Raising Learning Outcomes

The opportunities and challenges of ICT for learning

A student, holding a UNICEF-provided computer tablet, speaks about the human digestive system in front of her class at a school in Bagai, northern Cameroon.
UNICEF/UN0143477/Prinsloo

Highlights

There is a growing global consensus that 21st-century learning ought to look rather different from 19th-century learning but that in practice, for the vast majority of learners, it does not.

International academic, policy and provider organizations are in the process of rethinking learning outcomes and learning environments, and some are even engaged in a fundamental review of the very purpose of education in a more digitally enabled, complex and fast changing world.

New learning frameworks are emerging, many in response to UNESCO’s 2030 Agenda for Sustainable Development – an aspirational and universal agenda to wipe out poverty through sustainable development by 2030, which captures ambitions for education.

In this series:

Main report

Executive summary

Appendix 1 - Lessons from system stories – Singapore, New Zealand and Brazil

Appendix 2 - Lessons from in-depth innovator and provider case studies

Appendix 3 - UNICEF Eastern and Southern Africa Region and West and Central Region country snapshots

Report cover

Author

UNICEF

Publication date

Languages

English

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