beth
JF-Expert Member
- Aug 19, 2012
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- 6,368
Vijana hivi sasa wanakua katika ulimwengu wa kidigitali ambapo Ujuzi na Uzoefu katika Masuala ya Digitali ni muhimu hususan katika Ajira
Hata hivyo, Mafunzo katika Nchi mbalimbali za Uchumi wa Chini na Kati bado ni changamoto kwani idadi kubwa ya Shule bado hazina vifaa vya kufundishia Wanafunzi
Kwa mujibu wa Idara ya Umoja wa Mataifa ya Masuala ya Kiuchumi na Kijamii (UN-DESA) upo ushahidi kuwa Ujuzi katika Masuala ya Kidigitali unasaidia kupunguza tatizo la Ukosefu wa Ajira na kuboresha Hali ya Maisha
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Access in and of itself does not determine the value that children and youth gain from the Internet. Indeed, even if the gap in access were closed, the possibility remains that how the access is used may further reproduce existing socio-economic inequalities
This second level of the digital divide – that of digital skills – emphasizes the role of such skills in mediating both the opportunities and risks of ICT use and digital engagement. The increased uptake of ICTs in recent years has been combined with considerable effort by governments, educators and other actors to foster digital skills, competencies and literacies among children and youth
In designing policies that ensure that all can benefit and be considered digitally included, we must understand the needs and abilities of children and youth – and which characteristics can benefit most from ICT use (Cabello and Claro, 2017)
This, in turn, requires a long-term vision, adequate infrastructure, and a structured approach within the education sector, ideally from the earliest years of education and applied across the system, to develop curricula, technical resources and teacher training. Echoing divides of access, stark inequalities remain between youth from countries in different income groups at all levels of ICT skills
There is also growing evidence that digital skills help reduce unemployment and underemployment, and potentially increase productivity and improve standards of living (UN DESA, 2021). However, the global issues that impact children’s and youths’ lives are diverse, and capacity-building initiatives should be sensitive to their context. Often, the impact of ICT training is considered primarily from an educational or economic perspective, but a richer, multidimensional approach can consider additional facets, such as psychological, social and civic empowerment (Khan and Ghadially, 2010).
Source: ITU
Hata hivyo, Mafunzo katika Nchi mbalimbali za Uchumi wa Chini na Kati bado ni changamoto kwani idadi kubwa ya Shule bado hazina vifaa vya kufundishia Wanafunzi
Kwa mujibu wa Idara ya Umoja wa Mataifa ya Masuala ya Kiuchumi na Kijamii (UN-DESA) upo ushahidi kuwa Ujuzi katika Masuala ya Kidigitali unasaidia kupunguza tatizo la Ukosefu wa Ajira na kuboresha Hali ya Maisha
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Access in and of itself does not determine the value that children and youth gain from the Internet. Indeed, even if the gap in access were closed, the possibility remains that how the access is used may further reproduce existing socio-economic inequalities
This second level of the digital divide – that of digital skills – emphasizes the role of such skills in mediating both the opportunities and risks of ICT use and digital engagement. The increased uptake of ICTs in recent years has been combined with considerable effort by governments, educators and other actors to foster digital skills, competencies and literacies among children and youth
In designing policies that ensure that all can benefit and be considered digitally included, we must understand the needs and abilities of children and youth – and which characteristics can benefit most from ICT use (Cabello and Claro, 2017)
This, in turn, requires a long-term vision, adequate infrastructure, and a structured approach within the education sector, ideally from the earliest years of education and applied across the system, to develop curricula, technical resources and teacher training. Echoing divides of access, stark inequalities remain between youth from countries in different income groups at all levels of ICT skills
There is also growing evidence that digital skills help reduce unemployment and underemployment, and potentially increase productivity and improve standards of living (UN DESA, 2021). However, the global issues that impact children’s and youths’ lives are diverse, and capacity-building initiatives should be sensitive to their context. Often, the impact of ICT training is considered primarily from an educational or economic perspective, but a richer, multidimensional approach can consider additional facets, such as psychological, social and civic empowerment (Khan and Ghadially, 2010).
Source: ITU