My presentation at NVL Färöarna 17November 2022 at Ráðstevna um inklusjón og førleikamenning on Digital kompetens för inkludering, mångfald och aktivt medborgarskap

1. Digital kompetens för
inkludering, mångfald
och aktivt
medborgarskap
Ebba Ossiannilsson, Professor, Dr.
Sweden
International Council for Open and
Distance Education (ICDE)
NVL Digiital Incluision
Swedish Association for Open, Flexible
and Distance Education (SADE)
KEN Knowledge Equity Network
Viktoria University of Wellington, NZ
Open Education Global (OEG) Award
Winner for Excellence Open

2. Digital kompetens för inkludering, mångfald och aktivt medborgarskap
Digital kompetens är en dimension för att utveckla ett aktivt medborgarskap. Inkludering, mångfald och
den gröna hållbarheten är tre andra bärande pelare. Vanligtvis brukar fyra aspekter av digital kompetens
lyftas fram: Att kunna förstå hur digitaliseringen påverkar samhället och individen. Att kunna använda och
förstå digitalaverktyg och medier. Att ha ett kritiskt och ansvarsfullt förhållningssätt till digital teknik och Att lösa
problem och omsätta idéer i handling. Digitalisering innebär många möjligheter, men digitaliseringens komplexitet
kan snabbt leda till digitalt utanförskap. Om vi ska ta itu med ojämlikheter och diskriminering, om vi ska stärka
den sociala sammanhållningen, om vi ska styra den gröna och digitala övergången behöver individerna möjlighet
att lära sig under hela livet. Vi behöver därmed ett nytt socialt kontrakt för utbildning, som förstärker rätten till
utbildning mot rätt att lära hela livet. Inom ramen för kommittén NVL Digital Inkludering har vi arbetat med ett
forskningsprojekt och tagit fram fem övergripande rekommendationer för intressegrupper på olika nivåer.

3. Talgildir førleikar sum partur av inklusjón, fjølbroytni og virknari samfelagsluttøku
Talgildir førleikar eru partur av virkseminum at menna virknan borgaraskap og luttøku. Inklusjón, fjølbroytni og grøn
burðardygd, eru súlur, ið stuðla upp undir hetta virksemi. Vit plaga at nevna fýra sløg av talgildum førleikum: At kunna
skilja, hvussu talgildingin ávirkar samfelag og einstaka borgaran. At kunna brúka og skilja talgild amboð og miðlar. At kritiskt
kunna meta um talgilda tøkni, og At loysa avbjóðingar og at gera hugskot til veruleika.
Talgildingin bjóðar nógvar møguleikar, men torgreidni í talgildingini kann skjótt hava við sær, at einstaklingurin verður
stongdur úti í ymiskum týðandi viðurskiftum. Skulu vit vinna á ójavna og mismuni, og ístaðin styrkja sosiala samanhaldið,
um vit skulu stýra grøna og talgilda skiftinum, má einstaklingurin hava møguleika at lærar seg gjøgnum alt lívið. Okkum
tørvar tí at gera ein nýggjan sosialan sáttmála um útbúgving, sum skal styrkja rættin til útbúgving til at fevna um rættin at
læra alt lívið.
Innan karmarnar hjá netverkinum NVL Digital Inkludering hava vit arbeitt við eini granskingarverkætlan, har vit taka fram
fimm yvirskipað tilmæli til áhugabólkar á ymiskum stigum í samfelagnum.

7. UN UNESCO
SDG_NEW
SOCIAL
CONTRACT
Not to leave anyone
behind

9. About the initiative
UNESCO’s Futures of Education
initiative aims to rethink
education and shape the future.
The initiative is catalyzing a
global debate on how
knowledge, education and
learning need to be reimagined
in a world of increasing
complexity, uncertainty, and
precarity.

11. … har och kommer att förändra inlärningsarenan
och utbildning
från och med nu och för alltid

17. UN TRANSFORMING EDUCATION SUMMIT
An urgent political imperative for our collective future
• Education today is in turmoil. More than 90 % of the world’s children have had their
education interrupted by COVID-19 — the largest disruption of education systems
in history. For many students, especially girls and young women, this break may
become permanent, with potential consequences for their future and for future
generations that follow. The pandemic has also exposed large disparities not only
between countries, but particularly between different learner groups within
countries.
• The Transforming Education Summit was convened in response to a global crisis in
education – one of equity and inclusion, quality and relevance. Often slow and
unseen, this crisis is having a devastating impact on the futures of children and
youth worldwide.
• The Transforming Education Summit is a key initiative of Our Common
Agenda launched by UN Secretary-General, Antonio Guterres, in September 2021.
The Summit took place during the 77th session of the UN General Assembly and
was convened by the Secretary-General with a view to elevating education to the
top of the global political agenda and to mobilize action, ambition, solidarity and
solutions to recover pandemic-related learning losses and sow the seeds to
transform education in a rapidly changing world.

18. UN TRANSFORMING EDUCATION SUMMIT
An urgent political imperative for our collective future
• Education is a fundamental human right. It has long held a special place in the hearts and
minds of people across the world, and for good reason. Throughout history, it has been a
source of personal dignity and empowerment and a driving force for the advancement of
social, economic, political, and cultural development. Yet today, beset by inequalities and
struggling to adjust to the needs of the 21st century, education is in crisis. The impacts of
this crisis play out over time and often go unseen. But they are profound and will be felt for
decades to come. If we are to transform our world by 2030 as envisaged by the
Sustainable Development Goals, then the international community must give this crisis the
attention it deserves. We must respond decisively, with conviction, imagination and in
solidarity to transform education. Informed by an extensive and inclusive preparatory
process, we offer this vision statement to Member States and the global public to support
our joint efforts towards that transformation, to contribute to the upcoming Summit of the
Future, and as a manifesto for collective action.

30. Open, flexible and distance education is one
strategy that enables economic, social,
political, and digital justice

31. UN UNESCO
SDG
• To mainstream OER to help all Member
States to create inclusive knowledge
societies and achieve the 2030 Agenda
for Sustainable Development, namely
SDG 4 (Quality education), SDG 5
(Gender equality), SDG 9 (Industry,
innovation and infrastructure), SDG 10
(Reduced inequalities within and
across countries), SDG 16 (Peace,
justice and strong institutions) and SDG
17 (Partnerships for the goals)

34. Lack of meaning, which articulates that the
citizen’s needs are not met
Institutional skepticism which articulates that the
citizen is treated as a client instead of a citizen
and lacks trust in the system
Lack of collaboration which articulates that the
citizen feels trapped in contradictory professional
initiatives
Technological entanglement which articulates
that the citizen’s opportunities to act become
retained by the inability to master digital systems
Four
problems
were
identified:

35. https://nvl.org/Portals/0/DigArticle/17526/Digital_inclusion_onepager_140922_print.pdf

38. https://internetstiftelsen.se/kunskap/

44. My Footprints
www.i4quality.se
Ebba.Ossiannilsson@gmail.com
info@i4quality.se
THANK YOU!
CARING IS SHARING, SHARING IS CARING