161 EX/INF.12 PARIS, 17 May 2001 English & French only UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION EXECUTIVE BOARD Hundred and sixty-first Session Item 9.5 of the provisional agenda THE NEW INFORMATION AND COMMUNICATION TECHNOLOGIES FOR THE DEVELOPMENT OF EDUCATION, SCIENCE AND CULTURE SUMMARY This document has been prepared by the Secretariat, at the request of the Chairperson of the Executive Board for the thematic debate of the 161st session. It presents some of the main challenges and opportunities of ICTs in the fields of education, science and culture and gives an overview of UNESCO s ongoing planned main orientations and actions responding to these challenges, as a supplement to the section relating to the contribution of information and communication technologies to the development of education, science and culture and the construction of a knowledge society, contained in document 31 C/4, Draft Medium-Term Strategy (2002-2007), paragraphs 197-215.
161 EX/INF.12 Introduction The challenges at stake New technologies or new usage of technologies? 1. The rapid development of information and communication technologies (ICTs) has created unprecedented challenges and opportunities for the production and exchange of knowledge, education and training, and for the promotion of creativity and intercultural dialogue. Business, education, training, research, entertainment, governance and other aspects of life are already and will increasingly be affected by the information and communication revolution, and the upcoming knowledge-based society. Technologies evolve at a very rapid pace because of an accelerating innovation cycle which leads to the always shortening product cycle. In addition, what is new is not the technology per se but the combination and interaction of technologies which gives birth to new products and new services. In many cases, the combined use of traditional and new technologies has proven to be an effective means of facilitating access to information for groups of populations in marginalized areas and of enhancing community development. One can also mention the tremendous achievements in miniaturization as well as the convergence among digital and analogue technologies and products which have an enormous importance in multimedia applications. 2. The technological advances include inter alia (i) the digitization of various forms of information text, numbers, sound, still pictures, moving images; artificial intelligence and incorporation of intelligent interfaces and interactive facilities in information products and services; (ii) digital compression techniques which allow greater volumes of information to be communicated at high speed over a variety of wireless and wired networks; (iii) communication satellites with vastly increased power and accessibility; (iv) direct broadcasting satellites transforming traditional transmission patterns; (v) the availability of inexpensive optical fibre cable, of new wireless technologies and switching techniques; (vi) development in the research computer network field and, in particular, the explosive growth of the Internet, which links more than 407 millions of individual computers and users all over the world. 3. UNESCO s action as an agency acting in the fields of education, science, culture and communication is very much concerned with those technological developments, as it has been in the past and will continue to be in the future. But the situation is evolving rapidly and it is necessary to reexamine periodically the main issues in this respect. In the years to come, ICTs will be high on UNESCO s agenda. The contribution of ICTs to the development of education, science and culture and the construction of a knowledge society is one of the two cross-cutting themes of the Organization s Medium-Term Strategy 2002-2007. Within this framework, the Programme and Budget for 2002-2003 1 strongly expands intersectoral work in the area of ICTs throughout all programmes and on the basis of a number of concrete projects designed and carried out by intersectoral teams. 1 The draft documents 31 C/4 and 31 C/5 have been submitted to the 161st session of the Executive Board.
161 EX/INF.12 page 2 The present document will describe, from a general point of view, the opportunities offered in the field of education, science and culture by information and communication technologies at the international level. Then, some examples of UNESCO s activities will be provided in order to give a flavour of what it is possible to do in the international scene. As a conclusion, the main challenges for UNESCO s action will be presented so as to open the debate of the Executive Board. Seizing digital opportunities in education, science and culture ICTs and education A fact: 1 billion of people excluded from basic literacy/education 4. In education, access to ICTs can be a useful means of complementing traditional/formal education systems, enhancing them and enabling them to adapt to the different learning and training needs of societies. Computer simulation, telematics, video-audio, and computer conferencing, virtual learning, alongside with educational television or radio, have great potential to reach larger audiences than the traditional classroom process. 5. ICTs offer the potential to expand the scope of learning, breaking through traditional constraints of space and time as well as boundaries of current education systems. The accelerating privatization of educational goods and services, partly driven by the potential and impact of ICTs, poses an entirely new challenge for the international community. The challenge is to define the best use of ICTs for improving the quality of teaching and learning, introducing a higher degree of flexibility in response to societal needs, lowering the cost of education and improving internal and external efficiencies of education systems. Computer literacy is a basic skill for performing in the knowledge society, and ICTs can provide the means for better management and use of educational resources. A question: how to use ICTs effectively to support education for all throughout life? 6. ICTs create new possibilities for reaching the unreached and also for making lifelong education for all feasible, provided determined efforts are made to: promote appropriate use of ICTs as innovative and experimental tools to renew education; explore their potential as new delivery mechanisms and for system-wide expansion of educational provision, especially through distance and non-formal education; and share the benefits with least developed countries and marginalized groups. ICTs and the sciences 7. The field of science remains one of the most active user of ICTs. For scientists, ICTs open up new possibilities to access, share and disseminate scientific information on a larger scale and in a more interactive way. Research groups, virtual laboratories, virtual universities and networks for intensified exchanges and participation in cooperative programmes could be particularly beneficial to scientists in developing nations, by helping to break up their isolation, and leading to a decrease in South to North brain drain.
A fact: 88% of scientific publications are produced in industrialized countries A question: how to help in narrowing 161 EX/INF.12 page 3 8. Networking among national institutions and capacity-building are essential, especially in cutting-edge technologies and areas such as biotechnologies or emerging nano-technologies. Building such capacities is a prerequisite for creating a level playing field for all countries to compete in the global economy and to take advantage of the full potential of scientific endeavour for societal advancement and sustainable development. the scientific divide? 9. To ensure broad access to sound information on science and technology, especially in the public domain, guidelines should be established for ensuring networked access to scientific information, and promoting training in science communication skills and the exchange of best practices in the popularization of science. Such action will enhance the ability of scientists and journalists to communicate on science and technology and, thus, enrich information and public debate. A priority: developing open knowledge society 10. Understanding the complexity of the global developments, especially those related to the emergence of knowledge societies, is also a challenge for social sciences. The revolution in communication and information technologies constitutes an important factor in major social transformations such as the internationalization of trade, the development of a world economy market, and the globalization of news and personal communication. Indeed, knowledge has become a principal force of social transformation. Knowledgebased and -led development holds the promise that many of the problems confronting human societies could be significantly addressed, if the requisite information and expertise were systematically and equitably employed and shared. Analysing and capturing the main components and processes inherent in these developments are instrumental for policy-making, based on a common and shared vision to design strategies for developing open knowledge societies. ICTs and culture 11. ICTs have an immense potential for protecting linguistic and cultural diversity, encouraging pluralism, promoting intercultural dialogue and stimulating artistic creativity. ICTs also offer tremendous possibilities for promoting and sharing tangible and intangible cultural heritage. The availability online and off-line of cultural products, contents and services of all kinds would provide limitless possibilities for everyone to enjoy the world s culture in all its diversity. A question: how to use ICTs for cultural content creation 12. All cultures are affected by developments in the contemporary world. Globalization is a powerful means of bringing people closer together. However, it must not lead to worldwide cultural uniformity or the hegemony of one or more cultures over all the others. Nor should it encourage fragmentation mentality. On the contrary, it must encourage pluralism with a view to dialogue and mutual enrichment. Hence, the need for a concrete action for the conservation of the world s tangible and intangible heritage, the promotion of linguistic diversity, and equity and balance in international flow of cultural goods.
161 EX/INF.12 page 4 A priority: ensuring cultural diversity in a digital environment 13. The protection of diversity requires recognition of the special status of cultural goods and services. Cultural enterprises and creative industries are privileged channels of creativity as well as increasingly important sources of employment and wealth creation. They bear within them the source of social and economic dynamism to enrich human life. Ensuring a better balanced cultural exchanges through cultural products and services, especially in a digital environment, would require the creation of innovative partnerships at the global and regional levels to foster endogenous cultural productions and strengthen national capacities. The role of UNESCO 14. Today, the process of globalization coincides with a fundamental transformation to knowledge-based societies largely driven by ICTs where knowledge and information increasingly determine new patterns of growth and wealth creation and open up possibilities for sustainable development and more effective poverty reduction programmes. ICTs are and will continue to be high on UNESCO s agenda in the near future. 15. In order to ensure that the rapid development of ICTs and their impact are both equitable and beneficial, particularly in education, sciences, culture and communication, UNESCO is working particularly to: Promoting knowledge sharing develop international, regional and national information and communication policies in its areas of competence; strengthen institutions as gateways for information access; develop human resources and capabilities for the emerging knowledge society; Assist in developing information processing and management tools and systems to support sustainable development. UNESCO s new Information for All Programme, an international programme with an intergovernmental council, has been established to help, guide and orient action in this perspective while UNESCO s International Programme for the Development of Communication (IPDC) has been instrumental in strengthening communication capacities in developing countries. ICTs and education 16. UNESCO is committed to the use of ICTs for more equitable and pluralistic development in education. In keeping with its ethical and intellectual goals it contributes to (i) expanding the knowledge base about issues at stake, both within the Organization and in the world, (ii) working with Member States, and partners to establish principles and guidance for good practice, and (iii) giving policy advice. Where appropriate, UNESCO engages in specific development cooperation. UNESCO as an expert and objective adviser views the issues related to ICTs and education from the perspective of effective learning and of educational needs and goals.
161 EX/INF.12 page 5 Three goals that correspond most closely to the mission, the unique situation and the potential of UNESCO, structure its strategy in this area: fostering the global debate on ICTs and their impact on lifelong learning and education; promoting the use of ICTs to break through the boundaries of traditional education systems; addressing the changing dynamics of the teaching-learning process in the way it affects content, as well as teacher-learner interaction. A question: how to achieve connectivity and learning for all? 17. As a follow-up to the World Education Forum (Dakar, Senegal, 26-28 April 2000), UNESCO promotes the use of ICTs as levers for educational change. In the process of developing national action plans, countries need policy advice concerning the ways in which ICTs can contribute to reaching the goal of learning for all. These include expanding enrolments, improving quality, reaching groups that have been excluded and providing centres of innovation and excellence. UNESCO works to help Member States to adapt the learning environment to ICT developments, for example by assisting in: creating new forms of distance delivery of education, notably for teacher training, in-service training and upgrading; networking of teacher training institutions, and of teachers; building up and expanding electronic libraries for education and of educational materials; establishing strategies for the use of ICTs for pedagogy: self-learning, classroom interaction, classroom access to learning materials at a distance. A priority: creative use of ICTs as levers for education system change 18. UNESCO will establish a permanent forum on ICTs and education that will put emphasis on knowledge creation, on methods for using ICTs to help improve understanding of issues and on decision-making. This will include the development of gateways for information and knowledge on education and development (in cooperation with other bodies). It will also include research on issues related to ICTs and how the changing international and national environment (in legal, economic, social, governmental terms) influences the provision, delivery and content of education. ICTs and sciences 19. Advances in science and technology and advances in socio-economic development are intimately interrelated. In recent decades remarkable advances made in many fields of science, together with revolutionary developments in ICTs, have been of great benefit to humankind. A question: how can ICTs ensure access to science? However, the fruits of research are unevenly distributed and, under the impulse of rapid globalization, the gaps are widening between those who have the means to benefit effectively from scientific advances and those who do not.
161 EX/INF.12 page 6 A priority: disseminating scientific information in the public domain 20. UNESCO promotes the best use of ICTs for disseminating the results of scientific research on a global scale. For example, it promotes reflection on the implications of the intellectual property rights regime (in cooperation with WIPO, WTO and others) with a view to protecting scientific information in the public domain and facilitating the transfer of knowledge resulting from private discovery into the public domain. ICTs and culture 21. All cultures are affected by developments in the contemporary world and as the only United Nations agency with the mandate in the field of culture, UNESCO has a major responsibility in this respect. A priority: ensuring cultural diversity on the Internet Globalization is a powerful means of bringing people closer together. However, it must not thereby lead to worldwide cultural uniformity or to the hegemony of one or more cultures over all the others. Nor should it encourage fragmentation or ghetto mentality. On the contrary it must encourage pluralism with a view to dialogue and mutual enrichment. This is the direction of UNESCO s action for the conservation of the world s tangible and intangible heritage, for the promotion of linguistic diversity and for equity and balance in international flow of cultural goods. ICTs in communication and information A fact: only 5% of the world s population has access to ICTs A priority: to help provide information for all 22. In order to take up the major challenges of ICTs, UNESCO provides a platform for international policy discussion and guidelines for action on preservation of information and universal access to it, on the ethical, legal and societal consequences of ICTs, and on the increasing concentration of private sector ownership of the telecommunications industry, information technology and the providers of content including the media and in particular AV productions. UNESCO looks particularly at the role of the public sector in this new environment, and at how to strengthen national public sector ICT initiatives by international cooperation. It pursues ICT action at three distinct but interdependent levels: (i) ethical and legal aspects; (ii) contents and applications in its fields of competence; and (iii) tools and accessibility. A strong partner in ensuring access for all 23. In all these areas, UNESCO s action is based on partnerships and alliances within and outside the United Nations system. For example, UNESCO has been designated champion for community multimedia centres in the global knowledge partnership, intends to participate in the ECOSOC ICT Task Force, is providing input to the draft report prepared by the DOT Force for the G-8 Genoa Summit, and will be an active partner in the preparation of the World Summit on the Information Society to be organized by a consortium of United Nations organizations in 2003. UNESCO s strong partnership with civil society and with teachers, scientists and artists, librarians and archivists, broadcasters and journalists, constitutes a unique set of alliances enabling the Organization to grasp the opportunities offered by ICTs.
Conclusion: UNESCO s action today and tomorrow 161 EX/INF.12 page 7 Concrete actions to seize digital opportunities ICTs: a priority for the future 24. UNESCO is already taking action to seize digital opportunities through concrete projects. For example, in the area of sciences, UNESCO has begun to develop a Water Portal 2 as an essential element of one of the five major fields of the Organization s actions: water resources and ecosystems. In the area of culture, the World Poetry Directory, 3 a website created and hosted by UNESCO, brings lists of festivals, prizes, journals and associations of the world of poetry. Several projects have demonstrated UNESCO s ability to answer the needs of specific professional communities for thematic portals, e.g. the UNESCO Libraries Portal 4 and the UNESCO Archives Portal 5 both key services provided by WebWorld, the Organization s website on communication and information. UNESCO is also leading the field in broadening access in the poorest communities of the developing world to ICTs with its programme for community multimedia centres. 25. In the long term, one major challenge for the international community remains to ensure the free flow of, and equitable access to, knowledge, information, data and best practices across all sectors and disciplines. For the free flow to be meaningful, access to knowledge alone will not be enough. Other needs must also be addressed; these include building human capacities and technical skills as well as developing content necessary to translate knowledge and information into assets of empowerment and production. A fact: ICTs accessible to 5% of the world s population only 26. UNESCO will increasingly be called to contribute to all these challenges. In particular, it must focus on the need to reinforce the right to education, to strengthen international scientific and intellectual cooperation, to protect cultural heritage including the increasingly important intangible heritage, to promote media development and to broaden public domain access to information and knowledge. These tasks are essential for creating knowledge societies based on equity and social justice and geared to fostering empowerment. 2 3 4 5 http://www.unesco.org/water/ihp/index.shtml http://www.unesco.org/poetry/bienvenue.php?initia=english http://www.unesco.org/webworld/portal_bib/ http://www.unesco.org/webworld/portal_archives/