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In line with “Principle 2: Expand investments in free, public high-quality digital learning” and “assuring users have adequate and stable connections [and] appropriate devices”, it is necessary to develop a comprehensive sustainable strategy to implement a supply chain that guarantees that all students and teachers have access to an adequate personal computer device with internet connection and respective reliable support services.

Such sustainable strategy must be anchored in a sustainable supply chain that provides computer devices and related services that are aligned with the development of skills and competencies, enabling the creation of jobs and add economic value at the local level.

The relevant investments required to deliver a long-term solution to provide and maintain, in good operational conditions, computer devices to all students and teachers, call for the implementation of an holistic approach in which economic value is added to the local economy and jobs are created locally, making such allocation of resources economically sustainable and in line with “Principle 1: (…) to ensure inclusive access to digital learning opportunities for all”, allowing to “build ecosystems” and able to promote “the design of technology solutions that protect and promote gender, cultural, and linguistic diversities”.

Geneva Global EiE Hub
Geneva Global EiE Hub

On behalf of the Geneva Global EiE Hub:

Additional elements to be considered in ensuring quality education within EiE contexts:
- Develop solutions that ensure recognition of teacher and student credentials and of EiE programs across borders and by the global community
- Protect vulnerable migrating and displaced children with regards to online safety, data misuse and mishandling, and the potential for self-exclusion, and recognize that these populations may have low digital literacy skills putting them at greater risk online and hindering effective digital learning
- Strengthen evidence generation and use in guiding the planning, evidence-based programme design and policymaking
- Empower teachers
- Need for localization and context-specific approaches, including language of instruction and cultural considerations of the affected population, low-resource and low-connectivity considerations (including offline, blended learning and paper-based solutions)
- Ensure all levels of education are considered in the application of digital learning, including early childhood and higher education – that can be neglected in emergencies
- Recognize the hierarchy of needs during an emergency (food, shelter, water, health and safety) which means that education is not an immediate priority and enable digital learning solutions for emergency preparedness and rapid response

Identified areas for key investments:
- Research and evidence-building on what works, for whom, under what conditions and at what cost
- Universal Design for Learning (UDL) principles in content development
- Ongoing engagement with private sector and technology providers for a common language and agreement on principles
- Child safeguarding and data protection – ensuring programmes are safe to use and do not cause any harm, with all EdTech programmes including a risk assessment for child safeguarding. This was not just linked to digital safety but also potential risks to schools and learners who are in possession of devices (particularly in more fragile contexts).
- Community engagement and ownership and community-led content, crucial for uptake of digital learning
- Investing in a holistic learning ecosystem (technology-supported learning, digital competencies, evidence-gathering, curriculum-aligned content, etc.) as much as generating new materials
- Digital solutions to support remedial learning in response to school closures
- Alignment with radical inclusion approach – reaching the most marginalized
- Support for and inclusion in public systems, not in parallel and/or informal systems
- Post-secondary digital learning opportunities

- Non-digital approaches to distance learning that may be more effective in EiE
- Digital learning risks of leaving the most marginalized behind, including children in hard-to-reach conflict areas and children with disabilities
- Non-accreditation - using digital solutions that have content that is not accredited or in line with the education curriculum
- Potential harm in testing new approaches on marginalized populations that cannot further sustain failure

- Cross-sectoral collaborations (across the government and with the private sector, for instance) to enable ensure free, quality digital learning for all

Example Good Practices
- Community consultation, including with children, starting from design, and ensuring that programmes are representative of communities
- Open design processes with key education stakeholders and local Ed tech firms helping to define problems and use cases for digital solutions
- Data visualization to inform decision making by government officials at district level

Tihomir Divjak
Tihomir Divjak

Actually, 57 million children of the poorest population living in the Sub-Sahara Region and South Asia are not enrolled in school. Bearing in mind this fact, we have launched an AeLeHSP initiative to realize primary education via "Satellite Schools", as the most efficient and economical solution to solve this problem, by using and implementing satellite BB Internet systems. Educating children, to achieve a decent, better future life than the current ghettoization-one for the poorest and IDP suffering population is one of the essential goals before 2030 in Africa. All children, no matter where they live or what their circumstances are, have the right to quality education.

Tihomir Divjak
Tihomir Divjak

Our initiative, Bottom-up proposal "Africa eLearning eHealth Satellite Project” - AeLeHSP, represents a sophisticated, modern: Anytime - anywhere, Turn-key, Plug and Play solution. It is comprehensive: contains hardware - terrestrial-space technology, as well as an educational - curriculum and skills program content segment.
AeLeHSP Case Study has been drafted as feasibility, cost benefit analysis by the TFG “Lake Chad Region Alliance”, indicating the size of the investment and the specific concept of the Pilot project implementation in Nigeria. Offering knowledge, primary and permanent education to children and adults, as well as medical and health care, gender and similar aspects is the answer and precondition for normal life in rural areas, as well as IDP camps.
Climatic changes in post COVID era, the need for education, the launching of start-ups, to encourage young entrepreneurs in the developing world in the near future is included in the proposal for the realization of the Pilot project in Nigeria to be realized early next school year.
Would like to present our philanthropic initiative during TES.

Matthew Aruch
Matthew Aruch

Thematic Action Track 4: Digital Learning and Transformation
Climate is not mentioned within action track 4’s discussion paper. Still, we note a few areas where CCE can make digital learning solutions more “inclusive, equitable, relevant, and sustainable.”

First, we agree that digital tools have transformative potential, but like all technologies are embedded with social (political and economic) systems that enable or modify their design and use. High quality, accessible, open education resources are required to help illustrate the global and local impacts of climate change. The discussion paper also notes the limits of digital technologies: “current approaches to digital learning often do not do enough to take advantage of the potential of technology. Too much effort is expended trying to replicate models of in-person instruction in digital spaces. Digital transformation of education demands new types of learning content, new pedagogies, and new ways of leveraging technology” (p.8). We argue the same applies to teaching about climate change. Often, we teach about the environmental or technical dimension of climate without discussion of the social issues inherent in the climate crisis.

The summit should propose developing and curating transformative OERs and digital tools across the education landscape that explore social, technical, and environmental dimensions of climate change.

Anna Sutton
Anna Sutton

It is encouraging to see that the Transforming Education Summit will prioritise Digital Education. Proper access to the internet is not a luxury, but a necessity and online learning and internet access are the key to bridging the equality gap.

Digital education, closing the digital divide and power, all three are essential if we are to reach out-of-school children and truly transform education.
It would be insufficient for the TES commitments to promote digital learning in isolation. We must also see a tangible commitment to decreasing the digital divide. This means finding solutions for the 258 million children who are out of school as well as supporting students and teachers in schools. It means championing innovative solutions that reach the 40% of the global population who are not connected to the internet and acting quickly to put them into practice. It requires solutions which address the needs of displaced children without access to consistent education. It means creating partnerships with the private sector which are respectful and effective. Hello World has a proven model which achieves this.

Hello World provides an affordable, scalable and simple solution to end the global education deficit and bridge the digital divide. We teach communities to build their own solar-powered, outdoor Internet kiosks— so that underprivileged children and adults can educate themselves, communicate with others, and have a voice in the global community. We call these Hello Hubs. We highlight here the key ways in which our work addresses the digital divide challenge which we hope will be considered in the TES summit.

Internet access: Hello World currently delivers free, unlimited Internet access and ed-tech to 43,000 people in some of the world’s most marginalized communities. From refugee settlements in Uganda, to isolated mountain sides of Nepal, in places where there are no schools, Hello Hubs work as a launch pad for communities. With access to the internet and the hardware on which to use it, we have watched as individuals have taught themselves languages, created small online businesses, learned how to read and write, discovered how to code, undertaken whole online degrees, and so much more.

Software, hardware and power: Hello Hubs provide educational software, AND the hardware on which to use it, as well as solar to power it. They provide shelter and a safe well-lit space for learning and training opportunities for digital literacy. The 8 rugged, public screens offer online and offline applications so that learning is never interrupted. The Hub building process involves the whole community encouraging true diversity and inclusion at every Hub. We have purposeful relationships with our internet service providers who provide free internet and carefully manage internet security to ensure safety online for our users. It is not sufficient to provide any of these in isolation.

Evidence: Evidence is central to our approach. We partner with Impact Measurement specialists 60 Decibels who use their Lean Data approach to survey Hub users and understand the impact our work is having on real people. Hello Hubs are providing self-directed learning opportunities to marginalised communities around the world living at or around internationally recognised poverty lines. Survey results show that the hubs are overwhelmingly and significantly improving the lives of those who use them.

Affordability and Scalability: Innovative, evidenced solutions like ours must be replicable. The equipment we use is locally sourced which decreases our costs, makes devices affordable and enables equipment to be fixed or replaced quickly. We believe in making our work open source. We have written a How To Guide which details every step of building a Hello Hub, including equipment lists, community best practice, complex engineering instructions and maintenance tips and lessons learned.

The Hello World model addresses the enduring challenges that we are all facing in dealing with the digital divide. We successfully provide internet access and education opportunities to the most marginalised with clear capacity to scale. An optimal outcome from this summit would see greater investment in tested solutions like ours which bridge the digital divide in diverse locations, can be replicated quickly and leave no one behind.

David Moreno
David Moreno

Bootcamps and self-taught training are the most inclusive option for people of all economic resources. They even offer ISA (Income Share Agreement) = Pay the cost of training when you start working and receive a fair and decent salary as a professional of what you have trained

"Free, [affordable] and accessible education will result only in more and more skilled people which will lead to better skilled populations and faster advancement for humanity." by Kamel Bendimerad

So that everyone can benefit from the #RightToEducation, it is necessary to feel the value, success, and usefulness of unofficial education such as Bootcamps or self-taught education in some professional sectors such as programming, graphic design,etc...

All companies and Public institutions should value education through Bootcamps or self-taught education the same or more than official training because a person can be prepared for work in a short time, it is affordable for everyone, they offer many payment facilities (depending on the bootcamp) and it is oriented towards to short-term employability, which is what training mainly seeks: employability.

Bootcamps offer facilities for those who have to study and work because they do not have to be studying for 2 to 4 years to be employable nor do they ask for previous education requirements to be able to study them like official training

The future of learning in some disciplines does not have to be 2-4 years and expensive.

Bootcamps and self-taught training is the most inclusive option for people of all economic resources due to the aforementioned benefits -

Hiroko Kanoh
Hiroko Kanoh

Access to the Internet and digital learning materials is an essential element, but I think it is necessary to develop the ability to identify information.
The Internet world is full of deep fake videos and fake news.
There is also a lot of inappropriate information for adolescents.
Gambling is prohibited in Japan, but there are many countries where it is not prohibited, and some of them are involved in illegal activities because they can easily access overseas sites on the Internet.
I think that common global law and education are indispensable on the Internet.
Is education such as the ability to identify disinformation, misinformation, malicious information, etc. a problem covered in this section?

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