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Leaving no one behind
Ante factum
Before flipping the pages This all began in July 2021, when the International Training Centre of the ILO hosted the Digital Inclusion Summit. We explored, mixed, and shook up 4 radical ideas about what digital inclusion means for lifelong learning. Through this exchange, we crowdsourced 42 provoking ways to take action without leaving anyone behind online (or offline). Here’s the result.
Mic check, one two, one two…
Table of contents What’s inside
WELCOME
CONTEXT
A SHORT INTRODUCTION
The e-volution of inclusive learning
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4
DIGITAL REVOLUTION HITS HARD
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PRACTICAL PRINCIPLES FOR POWER
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LET’S TALK
Radical ideas to make you think 1ne
Reimagining digital literacy
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2wo
Advancing 360° inclusion
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3hree
Designing for humans
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4our
Accelerating momentum
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42 HOMEWORK
GOODBYE
Digital inclusion tips for the future 1ne
first tip…
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…last tip
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POSTERHEROES
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ACKNOWLEDGEMENTS
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dig·i·tal in·clu·sion [dij-i-tl in-kloo-zhuhn] 1. According to the US-based National Digital Inclusion Alliance, digital inclusion refers to the activities necessary to ensure that all individuals and communities, including the most disadvantaged, have access to and use of Information and Communication Technologies (ICTs). This includes five elements: affordable and robust broadband; internet-enabled devices that meet the needs of the users; appropriate digital literacy; quality technical support; and applications and content designed to enable and encourage participation and collaboration. 2. The European Commission defines digital inclusion as the way to ensure that everybody can contribute to and benefit from the digital economy and society underlining three pillars: connectivity through broadband, wi-fi, and mobile; capability to use digital devices efficiently and effectively; and quality of use, with digital services designed to meet the needs of users, including vulnerable people. 3. Other national and international organizations define digital inclusion in similar terms: for the UK Digital Inclusion Strategy digital inclusion is about making sure that people have the capability to use the internet to do things that benefit them day to day, while the Digital Inclusion Map from New Zealand considers digital inclusion a way to ensure that individuals have access to, and skills to use, ICT and are therefore able to participate in and benefit from today’s knowledge society.
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A SHORT INTRODUCTION Digital inclusion isn’t something new. But this is. Frameworks from UN organizations, grassroots projects from NGOs, and initiatives from the private sector are all contributing towards digital inclusion. We aim to radicalize this movement by bringing together these different actors for an interdisciplinary dialogue. If we look at digital inclusion from a 360° point of view, what new insights, new perspectives, and new visions might emerge through this cross fertilization? It’s time to move beyond technological solutionism. Oftentimes when we talk about digital inclusion, we discuss a “skills gap” or an “infrastructure gap.” We start from a space of deficit, instead of a space of opportunity. We’re now at a crossroads where inclusion and innovation actually cross radically. We must focus less on technological headsets and more on innovative mindsets. By adopting a more open, holistic perspective we give room for intentional serendipity on our own digital inclusion journeys. If you serendipitously seek fresh ideas and dialogues with intention, they will find you.
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That’s why we’re here today. And that’s why we hosted the Digital Inclusion Summit in July 2021 with over 100 like-minded individuals. And that’s also why we brought together artists from over 90 countries to enter in the Posterheroes Becoming e-Quals poster competition. What follows gives some background on digital inclusion in adult learning, presents 4 radical ideas to make you think from the chorus of summit speakers, and offers 42 digital inclusion tips for the future collectively gathered from the summit participants and illustrated by global artists. This is just the start of the journey. Together, we will accelerate this momentum. By exponentially growing this community, we can build the critical mass to flourish into a collaborative, unfinished movement. We welcome thought-provoking reflections and contributions to this eternal Beta. Digital inclusion is a lifelong commitment. Stay tuned for our next radical idea.
Tom Wambeke — ITCILO Chief of Learning Innovation
A SHORT INTRODUCTION
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The e-volution of inclusive learning Towards digitalization and inclusion for all The digital world is here to stay. How we might make this e-world more inclusive is our mission. Digital users face changes and transformations in the way they work, live, and learn. In the realm of education, meeting learners where they are founds the basis upon which development happens. Harnessing technology for good impacts individuals and communities both online and offline.
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Context 8 pages
THE E-VOLUTION OF INCLUSIVE LEAR NING
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DIGITAL REVOLUTION HITS HARD Imagine a world led by inclusive technology Imagine a world where all learners and workers are digitally connected, but with equal access to quality and relevant training opportunities. This world may seem very far away, but could actually become a reality. The digital revolution is having a twofold impact on adult learning systems: it is changing the necessary skills for present and future workers, and it is also redesigning the way learning takes place. Digital inclusion is about using digital technology as a means to create social inclusion. Digital inclusion within adult learning is not about infrastructure or software but is about how learners utilize digital technologies in a way that is meaningful to them to improve their lives and communities. We affirm that digital technologies with their much-studied potential for innovation can also introduce new exclusion dynamics and exacerbate the problems of marginalized groups, especially in the present situation of social distancing and online learning brought by the COVID-19 pandemic. But not to worry. This wave of digitalization comes with a newfound perspective: • Digital inclusion is about leveraging “mindware,” not hardware or software; • Digital inclusion is one component of a larger development ecosystem; • Digital inclusion should be the overall goal of digital technological evolution.
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Digital (learning) transformation The International Training Centre of the International Labour Organization (ITCILO) and the European Training Foundation (ETF) make sure that no one is left behind. Digital inclusion is in the spotlight of our ongoing digital transformation, a process that aims to address the evolving needs of learners worldwide. Together, we will explore the foundational building blocks to ultimately: • Create an action-oriented framework that systematically integrates digital inclusion into our work in the world of learning and training; • Focus on learning inclusion challenges and finding inspiration from good, best, and interesting global practices; • Build a community of practice in which the exchange of knowledge fosters learning opportunities for professionals who are interested in radical digital inclusion. We invite you to view digital transformation in a holistic way and to consider the complexity of digital inclusion in all its dimensions. Digital transformation is about adopting a new mindset that fully embraces cognitive diversity, not as a siloed issue but as part of a larger digital ecosystem. Only by working together can we fully integrate radical inclusion and ensure that everyone has a voice in our collective digital future.
THE E-VOLUTION OF INCLUSIVE LEAR NING
DIGITAL R EVOLUTION HITS HAR D
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e-Learning and e-inclusion anywhere, anytime Literature abounds with conceptualizations about the use of digital technology in learning, under terms like e-Learning, technology-enhanced learning, open and distance learning, both in general education and adult learning. Thanks to the digital revolution and to the use of mobile devices, we are moving away from the idea of learning in specific places and moments to learning anywhere and at anytime, and this is making learning more flexible, learner-centered, virtual, and globalized. Also, the relation between education and social inclusion has been broadly studied, education being considered one of the main societal drivers against social exclusion. And finally, the contribution of digital technology to social inclusion (under terms such as digital inclusion or e-inclusion) is a rather established field of research and practice. Still, as noted by ILO 1 among others, the issue of digital inclusion within adult learning is relatively under-researched.
Radical inclusion Radical inclusion in education means that all unnecessary barriers to meaningful participation in learning by anyone should be removed, starting from the design of fully inclusive learning experiences.
Some attempts have been made to frame the issue of digital inclusion in (and through) education and training. In their literature review, Nguyen et al. 2 distinguish a number of key aspects of educational digital inclusion: motivational access, linked to the personal attitudes toward technology; material access, reflecting the practical opportunity to access technology; and usage access, for which relevant skills are required. Based on this reasoning, the authors propose three critical dimensions of digital inclusion: Digital Acceptance, Technology Accessibility, and Digital Literacy 2. By taking this approach, it appears that, while accessibility remains a primordial condition, inequalities regarding skills and usage patterns do play a fundamental role 3, marking the difference between who simply accesses the internet and who is able to turn access into an asset 4. Similarly, Surman et al. 5 claim that digital inclusion entails three major components that are particularly relevant for learning: exploring, building, and participating. An interesting concept, proposed by Mike Abbiatti, Executive Director of WCET, is that of radical inclusion from Burning Man Festival’s philosophical principles. Radical inclusion in education means that all unnecessary barriers to meaningful participation in learning by anyone should be removed, starting from the design of fully inclusive learning experiences.
1 ILO/UNESCO (2020) The Digitization of TVET and Skills Systems. 2 Nguyen, A. Hong, Y. and Gardner, L. A. (2020). A Taxonomy of Digital Learning Activities for Digital Inclusion. ECIS 2020 Research Papers. 135. 3 Marien, I. & Prodnik, J. A. (2014). Digital inclusion and user (dis)empowerment: A critical perspective. Info, 16(6), 35-47. 4 Abah, J. (2019). Theoretical and Conceptual Framework for Digital Inclusion among Mathematics Education Students in Nigeria, Global Perspectives on Educational Issues, Journal of Community Informatics, 1(2). 5 Surman, M., Gardner, C. & Ascher, D. (2014). Local content, smartphones and digital inclusion. Innovations, Special Issue, 67-78.
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Trends and challenges of digital inclusion in adult learning The pervasive presence of digital technologies in our societies is having an impact on the world of work and therefore on adult learning, both in formal settings such as Technical Vocational Education and Training (TVET) and in informal ones 6. At the same time, digital technologies are increasingly being used within adult learning settings, both to innovate educational programs and to explore new possibilities for on-the-job training, like the use of immersive technology such as virtual or augmented reality.
TREND
PRAC TICAL INNOVATIONS
INCLUSION CHALLENGES
Ubiquitous computing
Mobile learning
Connectivity
Flexible learning
Availability of appropriate equipment
Virtual tutoring
Effect on people’s privacy
Personalised curricula
Low digital literacy of learners/trainers
Simulations
Starting cost of infrastructure
Immersive learning
Low digital literacy of learners/trainers
New credentialling system
Open badges
Starting cost of infrastructure
Blockchain
Microcredentials
Employers’ acceptance
Open educational resources
MOOCs
Educators’ acceptance
Crowd learning
High drop-out rates
Virtual internship
Educators’ acceptance
Online job placements
Low digital literacy of tutors
Artificial intelligence
Virtual and augmented reality
e-Mentoring and e-Tutoring
40% of the poorest countries could not support learners at risk during the pandemic 8.
The COVID-19 emergency and the consequent unprecedented wave of forced online learning activities are having an impact both in terms of innovation and potential exclusion dynamics. On the one hand, it is catalyzing the innovation capacity of adult learning providers to keep up with their mission. On the other, the new dynamics due to COVID-19 increased the risk of exclusion of vulnerable groups 7. Also, COVID-19 has hit harder in low and middle-income countries: As noted by a recent UN Policy Brief, 40% of the poorest countries could not support learners at risk during the pandemic 8.
6 Susskind, R., & Susskind, D. (2017). The Future of the Professions: How Technology Will Transform the Work of Human Experts. Oxford University Press. 7 ILO, UNESCO and World Bank (2020) Updated results: Online survey for TVET providers, policy-makers and social partners on addressing the COVID-19 pandemic. 8 UN (2020a) Policy Brief: Education during COVID-19 and beyond.
THE E-VOLUTION OF INCLUSIVE LEAR NING
DIGITAL R EVOLUTION HITS HAR D
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PRACTICAL PRINCIPLES FOR POWER Digital inclusion in education is widely acknowledged by governments and international organizations. If we take the UN Sustainable Development Goals (SDGs), even if none of them refer to digital inclusion directly, they all advocate for the three components of digital inclusion: marginalized groups and communities should be included in society, ICT can act as a general enabler, and quality education for all should be imperative. The Principles for Digital Development were developed in 2017, building on the UNICEF Innovation Principles, Greentree Principles, and UK Design Principles, as an attempt to unify previous principles and create a community of practice for those who work in digital development. The principles are designed to help integrate best practices into technology-enabled programs and are intended to be updated over time.
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FIRST
Design with the user User-centered design starts with getting to know the people you are designing for through conversation, observation and co-creation.
SECOND
THIRD
Understanding the existing ecosystem
Design for scale
Well-designed initiatives and digital tools consider the particular structures and needs that exist in each country, region and community.
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Achieving scale requires adoption beyond an initiatives’ pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
SIXTH
Use open standards, data, source, and innovation
FOURTH
FIFTH
Build for sustainability
Be data driven
Building sustainable programs, platforms and digital tools is essential to maintain user and stakeholder support, as well as to maximize long-term impact.
When an initiative is data driven, quality information is available to the right people when they need it, and they are using that data to take action.
An open approach to digital development can help to increase collaboration in the digital development community and avoid duplicating work that has already been done.
SEVENTH
EIGHTH
NINETH
Reuse and improve
Address privacy and security
Be collaborative
Reusing and improving is about taking the work of the global development community further than any organization or program can do alone.
Addressing privacy and security in digital development involves careful consideration of which data are collected and how data are acquired, used, stored and shared.
Being collaborative means sharing information, insights, strategies and resources across projects, organizations and sectors, leading to increased efficiency and impact.
THE E-VOLUTION OF INCLUSIVE LEAR NING
PRACTICAL PRINCIPLES FOR POWER
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Radical ideas to make you think Adopting a digitally inclusive mindset Let’s make the move from digital divide to digital inclusion. You’ve now seen definitions, studies, and principles around the topic. So, what do you make of it? Over 100 policymakers, advocates, and trainers all came together for the Digital Inclusion Summit in July 2021 with a common mission to make a radical impact. From 100+ digital inclusion changemakers we narrowed in on 4 radical ideas to foster an interdisciplinary, solution-oriented mindset moving forwards.
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Let’s talk 22 pages
RADICAL IDEAS TO MAKE YOU THINK
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Reimagining digital literacy What does “digitally literate” mean for you? Developing the capacity of both educational actors and learners to use digital technology with ease ensures a holistic approach to digitally inclusive learning experiences. But this level of capacity varies for all. Explore what digital literacy means for our global team and how (re)educating key players drives change towards a more inclusive future.
SPEAKERS AL Boris Alvarez — Fellow Group
KA Djamil Tony Kahale Carrillo — UPCT
PI Daniel Pimienta — FUNREDES
BE Momo Bertrand — ITCILO
LI Oliver Liang — ILO
PO Sylvia Poll — ITU
GR Susie Gronseth — University of Houston
NW Nnenna Nwakanma — WWWF
PU Yves Punie — European Commission
HE Ellen Helsper — LSE
PA Yuhyun Park — DQ Institute
XI Jian Xi Teng — UNESCO
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Varying definitions and understandings
Digital pedagogy
PU
At the European level, the established definition is “digital competence.” It is about confidence and critical use and engagement for learning and participation in society. It is not just a technical skill, and it is much more than being able to send an email or download a file.
PA
Digital literacy stands for digital intelligence. Digital leadership can mean different things to different people.
PI
“Media” is digital literacy. By definition, digital literacy is the ability to use an ICT tool. Information literacy is different – it is about the culture of the internet, the culture of the tool. Information literacy is the capacity to define information needs, look after information, and evaluate information.
PI
In a study in Israel, they used school children and parents to measure both digital and information literacy. Results showed that children were very good at digital literacy, whereas parents were not. In contrast, in information literacy, parents were very good, whereas children were not. Four years later, when the study was repeated, results showed that both parents and children had similar levels in digital literacy, whereas, in information literacy, children’s levels had drastically decreased.
PI
Information literacy is key in digital inclusion, connecting people is not the end, we have to think of language, localization, see how people understand the challenges of the internet, have to open space for south-south cooperation as we understand each other better.
HE
To promote inclusive digital inclusion, we need to create social awareness and digital literacy in the curricula. We need to embed digital literacy in or across curricula. All courses should have a digital component and not as a separate course. This can be done through discussions with schools and also through teacher training, community awareness. This is a long-term plan, which can help amplify participation.
XI
Singapore is taking an aggressive route, wherein computer skills, coding, programming, AI, and related skills are taught from the kindergarten level.
PA
We have to find out how to educate children and parents from a digital literacy perspective on online safety and digital citizenship.
LI
Digital literacy should not be seen as a commodity but as a public good.
BE
There are many types of digital literacies. For example, not knowing how to use all features on Whatsapp can be considered as social media illiteracy.
RADICAL IDEAS TO MAKE YOU THINK
R EIMAGINING DIGITAL LITERAC Y
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Making digital learning materials accessible yields broad benefits. Inclusive instructional design frameworks, such as Universal Design for Learning (UDL) connect the value of learner diversity proactively to educational design.
AL
It is fundamental to understand the context. This is important to understand how people learn.
NW
Digital literacy is important, but what’s more important is meaningful digital literacy. When people say “I am able to do this through this.” We need a community to use digital to keep themselves alive, not just high-tech, human-centered digital development powered by technology in a sustainable manner. Digital literacy is part of it.
EXTENDED REALITY SPOTLIGHT
ImpalaXR ImpalaXR is a virtual/augmented/mixed reality program dedicated to transforming the way training and educational content are delivered and consumed in Africa (with a focus on Benin), by providing teachers and students with the training and tools they need to create their own content. “ImpalaXR is also being used to educate and support health workers in remote areas where there is a lack of knowledge, practical experience, lack of quality and ‘saving lives’ instructions.” - Martin Mbaga, ImpalaXR
Educating and reeducating key players
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PO
Policymakers keep changing and we need to update their knowledge. We should remind them that digital inclusion should be a government-wide effort and not just ICTs.
NW
It is important to be very clear about policy engagement or political will. It is not enough for the government to say “I agree,” the government has to understand that digital means that it is for everyone, that it means accountability, that it means openness, that it means co-creation, and that it means inclusion. When this fundamental base is set, we understand why we have to invest in skills.
KA
In determining what technologies are needed, there is a deficit in knowledge or awareness. Continuous and continued training is necessary for entities like trade unions. Cyber security should be part of education.
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ICT CAPACITY SPOTLIGHT
Worldwide Web Foundation’s West African School Nnenna Nwakanma from WWWF visited a West African school to provide them with computers; an event that was attended by politicians and media. Six months later, during Nnenna’s visit, she learned that the computers had not been used and had been locked up. The head of school could not decline an offer made by the government, he is only willing to listen to the ministry of education (his line manager), he doesn’t have the skills to teach ICT, he wasn’t aware of the fact that there had to be someone in charge for ICT, and wasn’t informed on the usage of the computers. One teacher who helped set up the hardware on the day of the visit said that he has basic knowledge only and that, while hardware was provided, no one talked about connectivity, paying ICT bills, or ICT training. Another problem was that he was not an ICT teacher but a science teacher, he had no team to teach, his schedule was already full, and did not have time for ICT teaching. 5 lessons to learn from this case: • Whole-of-stakeholder approach (go beyond political will) • Whole-of-administration/governance (inform administration/government on happenings) • Ownership of initiative (determine the owner) • Gender and inclusion (consider communities and demographics) • Determine investment area (dialogues, skills, and continuous education/training)
RADICAL IDEAS TO MAKE YOU THINK
R EIMAGINING DIGITAL LITERAC Y
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Advancing 360° inclusion Learning is an inherently social, environmental, and economic experience. With that comes challenges and opportunities for how to foster change in an equal and just way. Our collective commitment to leaving no one behind brings us closer to achieving this radical inclusion. Placing the digital debate at the center of the societal debate promotes greater ownership for a digital future, while bridging this gap.
SPEAKERS BA Rodrigo Baggio — Recode/Center for Digital Inclusion
FI Andrew Finn — FIT Tech Apprenticeships
NW Nnenna Nwakanma — WWWF
BI Francesca Biasiato — ITCILO
HE Ellen Helsper — LSE
PI Daniel Pimienta — FUNREDES
BO Sandrine Bohan Jacquot — Humanity & Inclusion
HO David Hollands — HP
PO Anne Posthuma — Cinterfor
DI Tomas Diez — Fab Labs
MA Marco Martinez — Kumoontun
XI Jian Xi Teng — UNESCO
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Widening gap
XI
Progress of technological development affects marginalized people more than others, due to the increasing divide.
XI
There’s a temptation to provide basic or poor quality technology in an attempt to help people on a rapid and massive scale, which will actually be counterproductive and would not help in leveling them up. We need to focus on skills of the future and how they can be brought to vulnerable groups.
PO
Vulnerable groups are more likely to abandon processes of digital learning. Vulnerable learners tend to drop out from distance learning in Europe. In the US, the drop out of online learning students is double for low-income students. In Latin America and the Caribbean, large differences between access to the internet in urban vs. rural areas.
DI
If we continue to apply the extractive economic principles of the last 200 years to the potential of digital tools, we will fail dramatically.
HO
Digitalization is not working for all because it is not enough to equip people with technology. People may not be ready or educated, teachers/trainers might not be able/capable, hence it would perpetuate a widening gap.
NW
Access to infrastructure and connectivity
What we have now is the digitally-enabled and digitally-disabled, the gap is widening every day.
NW
We might get to the point where we have digital humanity and analog humanity.
BA
Digital inclusion is only the first step. People need to be empowered with the right tools in time and urgently in a post-pandemic world. If not, it would bring forth new problems.
HE
Lack of adequate infrastructure will leave disadvantaged behind as digital technology advances, due to the inaccessibility to tools and training relating to digital literacy and skills.
BO
Solutions could be computer labs run through solar panels or offline technologies.
PO
In LAC countries, approximately 180 million students have been studying from home since COVID-19 started, out of which only 4 in 10 households have internet access. The most impacted are the youth, women, informal workers, rural areas, the poorly skilled, and the poorly educated segments of the population. This means lost educational opportunities, deepened inequalities, and exclusion.
RADICAL IDEAS TO MAKE YOU THINK
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180M In LAC countries, approximately 180 million students have been studying from home since COVID-19 started, out of which only 4 in 10 households have internet access.
A D VA N C I N G 3 6 0 ° I N C LU S I O N
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Meaningful connectivity is only meaningful in a meaningful society where all people are considered equal in the society. That is why access to broadband internet should be a basic human right.
BETTER CONNECTION SPOTLIGHT
Telefónica’s connectivity impact Nearly 100 years old, Telefónica is a communications company for internet connectivity with 300 million customers. “Currently, we see investments in urban areas, with a choice of lots of networks. Whereas, people within less populated areas don’t even have one network to connect to. The reason why rural areas have no connectivity is that they are less populated so there is less demand. They have less income so, they cannot spend on connectivity.” - Christoph Steck, Telefónica In Peru, 2 million people were connected in 2 years, including small villages. However, 4 million villages remain unconnected and they aim to reach them with partners’ help in 2 to 3 years. With the right incentives and policies, everyone can be connected. In Germany, to help rural and less populated areas with connectivity, Telefónica has partnered with Allianz to provide fiber connectivity. The same has been done in Brazil.
Cybersecurity skills shortage and the rise of AI
HO
We are more and more unprepared to train people fast enough to meet the accelerating technological needs. We are in a massive acceleration phase. For example, phones that we will have in a few years from now will be 1 billion times more powerful, and in the medical field, robots are trained instead of people as it is much easier and more efficient.
HO
Cybersecurity skills shortage is expected to result in 3.5 million unfilled positions by 2021.
AI AWARENESS SPOTLIGHT
Omnia’s AI escape room truck With the objective of removing fear around AI, explaining the potential of AI, and raising awareness that “AI is a friend, not a foe,” Omnia AI Lab with the support of multiple stakeholders (eg. school students, universities, city council, etc.) created an escape room within a moving truck with interactive games, puzzles, and riddles. “AI is the new civic skill.” - Heidi Rajamäki-Partanen, Omnia AI Lab
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2M In Peru, 2 million people were connected in 2 years, including small villages.
TO
Placing digital debate at the center of the human/societal debate
NW
The digital divide cannot be taken out of the economic divide, racial divide, gender divide, age divide and discriminations, health issues/crises, etc. The digital divide is a mirror of everyday social injustices. The issue is not digital but humanity.
NW
As long as there are injustices, executive orders to shut down the internet, and denying people of their livelihood (eg. remote online workers), the government will remain untrustable.
FI
On a policy level, there is a lot of discussion about connectivity but not much discussion around basic human rights in this space.
PI
Digital inclusion is the answer to the digital divide. People think that it is mainly a problem of connectivity but that is wrong – it is much more complex.
BI
We should think systemically. This means that we should shift our view to a holistic approach, where interconnection and synergy hold important places. We must think small, zoom in, moving at the individual level and see the self as a system.
DIGITAL SKILLS SPOTLIGHT
How FIT Tech Apprenticeships Achieved Scalability Fit Tech promotes diversity and inclusion through tech skills training initiatives for job seekers and young people. They offer apprenticeships with skills training, tech skills and work placement, eligible for incentive in Ireland. They achieved scalability through the following means: Industry represented board > broad and long-term stakeholder relations > constant focus on skills shortages in technology > promotion of viable training and support interventions.
Ownership vs “apropriación/ appropriation”
MA
Areas that the digital community should include in the digital inclusion agenda from a do-it-yourself perspective are the Spanish-French concept of “apropriación/ appropriation” and the context of work.
PI
There is no exact equivalent term for “appropriation/apropriación” in English. “Ownership” doesn’t exactly mean the same thing. It means “the one who owns it” but “appropriation/apropriación” is “a process of how one gets ownership of something.”
PI
“Appropriation/apropriación” is a process, whereas “ownership” is a state. Thus, the importance is not to give people ownership, but to have them “appropriated.”
RADICAL IDEAS TO MAKE YOU THINK
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“ AI is the new civic skill. Heidi RajamäkiPartanen, Omnia AI Lab
A D VA N C I N G 3 6 0 ° I N C LU S I O N
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[…] Coffee break Take your time to reflect on what you’ve read so far.
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Designing for humans Digital services and content have the capacity to improve quality of life through education, healthcare, public safety, and economic development. Curating digitally inclusive learning journeys promotes education for all. Innovation and scalability are intertwined, calling for more inclusive human-centered design in this digital revolution. A multitude of principles and guidelines are out there to make this transition a reality.
SPEAKERS AL Boris Alvarez — Fellow Group
HE Ellen Helsper — LSE
PU Yves Punie — European Commission
BI Francesca Basiato — ITCILO
HO Andreas Horfurther — Common Sense eLearning
ST Christoph Steck — Telefónica
CA Dan Calacci — MIT Media Lab
MA Marco Martinez — Kumoontun
TR Erika Trabucco — Humanity & Inclusion
DI Tomas Diez — Fab Labs
NE Marcello Newman — Riconnessioni
UN Tim Unwin — UNESCO Chair
ES Esther — Summit participant
NW Nnenna Nwakanma — WWWF
WI Roxana Widmer-Iliescu — ITU
GR Susie Gronseth — University of Houston
PI Daniel Pimienta — FUNREDES
XI Jian Xi Teng — UNESCO
GO Laura Gröbel — Nordlicht IT Solutions
PO Sylvia Poll — ITU
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Sustainability and open/digital culture
NW
Digital culture is using technology to solve problems, anticipate problems, and solve those anticipated problems. Digital culture is part of education – not just literacy but digital education. Open data and open governance, open processes, multi-stakeholder efforts – all of that is digital culture.
NW
The Worldwide Web was an open invention – to make it for everyone, for humanity, it was and is a “permissionless” space.
PI
Literacy is not a question of digital literacy, it is a question of culture. Information literacy is the culture of cyberspace.
XI
Teachers in Bangladesh develop teaching content through an online platform for use in their classrooms and to share with other teachers in need. 1,000 teachers are generally recognized for their pro bono contribution and rewarded at an annual conference. Similarly, teachers in Korea create their own content in their own language, due to the need for more teaching resources in the language.
MA
Kumoontun addresses the lack of resources in indigenous Mexican languages by connecting with the community and empowering the community through children, parents, and grandparents. It uses internationally available tools and platforms to create and translate content into indigenous languages such as StoryWeaver (an Indian open-source platform for child literacy resource creation).
ST
We have to think of sustainable deployment of technologies. Economic feasibility is important – it is needed for everything to work in the long term.
HO
We should create global communities to share all great innovations so that they would be useful for all. This is how designs can be inclusive.
ACCESSIBLE E-LEARNING SPOTLIGHT
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In Bangladesh, only 41% of persons with disabilities own mobile phones, while 76 % of non-disabled persons own mobile phones.
Common Sense e-Learning & Training Consultants Common Sense supports organizations with training needs in the implementation/ development of e-Learning. This is done by offering capacity building for course developers, online tutors, and e-Learning managers to enable e-Learning activities based on local resources. For this, they develop and deploy sensible and sustainable technological solutions (mobile, thin clients, etc.) for even the most challenging environments where the target group lacks internet, electricity supply, or IT skills. Mobile technologies may not be accessible for all. People from lower economic backgrounds still don’t have access to high-tech gadgets. One solution is to opt for lower-tech options such as SMS-Text and IVR-based solutions. Another solution is to adopt a “go-to learning” approach, which is already being used in countries such as Morocco.
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Innovation and scalability
ST
We also have to think of innovation of technologies for scalability.
PI
People think that if you have a good idea, it will be scalable but it is not easy. If you are always on the edge or at the innovation level, scalability is impossible because you are innovating in a place where people are 20 years behind you.
SMART TECH SPOTLIGHT
Dot Incorporation Dot is a pioneer in smart technology for the vision-impaired and the deafblind, helping them to lead more independent lives. Multilayered smart devices are developed using tactile dots. While conventional technologies are expensive, Dot technology is cheaper and affordable to vulnerable groups such as the visually impaired. “Dot incorporation creates technology based on the needs and demands of their end-users. Differently-abled people identify a problem and they design and develop their technology service from that identified problem.” - Ahrum Choi, Dot Incorporation
Inclusive design: Human-centric, holistic, tailored, and diverse
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ES
If you are developing content for a certain ecosystem, think of the languages used, infrastructures, audiences, etc. Understand your ecosystem first.
HO
We need to translate open resources into local languages (for communities). We also need to harness authoring tools, to make content more translatable.
WI
We are all different, so technology should be approached. Technology should be inclusive to be successful.
BI
Cognitive bias exists in our way of thinking. When it comes to vulnerable people, we should be careful of the assumptions we create. We need to think human, see beyond labels and categories and avoid replacing old bias with new bias.
BI
Think big, think small, think human.
PI
The content divide is much deeper a problem than the digital divide, which is driven by the linguistic divide.
BO
The average person and average trajectory do not exist, so services and tools cannot be designed following a universal criterion. There is no “one shoe fits all” or standard, therefore everyone should be included in the process. We should see a transition from excluding people to including people.
TO
GR
Technology serves as a conduit to support more inclusive design. We must listen to our learners and understand all their needs before learning, during learning, and after learning.
TR
Making technology available does not mean that the technology will be usable by all. People with disabilities or those from a different linguistic background may not be able to make use of it.
CA
Trade unions who want to reach workers have to think about the tools we use to communicate with workers. It is important to build digital tools as unionists to help workers connect, build solidarity in the workplace, and tell their stories.
CA
Design processes to build tools for workers are not democratic. They don’t listen to the real voices of workers or vulnerable groups. So, we have to create new ways of building technologies. Such ways and processes should be created and shared with everyone.
GO
We have to consider people’s access or ability to reach them. When designing a tool, we have to make them part of the designing process.
GR
Organizing digital communities is different to face-to-face communities, so skills need to be designed and built-in trade unions and representatives. The key to fighting precariousness is to use digital tech as ammunition.
HO
The lack of relevance is a big challenge. For instance, while content in MOOCs is relevant to northern regions (Americas and Europe), it is not relevant to southern regions (Asia and Africa).
UN
Our attitudes about people with disabilities are our greatest handicap.
HE
Socio-economic issues of communities need to be taken into account. “One size fits all” should not be the way. We should map inequalities and how to help people based on the availability of the community’s resources.
HE
Move away from thinking about tech, but about how the technology can help the community specifically.
NW
We are not just investing in computers or computer knowledge but in the aggregate, which I call “allied knowledge,” to use technology and develop themselves. If you want to invest in an ICT class for a woman who works 8 hours, it won’t work. So, you have to invest in an agriculture plan for women to be freed or a crèche for their children or a kindergarten to free their time for ICT.
NW
Digital knowledge is a small part of the digital ecosystem and that is where we should be investing now.
RADICAL IDEAS TO MAKE YOU THINK
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“ Think big, think small, think human. Francesca Biasiato, ITCILO
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INCLUSIVE COMMUNICATIONS SPOTLIGHT
Hand Talk success story Hand Talk is a free education application, which translates and interprets spoken and written Portuguese into Brazilian Sign Language. It aims to improve social interaction for mobile users. “Laura from Sao Paulo downloaded the app and learned basic sign language to be able to communicate with a deaf person for the first time ever. She was able to communicate to him that she loved him and tell him he can stay with her for as long as he wishes, which was a very touching moment for both the mother-son duo and Hand Talk.” - Thadeu Lu, Hand Talk
Need for universal toolkit/ framework/ design
Third revolution: the digital fabrication revolution
PO
ICTs have to be designed with a universal design in mind. Working together, governments and policymakers have come up with a toolkit. It’s the responsibility of all actors.
PU
Once you create a framework, like describing competencies and proficiencies, it becomes concrete and operational, more functional and instrumental.
DI
The digital fabrication revolution will disrupt the way in which production happens, especially because of climate collapse and the relationship of how humans exploit humans and the environment.
DI
We have all become producers of content. Whereas 50 years ago, we were mere consumers.
OPEN SOURCE SPOTLIGHT
Fab Labs’ open knowledge In a Fab Lab in Jordan, they made on-demand prosthetic hands and legs for children, with the support of the global network and open-source designs. The key learning is that it shows how access to digital fabrication can bridge the gap of affordability (for access to affording prosthetics for example). Fab Labs are democratizing knowledge, which has an impact on inclusivity and will create change in the global economy. “Knowledge will be interpreted differently across different cultural settings.” - Tomas Diez, Fab Labs
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Forced or “negative” digitalization
Data creation, protection, and governance
HE
The imposition of technologies, which is a great risk that could affect the environment due to a non-understanding of the context of that environment.
MA
In the case of Kumoontun, each household involved with them had at least one mobile phone with internet access. The community Kumoontun App empowered people of the same language community forming strong links are formed through persons like the head of the household, allowing challenges to be easily resolved. Therefore, digitalization was welcomed and relatable, and not seen as being forced upon.
NE
In the past, there have been national-level pushbacks by teachers, failures in their initial training, and pilot projects due to imposed classroom technologies, so Riconnessioni adapted a co-design model and worked with teachers to solve the problem.
NE
By placing emphasis on trickle-down training, teachers could decide which technology and what resources or tools would be useful for them. By doing so, teachers and providers were able to understand the needs better. From there, the technologies penetrated into schools more easily.
CA
There are organized tech workers in the US, who are collaborating with one another and building tools - they are workers who can do it as part of their union membership. The tools are built internally, out of which some could potentially be shared for usage.
CA
We need to think of an alternate data governance and protection model, where worker-owned and donation of data would become prevalent. We have to build (and allow the building of ) alternatives to existing tools, processes, and frameworks like design principles.
CA
Unions can and should be at the forefront of new forms of data governance, the way in which design and how data can be designed to serve justice.
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“ Knowledge will be interpreted differently across different cultural settings. Tomas Diez, Fab Labs
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Accelerating momentum We all share a responsibility for a more digitally inclusive future. Co-creating and co-promoting digital inclusion action for lifelong learners around the planet is the way forward. The knowledge exchanged and challenges debated serve as a guide for the global community to address digital inclusion in a timely, sustainable, and efficient manner. Changing mindsets frames the vision and working together advances the mission.
SPEAKERS AL Rose Alusthath — GGateway
NW Nnenna Nwakanma — WWWF
WO John Wood — UK Trade Union Congress
BA Rodrigo Baggio — Recode/Center for Digital Inclusion
PI Daniel Pimienta — FUNREDES
XI Jian Xi Teng — UNESCO
BE Momo Bertrand — ITCILO
PU Yves Punie — European Commission
DI Tomas Diez — Fab Labs
WI Roxana Widmer-Iliescu — ITU
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TO
Collective responsibility, values, and ethics-based future
Changing mindsets
BA
We need to collaborate to humanize the industrial revolution.
BA
We have to develop ethical values, reskill, and upskill the world population.
NW
Collective responsibility is needed for problems to be addressed.
WI
Engagement should be top-down but also bottom-up. Everyone needs to work together to make a difference.
PI
Corruption should be addressed strictly and ethics maintained, civil society and/ or private sector should be involved.
BE
If we want all humans to have equal access to technology and be digitally empowered, we have to move from the perspective of pity to power, dignity, and transformational change.
BE
There cannot be digital inclusion without diversity.
BE
We have to seek positive narratives. We have to find positive stories, where people can relate and find what works in a community. We should encourage people to look up to those.
BE
Everyone can be a solution provider, so we must do away with fear (of technologies) and make digital inclusion a reality.
PU
Changing mindsets is needed to address the problem of digital illiteracy.
PU
A lifelong learning mindset is needed because, in a rapidly evolving world, people need to work continuously on digital skills and engage with digital technologies.
DI
The network mindset is to bring everyone on the same level, documenting what we do and sharing it with everyone. Fab Labs are set up as public service in Barcelona and it is through the power of networks that the mission is achieved.
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“ There cannot be digital inclusion without diversity. Momo Bertrand, ITCILO
INNO VATIVE AGRICULTUR E SPOTLIGHT
iShamba Shape Up case iShamba is popular for transforming the livelihood of farmers. Jeremiah Wakome, a farmer, who now is a village-level advisor for other farmers had greatly benefitted from the wealth of knowledge that iShamba provided him with.
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The reason for its popularity is because it brought a big change in the mindset and daily life of Jeremiah, who was able to get info for free, such as market prices, plantation seasons, weather change, crops, and diseases. All information was made available through different technological means such as Whatsapp and the iShamba call center. iShamba started as a radio show, then expanding into a TV program that was educational for farmers (and also school children), and further to the iShamba mobile application and now Youtube. Their main challenge is to address the issue of expecting farmers to pay for the App service, which they are trying to solve with partners. Yet, iShamba App has helped many farmers, including potato farmers who have been able to double their sales in Kenya. The main reason for the success of iShamba is innovation and timely implementation of new ideas.
Vision and “moon-shot thinking”
BA
When we see the size of our existing challenges, we realize that it is not just about connecting these 3.7 billion people, but more about what we are going to do by connecting them.
BA
We need a clear vision to create 3.7 billion change-makers at the end of it. We need to create a new world to go to the next level, although it may sound utopic.
DI
It is crucial to not only be the dreamer, but be the dream itself.
GOOD TECH SPOTLIGHT
Recode and the “good use of technology” Students at a public school in northeast Brazil created a movie through VR about illness in a particular village and brought it to the attention of the governor, who upon viewing the usage of VR headsets and the power of storytelling through that technology was moved to tears. This incident led to the government paving a road between the village and the city, creating access to education, income, and health. This is an example of the good usage of technology. A drug dealer in a slum and who went to prison, changed his life and started working in the digital initiative and helped others, became a digital inclusion educator, and worked with 100k youth across many states. Microsoft showcased his example and he shared the stage with big CEOs on how tech changed life. “In my dream, I saw young people using technology to bring about change in their lives. My experiences told me that technology was a tool that could be used for empowerment, citizenship rights, and change.” - Rodrigo Baggio, Recode
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TO
Multi-stakeholder collaborations
XI
The actions triggered by COVID-19: Global network of cities in China came together to provide non-formal learning through e-Learning, similarly in Finland, multilingual resources are made available for support, and in countries like Kenya and Jordan, refugees are empowered with education through analog (radio and television).
PU
Research says that to develop digital skills, the peer-to-peer approach should be used. Teachers should learn from other teachers. In Europe, there are training programs but bottom-up approaches are proving to be more useful. In Bangladesh, teachers are brought together to help one another in small networks, despite the lack of adequate infrastructure.
AL
In collaboration with Skill Lab (Amsterdam), GGateway, an ICT services company digitally empowers youth by offering skills and support to be outsourced, in the conflict-stricken Gaza Strip, where unemployment is high. These newly formed gig workers as a result are able to become independent earning members of society.
BA
Large-scale collaboration is currently lacking. Collaboration between government, companies, academic institutions, and other major stakeholders is necessary. The collaborative impact is needed for systemic change.
XI
Recognition that all actors are important and powerful, be it at the international, national, state, municipal, or community levels.
WO
Multiple leaders are needed to empower more people to take control and responsibility.
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SCHOOL EMPOWERMENT SPOTLIGHT
Riconnessioni: Inclusive designing through trickle-down training Riconnessioni helps schools become more innovative and capable. It uses fiber-optic broadband for schools, helps the professional development of teachers, and focuses greatly on inclusion. Through multi-stakeholder efforts (OpenFiber, Turin education ministry, etc), accessibility is being made easy for many schools. Teachers were able to collaborate, take part in training sessions, empower students to become changemakers, and put themselves in the driver’s seat. By empowering teachers and schools through technology, communities were empowered through connectivity, as well as educators and parents who indirectly benefited. Perspectives shifted and teachers started seeing this as a social innovation project through technology innovation.
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Digital inclusion tips for the future Take connected action for a less disconnected world So, now what? You’ve digested the definitions, reflected on diverse perspectives, and are ready to act. They say it takes 21 days to adopt a habit, so we’re challenging you to make digital inclusion your new habit. Well, we’ve got you covered with not 1, not 21, but 42 ways you can curate a more just, connected world. Take these crowdsourced tips from the Summit and Posterheroes’ provoking graphics on your ever-evolving digital inclusion journey. If you make it to 42, then why not continue until 365…
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Remember the K.I.S.S. principle: Keep It Simple and Structured Systems, activities, and designs work best if simple, not complex. This is especially true when it comes to accessibility and inclusivity in learning. Toss out unnecessary excess or complication to focus on what really matters and transmit that clearly to the audience.
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Promote accessible open sources and technologies Open for learning. Open education resides in the public domain or is released under an open license to expand access, lower expenses, and augment the learning experience for all. Scaling up and creating wide open opportunities was never easier.
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Write ALT text to make images digitally inclusive Imagine accessing a course and the screen reader says “IMAGE.JPG.” That makes no sense. Now insert ALT text, it says “Trainer using education software to instruct a business school student.” Make more sense? Use ALT text to boost comprehensibility.
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Use closed captioning wherever possible Closed captions provide the text version when audio cannot be heard on videos. The hearing-impaired greatly benefit from this tool to understand, digest, and interact with audio content. Don’t underestimate the power of closed captions.
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Keep digital developments ethical, safe, and transparent With the world becoming increasingly digital, we must keep it increasingly safe. Ensure all digital content maximizes security of those featured as well as those interacting. Keep privacy settings on, be careful what you download, and choose strong passwords.
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Allow for technical issues… “I can’t hear.” “It won’t load.” “It’s not visible.” Learner feedback is vital when it comes to online training. So listen to the issues and give space for constructive criticism from the end users. This is an opportunity for growth, so embrace the (sometimes) rocky journey.
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...and for technical solutions Of course, now is the time to act. Solving these issues allow you to edit and transform your digital content into more accessible and digitally inclusive experiences for learners. Take this opportunity to co-create solutions and make this meaningful for all.
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Start from the user, not from the provider Humans are at the heart of it. Whenever designing or developing, always keep the end-users in mind and involved. Digital inclusion is about collectively collaborating to find solutions and bring them to life together.
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Invest in people, communities, and ecosystems online (and offline) For the people, by the people. Bridging the digital divide starts by bridging the social divide. As seen in universal design for learning, all digital environments should be accessible to people of all abilities through conscious content creation.
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Consider user experience as the only experience Be more digitally exclusive. Yes, you read that right. Exclusive is the new inclusive. You curate digital experiences exclusively for your audience. Their experience is the only experience that matters. So, invest wisely.
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Understand the context to better deliver what’s next Your daily life differs drastically from your grandmother’s, your boss’, or your best friend’s toddler’s. Diving deep into the reality you’re creating for, helps you better understand their daily challenges and routines.
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Always advocate for the users to advocate inclusively When you’re standing up for a group, don’t assume your personal experience matches the others’. Gather diverse perspectives and make sure you’re portraying the full picture. No one wants a half-finished campaign.
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Never lose sight of the purpose that inspires the search for the solution We’re all driven by passion. It guides our decisions, mistakes, and breakthroughs. When thinking about technological-solutionism, it’s an opportunity to innovate and not a reiteration of the problem at hand.
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Remember three words: Empathy, empathy, empathy! It’s at the heart of all we do. Open your heart and follow your gut. Treat others as you wish to be treated whether online or offline. Design, innovate, and advocate with compassion and conviction.
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Aspire to lead, but also to follow and listen We’re committed to lifelong learning and lifelong leading. But even the best learners and leaders know when it’s time to sit in the back seat and lend an ear to those around. Flip the narrative and let your beneficiaries lead.
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Do not just give a (wo)man a computer, but rather teach how to use it As the famous proverb says, “if you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetime.” It’s no different for digital inclusion. No computer will change the world without showing the user how.
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Imagine frameworks as conversational tools Principles, guidelines, and diagrams all share a common goal: practical solutions. Use them as hooks, conversation starters, and advice to move forward. All great policies or agendas emerge from human-to-human consultations and exchanges.
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Push for people-focused policies to accelerate inclusion Stop, collaborate, and listen. Collaboration, cooperation, and coordination are the way forward. Disability inclusion touches everyone far and wide, calling upon all actors to take an active role.
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Build a team Whether a teacher, government official, or CEO, you have the power to make a digitally inclusive difference. Communities, schools, NGOs, governments, unions, and private enterprises all share a responsibility, so bring them together.
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Open educational resources to widen the reach An open approach to digital development boosts collaboration and increases visibility. By transforming learning to an open format, we extend a helping hand to all around us. It’s an invitation to exchange and build together.
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Pick a partner(ship) because this is a social co-responsibility To echo the African proverb, “if you want to go fast, go alone; but if you want to go far, go together.” Translation: teamwork makes the dream work. There is power and momentum in numbers. Spread the word and make this a collective action.
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Accept all digital literacies One size does not fit all. No fairytale could illustrate it better than Cinderella. The way you, your 2-year-old niece, or your 60-year-old professor interacts with media and technology differs drastically. Meet them where they are.
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Recognize that technology is not neutral Technology is varied and diverse just as the human race, so digital design and services should reflect a tailored approach to inclusion. From low-tech community radio shows to show-stopping holograms, check the audience has full access.
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Remember what it means to be digitally literate today, may change tomorrow Our newest generations are learning on TikTok, the previous ones on YouTube. Apps and digital services are constantly e-volving. It’s impossible to master it all. But stay alert and aware to effectively connect with learners.
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Avoid placing all responsibility on the learners It’s not up to them to stay up-to-date with the latest technological trends or download all the recent upgrades. Familiarize yourself with their learning habits and level of digital literacy. Get on their level. Accommodate their style.
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Bridge the gap from all directions Diversity is a fact, inclusion is an act. Let’s embrace our differences and use them as fuel to innovate inclusively. Let’s focus less on the gap and more on the opportunity. Look up, down, back, and forward to innovate radically.
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Design for learner variability We’re all human. Our variety is what makes us valuable. Learning experiences keep us engaged and motivated because they are dynamic, constantly changing. Allow for learning styles to mirror the learners.
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Foster belonging beyond diversity or inclusion It’s human nature to crave a sense of belonging. Diversity mandates and inclusion policies can only go so far. Creating a space of welcoming acceptance and addressing those around you with compassion make the difference.
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Upgrade from hardware to human software Mindware for the future. Thinking is the greatest tool. No amount of inclusive policies, new infrastructure, or universally designed modules would exist without a shift to a digitally inclusive perspective.
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Focus less on headsets and more on mindsets Grab the lens of the future to reimagine and recreate a more just, connected world. Virtual reality or augmented reality never beat real reality. Tech-based learning experiences serve to shift your perspective, not replace it.
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Adopt lifelong learning for lifelong leading Lifelong is a daunting commitment, we know. But leading by example is what we mean here. Being open to learning from others and open to trying new digital experiences sets the standard for learners that also look up to you.
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Humanize the digital revolution With artificial intelligence on the rise, never lose sight of humanity’s capacity to counterbalance this machine-based power. The humanet behind the internet is the true power move. Don’t forget that.
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Reimagine ICT: Inclusive Community Tools Acronyms bombard us everyday. Let’s envision an alternative Information and Communications Technology. An ICT that holds empathy and inclusion at its core. These Inclusive Community Tools are our collective way forward.
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Turn on your radical radar To be radically inclusive means that all learners can attend (and enjoy) a training. Common biases sometimes unintentionally exclude some learners. Digital inclusion with a radical lens eliminates this bias.
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Like, connect, and share but be intentional Sound familiar? Use social media for good. The exponential reach of these platforms has the power to influence, shape, and even transform the audience’s mind. Channel this potential wide impact to spread the word about digital inclusion.
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Speak accessibility “To have another language is to possess a second soul,” stated Charlemagne. That’s true for foreign languages, but also for digital languages. Become fluent in accessibility to develop a digitally inclusive soul.
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Realize excluded people (already) have potential The digitally excluded are the future. More vulnerable learners like the elderly, hard-to-reach citizens, or the unemployed foster digitally inclusive innovation. Meet the learners where they are and avoid overstressing the “gap.”
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Recall everyone can be a solution provider Ground-breaking apps, interactive online habitats, and revolutionary start-ups can transform digital inclusion globally. Anyone anywhere has the power to think up the next great idea. All levels of digital literacy are welcome.
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Advocate for digital empowerment, not just inclusion Inclusion is one thing, but empowerment is another. Inviting the key players to the table is inclusive, but advancing their entrepreneurial spirit is empowering. Choose empowerment and inclusion.
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Stop dreaming and be the dream We all know the famous “I have a dream” speech. Channel that energy when imagining the next digital inclusion breakthrough. Shift your perspective from a position of pity to power. Let’s empower everyone to achieve that dream.
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Put the impossible on the table Worldwide connectivity. Universal digital literacy. Fully accessible digital learning. It all seems impossible until it’s done. Take a leap of faith and integrate a small, digitally inclusive change every day. If we all commit together, we make it possible.
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Leave no one behind Must we say more?
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POSTER HEROES .ORG Giulia Piras — Italy
Giada Gunetti — Italy
Riccardo Gola — Italy
Yeti Iglesias — Mexico
S. Bohada & M. Gaitán — Colombia
Veruska Ceruolo — Italy
Shalom Diaz & Candida Nava — Italy
Mara Pidello — Italy
Ivan Kashlakov — Bulgaria
Eduardo Davit — Uruguay
Anna Formilan — Italy
Natasha Mileshina — Russia
Sonia Adinolfi — Italy
Erica Borgato — Italy
Alessandra Parodi — Italy
Anna O’Rourke — United kingdom
Carlotta Costanzo — Italy
Sanja Radakovic — Slovenia
Abdelrahman Elbadry — Egypt
Presmi Vyanen — Mauritius
WINNERS Winners of the Posterheroes Becoming e-Quals competition. Here you can find the the full gallery with the artworks of the 40 winners, chosen by the international selection panel.
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Marco Giancarlo Pea — Italy
Nalan Kantar — Turkey
Alejandro Ortiz Particular — Colombia
Andreas Stettler — Switzerland
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Fateme Moheysen — Iran
1431 97 Matteo Cataneo — Italy
José Villamayor — Argentina
Sumedh Narnaware — India
Matteo Beda — Italy
Anqi Zhou — China
This year we received 1431 posters from 97 countries.
Renata Martinez — Venezuela
Alessandro Di Sessa — Italy
Angelica Beltran — Colombia
Junjie Su — China
Chen Jie — China
Luiza Amorim & Ray Cussan — Portugal
Simone Zorzetto — Italy
Kutay Birdane — Turkey
Wenfeng Huang — China
Semih Oduncu — Turkey
POSTERHEROES
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Umut Altintas — Smirne
Umut Altintas — Smirne
Umut Altintas — Smirne
Giulio Mosca — Genova
Rory Wynn — London
Valentina Bongiovanni — Torino
Truly Design — Torino
Chiara Morra — Torino
Giovanni Gastaldi — Torino
Alice Lotti — Torino
Estudio Puebla — Buenos Aires
Studio Sofa — Pietrasanta
Sara Gironi Carnevale — Napoli
Giulia Tassi — Valtellina
AMBASSADORS Special features from the Posterheroes Ambassadors / Out of competition. We invited a group of artists in our network to support the current edition of Posterheroes and become Ambassadors of the competition. They were asked to create a poster out of competition about the topic Becoming e-Quals.
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DISCOVER MORE AT
posterheroes.org
POSTERHEROES
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Acknowledgements The people behind the pages
F R O M 4our
T O 4orty 2wo
PUBLISHED BY
ITCILO - International Training Centre of the ILO ETF - European Training Foundation
CONC EPT & COOR DINATION
Tom Wambeke
EDITORIAL TEAM
Delphine Dall’Agata Janani Ganapathi Fabio Nascimbeni
DESIGN
Diego Laredo de Mendoza
IMAGES
Posterheroes
IDEAS
All Digital Inclusion Summit experts and participants
PRINTED BY
Tipografia Commerciale
ACTIONS
Yours
This publication is licensed under a Creative Commons Attribution-NonCommerical-ShareAlike 4.0 International Licence. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/
MIX Paper from responsible sources
500 limited edition copies printed and bound in Italy in December 2021.
www.fsc.org
FSC ® C007139
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