14-55 Cedric Wachholz UNESCO

Challenges and Opportunities of
Artificial Intelligence for SDG 4

Cédric Wachholz, Chief of ICTs in Education, Science and Culture Section,
UNESCO
UNESCO AI Everything Summit, UAE 2019

1 SDG 4 – key statistics
2 Improving Learning outcomes
3 Preparing for an AI driven world
4 Six Challenges in Education and AI
5 UNESCO work
6 Conclusion
Content

Sustainable Development Goal 4
Ensure inclusive and equitable quality education

and promote lifelong learning opportunities for all

Why Education matters?
Education - a Human Right!
Helps achieve other SDGs
Breaks Cycle of Poverty, reduces Inequalities
Empowers people to live healthy and sustainable lives
Fosters Tolerant and Peaceful Societies

Key Statistics
Access and Quality

Access: Out of School Children
Fundamental Issues at the heart of Education
“264 million out-of-

school children,
adolescents and youth”-
UNESCO Institute for
Statistics

Quality: Learning Outcomes
Need to strengthen achievement of Minimum Proficiency

Levels
“More than 617 million

children and adolescents are
not achieving minimum
proficiency levels (MPLs) in
reading and mathematics”-
UIS

AI and Education
How can AI support SDG 4?

Addressing challenges of Education
through AI
Two dimensions of achieving SDG 4 through AI
Improving Preparing
Learning Learners for an
Outcomes AI driven World
Personalisation,
New curriculum for
improved learning
AI powered world
and assessments
Data Analytics in
Developing AI
Education
capacities through
Management
post basic education
Information Systems

Improve Learning Outcomes
Track 1: Personalisation, improved learning

Improving Learning Outcomes
AI to promote personalization of education
Computer Assisted
Learning (CAL)
AI as an Assessment
Tool

AI to promote personalization of education
Equitable and Inclusive Access to

Education
Support Collaborative Learning
Teacher Assistant Model

Plan Ceibal in Uruguay – Personalisation of content
• “Mathematics Adaptive Platform” –

PAM in Spanish
• Content adapted to Uruguay’s

national curriculum
• Provides personalized feedback

according to each student’s skill level

M- Shule in Kenya delivers content through SMS

Example: AI for automatic correction of essays
• 60000 schools
• 92% match of AI and human evaluations

Example: Kahoot – Gamification and Collaborative Learning
• Allows teachers to create fun learning

games and quizzes
• Acts as an assessment tool
• Interface allows social learning through

shared screen, interactive white board or a
dedicated application
https://www.youtube.com/watch?v=JhK6sOQcPQ8

Improve Learning Outcomes
Track 1: Data Analytics for Ed Policy

Data Analytics in Education
Management Information System
Data Driven Decision Making for Education Policies
Education Management and

Information System (EMIS)
Integrated Learning
Management System

Data Analytics in Education
Management Information System
Example: United Arab Emirates (UAE) – Data Analytics Platform
70 higher 1.2
1200
Education Million
Schools
Institutes Students

Addressing the Challenge of
Education through AI
Two dimensions hieve SDG 4 through AI
Improving Preparing
Learning Learners for an
Outcomes AI driven World
Enhancing teaching,
New curriculum for
learning and
AI powered world
assessment
Data Analytics in
Developing AI
Education
capacities through
Management
Information Systems

Preparing Learners for an AI driven World
Track 2: New Curriculum & Computational Thinking

Preparing Learners for an AI driven
World
A new curriculum for AI powered world
• What are the skills required in the

Needs digital world?
• Digital Competency Framework (in

Response past ICT Competency Frameworks)
• For teachers and students through

Digital Skills new curriculum

World
Encouraging Computational Thinking
Formulate computational problems
Logically organize and analyze data
Represent data through models
Automate solutions through algorithms
Identify, analyze and implement possible solution
Generalize and transfer problem solving processes

World
Examples of National Initiatives
EU Countries are at different

stages of integrating Argentina’s “Aprender
Computational Learning in Conectados” for age
curricula appropriate digital skills in
schools
Estonia’s “ProgeTiger Programme”
for programming and robotics in
pre-school, primary and vocational Singapore’s PlayMaker
education Programme introduced
robots to 160 preschool
centres to develop
Malaysia’s #mydigitalmaker young learners
movement wants to “embed competency for
thinking skills – not IT skills for computational thinking
problem solving”

UNESCO ICT competency
framework for teachers
-manage digital technologies, teach them

to their students
-help their students be capable of
collaborating, solving problems and being
creative in the use of digital technologies

Track 2: Open Educational Resources

Open Educational Resources (OER)
How can AI help improve use of OER?
• Mass content available but missing mass users

Challenge
• Resources hard to access for users

• Resources hard to find, use, reuse, remix
Reasons* • Language access
• AI to help collect, categorize, disseminate right

OER content
Solution • AI for translation of Open Education content
* Does not include access due to lack of infrastructure (internet etc.)

Track 2: Post Basic Education

Strengthening AI capacities through
Other Learning Avenues
Technical and Vocational Education

and Training for AI re-skilling
Non-formal and informal learning -

MOOCs

Six Challenges of AI in Education
Conclusion

Six Challenges in AI and Education
Ensuring ethics Developing a

and transparency comprehensive
in data collection, public policy on
use and AI for
dissemination development
Making Research Ensuring inclusion

on AI in education and equity in AI for
significant education
Preparing
Developing teachers for an
quality and AI-powered
inclusive data education while
systems preparing AI to
understand
education

How is UNESCO responding?
AI Projects and Partnerships
UNESCO:
Extending our knowledge base
Publication
Human Rights Implications

Openness in AI: Knowledge, Data, Markets
and Opportunities
Inclusive Access for AI Development

Multistakeholder Approach for AI
Governance
Crosscutting Issues: AI and Gender X AI

and Africa

UNESCO:
Extending our knowledge base
Publication

Ethical dimensions of AI
Standard setting work, possible normative instrument
UNESCO UNESCO
Executive Board General Conference

UNESCO: AI for Education Partnerships
Microsoft
Ericsson

UNESCO: AI for Education Partnerships
CRI
Weidong Group
TAL Education
Group

Summary

Thank you for your attention

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Challenges and Opportunities of

Artificial Intelligence for SDG 4

UNESCO AI Everything Summit, UAE 2019

2 Improving Learning outcomes

3 Preparing for an AI driven world

4 Six Challenges in Education and AI

UNESCO AI Everything Summit, UAE 2019

Ensure inclusive and equitable quality education

UNESCO AI Everything Summit, UAE 2019

Education - a Human Right!

Helps achieve other SDGs

Breaks Cycle of Poverty, reduces Inequalities

Empowers people to live healthy and sustainable lives

Fosters Tolerant and Peaceful Societies

UNESCO AI Everything Summit, UAE 2019

Access and Quality

UNESCO AI Everything Summit, UAE 2019

Fundamental Issues at the heart of Education

“264 million out-of-

UNESCO AI Everything Summit, UAE 2019

Need to strengthen achievement of Minimum Proficiency

“More than 617 million

UNESCO AI Everything Summit, UAE 2019

How can AI support SDG 4?

UNESCO AI Everything Summit, UAE 2019

UNESCO AI Everything Summit, UAE 2019

UNESCO AI Everything Summit, UAE 2019

AI to promote personalization of education

UNESCO AI Everything Summit, UAE 2019

AI to promote personalization of education

Equitable and Inclusive Access to

Support Collaborative Learning

Teacher Assistant Model

UNESCO AI Everything Summit, UAE 2019

Plan Ceibal in Uruguay – Personalisation of content

• “Mathematics Adaptive Platform” –

• Content adapted to Uruguay’s

• Provides personalized feedback

UNESCO AI Everything Summit, UAE 2019

M- Shule in Kenya delivers content through SMS

UNESCO AI Everything Summit, UAE 2019

Example: AI for automatic correction of essays

UNESCO AI Everything Summit, UAE 2019

Example: Kahoot – Gamification and Collaborative Learning

• Allows teachers to create fun learning

• Acts as an assessment tool

• Interface allows social learning through

UNESCO AI Everything Summit, UAE 2019

UNESCO AI Everything Summit, UAE 2019

Education Management and

UNESCO AI Everything Summit, UAE 2019

UNESCO AI Everything Summit, UAE 2019

UNESCO AI Everything Summit, UAE 2019

UNESCO AI Everything Summit, UAE 2019

• What are the skills required in the

• Digital Competency Framework (in

• For teachers and students through

UNESCO AI Everything Summit, UAE 2019

Formulate computational problems

Logically organize and analyze data

Represent data through models

Automate solutions through algorithms

Identify, analyze and implement possible solution

Generalize and transfer problem solving processes