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ICT, Teaching and Learning
Recent developmentsThe ILO has published an international study on Teachers and new ICT in teaching and learning: Modes of introduction and implementation - impact implications for teachers. With a view to assisting member States in breaking down the digital divide, as follow-up to the ILO’s 2000 meeting on lifelong learning and with support from the Government of Hungary, the ILO supported the organization of a Seminar on Teaching and the Use of ICT in Central and Eastern Europe (report forthcoming) in cooperation with Education International. The Conclusions and Recommendations on Teaching and the Use of ICT (pdf, 39k) provide guidelines for ILO constituents in the region and elsewhere on the proper use of ICT in education. A separate report is also available on Teaching and the use of ICT in Hungary. ILO policy analysis and recommendations on ICT in educationA brief analysis of the actual and potential impact of ICT on lifelong learning opportunities is contained in the ILO Report, Lifelong Learning in the Twenty-First Century: The Changing Roles of Educational Personnel. The ILO’s recommendations on integrating ICT in the professional development and roles and responsibilities of educational personnel, workplace learning facilitators and other educators are contained in the Conclusions on Lifelong Learning in the Twenty-first Century: The Changing Roles of Educational Personnel. Joint ILO/UNESCO Committee of Experts on Teachers (CEART)Analysis and recommendations of the Joint ILO/UNESCO Committee of Experts (CEART) on lifelong learning and ICT in education are contained in the Report of its 8th Session, 2003 (see paragraphs 43-54). Selected LinksILO
UNESCO
Education InternationalWorld Bank |
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The changing face of education is all the more evident in the information
and communications technology (ICT) revolution sweeping across the world.
The actual and potential impact on education is enormous, especially in
higher education. Training of teachers, their modes of teaching, appraisal
and communication with students, including conditions of work, learning
parameters and transnational education provision are all subject to change
by increasing open and distance learning opportunities.