United Nations 2016: World Summit in the Information Society (WSIS)
Nominated Projects -- Theme: eLearning

Phase II: Nomination phase (1 February – 5 February 2016) During Phase II, an Expert Group revised the projects referring to the rules for project submission and nomination criteria. The outcome of the Expert Group's work was a list of nominated projects listed below. The Expert Group consisted of professionals working on the implementation of WSIS outcomes. The decisions of the Expert Group are final and without appeal.

Expert Group:
Action Line C7, Theme eLearning BDT Mr Nxele -- Focal point is UNESCO with ITU as co-facilitator.
Mr. Mike Nxele - Facilitator • Action Line C3, C7 (E-Learning, E-Science), C8, C9, C10: Mr Cedric Wachholz, UNESCO
C7. ICT Applications: e-learning
ICT applications can support sustainable development, in the fields of public administration, business, education and training, health, employment, environment, agriculture and science within the framework of national e-strategies. This would include actions within the following sector:
Everyone should have the necessary skills to benefit fully from the Information Society. Therefore capacity building and ICT literacy are essential. ICTs can contribute to achieving universal education worldwide, through delivery of education and training of teachers, and offering improved conditions for lifelong learning, encompassing people that are outside the formal education process, and improving professional skills.
1. Develop domestic policies to ensure that ICTs are fully integrated in education and training at all levels, including in curriculum development, teacher training, institutional administration and management, and in support of the concept of lifelong learning.
2. Develop and promote programmes to eradicate illiteracy using ICTs at national, regional and international levels.
3. Promote e-literacy skills for all, for example by designing and offering courses for public administration, taking advantage of existing facilities such as libraries, multipurpose community centres, public access points and by establishing local ICT training centres with the cooperation of all stakeholders. Special attention should be paid to disadvantaged and vulnerable groups.
4. In the context of national educational policies, and taking into account the need to eradicate adult illiteracy, ensure that young people are equipped with knowledge and skills to use ICTs, including the capacity to analyse and treat information in creative and innovative ways, share their expertise and participate fully in the Information Society.
5. Governments, in cooperation with other stakeholders, should create programmes for capacity building with an emphasis on creating a critical mass of qualified and skilled ICT professionals and experts.
6. Develop pilot projects to demonstrate the impact of ICT-based alternative educational delivery systems, notably for achieving Education for All targets, including basic literacy targets.
7. Work on removing the gender barriers to ICT education and training and promoting equal training opportunities in ICT-related fields for women and girls. Early intervention programmes in science and technology should target young girls with the aim of increasing the number of women in ICT careers. Promote the exchange of best practices on the integration of gender perspectives in ICT education.
8. Empower local communities, especially those in rural and underserved areas, in ICT use and promote the production of useful and socially meaningful content for the benefit of all.
9. Launch education and training programmes, where possible using information networks of traditional nomadic and indigenous peoples, which provide opportunities to fully participate in the Information Society.
10. Design and implement regional and international cooperation activities to enhance the capacity, notably, of leaders and operational staff in developing countries and LDCs, to apply ICTs effectively in the whole range of educational activities. This should include delivery of education outside the educational structure, such as the workplace and at home.
11. Design specific training programmes in the use of ICTs in order to meet the educational needs of information professionals, such as archivists, librarians, museum professionals, scientists, teachers, journalists, postal workers and other relevant professional groups. Training of information professionals should focus not only on new methods and techniques for the development and provision of information and communication services, but also on relevant management skills to ensure the best use of technologies. Training of teachers should focus on the technical aspects of ICTs, on development of content, and on the potential possibilities and challenges of ICTs.
12. Develop distance learning, training and other forms of education and training as part of capacity building programmes. Give special attention to developing countries and especially LDCs in different levels of human resources development.
13. Promote international and regional cooperation in the field of capacity building, including country programmes developed by the United Nations and its Specialized Agencies.
14. Launch pilot projects to design new forms of ICT-based networking, linking education, training and research institutions between and among developed and developing countries and countries with economies in transition.
15. Volunteering, if conducted in harmony with national policies and local cultures, can be a valuable asset for raising human capacity to make productive use of ICT tools and build a more inclusive Information Society. Activate volunteer programmes to provide capacity building on ICT for development, particularly in developing countries.
16. Design programmes to train users to develop self-learning and self-development capacities.

C7. ICT Applications: e-learning
1. Teachers’ Portal for Empowerment Access to Information (a2i) Programme, Prime Minister's Office, BANGLADESH
2. BSUIR Open Educational Resource Platform Belarusian State University Of Informatics And Radioelectronics, BELARUS
3. PLANEA spectrum e-learnig platform Agencia Nacional del Espectro, COLOMBIA
4. The Talking Book Program Literacy Bridge Ghana, GHANA
5. E-Learning Wockhardt Foundation, INDIA
6. Electronic Learning Integrated Solution (ELIS) Information Technology Management Center of Women's Seminaries, IRAN (ISLAMIC REPUBLIC OF)
7. Dr. Salah Alnajem's Educational App Kuwait University, KUWAIT
8. Digital learning for students, teachers and parents Uzdevumi.lv, LATVIA
9. IAM School Manager IAM Solutions, MALAWI
11. Servicio Nacional de Bachillerato en Línea "Prepa en Línea - SEP" Servicio Nacional de Bachillerato en Línea "Prepa en Línea - SEP", MEXICO
12. Can't Wait to Learn War Child Holland, NETHERLANDS
13. PresentationTube: A Network for Producing & Sharing Video Tutorials Sultan Qaboos University, OMAN
14. PIDE Smart App Pakistan Institute of Development Economics, PAKISTAN
15. Daakhla.pk Daakhla, PAKISTAN
16. Digital Courses Development Initiative King Saud University, SAUDI ARABIA
17. Doroob Program Human Resources Development Fund, SAUDI ARABIA
18. Project of Knowledge Storehouse Development through m-Learning and Education Cloud Computing System for the Promotion of Learning Management to achieve the Sustainable Development Goals (SDGs) TOT Public Company Limited (TOT Innovation Institute), THAILAND
19. Mobile Solution for Enhancing Teaching & Learning United Arab Emirates University (UAEU), UNITED ARAB EMIRATES
20. Virtual Learning Dubai Police, UNITED ARAB EMIRATES
22. Avatar E-Learning System for Effective student learning and improvement though real-time feedback Smart Education System, UNITED KINGDOM
23. K-12math.info k-12math.info Inc., UNITED STATES OF AMERICA
25. Information System for the National Administration of Public Education (Sistema de información para la Administración Nacional de Educación Pública) - GURÍ Consejo de Educación Inicial y Primaria, URUGUAY