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Water and Cultural Diversity

 


This brochure provides an overview of the project on Water and Cultural Diversity of the International Hydrological Programme (IHP) of UNESCO. It includes the background, future steps and the main objective of the project – mainstreaming cultural diversity in water resources management. It initiates a dialogue to encourage a shared understanding of water, one that respects cultural diversity, as a first step towards building trust between caretakers of water: all of us.

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Studies conducted in recent years demonstrate that information and communication technologies (ICT) can help to broaden access to education and improve learning outcomes. Research has also shown, however, that success in the use of ICT in education depends largely on the ability of teachers to integrate ICT into the teaching process.
Training teachers to be able to use ICT is crucial for achieving improved educational outcomes with ICT. This publication contains a collection of examples of “ICT in Teacher Education” programmes from the Asia-Pacific region. While these programmes may not always have been successful and are not necessarily examples of “best practice”, an examination of such programmes offers insights into the process of educating teachers to integrate ICT into teaching and the process of utilizing ICT tools for training teachers.
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ICT competency standards for teachers: competency standards modules

The ICT competency standards for teachers have been designed by UNESCO and its partners to help educational policy-makers and curriculum developers identify the skills teachers need to harness technology in the service of education.
Developed in cooperation with Cisco, Intel and Microsoft, as well as the International Society for Technology in Education (ISTE), and the Virginia Polytechnic Institute and State University (Virginia Tech), the standards consist of three parts:
•    A policy framework explaining the rationale, structure and approach of the project;
•    A competency standards modules’ structure, which crosses the components of educational reform with various policy approaches to generate a matrix of skill sets for teachers; and
•    Implementation guidelines providing a detailed syllabus of the specific skills to be acquired by teachers within each skill set or module.
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La UNESCO ayudará a los Estados Miembros a ampliar el acceso de todos los estudiantes a una educación de calidad en todos los niveles del sistema educativo, desde la educación de la primera infancia hasta la educación superior, mediante métodos formales y no formales que utilicen de manera innovadora las Tecnologías de la Información y la Comunicación (TIC)
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Educational systems around the world are under increasing pressure to use the new information and communication technologies (ICTs) to teach students the knowledge and skills they need in the 21st century. The 1998 UNESCO World Education Report, Teachers and Teaching in a Changing World, describes the radical implications the new information and communication technologies have for conventional teaching and learning. It predicts the transformation of the teaching-learning process and the way teachers and learners gain access to knowledge and information.

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