From Radio to Artificial Intelligence: Review of Innovative Technology in Literacy and Education for Refugees, Migrants and Internally Displaced Persons. Education 2030

Institution	UNESCO Institute for Lifelong Learning (UIL) (Germany)
Titel	From Radio to Artificial Intelligence: Review of Innovative Technology in Literacy and Education for Refugees, Migrants and Internally Displaced Persons. Education 2030
Quelle	(2022), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-820-1249-9
Schlagwörter	Technological Advancement; Technology Uses in Education; Literacy Education; Refugees; Migrants; Information Technology; Access to Education; Inclusion; Capacity Building; Culturally Relevant Education; Program Evaluation; Partnerships in Education; Accreditation (Institutions); Evidence Based Practice; Barriers + Suchen Sie Ihr Suchwort? Technological development; Technologische Entwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Flüchtling; Migrantin; Informationstechnologie; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Programme evaluation; Programmevaluation; Hochschulpartnerschaft; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	Globally, the number of refugees, migrants and internally displaced persons (IDPs) has increased significantly over the past 10 years to reach unprecedented highs. Displacement from conflict and natural disasters, further exacerbated by climate change, has heightened the challenge and made it more pressing. Access to inclusive quality education for youth and adults is especially critical in the context of prolonged displacement. Literacy and numeracy are particularly important because they form the core of basic education. Literacy is also a crucial component of self-directed learning and the pursuit of opportunities to acquire skills and qualifications for work and to lead dignified lives. This report reviewed relevant literature and analysed 25 programmes from across the world that have used innovative information and communication technologies (ICTs) in literacy and education for refugees, migrants and IDPs. It identifies a lack of data on the state of literacy for youth and adults globally, and limited literature on the effectiveness of ICTs in supporting literacy and education programmes for refugees, migrants and IDPs. However, the 25 programmes reveal that ICTs play an important role in overcoming barriers to learning for these target groups. The strategies followed by these innovative ICT-supported programmes are elaborated across six thematic areas: (1) access and inclusion, (2) capacity-building of teachers and educators, (3) relevant content and innovative andragogy, (4) monitoring and evaluation, (5) strategic partnerships and (6) recognition, validation and accreditation of learning. Policy-makers, programme providers, international organizations, civil society, and, indeed, anyone with an interest in meeting the obligation to provide inclusive quality education for the most vulnerable, will benefit from the rich analysis and diverse examples included here. Together, they illustrate how technology can be used to support literacy and education programmes for refugees, migrants and internally displaced persons, using an evidence-based, learner-centred approach. (As Provided).
Anmerkungen	UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01