availability of these platforms and partial funding from the Medienstadt Leipzig association, their usage has been relatively low. Sandra Hoferichte expresses concern over this limited engagement and emphasizes the need for financial support from other schools or organizations to sustain these digital resources and the work of the dynamic coalition.

Such support would contribute to the effective dissemination of information and knowledge sharing among a wider network, enabling greater collaboration towards achieving SDGs 4 and 10.

In conclusion, schools on internet governance have proven to be instrumental in promoting gender equality and women’s empowerment.

However, there is still work to be done to address the underrepresentation of women in managerial positions in Germany. By embracing adult education and adopting Japan’s approach to SDG awareness, progress can be made towards achieving these goals. Additionally, supporting the wiki and website for global networking through increased funding would enhance their effectiveness in facilitating collaboration and knowledge exchange for the SDGs.

Report

The analysis of the provided statements reveals several key points and arguments made by the speakers. Firstly, Satish Babu is associated with two schools, specifically the Asia Pacific School on Internet Governance and the India School. These schools were founded in 2015 and 2016 respectively, with the purpose of providing capacity building and building awareness in the field of internet governance.

The primary function of these schools is to equip individuals with the necessary skills and knowledge to effectively navigate the complexities of internet governance.

Furthermore, it is highlighted that there is a need for schools on internet governance globally.

Many countries and regions, including Africa, Asia Pacific, Argentina, Armenia, Chad, Ghana, Europe, North America, Nigeria, Pakistan, and Russia, have already established their own schools in response to this need. These schools serve as platforms for individuals from different parts of the world to convene, collaborate, and share ideas related to internet governance.

Another important aspect discussed is the incorporation of the Sustainable Development Goals (SDGs) into the curricula of these schools.

While the two schools that Satish Babu is associated with do not explicitly highlight the SDGs, it is mentioned that the curriculars were developed without considering the SDGs, as they were adopted after the schools were already operational. Nevertheless, Satish finds value in discussing how these schools naturally address many of the SDGs, emphasizing the alignment of their educational programmes with the broader goals of sustainable development.

Satish also advocates for the enhancement of cybersecurity efforts and the development of online education resources.

It is emphasized that cybersecurity is a central issue in internet governance, and the Global Forum on Cyber Expertise, as well as the London Process, provide opportunities for African colleagues to engage and address this issue effectively. Additionally, the successful workshops conducted by the schools in collaboration with various stakeholders have led to the development of new projects.

Moreover, the speakers acknowledge the proposal for global schools on internet governance, highlighting that two schools have already evolved from regional to global stages.

Satish also emphasizes the importance of content evolution in internet governance education, specifically citing the India School of Internet Governance as an example. The school has made its course content available on their website, demonstrating the journey and evolution of the curriculum over eight years.

In conclusion, the speakers address the importance of quality education, partnerships, and the SDGs in the field of internet governance.

The schools on internet governance play a crucial role in building awareness and capacity, and there is a global need for such schools. Satish Babu advocates for the enhancement of cybersecurity efforts, the development of online education resources, and emphasizes the importance of content evolution in internet governance education.

The analysis provides valuable insights into the current landscape of internet governance education and the efforts being made to address the challenges and opportunities in this field.

Report

The Japan School of Internet Governance, which started this year, aims to promote Internet Governance on a larger scale and raise awareness of its importance. An announcement by Toshi from the school showcased its successful launch. Notably, the school conducted a full-day session with youth participants, emphasizing its commitment to engaging the future generation in discussions and decision-making processes regarding internet governance.

To achieve its goals, the school intends to foster information exchange and facilitate meaningful discussions on various topics, including contentious issues like the Manga Pirate Site.

These subjects are incorporated into the curriculum, equipping students with the knowledge and skills needed to navigate internet governance and address potential challenges.

The efforts of the Japan School of Internet Governance align with SDG 4: Quality Education and SDG 9: Industry, Innovation, and Infrastructure of the United Nations’ Sustainable Development Goals (SDGs).

By focusing on these SDGs, the school contributes to improving the quality of education and promotes the development and innovation required for a robust internet infrastructure.

The establishment of the Japan School of Internet Governance is a significant step towards increasing awareness and understanding of internet governance in Japan.

It strives to create a well-informed and proactive society by facilitating dialogue, promoting information exchange, and addressing relevant issues.

In conclusion, the Japan School of Internet Governance, which began its activities this year, seeks to elevate the importance of internet governance and expand its reach.

Through its curriculum and initiatives, the school empowers individuals, particularly young participants, by equipping them with the knowledge and skills necessary to navigate the complexities of internet governance. By addressing significant issues such as the Manga Pirate Site, the school demonstrates its commitment to fostering dialogue and nurturing a well-informed society.