聯合國教科文組織終身學習研究所為象牙海岸的識字能力教育工作者提供科技技術培訓
數位技能是21世紀識字能力教學的關鍵。然而covid-19疫情的流行，顯示許多教育工作者進行教學時受到數位技術能力的限制，當地將會組織相關領域培訓。象牙海岸以及許多地區的情況與上述相似。
為了有效運用科技技術促進高質量的識字能力教學與學習，聯合國教科文組織終身學習研究所和象牙海岸的聯合國教科文組織阿必尚辦事處於2022年11月8日至10日，組織一次研討會。作為由聯合國教科文組織領導的全球教育聯盟（GEC）和全球識字聯盟（GAL）參與識字教育工作者數位技能倡導的一部份，國際研討會讓與會者能夠為象牙海岸的識字教育工作者開發符合情境的數位能力培訓模組。
作為國民教育和技術顧問的部長Yvette Kouassy表示：「對教育工作者進行數位技能培訓，是對識字計畫主要挑戰的回應，即學習者的日常工作量妨礙了他們在固定時間和地點參與學習，現在，學習的時間和地點將由學習者個人做決定。」
研討會的參與者來自國民教育及其他部委的專家，以及民間社會的代表，包括幾個識字中心促進者和識字教師聯合會。
象牙海岸是第一個啟動提高識字教育工作者的數位技能計畫的法語國家。象牙海岸聯合國教科文組織全國委員會秘書長Soro N’Golo Adoudou解釋：「我們有義務掌握這些工具，並為其他法語國家和非洲國家樹立榜樣。我對聯合國教科文組織這次的培訓表示感謝，對來自聯合國教科文組織終身學習研究所培訓師的專業精神表示敬意，並感謝聯合國教科文組織阿必尚辦事處對該項目的協調。」
該國將對教學模組進行微調和試點，為2023年的全國性識字教師培訓做準備。象牙海岸是這項GEC-GAL發起的五個試點國家之一，旨在加強識字教育工作者在教學中有效使用技術。更多的國家和組織將會在2022年隨後的幾年期間加入該倡導。
背景
自2016年啟動以來，終身學習的全球識字聯盟推動了國際討論，並指導了全球為有需要的人提供識字的議程。該聯盟包括30個致力於提高青年和成人識字率的國家。它為其成員提供了一個平臺，透過共同討論交流知識和挑戰新方向。
原文網址:請點選
Digital skills are key for literacy teaching in the twenty-first century. The COVID-19 pandemic, however, demonstrated that many educators have limited capacities in using technologies for instruction and would benefit from locally relevant, structured training in this area. This is true of Côte d’Ivoire, as it is of many other places.
To promote quality literacy provision by increasing effective use of technologies in literacy instruction and learning, the UNESCO Institute for Lifelong Learning and the UNESCO Abidjan Office organized a workshop from 8 to 10 November 2022. As part of an initiative on digital skills for literacy educators, involving the UNESCO-led Global Education Coalition (GEC) and the Global Alliance for Literacy (GAL), the national workshop enabled participants to develop contextualized digital-competencies training modules for literacy educators in Côte d’Ivoire.
Participant Yvette Kouassy, Technical Advisor to the Minister of National Education and Literacy and former CONFINTEA fellow, said: “Training educators in digital literacy responds to a major challenge of literacy programmes, namely the availability of learners whose daily workload is an obstacle to their participation at a fixed time and place. The time and place of learning will now be that of the individual learner.”
Workshop participants included specialists from the Ministry of National Education and Literacy and other ministries, as well as representatives of civil society, including several federations of literacy centre promoters and literacy teachers.
Côte d’Ivoire is the first French-speaking country to launch this programme to enhance the digital skills of literacy educators. Soro N’Golo Adoudou, Secretary General of the Ivorian National Commission for UNESCO, explained: “We have an obligation to master the tools and to serve as a model for other French-speaking and African countries. I express my gratitude to UNESCO for this training and salute the professionalism of the trainer who came from the UNESCO Institute for Lifelong Learning and thank the UNESCO Office in Abidjan for coordinating the project.”
The country will fine-tune and pilot the modules in preparation for nationwide training of literacy teachers in 2023. Côte d’Ivoire is one of five pilot countries in this GEC-GAL initiative to enhance literacy educators’ effective use of technologies in literacy instruction and learning. More countries and organizations will join the initiative in 2022 and in the following years.
Background
Since its launch in 2016, the Global Alliance for Literacy within the Framework of Lifelong Learning has driven international discourse and guided the agenda for literacy provision globally for those who need it most. The Alliance includes 30 countries committed to improving youth and adult literacy. It serves as a platform for its members to collectively discuss progress and challenges, and exchange knowledge and good practice.
