The World Summit on the Information Society (WSIS) was a two-phase United Nations-sponsored summit on information, communication and, in broad terms, the information society that took place in 2003 in Geneva and in 2005 in Tunis. WSIS Forums have taken place periodically since then. One of the Summit's chief aims is to bridge the global digital divide separating rich countries from poor countries by increasing internet accessibility in the developing world. The conferences established 17 May as World Information Society Day.
The United Nations Information and Communication Technologies Task Force was a multi-stakeholder initiative associated with the United Nations which is "intended to lend a truly global dimension to the multitude of efforts to bridge the global digital divide, foster digital opportunity and thus firmly put ICT at the service of development for all".
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. It is important for an individual's competitiveness and employability, but also enhances social inclusion, active citizenship, and personal development.
Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.
M-learning or mobile learning is "learning across multiple contexts, through social and content interactions, using personal electronic devices". A form of distance education, m-learners use mobile device educational technology at their convenience time.
International education refers to a dynamic concept that involves a journey or movement of people, minds, or ideas across political and cultural frontiers. It is facilitated by the globalization phenomenon, which increasingly erases the constraints of geography on economic, social and cultural arrangements. The concept involves a broad range of learning, covering, for instance, formal education and informal learning. It could also involve a reorientation of academic outlook such as the pursuit of "worldmindedness" as a goal so that a school or its academic focus is considered international. For example, the National Association of State Universities prescribes the adoption of "proper education" that reflects the full range of international, social, political, cultural, and economic dialogue. International educators are responsible for "designing, managing, and facilitating programs and activities that help participants to appropriately, effectively, and ethically engage in interactions with culturally diverse people and ideas."
Technological literacy is the ability to use, manage, understand, and assess technology. Technological literacy is related to digital literacy in that when an individual is proficient in using computers and other digital devices to access the Internet, digital literacy gives them the ability to use the Internet to discover, review, evaluate, create, and use information via various digital platforms, such as web browsers, databases, online journals, magazines, newspapers, blogs, and social media sites.
UNESCO leads the United Nations Literacy Decade (UNLD) under the slogan of "Literacy as Freedom". Launched at UN Headquarters in 2003, the Decade aims to increase literacy levels and empower all people everywhere. In declaring this Decade, the international community recognised that the promotion of literacy is in the interest of all, as part of efforts towards peace, respect and exchange in a globalizing world.
This National Conference is the biennial conference of the Australian Council for Computers in Education (ACCE). The conference opens to anyone who in interested in sharing their digital teaching experiences. The first conference took place in Melbourne, 1983. Between 1983-1996, the conference was held annually across Australia. After 1996, the conference became biennial. From 1994, a series of frameworks were launched in Australia to integrate Information and Communication Technology(ICT) into education. Western Australia's 2001 Competency framework for Teachers identified teachers as an important component in developing computer education. In 2010, Education Minister Julia Gillard, proposed an education agenda to provide Australia a better education system. Besides ACCE, there are many organizations and conferences supporting the development of computer education in Australia. Technology in education consists of two major approaches: Learning with technology and learning from technology. Technology in education learning and traditional classroom learning have different focuses and defining features. There are also four types of computer education:Bring your own device(BYOD), blended learning, online learning, and flipped learning.
The Global e-Schools and Communities Initiative is an international not-for-profit organisation providing demand-driven assistance to developing countries seeking to harness the potential of Information and Communication Technologies (ICT) to improve their education systems.
The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for cross-nationally comparable statistics on education, science and technology, culture, and communication.
Open educational resources (OER) are learning materials that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER policies are adopted by governments, institutions or organisations in support of the creation and use of open content, specifically open educational resources (OER), and related open educational practices.
The European Agency for Special Needs and Inclusive Education is an independent organisation that acts as a platform for collaboration for its 31 member countries, working towards ensuring more inclusive education systems. The Agency's mission is to help member countries improve the quality and effectiveness of their inclusive provision for all learners.
The Incheon declaration is a declaration on education adopted at the World Education Forum in Incheon, South Korea on 15 May 2015. It is the logical continuation of the Education For All (EFA) movement and the Millennium Development Goals on Education, and many of its goals were based on a review of progress made since the 2000 World Education Forum in Dakar.
Qian Tang has been the Assistant Director-General for Education at UNESCO since April 2010.
Inclusive education in Latin America aims at giving all people of the region the right to access education. Its development consists of four aspects that may define the position of the debate on inclusive education in the region:
- Combining traditional programmes with new approaches
- Focusing in and beyond the education system
- Educational progressivism
- Understanding the past and the present
Educational technology in sub-Saharan Africa refers to the promotion, development and use of information and communication technologies (ICT), m-learning, media, and other technological tools to improve aspects of education in sub-Saharan Africa. Since the 1960s, various information and communication technologies have aroused strong interest in sub-Saharan Africa as a way of increasing access to education, and enhancing its quality and fairness.
Education 2010 Agenda refers to the global commitment of the Education for All movement to ensure access to basic education for all. It is an essential part of the 2030 Agenda for Sustainable Development. The roadmap to achieve the Agenda is the Education 2030 Incheon Declaration and Framework for Action, which outlines how countries, working with UNESCO and global partners, can translate commitments into action.
The UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of Information and Communication Technologies (ICT) in Education is a UNESCO prize which rewards projects and programmes of individuals, institutions, other entities or non-governmental organizations for the creative use of information and communication technologies to enhance learning, teaching and overall education performance.
Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".
