The UNESCO King Haman Bin Ira Al-Khalifa prize for the use of ICT in education is now accepting candidatures. The theme of the 2022 edition is the use of public platforms to ensure inclusive access to digital education content.
Two winners will be selected based on the recommendations of an international Jury, and each winner will receive a reward of US$ 25,000, a diploma, and international recognition during an award ceremony to be held at UNESCO Headquarters.
The 2022 edition builds on the conclusions of the Transforming Education Summit (TES), held in September 2022. At the summit, participating States reaffirmed that digital technologies should not widen but reduce learning gaps.
Within this context, the ICT in education prize will reward projects that have made digital learning platforms and digital content more accessible, as well as those that have promoted universal connectivity in education and the development of digital competencies for all teachers and learners. Diverse set of technological tools and resources used to transmit, store, create, share or exchange information. These technological tools and resources include computers, the Internet (websites, blogs and emails), live broadcasting technologies (radio, television and webcasting), recorded broadcasting technologies (podcasting, audio and video players and storage devices) and telephony (fixed or mobile, satellite, visit/video-conferencing, etc.). For the application to be considered, it should be nominated by either the National Commission of the UNESCO Member State or an NGO in official partnership with UNESCO.
All applicants are encouraged to get in touch with the NGO or National Commission ahead of the application process. Self-nominations will not be accepted.
Governments of UNESCO Member States as well as NGOs in official partnership with UNESCO are invited to elicit and nominate up to three projects, which are in line with the 2022 theme and meet the selection criteria. To advance these priorities, on Thursday 8 and Friday 9 December, UNESCO convened a meeting of the High-Level Steering Committee on Sustainable Development Goal 4 on education. The meeting was held at UNESCO Headquarters, under the chairmanship of Audrey Azoulay, UNESCO’s Director General, and Julius Mazda Bio, the President of Sierra Leone.
Following the Transforming Education Summit (TES) that took place in September 2022 in New York, the UN Secretary General mandated the Committee to ensure and monitor the effective follow-up of the commitments of countries made at the Summit.
The Committee called on world leaders to endorse the six calls to action made at the Summit: the green and digital transitions, advancing gender equality, foundational learning, education in crisis contexts, and equitable and efficient education financing. Ensuring that all children and youth are climate ready, improving schools’ digital connectivity and students’ access to online learning contents are critical goals. We appeal to world leaders to accelerate progress in these areas, according to the agreements reached at the Transforming Education Summit. Ensuring that all children and youth are climate ready, improving schools’ digital connectivity and students’ access to online learning contents are critical goals. We appeal to world leaders to accelerate progress in these areas, according to the agreements reached at the Transforming Education Summit. The HLSC is composed of principals of United Nations and education partner agencies, civil society and donor representatives, and Ministers of Education from the 12 countries representing their respective regions: Argentina, Bangladesh, China, Colombia, Côte d’Ivoire, France, Jordan, Latvia, Morocco, Portugal, Sierra Leone and Slovenia, and aims to speed country-level progress towards Sustainable Development Goal 4 for quality education for all by 2030. The TES, the largest global education summit in recent decades, led to national commitments from 133 countries to recover learning losses from the pandemic and transform their education systems to make them more inclusive, relevant and resilient to future shocks.
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