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Global Education Monitoring Report of UNESCO - In short.

UNESCO in its report of Global education monitoring 2023 indicated few highlights that are necessary for the world to consider.


The United Nations Educational, Scientific and Cultural Organization (UNESCO) is a specialized agency of the United Nations (UN) aimed at promoting world peace and security through international cooperation in education, arts, sciences and culture headquartered in Paris, France.

Major Highlights

It argues that education systems should always ensure that learners’ interests are placed at the center and that digital technologies are used to support an education based on human interaction rather than aiming at substituting it. The report looks at ways in which technology can help reach disadvantaged learners but also ensure more knowledge reaches more learners in more engaging and cheaper formats. It focuses on how quality can be improved, both in teaching and learning basic skills, and in developing the digital skills needed in daily life. It recognizes the role of technology in system management with special reference to assessment data and other education management information.

Global UNESCO report on technology in education highlights the lack of appropriate governance and regulation.

We need to learn about our past mistakes when using technology in education so that we do not repeat them in the future.

We need to teach children to live both with and without technology; to take what they need from the abundance of information, but to ignore what is not necessary; to let technology support, but never supplant human interactions in teaching and learning. - Manos Antoninis (Director)

Importance of technology

Technology evolves faster than it is possible to evaluate it: Education technology products change every 36 months, on average. Most evidence comes from the richest countries.

Technology offers an education lifeline for millions but excludes many more.

Accessible technology and universal design have opened up opportunities for learners with disabilities. About 87% of visually impaired adults indicated that accessible technology devices were replacing traditional assistive tools.

Radio, television and mobile phones fill in for traditional education among hard-to-reach populations. Almost 40 countries use radio instruction. In Mexico, a programme of televised lessons combined with in-class support increased secondary school enrolment by 21%.

Online learning stopped education from melting down during COVID-19 school closures. Distance learning had a potential reach of over 1 billion students; but it also failed to reach at least half a billion, or 31% of students worldwide – and 72% of the poorest.

The right to education is increasingly synonymous with the right to meaningful connectivity, yet access is unequal. Globally, only 40% of primary, 50% of lower secondary and 65% of upper secondary schools are connected to the internet; 85% of countries have policies to improve school or learner connectivity.

Note: This blog does not covers all the aspects of the UNESCO report.




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