Digital Reach

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LOBALIZATION IMPACTS MANY

aspects of our lives: our

economy, our workplaces, how we produce and consume,

how we interact and communicate, and how we develop

and deliver education are some examples. The main driving forces

behind globalization are increasingly open global markets and

rapid technological developments. Information and communi-

cation technology (ICT) have facilitated communication around

the globe, and made possible instantaneous contact between

persons, organizations and businesses situated on different conti-

nents for a reasonable price.

The number of people with access to the Internet in the world

approaches a total of 80 per 1 000, with as many as 400 per 1 000

in high-income countries; but only 1.8 persons per 1 000 in the

least developed countries.

This elite group has the opportunity

of synergetic collaboration; has access to goods, services and

updated information in all areas, and can work more or less inde-

pendently of governments and national laws. Those who do not

have access are inevitably excluded.

The dividing line goes between the industrialized countries and

developing countries. Rapid population growth and lack of qual-

ified teachers in developing countries make the need for educa-

tion ever more urgent. Sub-Saharan Africa is the worst off with

poor infrastructure, lack of expertise, poor bandwidth capacity if

any, excessive Internet connection costs and a rapidly growing

population combined with dwindling resources for education.

The digital divide is real, and accelerating. Leaders in developing

countries are aware and are concerned: “The overwhelming

majority of developing countries, despite difficulties, problems

and fears, seek as far as possible to take part in the formation of

the global educational community.”

Unless the international community commits itself to change

this development, the poor countries of the world will be left

behind. There is an increasingly urgent need for measures that

includes, not excludes, and for a gradual closing of the digital

divide instead of accelerating it.

The Global Virtual University (GVU) under the auspices of the

United Nations University (UNU) is an international consortium

of universities offering study programmes and courses intended

to be ‘global’, where students from different continents learn

collaboratively and online, with a UN perspective on the learning

content.

E-learning for a sustainable future

The vision of GVU is to contribute to a sustainable future with a

focus on developing countries making use of the latest e-learning

pedagogy and technology.

The mission is to increase people’s sensitivity to, and involve-

ment in, finding solutions for environment and development

issues. This shall be accomplished by mobilizing a network of

universities in developed and developing countries to participate

in creating online educational programmes in global environ-

mental and development studies and to provide support to these

universities.

The global markets, where multinational corporations domi-

nate, tend to expose increasing numbers of people to a westernized

consumer lifestyle. Multinational corporations also compete for

scarce natural resources. In this situation, good governance is a

key for achieving a more sustainable development. Increasing

awareness, changing attitudes and above all appropriate knowl-

edge and skills are decisive factors.

The eight Millennium Development Goals (MDGs) – which

range from halving extreme poverty to halting the spread of

HIV/AIDS and providing universal primary education by the target

date of 2015 – form a blueprint agreed to by all the world’s coun-

tries and the world’s leading development institutions.

United Nations Secretary-General Kofi Annan has commented:

“We will have time to reach the Millennium Development Goals

Building partnerships to educate the world:

the UNU/GVU strategy

Sven Åke Bjørke and Harald Holt, Arendal, Norway

Together in a face-to-face-session, but working with different groups in a

virtual classroom. Deep concentration is necessary when learning to

function in this new setting

Photo: Åke Bjørke