The Australian and International Indigenous Design Charters have been created as best practice documents for the design profession. They were developed in Geelong, an Australian UNESCO City of Design by Deakin University. Field research for the International Indigenous Design Charter was conducted with Sami, Inuit communities in the Nordics (Greenland, Sweden and Denmark) as well as First Nation stakeholders across the Americas and Australia. It was partially funded by the Australian Federal Government's department of foreign Affairs and Trade (DFAT). The International Indigenous Design Charter was launched in 2017 at the World Design Summit in Montreal Canada.

The next step (in progress) involves Deakin and Monash Universities (Melbourne, Australia) working with OCAD University (Toronto, Canada) to develop a Canadian Indigenous Design Charter. This phase of the research is funded by the Australian Research Council (Australian Federal Government).

The aim of these protocol documents is to encourage respectful and informed best practices by designers working with Indigenous cultural representation. The objective is to elevate the profile of First Nation cultures globally in a way that respects diversity, promotes understanding and builds cultural sustainability within a contemporary context. 

The following links provide additional information about the project:
https://www.theicod.org/storage/app/media/resources/International_IDC_book_small_web.pdf
https://www.theicod.org/en/resources/international-indigenous-design-charter 
https://good-design.org/projects/australian-indigenous-design-charter/
https://premiersdesignawards.vic.gov.au/entries/2018/design-strategy/international-indigenous-design-charter
https://premiersdesignawards.vic.gov.au/entries/2023/communication-design/royal-botanic-gardens-melbourne-wayfinding-design
https://www.design.org.au/practice-notes/australian-indigenous-design-charter

The hands-on experience of team members is crucial to this ongoing, International, Indigenous led project. Research participants include global Indigenous leaders in culture, design and research. Non-indigenous design academics and aligned research institutions including Deakin University,  National Indigenous Knowledges Education Research Innovation Institute (NIKERI), Monash University and OCAD University.

This research is design focused including its digital communication design imperative which talks to all 8 points of the posed Public Question: 
How is UNESCO leveraging digital technologies to improve access to education in remote and understated areas worldwide?

The Indigenous Design Charters:
• developed in Geelong, a UNESCO City of Design (UCCN)
• endorsed by the International Council of Design, a UNESCO affiliate member

I was involved in the 2013-2015 Grundtvig Learning Partnership (Bulgaria (AVO Bell), Croatia (WYG savjetovanje), Romania (Association of Consultants in Development of Communities – ACDC) and UK/Scotland (University of Glasgow). Not specifically UNESCO but a lot of the learning was later used for various global approaches and further work. Was a decade ago but a lot of the key findings are still relevant, today. Likewise, we also visited schools so this is not just about adult education. 

It aims to exchange knowledge and practice across key stakeholders involved in the policy, practice and theory of adult learning to assess how different types of partners such as public, private and voluntary organisations can work together and adopt innovative approaches to learning to address the challenges of promoting participation in adult education in the economic situation.
 

Objectives of our partnership were:
 

• To recognize innovative practices of adult education used in Bulgaria, Croatia, Romania and Scotland/UK and to ensure their transfer across countries involved by producing a project compendium and by disseminating project results through the website/e-platform, different workshops and seminars, and research papers.

• To improve the quality of adult educators in partnership countries by broadening their knowledge on using ICT/TEL (Technology Enhanced Learning) and innovative methodologies in creating efficient pedagogies targeting the needs of people from vulnerable groups and marginal social contexts.

• Each of the partners worked closely with an extended network of organizations and providers, many of whom were the focus of the research but also included other research projects (including other Grundtvig projects, where possible) and sources of expertise that could help the partnership to address our objectives.

Our approach consisted of the following:
 

Comparing learning approaches used in adult education in partnership countries that have been seen as effective in addressing the needs of the priority groups. Within this, specific areas for the research will include:
 

• How can TEL and innovative pedagogies enhance learner access, engagement, motivation and achievement.
• What particular learning and teaching approaches facilitate access to lifelong education for disadvantaged and marginalized groups, eg: people with disabilities, unemployed women, minorities, migrant and ethnic groups, people in rural communities.
• Exchanging knowledge and good practice examples among partners in the project and broader communities. Partners will share their experiences in order to generate a supportive and functional framework which should permit collecting of knowledge, innovative practices, case studies and good practice examples meant to generate a project compendium.
• Exploring the attributes and skills required by adult educators to identify good practice in educator pedagogy and approaches across a range of adult education contexts.

The final compendium can be downloaded here: https://itelead.files.wordpress.com/2014/07/grundtvig-learning-partnership-final-version-3.pdf

I can share some of UNESCO's initiatives in Jordan showcasing how digital technologies are being leveraged to enhance access to education in remote, underserved areas and also during crisis. Through its partnerships with the MoE, and other stakeholders under the System Strengthening and partnership (SSP) programme, UNESCO has implemented various programs aimed at bridging the educational gap.

One key aspect of UNESCO's efforts in Jordan is utilizing OpenEMIS to improve annual monitoring and reporting for the Education Strategic plan (ESP) at the MoE using the (OpenEMIS Monitoring Tool), UNESCO also supported the the promotion of online learning platforms and digital resources. By providing access to educational content through the internet, These platforms often offer a diverse range of subjects and materials, allowing students to pursue their interests and educational goals. one example of these platforms is Jolearn Platform. 

Currently UNESCO is supporting the development of the MoE GIS system and connecting this with the School rationalization plan. 

Furthermore, UNESCO works to enhance digital literacy among teachers and students alike. Training programs and workshops are organized to equip educators with the necessary skills to integrate technology into their teaching practices effectively. By empowering teachers to utilize OpenEMIS.

Additionally, UNESCO facilitates the establishment of Jordan Education for Sustainable Development initiative for digital learning, which focus on digital education as a priority to transform education. 

Through these concerted efforts, UNESCO is making significant strides in improving access to education in Jordan. By leveraging digital technologies, UNESCO is breaking down barriers to learning and empowering individuals to reach their full potential.

There are two interesting reports from UNESCO that address this issue and one personal work: 

1) From radio to artificial intelligence: review of innovative technology in literacy and education for refugees, migrants and internally displaced persons: https://unesdoc.unesco.org/ark:/48223/pf0000382627

This report provides an overview of the challenges and strategies related to literacy and education for these vulnerable groups. It addresses three main questions: the literacy issues faced by refugees, migrants, and internally displaced persons (IDPs), the impact of ICTs on their literacy learning, and the strategies used to overcome implementation challenges in ICT-supported programs. 

2)  Global education monitoring report, 2023: technology in education: a tool on whose terms? https://unesdoc.unesco.org/ark:/48223/pf0000385723

This report discusses that while technology promises to revolutionize education, robust evidence of its effectiveness is limited and often biased. Effective tech integration should support face-to-face learning rather than replace it. The report also highlights the substantial financial, well-being, and environmental costs associated with education technology, especially for underserved communities, urging policymakers to prioritize students' needs and view technology as a supportive tool, not an end.

3) AIED Unplugged: Leapfrogging the Digital Divide to Reach the Underserved . https://drive.google.com/file/d/1hfE8vSOTFAFDz97w_A83qhmsOKqgLfOI/view?u...

This is a paper that presents how AI technology can be used to support underserved communities to improve literacy.  The abstract is as follows: "Artificial Intelligence in Education (AIED) is a driving force to improve education. Nevertheless, policymakers from the Global South fear that AI will increase the digital divide and reduce the opportunities for students in these regions to thrive. To address this problem, we analyzed the past 30 years of data on four aspects of the digital divide. Then, based on these findings and a series of discussions with stakeholders (e.g., policymakers), we proposed the concept of AIED Unplugged. An approach to creating AI-based educational technologies that do not require changes in current school settings (e.g., infrastructure), do not rely on stable internet access, and do not ask for digital skills to use
them. We applied this concept to redesign an education policy in Brazil to help students improve their writing skills. Our results show a reduction in time, cost and complexity to running the policy, and a positive impact on more than 500,000 students in 7,000 schools in the country."

We have conducted research work on 'A Global Mapping of the UNESCO Thematic Indicators in Conjunction with Advanced Technologies for Cultural Sustainability' which was published in the Sustainability Journal on May 30, 2024. https://doi.org/10.3390/su16114650 . We believe that the outcome of this research vividly addresses the question raised by Dr. Pal concerning UNESCO leveraging digital technologies to improve access to education in remote and underserved areas worldwide.

The integration of UNESCO Thematic Indicators and cutting-edge technologies into rural city development strategies offers a promising avenue for revitalizing rural areas. This approach not only preserves cultural heritage but also promotes sustainable growth.

• The inclusion of UNESCO Thematic Indicators and cutting-edge technologies into education and development strategies presents a significant opportunity to revitalize, shape communities, enhance education, and safeguard their cultural legacy, as well as advance sustainability.
• Enhanced Data-Driven Decision Making: the utilization of UNESCO Thematic Indicators equips entities and citizens with comprehensive data spanning education, culture, environment, and heritage. This facilitates evidence-based decision-making for tailored interventions
• Advanced technologies: can narrow the digital gap in communities, fostering inclusive progress. Initiatives like digital literacy programs and high-speed internet access empower communities, ensuring they partake in the modernization journey.
• Capacity Building and Knowledge Sharing: UNESCO's focus on capacity building and knowledge exchange facilitates the dissemination of best practices and innovative approaches in education and development. Through partnerships with global entities and leveraging advanced digital technologies.
• Empowerment of Local Communities: by embracing participatory methods and community involvement, UNESCO Thematic Indicators empower local communities to actively engage in the development process. By engaging residents in decision-making and execution, education and development initiatives can ensure that development aligns with community needs and aspirations.