Abstract
While information and communication technologies (ICT)
have been part of global and national education policy
discourse since the 1980s, explicit national public policies
on ICT in education (ICTE) emerged only in the 1990s under
the influence of globalization. These were then informed in
the early 2000s by global frameworks that served to enable
policy formation to guide and influence national ICTE policy
development. The key frameworks were the Millennium
Development Goals (2000), and later, the Sustainable
Development Goals (2015) and the related Qingdao Declaration
(see UNESCO, 2015a), the World Summit on the Information
Society (WSIS) Declaration of Principles and Platform for Action
(2003), the Broadband Commission on School Connectivity
(Broadband Commission for Sustainable Development, 2020)
and, more recently, UNESCO’s Recommendation on Open
Education Resources (2019) and UNESCO’s Guidelines for ICT
in Education Policies and Masterplans (UNESCO, 2022a). These
global frameworks have mobilized networks of powerful public,
private and civil society players to
scaffold a global ICTE agenda that
combines often contradictory
rights-based, social justice
and economic competitive
objectives.