SDG4: Furthering Quality Education for the Future in the Arab States Webinar on Mechanisms to Minimize the Digital Divide – 22

March 2021

WEBINAR REPORT

Background COVID-19 global pandemic highlighted the benefits of online learning. Virtual learning platforms and

apps enabled students to continue their education outside of school setting and showed that there is a

different way of doing things in the future. In fact, many experts believe online learning is here to stay.

Some believe online learning will usher in an educational revolution, providing millions of people with

affordable access to life-changing educational opportunities.

Development partners, private sectors, and the government rushed to develop and adopt various e-

learning tools to respond to the pandemic globally, including those in the Arab States. Furthermore, the

number and the variety of e-learning tools continue to proliferate. The key question is, how do you

assess the quality of such online platforms/e-tools?

Furthermore, while technology has much potential to assist the most vulnerable population, including

children and young people with disabilities, refugees, migrants, and those in poor and rural areas, the

problem of the digital divide is a serious threat toward achieving the UN Sustainable Development Goal

(SDG) 4 related to education. While the digitization of education is likely to accelerate, policymakers

have to make sure the benefits distribute equitably.

Within the framework of the UNESCO Beirut – Open Society Foundation Project Agreement to support

SDG4 in the Arab States “SDG4 Furthering Quality Education for the Future in the Arab States”, UNESCO

Beirut will conduct webinars on quality assurance and digital divide in education. This report will cover

the knowledge and information shared during the second webinar in the series on mechanisms to

minimize the digital divide.

Questions for Discussion The questions addressed by the webinar are as follows:

o Are EdTech providers ready to address the needs of the education systems?

o What are some low-tech and no-tech solutions to remote learning in order to reach the

most marginalized?

o How does access to digital tech look like in the Arab region?

o What does the digital divide look like in the Arab region?

o What are the main challenges facing crisis countries when it comes to digital access?

What about the more stable countries?

o How can we address the digital divide?

o What kind of opportunities can we create by increasing access to digital technologies?

o How has COVID-19 pushed the region into EDTech? What potential is there for more

growth?

o How has the cost of EdTech been calculated for governments? How can we address the

issue of financing?

o What are the best practices on minimizing the digital divide and increasing access to

education via EDtech?

o How do EDtech and human interface fit in together?

Summary of Discussion Overview of Digital Divide in the Region

UNESCO Beirut director began the discussion by looking at the progress of SDG 4 indicators that mitigate

the digital divide before the pandemic, the data show that we have a long way to go. According to ESCWA,

at the secondary school level, schools with access to internet for pedagogical purposes only showed +0.4%

progress since 2016. The proportion of secondary schools with access to electricity showed -0.3% progress

since 2015, and the proportion of secondary schools with access to computers for pedagogical purposes

also showed -0.3% progress since 2015. Following which, the OSF Director of Education program

underscored the importance of considering overcoming the digital divide as part of human rights

education and access education. In particular, taking into consideration Katarina Tomaševski’s 4-A scheme

– framing indicators under the four headings of availability, accessibility, acceptability, and adaptability.

According to UNRWA, while 83% of students have access to internet capable devices in their homes only

13% have unencumbered access thus posing a big challenge to uninterrupted distance learning. The main

challenges within internet connectivity are weak connections, data costs and irregular electricity. UNESCO

has created a costing model to look at the cost (on average) of digital learning which amounts to $1,100

USD per student which includes the cost of internet infrastructure, data, device usage, national platforms,

tools, courses and teacher training. This gives us an idea of the cost of overcoming the digital divide.

EdTech and Digital Divide

UNICEF has emphasized digital learning is a means not an end, whilst it provides great opportunities in

terms of access, participation and learning but it also poses great challenges to increase the divide. As

such to leverage EdTech as an enable for the continuity of learning especially for the vulnerable and

marginalized, UNICEF has proposed the following three areas with a preference to maximize the human

interface, were possible:

1. Integrating life skills into teaching and learning;

2. Promoting flexible and open learning systems;

3. Social inclusion, civic engagement and transition to work.

The inclusion of life skills is important in providing students with the experience they need on a day to

day basis, with limited human interaction due to COVID-19, this becomes even more important to make

up for the lack of interaction through which life skills are attained. Flexible and open learning systems

are another important aspect that allow for accessibility of learning to all in addition to allowing systems

that can easily move from being fully online to hybrid to in-class again. This means when the

opportunity arises for in-class learning it will not be missed hence increasing the chances of human

interface within blended learning. The final element ensures nobody is left behind in the social sphere,

that people are engaged in civic life and that they are able to access economic opportunity. This element

brings together social, civic (political) and economic aspects of what happens after or because of

learning. In this context, blended learning approaches are critical, and EdTech can play a role.

Learning is always blended as different means are used in tandem throughout the learning process,

UNESCO has outlined five main categories of blended learning: Online distance learning (MOOCS); TV

programme based; Radio programme based; Print material based; Teachers’ pedagogical facilitation

(individual tools and applications). In order to facilitate distance learning during schools closures,

UNESCO has outlined the importance of having content readiness as well as pedagogical facilitation

readiness both of which tie into content platforms or LMS. Content readiness entails open sources and

content curation tools, curricular courses and resources and live streaming lessons or tv/radio

broadcasting. The other aspect is access which entails virtual classes and collaborative tools. These

different aspects when brought together bring to life tech-enable resilient schools systems which in-turn

can allow for effective blended learning.

Framework for EdTech

UNESCO has proposed a guiding framework for technology enabled open schools with six elements. The

first element is on mobile learning connection meaning the ability to access distance learning content

anytime and in any place. This means that learning opportunities are less likely to be missed and there is

a widely distributed infrastructure that can support the learning process throughout different

communities. The second element is on the human directed use of technology or in other words school

based blended learning where the teacher takes on the primary role of supporting the students in

learning virtually. The third element is closely related but focuses more on the technology side which

itself enables human interaction, this is especially true when students are learning from home and the

technology is allowing them to reach their teachers and learning resources. The fourth aspect focuses on

the mode of delivery and the tools that enable learning processes to happen. The fifth element is the

design and facilitation of EdTech learning, the way learning happens online or in a blended setting is

very different to the modality to in-class learning which means pedagogical activities need to be

developed to meet this need. Finally, courses need to be designed and resources developed to support

the learning process and give access to students to the knowledge they are trying to gain. The six

elements are below in summary:

1. Access to distance learning content and coach anytime anywhere (mobile learning connection);

2. School based blended learning (Human directed use of technology);

3. Home based distance learning (technology based human interaction);

4. Delivery technology (platforms, delivery media, and individual tools);

5. Teach and human facilitators (human designed and facilitated pedagogical activities);

6. Curricular courses and supporting resources (design, production and management of content).

Along similar lines, UNRWA is working to also develop a strategy on the digitization of education with a

focus on four main pillars focused on access, connectivity and capacity building. The access pillars

focuses on both devices and learning materials that allow the student to gain knowledge from courses

or the teacher. However, the other two pillars focus on the means of reaching that knowledge namely

the connectivity to the virtual classroom via the internet. But also the capacity building for teachers

which will empower them with the know-how in terms of technological skills and also adapted

pedagogical methods to use in the virtual classroom.

1. Access to Devices;

2. Connectivity;

3. Access to Learning Materials;

4. Capacity Building.

UNICEF had put forth a holistic approach for EdTech looking into seven elements (explained in depth in

the PowerPoint shared), similar to that proposed by UNESCO and UNRWA focused on digital solutions,

content and skills, local context, access, cost, engagement and policy.

Assessment of Digital Divide

In order to assess the state of the digital divide within the scope of distance learning content,

technology and human aspects need to be considered. In terms of content, the distance learning

courses and data platforms are of importance in addition to LMS of course. For technology, issues of

connectivity for schools and households as well as connectivity to platforms need to be considered. On

the technology side individual tools for teachers, students and parents need to be also taken into light.

Finally on the human side the technological capabilities of teachers and students need to be considered

and specifically the pedagogical skills of teachers in distance teaching.

More specifically, in order to assess the digital divide, UNESCO has proposed the following elements:

1. Technology readiness/gaps

i. School-based access to (digital) devices and connectivity

ii. Central online learning platform readiness

iii. Household access to (digital) devices and connectivity

iv. Teachers’ access to connectivity and digital devices

2. Human readiness/gaps

i. Teachers’ digital skills

ii. Teachers’ competencies to design and facilitate distance/digital learning

iii. Digital skills of students

iv. Digital skills of parents/care-givers

3. Content readiness/gaps

i. Content management platforms

ii. Content coverage (subject areas, grade levels, media (online, TV, radio))

iii. Curriculum alignment and quality assurance

iv. OER and user-generated content

The EdTech Hub has proposed a framework for monitoring and evaluating distance learning that in-turn

can allow for assessment and thus also overcoming challenges:

1. Monitoring Learning: Are students learning with materials they are using?

2. Monitoring Usage: Do students use the provided materials?

3. Monitoring Access: Can students access the materials provided?

4. Monitoring availability: Which materials are on offer?

Overcoming Challenges of the Digital Divide

According to the Internet Society, some key challenges to access online education are lack of internet

access, lack of hardware for students to use at home, limitations in doing some courses online, lack of

skills for online teaching and unavailability of online learning platforms. These can be mitigated by

lowering resolution of streaming services, using universal service funds to subsidize costs and remove

restrictions of VoIP services.

One of the main challenges of distance learning is mitigating disengagement, UNESCO has proposed

monitoring disengagement through centralized monitoring as well as provision of post-pandemic

remedial courses in the summer for example. In addition, it is important that there is also support at

home to reduce disengagement which can be done through frequent formative assessments, supporting

teachers and creating parent-teacher communities.

UNICEF has proposed the following solutions to minimizing the digital divide:

- Design digital learning experiences with the user – students, teachers, etc;

- Adapt digital content to low-bandwidth and offline use cases;

- Build device-agnostic EdTech;

- Enhance foundational digital skills;

- Facilitate electricity, internet access, and devices – if possible (short-term);

- Generate evidence, learn, and advocate.

According to the EdTech Hub some of the challenges they have observed in terms of distance learning

are weakened access, prioritization, data costs, device sharing and financial considerations. Solutions to

these challenges are the provision of data packages or cash to allow for internet access. Another is

managing learning at home through an information campaign. Thirdly, provision of offline alternative to

learning for those who don’t have access.

For some of the most marginalized communities these challenges may look different, according to

UNHCR the key challenges for refugees is not online quality online learning or the digital divide but also

protection risks, national inclusions and returning back-to-school. The solution here would be

supporting multi-model approaches, so not supporting just one tool for access but taking holistic options

so people can have access regardless of their context.

Best Practices

The best practices can be looked at in terms of the access, usage and effects of these programs. Some

good practices proposed during the webinar are:

- UAE & Oman among others in the GCC decided for the first time to ban the suspension of the

VoIP & allow using applications such as Zoom, google meeting, and Skype;

- Egypt enabled free access to the websites & official educational content provided by Ministry of

Education & Higher Education;

- Saudi Arabia considered exemptions and postponement of some government dues to provide

them enough liquidity to manage continuity of their economic activities.

- Upgrading the bandwidth of online platforms;

- Provision of solutions for students with special needs;

- Free mobile data for education traffic;

- Provision of household devices;

- UNICEF: Reimagine Education;

- UNICEF: GIGA;

- UNICEF: Learning Passport;

- EdTech Hub: Jusoor Learning in Jordan.

Proposed Next Steps

- Development of publication on minimizing the digital divide;

- Follow-up seminar to further discussion;

- Sharing of knowledge and next steps between member states.

Resources EdTech Hub: Using EdTech to Support Effective Data Monitoring: A Curated Resource List

https://docs.edtechhub.org/lib/?all=monitoring&page=2&page-len=1&sort=score&id=FS4CMYUB

Global Digital Library: https://digitallibrary.io/

Global Education Coalition https://en.unesco.org/covid19/educationresponse/globalcoalition

INTERNET SOCIETY: https://www.internetsociety.org/regions/middle-east/

UNESCO: Beyond Disruption: Technology Enabled Learning Futures https://mlw2020.org/#/home

UNESCO: Ensuring effective distance learning during COVID-19 disruption: guidance for teachers

https://unesdoc.unesco.org/ark:/48223/pf0000375116

UNESCO: ICT in Education https://en.unesco.org/themes/ict-education

UNICEF: AGORA Global Hub for Learning https://agora.unicef.org/

UNICEF: COVID-19: ARE CHILDREN ABLE TO CONTINUE LEARNING DURING SCHOOL CLOSURES? A global

analysis of the potential reach of remote learning policies using data from 100 countries

https://www.unicef.org/brazil/media/10006/file/remote-learning-factsheet.pdf

WB: EdTech Principles https://www.worldbank.org/en/topic/edutech/brief/edtech-principles

WB: Reimaging Human Connections: Technology and Innovation in Education at the World Bank

https://www.worldbank.org/en/topic/edutech/publication/reimagining-human-connections-

technology-and-innovation-in-education-at-world-bank