Title: Overselling Broadband: A Critique of the Recommendations of the Broadband Commission for Digital Development
Author: Charles Kenny
Pages: 19 pp.
Publisher: Center for Global Development
Date (published): 08/12/2011
Date (accessed): 10/12/2011
Type of information: essay
Language: English
On-line access: yes (pdf)
Abstract:
"The Broadband Commission for Digital Development is an ITU (UN International Telecommunications Union) and UNESCO–backed body set up to advocate for greater broadband access worldwide. The commission’s Declaration of Broadband Inclusion for All and other reports call for governments to support ubiquitous fixed broadband access as a vital tool for economic growth and to reach the Millennium Development Goals. Examining the evidence, however, shows that the benefits of broadband are being oversold. Several points stand out: (i) the evidence for a large positive economic impact of broadband is limited;
(ii) the impact of broadband rollout on achieving the MDGs would be marginal;
(iii) there is little evidence ubiquitous broadband is needed for ‘national competitiveness’ or to benefit from opportunities like business process outsourcing;
(iv) the costs of fixed universal broadband rollout dwarf available resources in developing countries; (and so)
(v) the case for government subsidy of fixed broadband rollout is very weak.

There are, however, some worthwhile policy reforms that could speed broadband rollout without demanding significant government expenditure."

Title: UNESCO Launches Global Open Access Portal
Source: UNESCO
Date (published): November 2011
Date (accessed): 15/11/2011
Type of information: website
Language: English
On-line access: yes (HTML)
Abstract:
"The Global Open Access Portal (GOAP), funded by the Governments of Colombia, Denmark, Norway, and the United States Department of State, presents a current snapshot of the status of Open Access (OA) to scientific information around the world. For countries that have been more successful implementing Open Access, the portal highlights critical success factors and aspects of the enabling environment. For countries and regions that are still in the early stages of Open Access development, the portal identifies key players, potential barriers and opportunities.

The Global Open Access Portal is designed to provide the necessary information for policy-makers to learn about the global OA environment and to view their country’s status, and understand where and why Open Access has been most successful.

At a glance, the portal provides an overview of the framework surrounding Open Access in UNESCO Member States by focusing on:

* the critical success factors for effectively implementing Open Access;
* each country’s strengths and opportunities for further developments;
* where mandates for institutional deposits and funding organization have been put into place;
* potential partners at the national and regional level; and
* funding, advocacy, and support organizations throughout the world.

Features of GOAP
The portal provides a high-level view of the Open Access environment and is not designed to provide an inventory of repositories, OA journals, and other associated initiatives. The primary target audience includes policy-makers, advocates, and delegates from national, regional, and non-governmental organizations as well as members of the OA community. The Portal aims at being the first destination of information seekers on OA. It is also supplemented by a Community of Practice through the exiting online platform “WSIS Knowledge Communities”. The GOAP is a knowledge portal that has the following features:

* Country-wise distilled knowledge on the status of Open Access
* Key organizations engaged in OA in Member States
* Thematic focus areas of OA
* Important publications on OA coming from different regions of the world
* Critical assessment of major barriers to OA in each country
* Potential of OA in UNESCO Member States
* Funding and deposit mandates
* Links to OA initiatives in the world"

Title: UNESCO ICT Competency Framework for Version 2.0
Pages: 94 pp.
Publisher: UNESCO
Date (published): 27/10/2011
Date (accessed): 09/11/2011
Type of information: educational report
Language: English
On-line access: yes (pdf)
Abstract:
"Two decades after the first mainstream rollout of computers in schools we have learned many significant lessons about ICT in Education and their potential transforming impact on national education systems. Yet, countries around the world face urgent challenges in this respect due to the rapid development of technologies, the required financial investments and the need to have a clear vision of the role that teachers have to play in harnessing the power of ICT in the classroom and beyond.

One key lesson is to acknowledge the many facets that ICT in Education policies have to tackle such as teacher competencies, learning materials, ICT equipment, student and teacher motivation, as well as the linkages to other areas of national policy and socio-economic development. Adopting a cross-sectoral approach through an ICT in Education Master Plan can help countries to successfully address all relevant dimensions.

In this context, the ICT Competency Framework for Teachers is aimed at helping countries to develop comprehensive national teacher ICT competency policies and standards, and should be seen as an important component of an overall ICT in Education Master Plan.

The current version of the ICT Competency Framework for Teachers is a 2011 update of the original version published in 2008, and is the result of the successful continued partnership between UNESCO and CISCO, INTEL, ISTE and Microsoft. In this version, the Framework has been enriched on the basis of feedback from subject matter experts and users worldwide, and enhanced with the inclusion of example syllabi and exam specifications for Technology Literacy and Knowledge Deepening. UNESCO and its partners aim to update this document on a regular basis, and we welcome feedback on the application of this ICT Competency Framework for Teachers at the email address: ICT-CFT@unesco.org.
…
UNESCO’s Framework emphasizes that it is not enough for teachers to have ICT competencies and be able to teach them to their students. Teachers need to be able to help the students become collaborative, problem- solving, creative learners through using ICT so they will be effective citizens and members of the workforce. The Framework therefore addresses all aspects of a teacher’s work:

The Framework is arranged in three different approaches to teaching (three successive stages of a teacher’s development). The first is Technology Literacy, enabling students to use ICT in order to learn more efficiently. The second is Knowledge Deepening, enabling students to acquire in-depth knowledge of their school subjects and apply it to complex, real-world problems. The third is Knowledge Creation, enabling students, citizens and the workforce they become, to create the new knowledge required for more harmonious, fulfilling and prosperous societies."

Title: Transforming Education: The Power of ICT Policies
Pages: 244 pp.
ISBN: 9 789231 042126
Publisher: UNESCO
Date (published): 24/09/2011
Date (accessed): 16/10/2011
Type of information: research report
Language: English
On-line access: yes (pdf)
Abstract:
"The cases analysed in this publication are taken from different regions of the world – Africa, Arab region, Asia and Latin America – illustrating the global dimension of the changes that ICT bring to education systems and policies. The wide diversity offered by the selected countries - Jordan, Namibia, Rwanda, Singapore and Uruguay – in terms of economic and educational development, suggests that the issues at stake are not limited to a particular group of privileged countries. ICT can have a transformative effect on education regardless of the economic conditions, in very advanced school systems as well as in poorly resourced ones. The choice of the policy mix varies according to particular circumstances but the vision and the potential of ICT to transform education is universal. This is the key message that this publication attempts to articulate."

via https://twitter.com/#!/mobileactive

Title: Declaration on Media and Information Literacy adopted by Fez International Forum
Source: UNESCO
Date (published): 01/07/2011
Date (accessed): 21/09/2011
Type of information: political document
Language: English
On-line access: yes (HTML)
Abstract:
"The First International Forum on Media and Information Literacy (MIL) was organized through partnership among UNESCO, the Sidi Mohamed Ben Abdellah University (Morocco), the Islamic Education, Scientific and Cultural Organisation (ISESCO), the Arab Bureau of Education for the Golf States (ABEGS) and the United Nations Alliance of Civilizations (UNAOC) and other partners. It was held from 15 to 17 June 2011 in Fez, Morocco, under the auspices of His Majesty King Mohammed the Sixth.
This Forum was the first of its kind at the international level to examine media and information literacy as a combined set of competencies (knowledge, skills and attitudes). Issues relating to importance of media, Internet and other information providers and their impact on learning, cultures and public opinion, as well as the empowering effect of MIL practices and global Internet governance were among the main topics discussed at the Forum.

Over 200 participants representing all regions of the world, including educators, information and media experts, civil society actors and social scientists, gathered to discuss MIL and share experience and knowledge. In the Fez Declaration, the participants of the Forum “fully endorse the far-reaching vision that today’s digital age and convergence of communication technologies necessitate the combination of media literacy and information literacy in order to achieve sustainable human development, build participatory civic societies, and contribute to the consolidation of sustainable world peace, freedom, democracy, good governance and the fostering of constructive intercultural knowledge, dialogue and mutual understanding”. They call on all stakeholders to reaffirm their commitment to initiatives relating to MIL."

Download the Declaration (pdf)

via http://information-literacy.blogspot.com/

Title: A new curriculum for information literacy: curriculum and supporting documents
Authors: Dr Jane Secker & Dr Emma Coonan
Pages: 41 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 25/07/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.
Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: A new curriculum for information literacy: executive summary
Authors: Dr Jane Secker & Dr Emma Coonan
Pages: 8 pp.
Source: Arcadia Project
Publisher: Cambridge University Library
Date (published): 08/07/2011
Date (accessed): 14/09/2011
Type of information: research paper
Language: English
On-line access: yes (pdf)
Abstract:
"Introduction
This short project, based at Cambridge University Library and funded by the Arcadia Programme, sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.
The research is grounded in relevant theoretical models and reviews of recent professional literature and existing best practices. In addition, the authors consulted with experts in the information literacy field, and also those working in curriculum design and educational technologies.

Project aims and objectives
This project sought to develop a practical curriculum for information literacy that meets the needs of the undergraduate student entering higher education over the next five years.

Specifically the project aimed:
• To understand the information needs of future undergraduate students on entering higher education
• To develop a revolutionary curriculum for information literacy that can be used with undergraduate students entering UK higher education
• To provide practical guidance about how best to equip students with the knowledge, skills and behaviour around information use to support their learning in the digital age
• To develop a flexible curriculum that can be used and adapted in the higher education community and used in face to face, blended and online learning provision."

Title: Information policies in Asia: development of indicators
Author: Kavita Karan
Pages: 123 pp.
ISBN: 978-92-9223-362-4
e-ISBN: 978-92-9223-363-1
Source: UNESCO Bangkok Asia and Pacific Regional Bureau for Education
Publisher: UNESCO
Date (published): 26/07/2011
Date (accessed): 29/08/2011
Type of information: report
Language: English
On-line access: yes (pdf)
Abstract:
"The scope of information policy is broad. For the purposes of this report, information policy can be defined as the collection of policies and strategies that are designed to promote the development of a better-managed information society. These policies include, but extend beyond, those that are concerned with processes, management, promotion and use of information and communication technologies (ICTs). The need for building a knowledge-based society requires significant contributions from its stakeholders – governments, communities, businesses, civil society and international organizations among others. The role of policy makers is critical because it involves an ability to assess the demands of the stakeholders objectively, equitably and cost-effectively, and, above all, create systems of governance that ensure stability, predictability, rule of law, and fair competition that open up avenues for investments from the private sector and international organizations.
...
Across the Asia-Pacific region there has been a steady development in the information policiesthatsupporttheinformationsector.Thissectorisexpectedtogrow–incrementally in those countries that have been early starters, and exponentially among those who started later – if policies keep abreast of needs. As such, government initiatives are seen in the establishment of information/ICT ministries at the apex level and/or departments in others. In most of the countries of the Asia-Pacific region, the acquisition of technology, creation of infrastructure and improving the quality of human resources are significant engagements, but a lot has yet to be achieved. Lesser-developed countries like Bhutan, Lao PDR, Kazakhstan, Mongolia and Tajikistan, among others, appear to be putting together blueprints for the development of information sectors.
It may be noted that despite low levels of socio-economic development and grappling with problems of widespread poverty, social unrest, political instability and economic distress, there appears to be a desire to build and expand information systems/networks in a majority of countries through concerted government policies, infrastructure development and international support.
This report focuses on assessing country information policies on seven broad dimensions in the context of achieving the goals of information-based societies. These cover (a) overall national policies; (b) telecommunications infrastructure and networks; (c) the content and delivery of information; (d) the information industries in the public and private sectors; (e) legal and regulatory frameworks; and (f ) the skills and competencies of human resources – providers and consumers.
...
The report is divided into two parts where Part I covers three sections. In the first section contains the objectives and methodology of the data; the second focuses on indicators contributing to information policies across seven dimensions; and the third section concludes the report. The report provides an organizing framework that can be adapted to the needs of information policy initiatives in any given national context. The significance and results of such an analysis provide a blueprint for state interventions to promote an information-rich environment, the efficient running of government and other development projects of the country. Part II is on implementing the indicators and some examples of measurement including a questionaire for household access to information given."
via zunia.org

Title: UNESCO Media & Information Literacy: Report 1
Author: Sheila Webber
Source: Information Literacy Weblog
Date (published): 11/08/2011
Date (accessed): 12/08/2011
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
"On Thursday (11th August) I participated in the meeting organised by the IFLA (International Federation of Library Associations and Institutions) Information Literacy Section and UNESCO IFAP (United Nations Educational, Scientific and Cultural Organization Information For All Program) on Media and Information Literacy Indicators and Government Action Recommendations. It was held at the Universidad Politécnica de Puerto Rico, in San Juan, Puerto Rico. I will do several separate blog posts about it.

The day started with a presentation via video link from Mr Janis Karklins, Assistant Director-General for Communication and Information at UNESCO. The picture above shows the video feed. He identified reasons why UNESCO is working on literacy issues. Namely, in order to succeed in fast changing societies, and tackle the challenges of the knowledge economy, people needed various literacies. These literacies should support diverse people to succeed. Information Literacy was still seen as part of people’s basic human right which helped people achieve their personal and professional goals.

UNESCO felt that they needed to look at a combination of literacies, and felt that it would be “interesting from a conceptual point of view” to link the two essential literacies: media literacy and information literacy. "

See also:
UNESCO Media & Information Literacy: Report 2

Title: The contextualization and implementation of a teacher competency framework for ICT4E in Guyana
Author: Marcia Joy Thomas
Source: Educational Technology Debate
Date (published): 26/07/2011
Date (accessed): 10/08/2011
Type of information: blog post
Language: English
On-line access: yes (HTML)
Abstract:
"The Government of Guyana has recognized the huge potential of Information and Communication Technology (ICT) to empower Guyanese to meet developmental challenges and strengthen the economy. The role of ICT in International Trade is making industries more competitive, in facilitating e-commerce, in the health and education sectors and in simply making a wide range of information and services available electronically is fully recognized.

The Government has therefore outlined various policies that are aimed at creating an environment that will foster technology use and encourage investment in ICT , with the Education sector being one of the most critical areas. This is because narrowing the digital gap is more than just providing physical access to computers and the Internet; people must understand how to put it to good use.
...
Policy makers within the Education sector recognized that – in order for the government to achieve its objectives – emphasis had to be placed on teacher professional development in the areas of ICT in education, and therefore looked at ways to contextualize and implement the process.

The National Centre for Educational Resource Development (NCERD) is the Department within the Ministry of Education tasked with delivering all Continuous Professional Development programmes for in-service teachers. The ICT Unit within NCERD, which is staffed by three people, is responsible for all teacher training projects. The mandate of the Unit is to:

* Train all teachers to the Basic Computer literacy level by 2012.
* Manage all schools with computer laboratories (65 Primary, 80 Secondary).
* Implement SuccessMaker Software into the 50 schools which includes training of 2,000 teachers in its use.
* Train all secondary school teachers to deliver the Caribbean Examinations Council (CXC) Information Technology and Electronic Document Preparation and Management Syllabi (109 teachers).
* Research and develop modules for all aspects of ICT training within the Education sector.
* Identify, train and implement low cost technologies with the schools system example (Jolly Phonics, Television, DVD’s, White Boards, etc).
... the Ministry decided to adopt the UNESCO ICT Competence Framework for Teacher in November, 2009. The Ministry then entered into a Memorandum of Understanding with the Commonwealth Secretariat (ComSec) and Commonwealth of Learning (COL) to secure their help in applying the Framework in such a way that it would suit the needs of Guyana. Based on this, an ICT Professional Development Strategy for Teachers in Guyana was developed in March, 2010, within the UNESCO Framework presented..."