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UNESCO EDUCATION SECTOR
Education 2030 Agenda & ICT
Asia Pacific Ministerial Forum on ICT in Education 2017
Gwang-Jo Kim, UNESCO Bangkok
11-12 May 2017
Seoul, Republic of Korea
UNESCO EDUCATION SECTOR 2G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
1. SDG 4 and ICT
2. State of Education in Asia-Pacific
3. Potential vs. Reality: ICT in Education in Asia-Pacific
4. Role of AMFIE and UNESCO
5. Way Forward
Outline
UNESCO EDUCATION SECTOR 3G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
SDG 4 and ICT
UNESCO EDUCATION SECTOR 4G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
“ICTs must be harnessed to strengthen education systems, knowledge dissemination, information access, quality and effective learning, and more effective service provision.”
(Paragraph 10, Incheon Declaration)
Incheon Declaration – May 2015
UNESCO EDUCATION SECTOR 5G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Qingdao Declaration – May 2015
Access and Inclusion
• Relevant & responsive digital learning environments
• Use of ICT to offer diverse complementary learning pathways
Use of OER, FOSS, Open Standards
Integration of ICT skills and information
literacy in basic education curricula
Quality assurance and recognition of online
learning
Empowerment of educators
• System-wide support for innovative pedagogical use of ICT (training, incentives, networks, platforms)
• Teacher training institutions as vanguards for tech-supported innovations in education
Comprehensive M&E systems for evidence-based policy formulation
• Capacity-building in data collection, analysis, and reporting
• Inclusion of ICT in Education indicators in GEMR
Multi-stakeholder local, regional, international partnerships / cooperation
• Scalable innovative funding mechanisms
UNESCO EDUCATION SECTOR 6G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Education 2030 – SDG 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
• A standalone goal, central to the realization of the 2030 Agenda for Sustainable Development
• Underlying principles o Education is a fundamental human right and
enabling righto Education is a public goodo Gender equality is inextricably linked to the
right to education for all
• 7 outcome targets
• 3 means of implementation
UNESCO EDUCATION SECTOR 7G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
SDG 4 vs. EFA: Research Analysis
EFA Goals
1. Expand early childhood care and education
2. Achieve universal primary / basic education
3. Provide life skills and lifelong learning
4. Improve literacy rates
5. Achieve gender parity and equality in education
6. Provide quality education
SGD 4 Targets
4.1 Access to primary and secondary education
4.2 Access to early childhood care and education
4.3 Access to technical, vocational, and tertiary education incl. university
4.4 Skills for employment, decent jobs, and entrepreneurship
4.5 Gender parity at all levels of education and vocational training
4.6 Literacy and numeracy skills
4.7 Learning for sustainable development including global citizenship and cultural diversity
4.a Building and upgrading of learning environment
4.b Expansion of scholarships available to developing countries
4.c Increasing the number of qualified teachers
UNESCO EDUCATION SECTOR 8G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Integration of ICT in SDG 4
ICT is highlighted as a key indicative strategy in several SDG 4 targets:
Targets Key Indicative Strategies
Target 4.4 ICT skills in curricula and training programs
Target 4.5Enhanced distance learning in conflict and remote areas
Target 4.6 Mobile technology for delivering programs
Target 4.aAccess to ICT resources in learning spaces and environments
Target 4.cTeachers with adequate technological skills to manage ICT
UNESCO EDUCATION SECTOR 9G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
ICT-Related Global Indicators
# Global Indicator Management Body
4.4.1Proportion of youth and adults with ICT skills
ITU
4.a.1-bProportion of schools with access to the Internet for pedagogical use
UIS
4.a.1-cProportion of schools with access to computers for pedagogical use
UIS
UNESCO EDUCATION SECTOR 10G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
State of Education in Asia-Pacific
UNESCO EDUCATION SECTOR 11G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Regional EFA Achievements
Source: UNESCO Institute for Statistics Data Centre, accessed in January 2017, Created by UIS-AIMS, UNESCO Bangkok
1. Expand early childhood care and education
2. Universal primary education3. Provide life-skills 4. Improve adult literacy5. Achieve gender equality (basic
education) 6. Provide quality education
0
20
40
60
80
100G1
G2
G3
G4
G5
G6
World
2000 2014
0
20
40
60
80
100G1
G2
G3
G4
G5
G6
Central Asia
2000 2014
0
20
40
60
80
100G1
G2
G3
G4
G5
G6
East Asia and the Pacific
2000 2014
0
20
40
60
80
100G1
G2
G3
G4
G5
G6
South and West Asia
2000 2014
UNESCO EDUCATION SECTOR 12G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Adjusted Net Enrolment Rates
0
20
40
60
80
100
120
Caucasus and Central Asia Eastern and South-eastern Asia
Pacific Southern Asia
Adjusted Net Enrolment Rates by Sub-region, 2015
Pre-primary Primary Lower Secondary Upper secondary Tertiary
** Insufficient data for Pacific and Southern Asia pre-primary educationSource: UNESCO Institute for Statistics Data Centre
ANER is nearing 100% for primary and lower secondary education levels, but drops significantly in upper secondary and tertiary.
UNESCO EDUCATION SECTOR 13G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Participation in TVET Education
Enrolment in secondary vocational, 2000-2014
Source: UNESCO Institute for Statistics, Data Centre, accessed in March 2017, created by UIS-AIMS, UNESCO Bangkok
0
10
20
30
40
50
60
70
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Num
ber
of
enro
lment
Mill
ions
UNESCO EDUCATION SECTOR 14G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
School Life Expectancy: Primary to Tertiary
Note: Latest data for Kazakhstan and Uzbekistan refer to 2016, for Afghanistan, Australia, India, Indonesia, Japan, Kyrgyzstan, and New Zealand to 2014, and for Bhutan, Philippines, Republic of Korea, and Tajikistan to 2013. 2000 data for Afghanistan, China, Pakistan, and Philippines refer to 2003, for Thailand to 2002, and for Bhutan to 1999.
Source: UNESCO Institute for Statistics Data Centre, accessed in January 2017, created by UIS-AIMS, UNESCO Bangkok
0
5
10
15
20
25
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kis
tan
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nesia
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Years
2000 2015
UNESCO EDUCATION SECTOR 15G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Literacy Rate
2015
• Significant progress has been made in South and West Asia.
• But region still contains the largest percentage illiterate youth and adults in Asia-Pacific.
Source: Created by UIS-AIMS, UNESCO Bangkok, UIS Data Centre, accessed in September 2016
UNESCO EDUCATION SECTOR 16G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Reading Standards
Percentage of children of primary school age who reached Grade 4 and achieved minimum learning standard in reading
Source: UNESCO, 2014. EFA Global Monitoring Report 2013/4: Teaching and Learning
Quality of education is still an issue in many regions of the world.
UNESCO EDUCATION SECTOR 17G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Gender Parity
Source: Statistical Table 2 and 3, UNESCO UIS, July 2014
Adjusted net enrolment rates for primary and lower secondary level, females and males, 2012
Gender Parity Index at the primary level is no longer an issue in Asia-Pacific.
More gender disparity at the lower secondary level, where more than half of the countries have fewer than 90 girls for every 100 boys.
UNESCO EDUCATION SECTOR 18G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Remaining Challenges in Education
Source: UNESCO, 2015. World Education BlogUNESCO, 2015. Asia-Pacific Regional Education For All Report: A Synthesis of the National EFA Reports.
Access: • 17 million+ primary school aged
children out of school• 34.3 million of adolescents in the
lower secondary school age were not in school
Inclusion and equality:• 65% of world’s illiterate adult
population are from AP, 64% of them are women
Quality: • Globally, 250 million children are
not learning the basics; Only 1/3 of children in South and West Asia are reaching grade 4 or minimum reading standards
Just one third of countries have achieved all six EFA goals
UNESCO EDUCATION SECTOR 19G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Potential vs. Reality: ICT in Education in Asia-Pacific
UNESCO EDUCATION SECTOR 20G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Potential of ICT
Effe
ctiv
e u
se o
f IC
T Inclusion and access
Quality and innovative education
Governance and admin
management
UNESCO EDUCATION SECTOR 21G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
1. Reality Check: Inclusion and Access
Children with disabilities
Girls and women
Out-of-School Children
Rural and remote populations
Missing
UNESCO EDUCATION SECTOR 22G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
The Gender Gap in Internet Penetration
Source: ITU, 2016. ICT Facts and Figures 2016
The gender divisions of labourthat exist in society are transferred to virtual reality
Internet penetration rates are higher for men than for women in all regions of the world
UNESCO EDUCATION SECTOR 23G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
The Positive Impact of Gender Equality
• There is a positive correlation between gender equality and real GDP per capita growth
• Increasing school completion rates for girls to the same rate as boys would lead to an increase in a country’s GDP by up to 54% to 68%(equivalent to annual GDP growth rate of about 1.5%)
Source: IMF, 2015. Gender and income inequalityWorld Economic Forum. (2016). The Global Gender Gap Report 2016.
Opportunity cost in East Asia and the Pacific region:estimated loss of US$16 billion to US$30 billion annually as a result of gender gaps in education
UNESCO EDUCATION SECTOR 24G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Low Access to Assistive Technology for People with Disabilities
• 400 million people worldwide
• Asia-Pacific has by far the largest number of people with disabilities in the world.
• According to the World Health Organization, in many low-income countries: only 5–15% of the people who need assistive technology are able to obtain it.
**Lack of precise data on children with disabilities
Source: UNICEF. (n.d.). Monitoring the Situation of Children and Women
UNESCO EDUCATION SECTOR 25G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
2. Reality Check: Quality and Innovative Education
Difficult to define quality education and
its outcome
Lack of indicators
Overall lack of data assessing
wholesome learning
outcomes
Lack of robust system to
collect data
Chain reactions
UNESCO EDUCATION SECTOR 26G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Source: OECD. (2014). PISA 2012 Results in Focus.
Inverse Relationship in Quantitative Use of Internet in Schools and Student Performance
UNESCO EDUCATION SECTOR 27G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Case: Singapore & Korea
• Students’ exposure to the Internet in school is less than OECD average
• South Korea: 9 minutes per day• Singapore: 20 minutes per day• OECD Average: 25 minutes per day
• Yet..
• Two of highest-performing countries in digital reading
• Good mastery of online strategies and navigation
Source: OECD. (2015). Students, Computers and Learning: Making the Connection
UNESCO EDUCATION SECTOR 28G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Potential: Enhancing Students’ Skills with ICT
*Adapted from “Framework for Education Quality” Source: UNESCO. (2016). Education for people and the planet: creating sustainable futures for all
School and Classroom Setting
• Effective ICT teaching practices
• Access to ICT resources and digital tools
Outcomes
• 21st century learners
Learners
• Proficient in foundational reading and writing skills
System
• Teachers with digital skills
• Clear learning goals and pedagogy
Students who already possess foundational numeracy and literacy skills are more likely to benefit from ICT use in schools.
OECD (2015)
Need purposeful use of ICT
UNESCO EDUCATION SECTOR 29G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
3. Reality Check: Governance and Admin Management
Source: World Bank. (2014, June) UNESCO. (2003). Education Management Information Systems: A guide for young managers.OpenEMIS. (n.d.). About OpenEMIS.
1. What is Education Management Information System (EMIS)?
- “A set of formalized operation processes, procedures and cooperative agreements which are enabling the production, management and dissemination of unambiguous educational data and information in a timely and reliable manner to serve the needs of multi-level stakeholders for monitoring, analysis and decision making”
- Used by education ministries/departments, NGOs, researchers, and donors, as well as other education stakeholders for planning, monitoring, and policy decision-making
UNESCO EDUCATION SECTOR 30G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Why EMIS?
EMIS at the country level should be the primary mechanism for systematically monitoring progress toward and fostering accountability for reaching these goals
UNESCO EDUCATION SECTOR 31G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Case 1: Philippines
1. Electronic Basic Education Information System (EBEIS)- Implemented since 2011- End users: policy makers, school heads, administrators- To maintain records of each individual school, and
provides data on school facilities and personnel; additional aggregate data in terms of certain student demographics (extracted from LIS)
2. Learner Information System (LIS) - Implemented since 2011 - End users: policy makers, school advisers - To maintain a registry of learners; generate information
that enables a more effective and efficient tracking of learner movement and performance; and enhance learner-centred decision-making at all level of education management
Source: “Department of Education – ICT in Education Philippine Setting” presentation at GSIE 2015 meeting.
Significant impact:
- Enabled the DepEd to collate beginning of school year data as early as August of the same year (cutting down from 8-12 months to around 3 months)
- Easy processing and transfer of students records from one school to another
- Partial/full automation of reports - Eradication of ghost students and
schools through embedded checks and controls
- Better response system for schools in disaster areas
UNESCO EDUCATION SECTOR 32G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Case 2: Republic of Korea
1. National Education Information System (NEIS)
- Implemented since 2002- Web-based integrated administration system for
Korea’s education organizations - Combined student information system and school
information management systems - Used by: 500,000 teachers and staff of the Ministry
of Education, City/Provincial Education Offices, elementary and middle schools; parents and teachers
- Connects more than 10,000 elementary and middle schools throughout 17 City and Provincial Education Offices
Source: ICT in Education White Paper by KERIS. 2016. World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience.
Significant impact:
- Transparency of education system (public disclosure system)
- Reduced administrative burden on teachers
- Smoother transition from secondary to higher education due to college application system
- Online programs for users to conveniently manage online surveys and tests for students and parents
UNESCO EDUCATION SECTOR 33G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Role of AMFIE and UNESCO
UNESCO EDUCATION SECTOR 34G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
AMFIE at a Glance
AMFIE 2010
1st Asia Pacific Ministerial Forum
on ICT in Education
- 16 countries
AMFIE 2011
Evaluation and Assessment:
Effective and Safe Use of ICT in
Education
- 19 countries
AMFIE 2012
The Power of ICT in Education Policies:
Implications for Educational
Practices
- 20 countries
AMFIE 2013
Fostering Favorable Policy Environments for Mainstreaming
Sustainable Innovations
- 20 countries
AMFIE 2017
Shaping Up ICT-supported Lifelong
Learning for All
- 29 countries
Central Asia Symposium on
ICT in Education 2011
Central Asia Symposium on
ICT in Education
2013
Central Asia Symposium on
ICT in Education 2014, 2015 &
2016South Asia Ministerial
Forum 2013
• Share policies, challenges, experiences, and innovations across countries in the Asia-Pacific region and beyond
• Promote bilateral and multi-lateral collaborations and other forms of partnerships within the region towards the efficient and effective use of ICT in Education
UNESCO EDUCATION SECTOR 35G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
AMFIE Overview: 2010-2013
AMFIE Year Outcome/Impact
2010 Organizers received significant inputs from policymakers on
programmes and support needed for Member States.
2011 Collaboration efforts among UNESCO Bangkok, UNESCO HQ,
UNESCO Institute for Statistics, World Bank, and KERIS.
2012 Possible impact on countries’ development of ICT in Education
Masterplan and/or ICT in Education Policy.
The Forum helped guide UNESCO in developing proposals for major
projects, and involving relevant countries vis-à-vis their needs.
2013 Bringing teachers to the forefront of planning was pointed out
during discussions.
UNESCO EDUCATION SECTOR 36G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Regional Strategy for ICT in the Asia-Pacific
• Objective: To provide actionable, concrete and clear guidance on the use of ICT in Education in the implementation of SDG4-Education 2030 at the national, sub-regional and national levels for 2017-2022
• The Regional Strategy will: o Focus on six action points to concretize SDG4-Education 2030o Identify key areas for effective ICT intervention o Be instrumental in mobilizing collaborations and support for capacity building, M&E,
and other areas
Research Study conducted
by expert team
- Literature Review
- Country survey
Feedback and revisions based on MS inputs and Drafting Committee
Deliberations and
endorsement at AMFIE 2017
Regional implementation
activities between 2017-
2022
UNESCO EDUCATION SECTOR 37G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Way Forward
UNESCO EDUCATION SECTOR 38G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Way Forward
Inclusion and access
Quality
Governance3
2
1
• Holistic policy making based on evidence
• M&E: operationalize indicators for ICT
• Ensure foundational skills are attained first
• Data collection of process and outputs
• Infrastructure, policies, and programs to reach underserved
Partnerships
UNESCO EDUCATION SECTOR 39G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
SDG4 + SDG17
Source: http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-17-partnerships-for-the-goals/targets/
Way Forward: Partnerships
Partnerships Examples
Joined advocacy Funding and management
Joined research/policy research
Country case studies to benefit all
Joined projects Global citizenship education, Safe, effective, and responsible use of ICT
UNESCO EDUCATION SECTOR 40
IMF. (2015). Gender and income inequality. Retrieved from IMF: http://www.imf.org/external/pubs/ft/sdn/2015/sdn1520_info.pdf
ITU. (2016). ICT Facts and Figures 2016
Karippacheril, T. G., Kim, S., Beschel Jr., R. P., & Choi, C. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital
Governance Experience. World Bank Publications.
OECD. (2014). PISA 2012 Results in Focus.
OECD. (2015). Students, Computers and Learning: Making the Connection, OECD Publishing
IMF. (2015). Gender and income inequality. Retrieved from IMF: http://www.imf.org/external/pubs/ft/sdn/2015/sdn1520_info.pdf
OpenEMIS. (n.d.). About OpenEMIS. Retrieved May 10, 2017, from OpenEMIS: https://www.openemis.org/about#w1
UNESCO. (2003). Education Management Information Systems: A guide for young managers. Retrieved from UNESCO:
http://unesdoc.unesco.org/images/0022/002206/220621e.pdf
UNESCO. (2012). Asia-Pacific Ministerial Forum on ICT in Education 2012 Outcome Document. Retrieved from UNESCO:
http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/amfie2012/docs/AMFIE_Report.pdf
UNESCO. (2013). Asia-Pacific Ministerial Forum on ICT in Education 2013 Outcome Document. Retrieved from UNESCO:
http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/amfie2013/report/AMFIE_2013_Outcome_Document.pdf
UNESCO. (2014). EFA Global Monitoring Report 2013/4: Teaching and Learning
UNESCO. (2015). Education for All 2000-2015: Achievements and Challenges
UNESCO. (2015). Asia-Pacific Regional Education For All Report: A Synthesis of the National EFA Reports.
UNESCO. (2015). World Education Blog. Retrieved from Global Education Monitoring Report:
https://gemreportunesco.wordpress.com/2015/04/15/report-cards-for-education-for-all-2000-2015/
UNESCO. (2016). Education for people and the planet: creating sustainable futures for all. Retrieved from Global Education Monitoring
Report: http://unesdoc.unesco.org/images/0024/002457/245752e.pdf
UNESCO. (2016). Literacy rates are on the rise but millions remain illiterate. Retrieved from UNESCO :
http://uis.unesco.org/sites/default/files/documents/fs38-50th-anniversary-of-international-literacy-day-literacy-rates-are-on-the-rise-but-
millions-remain-illiterate-2016-en.pdf
UNESCO. (n.d.). Asia-Pacific Overview Sustainable Development Goal 4. Retrieved from
http://www.unescobkk.org/fileadmin/user_upload/efa/APMED2030_II_-_PPTs_Meeting_Docs/SDG_4.6_for_web.pdf
UNICEF. (n.d.). Monitoring the Situation of Children and Women. Retrieved from UNICEF: https://data.unicef.org/topic/child-
disability/overview/#
World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience. World Bank
Publications.
World Bank. (2014, June). What Matters Most for Education Management Information Systems. Retrieved from Systems Approach for Better
Education Results: http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EMIS/Framework_SABER-EMIS.pdf
World Bank. (2016, June 28). Bringing Government into the 21st Century: The Korean Digital Governance Experience. World Bank
Publications.
World Economic Forum. (2016.) The Global Gender Gap Report 2016. Retrieved from WEF:
http://www3.weforum.org/docs/GGGR16/WEF_Global_Gender_Gap_Report_2016.pdf
UNESCO EDUCATION SECTOR 41G.J. Kim Asia Pacific Ministerial Forum on ICT in Education, 11-12 May 2017, Seoul, Republic of Korea
Thank you!
Gwang-Jo KimDirector, UNESCO Bangkok