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dc.contributor.authorFau, Simon
dc.contributor.authorMoreau, Yasmeen
dc.date.accessioned2018-04-06T13:36:00Z
dc.date.available2018-04-06T13:36:00Z
dc.date.issued2018
dc.identifier.urihttp://repositorio.minedu.gob.pe/handle/MINEDU/5754
dc.description.abstractWhile digital technology plays an increasingly important role in our lives, and political systems are mobilizing to make the most of its leverage effect on innovation and economic growth, 56% of adults lack digital skills, according to the Organization for Economic Cooperation and Development (OECD). This report looks at the conditions impacting the development of digital skills of a population based on international indicators of the levels of skills amongst children and adults. It is based on five international comparative surveys, the results of which reveal a sample group of twelve countries whose population have particularly high levels of digital skills. Building on these results, this rapport seeks to answer two questions: what has enabled these States to rise to the top of the rankings in digital skills, and what can other countries to do catch up? Comparison between the different surveys confirms that the factors affecting the level of digital skills in children include: age of acculturation to information technology; nature and level of diversity of online activities; level of ICT use by teachers. Adults’ skills are more widely determined by socio-economic factors, especially the level of training, indicating a link between inequalities in training and performance in terms of digital skills. The report also shows a knock-on effect of digital skills, which can be positive or negative. Analysis of the characteristics of the best-performing countries reveals that other factors indirectly influence the development of digital skills by laying the foundations for an enabling environment: the quality of infrastructure, the level of digitization of businesses and the wealth of digital content. Consideration of public policies on education and the labour market in the countries in the sample group highlights good practices, such as monitoring the level of digital skills, integration of digital technology in the global education ecosystem (beyond ICT lessons), supporting educational reforms with proper teacher training and fighting against digital exclusion which often leads to social exclusion. This report also shows that to achieve the best conditions for the development of digital skills, public authorities must pursue efforts in two areas: policies that create a supportive framework, and sectoral policies for basic and further training. To ensure that these policies are as relevant as possible, they must be the result of collaboration between government, educational and training institutions, and businesses.es_ES
dc.formatapplication/pdfes_ES
dc.language.isoenes_ES
dc.publisherUNESCOes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licences/by-nc-nd/2.5/pe/es_ES
dc.sourceMINISTERIO DE EDUCACIÓNes_ES
dc.sourceRepositorio institucional - MINEDUes_ES
dc.subjectAlfabetización tecnológicaes_ES
dc.subjectTecnología educativaes_ES
dc.subjectFormación docentees_ES
dc.subjectDesarrollo de las habilidadeses_ES
dc.subjectInternetes_ES
dc.subjectTecnología de la informaciónes_ES
dc.subjectTecnología de la comunicaciónes_ES
dc.titleManaging tomorrow’s digital skills - what conclusions can we draw from international comparative indicators?es_ES
dc.typeinfo:eu-repo/semantics/reportes_ES


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