Leveraging Innovative Technology in Literacy and Education Programmes for Refugees, Migrants and Internally Displaced Persons. Education 2030

Sonst. Personen	Zholdoshalieva, Rakhat (Hrsg.); Teng, Jian Xi (Hrsg.); Ayyappan, Annapurna (Hrsg.); Tu, Boxuan (Hrsg.)
Institution	UNESCO Institute for Lifelong Learning (UIL) (Germany)
Titel	Leveraging Innovative Technology in Literacy and Education Programmes for Refugees, Migrants and Internally Displaced Persons. Education 2030
Quelle	(2022), (261 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-92-820-1250-5
Schlagwörter	Technological Advancement; Technology Uses in Education; Literacy Education; Refugees; Migrants; Information Technology; Access to Education; Instructional Materials; Case Studies; Inclusion; Educational Needs; Faculty Development; Higher Education; Digital Literacy; Second Language Learning; Second Language Instruction; English (Second Language); French; Electronic Learning; Skill Development; Job Skills; Foreign Countries; Pakistan; Australia; Netherlands; Lebanon; Switzerland; Rwanda; Germany; Thailand; Tanzania; European Union; Kenya; Norway; United States; Africa; Colombia; Sweden; Burma; Romania + Suchen Sie Ihr Suchwort? Technological development; Technologische Entwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Flüchtling; Migrantin; Informationstechnologie; Education; Access; Bildung; Zugang; Bildungszugang; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Case study; Fallstudie; Case Study; Inklusion; Educational need; Bildungsbedarf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Ausland; Australien; Niederlande; Libanon; Schweiz; Ruanda; Deutschland; Tansania; Kenia; Norwegen; USA; Afrika; Kolumbien; Schweden; Rumänien
Abstract	Poor literacy skills can result in exclusion and reduce people's capacity to participate in political, social, cultural and economic life. This is important for migrants, refugees and internally displaced persons (IDPs) who seek to live and work in a dignified, safe and fair environment and to be engaged members of their new communities. The number of refugees, migrants and IDPs has grown considerably over the past 10 years. At the end of 2021, according to United Nations figures, there were approximately 27 million refugees and 53 million IDPs globally, while 2019 figures suggest that there are in the region of 272 million international migrants around the world. More open access to learning opportunities and high-quality learning materials can be created through the effective and meaningful use of information and communication technologies (ICTs), such as radio, television, mobile phones and personal computers, and more advanced technologies such as big data and artificial intelligence. Moreover, ICTs are already being used to improve health and intercultural understanding, language learning, literacy development, communication skills, and digital skills and competences. This compilation of 21 case studies highlights efforts from around the globe to use ICTs in innovative and effective ways to offer literacy and educational opportunities to young and adult refugees, migrants and IDPs. It will be useful to policy-makers, programme providers, international organizations, civil society and, in fact, anybody interested in implementing the commitment to offer inclusive, high-quality education to the most vulnerable. (As Provided).
Anmerkungen	UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany. Tel: +49-40-4480410; Fax: +49-40-4107723; e-mail: ull-pub@unesco.org; Web site: http://uil.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01