Beruflich Dokumente
Kultur Dokumente
Sector
United Nations
Educational, Scientific and
Cultural Organization
Approach: Top-down
Implementing organization:
mSchools
Year launched: 2013
SPAIN
Authors:
Albert Forn, Jasmine Castro and
Mar Camacho
Editors:
Fengchun Miao and Anett Domiter
UNESCO Education Sector The Global Education 2030 Agenda
Education is UNESCO’s top priority because it is UNESCO, as the United Nations’ specialized
a basic human right and the foundation on which agency for education, is entrusted to lead and
to build peace and drive sustainable development. coordinate the Education 2030 Agenda, which is
UNESCO is the United Nations’ specialized agency part of a global movement to eradicate poverty
for education and the Education Sector provides through 17 Sustainable Development Goals by
global and regional leadership in education, 2030. Education, essential to achieve all of these
strengthens national education systems and goals, has its own dedicated Goal 4, which aims to
responds to contemporary global challenges “ensure inclusive and equitable quality education
through education with a special focus on and promote lifelong learning opportunities for all.”
gender equality and Africa. The Education 2030 Framework for Action provides
guidance for the implementation of this ambitious
goal and commitments.
Education
Sector
United Nations
(GXFDWLRQDO6FLHQWL¿FDQG
Cultural Organization
Published by the United Nations Educational, Scientific and Cultural Organization
7, place de Fontenoy, 75352 Paris 07
SP, France
Unit for ICT in Education
Education Sector
UNESCO
© UNESCO 2019
This document is available under the Creative Commons Attribution-ShareAlike 3.0 IGO licence (CC BY-SA 3.0 IGO;
https://creativecommons.org/licenses/by-sa/3.0/igo). By using the content of this document, the users accept to be
bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-
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The designations employed and the presentation of material throughout this document do not imply the expression
of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of
its authorities, or concerning the delimitation of its frontiers or boundaries.
The ideas and opinions expressed in this document are those of the authors; they are not necessarily those of UNESCO
and do not commit the Organization.
Acknowledgements
UNESCO would like to thank the following individuals for their valuable contributions to the ‘’Best practices in
mobile learning’’ project and case study series.
Fengchun Miao, Chief of Unit for ICT in Education at UNESCO Headquarters, conceptualized the study and led the
development of the criteria for the selection of best practices in cooperation with the Expert Panel of the project.
He also coordinated the drafting and production of the report and served as the principal editor.
Anett Domiter, Associate Project Officer at the Unit for ICT in Education at UNESCO, supported the selection of
initiatives through an open call for proposals and assisted the drafting and editing processes.
We acknowledge with gratitude the contribution of the three authors: Albert Forn, mSchools Director and
Jasmine Castro, mSchools Project Manager from GSMA Ltd., as well as Mar Camacho, Director General of
Innovation, Research and Digital Culture of the Ministry of Education of Catalonia.
The Expert Panel of the project contributed to the development of the criteria for the selection of best practices,
reviewed the applications and supported the drafting and editing of case studies.
• Alexandre Fernandes Barbosa, Head, Regional Center for Studies on the Development of the Information
Society, NIC.br/Cetic.br
• Anja Balanskat, Senior Manager, European Schoolnet
• Enrique Hinostroza, Director, Institute for ICT in Education, Universidad de La Frontera, Chile
• Cheah Horn Mun, Assistant Provost, Singapore University of Social Sciences, Singapore
• Shafika Isaacs, Independent Digital Learning Specialist and Research Associate, University of
Johannesburg, South Africa
• Cheolil Lim, Professor, Seoul National University of Education, South Korea
• Jukka Tulivuori, Counsellor, Ministry of Foreign Affairs of Finland
• Mike Lawrence, Senior Director, PowerSchool Group, USA
• Tarek Chehidi, Program Director, Results for Development, USA
We owe special thanks to Jordi Vivancos, head of the Digital Culture Unit and Roser Cussó, education technology
advisor from the Ministry of Education of Catalonia, and to the mSchools team: Anna Sansalvadó, David Vilella and
Laura Fernandez for their invaluable contributions as integral parts of the mSchools programme and case study.
Our acknowledgment is also extended to Susan Curran for copyediting and proofreading the text.
UNESCO would like to thank the Fazheng Group for the financial support it has granted to support the research
on school-wide mobile learning initiatives through which this case study series was made possible.
1
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
Abstract
This paper provides insight into the mSchools Changing the future begins with creating skills-based
programme from Catalonia, which was created in authentic learning experiences that incorporate
2013 as a public–private initiative to promote the innovative pedagogies and tools for providing young
integration of mobile devices and technology into the people with the twenty-first-century skills needed to
classroom in order to improve learner engagement transform our society and shape our future.
and employability. mSchools strives to empower
students and young learners to be digital citizens
in today´s society through its various initiatives
which promote the teaching of key digital skills
to help learners to lead active and creative digital
lives. In addition, mSchools advocates the digital
transformation of schools, and of the education
system as a whole, based on the sustainable and
responsible use of mobile devices.
Keywords
Mobile education, transforming education, innovative pedagogies, inclusive learning, digital
skills, empowering students and teachers, digital citizens
2
1. Introduction
1. Introduction
1 http://mschools.mobileworldcapital.com
2 The GSMA represents the interests of mobile operators worldwide, uniting more than 750 operators with over 350 companies in the
broader mobile ecosystem, including handset and device makers, software companies, equipment providers and internet companies, as
well as organizations in adjacent industry sectors.
3
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
able to access limitless updated information at their Total prohibition of mobile devices in schools
fingertips, but also for teachers and schools, because with the aim of avoiding potential problems
when correctly implemented mobile devices are goes against the curricular goals that are
strategic learning tools. linked to achieving digital competence,
learning in general and the capacity for lifelong
Although mobile devices can cause disruptive learning. Knowing how to use digital devices
situations in classrooms, schools should strive to responsibly is both part of the curriculum and
teach students responsible and safe use of mobile a competency to be acquired that the student
devices instead of imposing outright bans on mobile body should not be deprived of (SECC, 2015).
devices in the classroom, which ignore the students’
everyday reality. Establishing guidelines and In this document, the Council highlights the
performance standards that clearly show the spaces, potential of mobile technologies for teaching,
activities and situations where the use of mobile and the importance of supporting teachers in the
phones is not only allowed, but encouraged, has methodological development of activities with
proved to be more effective than outright banning mobile technologies. The document also emphasizes
devices. Furthermore, schools and teachers must be that students must be educated on the safe and
provided with guidance and recommendations on responsible use of mobile devices, and that if used
how to incorporate mobile technologies into the correctly mobile devices can enable students to
classroom and maximize their potential. achieve key digital competences and become lifelong
learners. The document concludes with details of best
The School Education Council of Catalonia practices in Catalonia, that are successfully harnessing
the power of mobile technologies such as the
The School Education Council of Catalonia (SECC) is mSchools programme.
an independent organization, which primarily takes
the form of a consultative and participative body
for all social sectors impacted by non-university
education. SECC provides guidance to the Ministry
of Education of Catalonia on the laws and norms
proposed by the government regarding the
education system, and drafts recommendations on
how to improve the quality of education. Although
the reports drafted by SECC are not binding, they do
influence the normative processes of the education
system (Government of Catalonia, 2018).
4
2. The model
2. The model
5
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
(ages 15 and 16) and for vocational education and Other open-source or free software elements are
training (VET) (age 17). Teachers are given the option used, such as video editors, coding tools, document
to choose between the traditional curriculum and repositories, web editing kits and collaboration services.
the App Education content. The course complies No purchasable software is required. Coding sessions
with the official curriculum stipulations in weekly in- can be conducted in a school computer lab if laptops
person teaching hours: 105 hours for the Computer or other devices are not available in the classroom.
Science elective (age 16) distributed over three classes
per week over the school year, and 70 hours for the
Technology subject over two classes per week. About 2.4 Capacity-building and incentive
25,000 students, 25 per cent of students in Catalonia strategy
between 15 and 17 years old, participate every year.
mSchools has been able to attract and involve
Other initiatives in the mSchools Programme are thousands of teachers to participate in its various
also recognized by the Catalan Ministry of Education initiatives. Every year the teachers that are involved
as part of the pedagogical innovation programme report high satisfaction rates with the programme,
‘Digital Technologies for Learning’. This programme and cite learning valuable skills for integrating mobile
puts out a yearly call to all Catalan public and devices and digital technologies into their classroom.
government-funded private schools (concertados
in Spanish), to apply to take part in the following The Territorial Education Services of the Catalan
academic year (Government of Catalonia, 2017). In this Ministry of Education organize trainings and activities
yearly call the role of digital technologies in education on the use of mobile technologies and information
is justified by Catalan Law 12/2009,3 which states the and communications technology (ICT) for schools
need to implement innovative education projects that and teachers. In addition to the official trainings
stimulate students’ learning capacities and help them offered by the ministry, schools often organize their
to be successful in school. own activities with teachers through either external
or internal training. Some schools, like Virolai School,
have included the use of technology in the classroom
2.3 The mobile learning environment within the professional evaluation plan for their
teachers, with the objective to guide them in their
mSchools has been designed to require very little professional development.
infrastructure to be effectively implemented. Internet
access in the classroom is not a given for most Other teachers and schools that participate in the
initiatives, some of which can be deployed offline and ‘Digital Technologies for Learning’ programme
be transferred online when internet access is available. from the Catalan Ministry of Education can earn a
However, for the best effect and most impact, internet certificate and recognition for pedagogic innovation
access to the classroom via Wi-Fi is recommended. upon successful completion. This certificate was
Mobile devices in the form of smartphones, tablets designed to recognize teachers’ achievements in
or netbooks are also required, although they can be innovation and improvement of the educational
shared between several students if the school does system as a whole (Government of Catalonia, 2017).
not have sufficient equipment or all students cannot This certificate in pedagogical innovation is not
connect simultaneously to the internet. easy to obtain, and has many added benefits for the
teachers who earn it. It is a significant professional
6
2. The model
development opportunity that can add points to a positioning platform creating treasure hunts or
teacher’s application for public job vacancies, giving routes displaying cultural and historical elements.
them the capacity to relocate or have a preferential This platform has 255 projects, in which over 10,000
opportunity to take up new positions. Teachers and students collaborate each year.
school directors that participate in other mSchools
training events and workshops receive mSchools Advancing access and inclusion with
certificates of achievement. mobile technologies: Marià Fortuny School
4 http://mhm.mobileworldcapital.com/en
7
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
Toolbox5
Mobile Learning Awards Finalist 2016:
Sadako School
Toolbox is an online repository of validated and tested
mobile educational content for schools, teachers
Sadako School is a government-funded private
and parents. Toolbox was designed to increase the
school (semi-private, concertado in Spanish)
availability and usage of educational mobile content,
covering preschool to secondary education.
mainly apps and other digital resources. Teachers add
Sadako has designed its own globalized
and rate apps they use in the classroom, and publish
methodology based on inclusive and active
experiences or lesson plans they have implemented in
learning through digital technologies. At this
class with mobile apps or other technological/digital
school, technology is at the service of educational
resources such as microcontrollers, augmented reality
change and innovation. The school aims to
and virtual reality (AR/VR), and robots, among others.
develop individuals who are both professionally
In 2018 Toolbox had over 1,709 registered teachers,
and personally prepared for life in the twenty-first
322 shared lesson plans, 986 apps rated with 2,126
century. This means teaching students technical
app ratings, and nearly 40,000 visitors to its web page.
and critical thinking skills, creativity, the ability to
collaborate and communicate with others, and a
mSchools Experts6 sense of citizenship with the world.
mSchools Experts motivate, challenge and inspire Primary school students use either personal or
students towards excellence. By sharing industry shared tablets, and starting in Grade 5 all students
wisdom, setting goals and building trust, mSchools have access to personal tablets. In the past, upper
Experts improve digital skills and stimulate the primary students have used mSchools Scratch
entrepreneurial spirit in students that is necessary for modules and secondary school students have
today’s world. Experts can participate with a team used the App Education curriculum. Sadako
of students in App Education, and are available to School’s mLearning has been integrated through
provide mentorship and help for other mSchools a cross-curricular approach in all aspects of the
initiatives. school. Because of its ubiquity, it allows students
to learn whenever and wherever they choose if
used correctly. mLearning also enables students to
Mobile Learning Awards7
engage in collaborative and explorative learning,
and promotes interaction between all actors in
Mobile Learning Awards honour innovative teachers
the school community: students, their families,
and school-led projects for their use of mobile
teachers, the community and the wider world.
technology in education. The panel of judges includes
experts and professionals in education and digital
Sadako School is a clear example of a school
technologies who identify outstanding teachers and
that has developed a transformative model that
schools to receive the awards.
promotes the profound change in education that
is necessary for success in the twenty-first century.
Mobile Learning Awards has also incorporated an
award for innovative parent-teacher associations in its
recent editions.
5 http://toolbox.mobileworldcapital.com/
6 http://experts.mobileworldcapital.com/en
7 http://mschools.mobileworldcapital.com/our-initiatives/mobile-learning-awards/
8
2. The model
mSchools Student Awards is a contest and ceremony EduHack is a large-scale co-creative process based
to acknowledge and celebrate students and teachers on design-thinking methodology for school teachers,
for their accomplishments during the mSchools year. which connects and allows the educational community
The mSchools Student Awards draw on an extensive to design and test innovative classroom experiences
panel of experts and professionals in education and for all levels and subjects. It prepares students for
mobile technologies. The awards take into account a future that requires digital, problem-solving and
creativity, coherence and technical development. In communication skills. In the launch of the second
June 2018, the fifth edition of the student awards was edition of EduHack in November 2017, there were
celebrated, hosting 580 contestants and 118 finalist 800 teachers, divided into 150 design teams that
teams, with over 2,000 attendees. The students and participated in four locations around Catalonia, with
teachers competed with projects based on the UN the collaboration of companies, universities, research
SDGs. Sustainability, biodiversity, gender equality, and public institutions. The starting point for each team
applying mathematics to city planning, literature was to choose one or more of the seventeen UN SDGs
and sexual education were the most common and develop a proposal for the classroom, the school or
themes among the projects. Awards are given to the community, related to the goals. Each team works
groups creating apps through the App Education on their proposal on an online platform, in collaborative
programme, MHM projects and Scratch projects face-to-face sessions, and always following the four
(Scratch Challenge). phases of co-creation and design-thinking: empathize,
define, design and prototype. Because of this work,
TechCamp9 sixty didactic proposals are being piloted until June
2019. These proposals are making a direct impact on
TechCamp is an immersive workshop experience in approximately 100 schools, 250 teachers and 5,000
app design, programming, coding and smart cities. students. Many teachers who were able to attend the
mSchools TechCamp students are able to put their opening session have been able to use the training
creative power to work conceiving and building apps event to apply design-thinking methodology to their
while learning more about the business of software schools and classrooms, but are not able to devote the
development and marketing strategies. time needed to participate in the rest of the two-year
programme.
© mSchools
8 http://mschools.mobileworldcapital.com/our-initiatives/mschools-student-awards/
9 http://mschools.mobileworldcapital.com/es/iniciativas/mschools-techcamp/
10 http://mschools.mobileworldcapital.com/our-initiatives/edu_hack/
9
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
11 http://mschools.mobileworldcapital.com/our-initiatives/changing-education-together/
12 http://mschools.mobileworldcapital.com/our-initiatives/app-education/
10
2. The model
11
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
This public secondary school is a model in Catalonia for the inclusion of digital technologies in the classroom.
It has created a specialized classroom where ‘Physical spaces and technology are at the service of the project-
based learning methodology.’ This classroom, led by a group of teachers, has been successful in creating a
new model of learning with the incorporation of digital and mobile technologies. The system has pushed
students to use their creativity and develop projects that directly address their immediate context.
Josep Vallverdú school also participates actively in many mSchools initiatives, and in 2016 won the award
for ‘Best classroom experience with mobile technology in the classroom’ during the CET seminar at MWC
Barcelona. Perhaps most notable is the school’s involvement in the mSchools App Education course, where
students develop apps that serve their community and society. They have created a project-based learning
classroom where students work year-round on apps. They have effectively set up small companies which
collaborate within and across teams, turning the classroom into an entrepreneurial space where students are
empowered to develop new sets of key digital skills and take ownership of their own learning.
This school has also won prizes in several different categories over the last four years of App Education. In 2015,
four students from Josep Vallverdu created a mobile application called ‘App Elderly’ with the aim of helping their
grandparents and the elderly, and beat thousands of other applicants in the ‘Citizenship and Community Service’
category. These students formed a small company and throughout the school year developed an app that not
only reminded the elderly to take their pills, but also gave them motivating phrases, located pharmacies nearby
and created small games to help them with their memory and mental agility.
This project is just one example of the hundreds of apps created by students that have proved how
embracing mobile technologies can enhance learning outcomes and provide an opportunity for change in
the educational system and the classroom, by making education more relevant and engaging for students.
© mSchools
12
2. The model
Scratch Challenge
From digital users to digital creators:
Virolai School
Scratch Challenge is a modular lesson plan which
focuses on the development of computational
Virolai School is a government-funded (or semi-
thinking in the classroom through learning Scratch, a
private) school. Its digital education model
free programming language. It fosters a new way of
prioritizes teacher involvement in the educational
teaching by designing interactive stories, simulations,
transformation of the school, and the school
games and animations, and sharing created content
leadership dedicates time and resources to
online. This initiative is targeted at 10–14-year-olds,
train teachers in digital technologies. This
which covers upper primary and lower secondary
school is particularly innovative because it
school. Students in other grades or their teachers
uses technological devices across all subjects
can also access and download this free content and
seamlessly and with pupils aged from 3 to
adapt it as they see fit. Scratch Challenge aims to
18, from preschool to high school, with the
promote digital skills and develop creative thinking
overarching objective to create lifelong learners.
and teamwork among young students. The lesson plan
is structured in six modules, which evolve sequentially
This model strives to reform education at all
in complexity. Each one contains twelve one-hour
levels through the use of technology, and
sessions. Each module poses a challenge that students
change the traditional methodology to promote
must solve progressively by working in groups. This
learner-centred education, where students are
course provides teachers with the materials and
the protagonists in their own learning process
resources needed to implement this programming
and are able to thrive in collaborative learning
environment in the classroom by following the
environments. This focus away from the teacher
proposed modules.
and towards the learner is accompanied by a
globalized curriculum, and a reorganization
of school spaces, schedules and of student
2.6 Achievements
evaluation.
During its five years of existence, the mSchools
This school has participated actively in many
programme has been able to change the educational
mSchools programmes, and in the second
landscape in Catalonia by establishing a public–
edition of App Awards in 2015 a group of high
private partnership that has created a unique
school students from Virolai School were finalists
ecosystem which has captured the best of both the
with the ‘Ars Longa’ app. In that academic year
public and private spheres, allowing for successful
200 schools, 250 teachers and 6,000 students
programme delivery. Through its various initiatives,
participated in the App Education course. Since
mSchools touches various different levels of the
then, the numbers have increased exponentially.
education system, including students, teachers, school
In the 2017–18 academic year twice as many
administrators, schools, policy-makers and the Ministry
teachers and schools participated as in 2015,
of Education as a whole.
and about four times as many students
(approximately 25,000).
13
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
Data collected in online questionnaires shows However, perhaps most important is the work that
that teachers who participate in mSchools are the Ministry of Education does to advocate digital
challenged to think differently, and have learned transformation on a more systemic level through
new methodologies and tools to implement in their the mSchools programme. Successful digital
classrooms. Furthermore, 89 per cent of teachers would transformation of schools and of the education
recommend participating in mSchools to their peers system as a whole involves the full integration of
(mSchools, 2018). Qualitative data collected from technology in the areas of education and learning,
these questionnaires also indicates that teachers find not only in physical learning spaces. The mSchools
that their students are more engaged in classes that CET initiative brings together school directors,
integrate the use of mobile devices accompanied with administrators and policy-makers, to discuss and
appropriate and engaging teaching methodologies. begin to put into practice digital transformation
plans as a means to promote inclusiveness, maximize
Another important indicator of the success and student achievement and transform pedagogy.
achievement of the mSchools programme has been Data collected after these seminars shows that the
its exponential growth during the five years since response from the attendees is very positive, and
its creation in 2013. In its first year as a programme they find that these types of trainings and spaces
6,000 students participated. Since then that number for discussion are necessary. Many attendees also
has grown more than seven times over, to more indicate that because of the training received at
than 52,000 students. The number of teachers in the seminar they have begun to put in place, or
the programme has followed a similar pattern: in have further improved upon, their school-wide
2013 more than 450 teachers participated, a number digital transformation plans. These plans have the
which grew sevenfold to more than 3,300 teachers potential to help schools and education systems
participating in the 2017–18 academic school year reach their objectives as well as contribute towards
(mSchools, 2018). the achievement of achieve inclusive and quality
education for all, as put forth in SDG4.
© mSchools
14
3. Challenges and lessons learned
All public–private partnerships inherently face In order for this type of partnership to work efficiently,
challenges in delivering services, even in successful it is important to maintain constant and clear
programmes such as mSchools. This unique communication, to align objectives and to put into
collaboration has many added benefits for the place mechanisms to ensure project delivery and
Government of Catalonia, Barcelona City Hall and the success. These mechanisms can be anything from
GSMA. Ultimately, this partnership has allowed for written well-structured yearly plans with regular
the creation of a unique ecosystem where innovative follow-up meetings to the establishment of highly
mobile technology ideas and programmes can be functional and operational teams. With clearly
created and delivered for the entire school system established joint objectives, and flexibility built in to
by a private company in direct collaboration with a the joint programming, public–private partnerships
public administration. can be largely successful and mutually reinforcing.
15
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
4. Transferability
Ultimately, the involvement of the Ministry of buy-in from top tiers of the administration on the
Education of Catalonia and its territorial delegations importance of the integration of mobile technologies
has given some mSchools initiatives, such as into the classroom for pedagogical innovation and for
App Education, a path for incorporation into the teaching good and responsible use of mobile devices.
official standardized curriculum. This has ultimately
aided in the adoption and uptake of the programme The feasibility of fully implementing a programme
by education practitioners and students in such as mSchools in other regions is dependent
Catalonia. Other mSchools initiatives have also been on having a similar public–private partnership in
implemented in this top-down way, while others place or set up specifically for the programme. If this
are available as free resources, courses, events and partnership is available to provide dissemination,
training activities. The success of the programme is a regulatory framework, curricular fit and proper
due in large part to the validation and promotion by incentivization for the programme, then mSchools
the Ministry of Education, as well as the government could be transferred to that region.
© mSchools
Picture 6: Team of students at their stand during App Education - Student Awards.
16
5. Conclusions and recommendations
From a methodological point of view, mSchools digital competencies which are critical for success
has been able to innovate the education system in in the world of today. Allowing students to engage
Catalonia (OR) promote innovations in the education directly with real social problems in the Catalan
system by changing the ‘tools and rules’. Nevertheless, context has also notably increased girls’ interest
it is important to point out that the mSchools in technological programmes, which are often
methodology involves much more than using mobile dominated by boys. Schools have been able to make
devices as a tool for academic success. It also involves a real impact with minimal technological investment
teaching good practices for the use of mobile devices, but the right methodological tools and mindset.
and their appropriate use for teachers and students. By promoting a skills-based authentic learning
Changing the rules has to do with changing the experience, mSchools has been able to create a new
methodology and the ways of teaching in schools way of learning and teaching, going beyond teaching
to open up new ways of learning that are based on technological skills.
teaching the principles of collaboration, teamwork,
creativity and resourcefulness. mSchools is a skills- During its first five years as a programme, mSchools
based programme that promotes mobile technology has proved that with basic training, minimal
in schools in ways that make sense. For example, all investment and good materials, meaningful change
initiatives are based on project-based service learning in education is possible. Although there is always
methodologies, where the learners choose to create room for improvement, the most important aspect
projects that address real problems from their own is having the capacity to change, reinvent and create
socio-economic environment. Engaging the learners new programmes, which mSchools has been doing
directly in solving authentic problems that affect constantly since its inception. mSchools is changing
them boosts their motivation and success. the educational landscape in Catalonia, not only
because it empowers students to think differently, but
It is important for similar initiatives in other parts of because of its capacity to inspire teachers and engage
the world to focus on collaboration, and innovating learners of all ages to work collaboratively to change
the educational system to focus on autonomous the future.
learners, adaptive learning, inclusion and teaching
© mSchools
© mSchools
17
mSchools: Transforming the education landscape in Catalonia (Spain) - The case of mSchools
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and Improve Practices, Paris, UNESCO.
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http://unesdoc.unesco.org/images/0021/002161/216165E.pdf (Accessed 11 November 2018.)
18
UNESCO Education Sector The Global Education 2030 Agenda
Education is UNESCO’s top priority because it is UNESCO, as the United Nations’ specialized
a basic human right and the foundation on which agency for education, is entrusted to lead and
to build peace and drive sustainable development. coordinate the Education 2030 Agenda, which is
UNESCO is the United Nations’ specialized agency part of a global movement to eradicate poverty
for education and the Education Sector provides through 17 Sustainable Development Goals by
global and regional leadership in education, 2030. Education, essential to achieve all of these
strengthens national education systems and goals, has its own dedicated Goal 4, which aims to
responds to contemporary global challenges “ensure inclusive and equitable quality education
through education with a special focus on and promote lifelong learning opportunities for all.”
gender equality and Africa. The Education 2030 Framework for Action provides
guidance for the implementation of this ambitious
goal and commitments.
Education
Sector
United Nations
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Cultural Organization
About the Fazheng Group The project Best practices in mobile learning
The Fazheng Group is a multi-business organization in Funded by the Fazheng Group, the project aims to
China, which covers a wide range of interests including guide the planning and implementation of school-
education. It has established a global school network wide mobile learning practices. The case study series
providing comprehensive coverage of K-12 education. consists of more than 15 initiatives including both
top-down cases driven by governments and
bottom-up cases initiated in individual schools,
selected through desk research and a competitive call
for proposals process.
ED/PLS/ICT/2019/03
Stay in touch
https://on.unesco.org/fazheng www.facebook.com/UNESCOICTinEducation
fazhengproject@unesco.org @UNESCOICTs
Sustainable
Development
Goals