“Is technology good or bad for our children?”
“Are our children equipped with digital skills to
minimise the harmful side-effects and maximise the opportunities of technology?”
Where is the cyber-risk pandemic growing exponentially, and why?
|These results require systematic effort and intervention at the global level to support ICT emerging countries in protecting children from cyber-risks. Given the inherently slower nature of the education and government sectors compared to technology, it can be difficult for nations to effectively institute such measures by themselves within a short period of time.|
|With rapid increases in Internet penetration in ICT emerging countries, it is estimated that over 720 million 8-12 year olds will be online by 2020, with more thanfrom ICT emerging countries. Without immediate support from the global community, more connectivity will most likely translate into more risks facing children in these countries and the impact of cyber-risks will continue to grow. Currently, 260 million children globally are estimated to be involved with cyber-risks and the number is predicted to rise to 390 million by 2020.|
Mobile + Social Media
How could more than half of 8-12 year olds be exposed to cyber-risks globally?
How do excessive screen time and undisciplined social media use impact children’s behaviours, mental health, and development?
How can we empower children to convert
risks into opportunities?
- Discipline their usage of digital media and technology
- Understand the basic nature of online communication
- Develop cognitive critical reasoning about online information, contents and contacts
- Proactively protect themselves from cyber-risks
- Cultivate healthy social-emotional relationships with others
- Develop a strong identity as a responsible digital citizen
Our Collective Responsibility
- Lack of a comprehensive research-based curriculum for digital citizenship.
- Limited topic expertise among teachers.
- Difficulty in implementation of effective assessment and feedback mechanisms.
- It enables any child in any country to self-learn a comprehensive set of eight digital citizenship skills while receiving real-time DQ assessment. Teachers and parents serve as facilitators of learning while utilising online tools
- At the completion of a child’s online learning, parents and teachers receive DQ reports that enable them to better support their children’s digital lives
- Based on our e-counseling research, a proactive help-report system is built into DQWorld.net to connect vulnerable children facing cyber-risks, detected through the online platform, with e-counseling organisations in their local communities
- The database and data analytics system for assessing the online safety and digital citizenship levels for children around the world supports the development of global- and national-level reports for governments to improve digital citizenship education and online protection policies based on evidence
Case Study: Singapore
- Background: World’s test bed for smart nations & digital citizenship education
- Outcome: World-leaders in cyber-wellness research and education
- Key Learning: Building a city-level digital ecosystem can be an effective strategy
- MOE, iMDA, and Singapore Science Centre provided resources for research, development, and outreach
- Singtel, a telecom company, provided financial and strategic support for the programme
- Nanyang Technological University and the National Institute of Education provided ongoing research and development to support the programme
- The e-counseling service of NCSS (National Council of Social Service) launched the first-ever cyber-risk reporting system in the DQ e-learning platform, linking children at cyber-risk with professional counselors
- Touch Cyber Wellness, Kingmaker, and Village Consultancy had professional trainers and counselors conduct various school and community engagement programmes for teachers and parents
Case Study: Mexico
- Background: Digital education reformation in the midst of national digital transformation
- Outcome: National DQ Report with a goal of understanding children’s digital citizenship and online safety levels compared to global averages
- Key Learning: Federal government level support can scale up impact
In September 2017, a strong leadership group spearheaded by MarÃa Cristina CÃ¡rdenas Peralta, General Coordinator of @prende.mx, Ministry of Public Education championed the initiative to conduct the largest-ever national DQ pilot in public schools. She believed that #DQEveryChild should be introduced as part of a government-driven education reform of the digital economy. The Mexican government started implementing national digital education reform by strategically engaging international players to bring international best-case practices to equip children with digital skills.
Children from a primary school in Guerrero, Mexico, learn about screen time management, as part of the Mexican Ministry of Public Education’s nationwide 2017 DQ World Pilot
|She and her team worked closely with the DQ Institute in order to localise Spanish-language educational contents for schools in Mexico. They persuaded the State Ministers of Education and educators one-by-one to become part of the national pilot roll-out. As a result, the DQ World programme was introduced across 13 different states within 3 months.|
Half a world away, in Nigeria, a former investment banker is now one of the most enthusiastic ambassadors of DQ. Recognising the importance of good citizenship skills both offline and online, Charity Babatunde believes in using DQ to raise responsible digital citizens and tackle cyber-crime in her country. Recognising the growing problem, Charity set up Rave Et Al Limited, an organisation dedicated to promoting digital citizenship and brought a DQ revolution to Nigeria.
Charity and her team proceeded to apply the DQ educational framework to structure a variety of local initiatives, including educator workshops to promote proactive parenting and to empower children with digital skills and values. With her dedication, her organisation reached over 1,000 children over the course of three months. In the future, Charity hopes to expand her initiative towards parents as well, helping parents bridge the digital gap with their children to embody citizenship values that will help Nigeria thrive.
- Background: Recognising the need for CSR Intervention from ICT companies
- Outcome: Multi-stakeholders involved to aid national adoption
- Key Learning: Impact measurement achieves multi-stakeholder collaboration
In the Philippines, a four-pronged approach has been formulated through the work of a telecommunications company, Globe Telecom; two NGOs, ASSIST Asia and Junior Achievement Philippines; and an educational technology company, Woohoo Learning Lab. These organisations reached out to each of their respective networks to roll-out a pilot #DQEveryChild in across the Philippines, and national results will be presented to the Department of Education for next year’s national roll-out.
- Yuhyun Park; Davis Vu; Michael Corliss; Min-Gyu Pi; Won-Jae Kim; Hye-Jin Park; Ruth Jin; Yumi Kim; Harry Chin; Jeff Rokkum; Josephine Seah; Douglas Gentile and Yoon Jang for participating in the development of the 2018 DQ Impact Report.
- Phey Ling Kit; Dong-Joon Cho; Clare Kang; Angeline Khoo; Sue Mulhall; Jay Lee; Sang-Wook Kang; Josh Jackman; Nam-Joon Cho and Toh Su Fen for being an effective team with great dedication.
- Bertil Andersson, Lam Khin Yong, and Charles T. Salmon of NTU, Singapore and Freddy Boey of NUS, Singapore for granting and supporting the DQ research.
- Claudio Cocorocchia of the System Initiative on Shaping the Future of Information and Entertainment, Eric White and Alex Wong of Internet for All, and the World Economic Forum for leading and supporting the DQ coalition formation.
- The Young Global Leader Community including Esteban Bullrich of the Argentine Senate, Argentina; Vikas Pota of Varkey Foundation, United Kingdom; Tan Cin Hwee of Trafigura, Singapore; Pyi Wa Tun of Parami Energy, Myanmar; Yeen Seen Ng of Centre for Research, Advisory and Technology, Malaysia; Dee Poon of PYE, Hong Kong; Jacob Hsu of Catalyte, USA; Irina Anghel-Enescu of National Council on Innovation & Entrepreneurship, Romania; Marieme Jamme of I AM THE CODE, Uganda; and Dave Duarte of Treeshake, South Africa for your friendship and support.
- Bill Drayton; Ross Hall; Ashwin Naik; Sumitra Pasupathy; Hae-Young Lee and Terri Jayme-Mora from Ashoka for your encouragement and support.
- Marsali Hancock; Julie Inman Grant of the Office of the eSafety Commissioner, Australia; Michael Rich of Harvard Medical School and Boston Children’s Hospital, USA; Urs Hauenstein of International Council ICLGEM, Switzerland, and Mei Lin Fung of People Centred Internet, USA for your advice and leadership in online safety and digital citizenship education.
- Augustin Porres of Varkey Foundation and Florencia Ripani and Hilen Jorden of the Ministry of Education
- Anthony Eisentrager of BouncED IDEA, Helen Masiano and Jacqui Rodgers of Optus Telecommunications, Shanti Clements of Beauty Point High School, Eric Jamieson of Schoolsplus, Greg Norris of Singleton High School, and Robyn Treyvaud
- Wang Rui Jun of National Center for Science and Technology Evaluation
- Angela Marzo of Moving To Action
- Paola Chiriboga of Grupo Edutec
- Samer Farhat and Hanane Ouna of Windrose Academy
- Ramya Venkataraman of Centre for Teacher Accreditation, Vishal Talreja of Dream a Dream, Alexander Ray Johnson of Oberoi International School, Jayanthi Sridhar of Sri Kumaran’s Children’s Home, and Priya Prakash and Ajay Aleph of Health, Set, Go!
- Vivian Lau and Winnie Ho of JA Asia Pacific, Rob Gardiner and Utami A Herawati of Prestasi Junior Indonesia and Syam Surya
- Iliana Morelli of Boboto Srl Società Benefit and Valerio and Annarita Avagliano
- Masami Ishiyama
- Jeon Chang-Hoon of CJ Cheiljedang, Seo Yeon Choi of Indi School, Gil Jung-Woo of E-Daily, UNICEF Korea and Twitter Korea
- Yeen Seen Ng of Centre for Research, Advisory and Technology and Cheok Maan Law of Tree Top House
- María Cristina Cárdenas Peralta and Carlos Anaya of @prende, and Estibaliz de la Torre of A Favor De Lo Mejor
- Kedar Kilanbu of APEX ICT Institute
- Martin Cocker of NetSafe
- Charity Babatunde, Rave Et. Al
- Naser al Amri of Glory Makers
- Lucia Acurio and Monica Bazan of Edutec Group, Killa Miranda from Regional Direction of Education in Lima, and Jorge Yzusqui Chessman of Innova Schools
- Miguel Bermundo and Ariane Munar of Globe Telecom, Ariane Lim of ASSIST Asia, Galvin Ngo and Kristelle Ortiz of Woohoo Learning Lab, Vivian Lau and Winnie Ho of JA Asia Pacific, and Krishna Alejandrino and Paula Patrice M. Dela Cruz of JA Philippines
- Andrew Buay, Chia Boon Chong of Singtel Group, Tan Chee Wee and Wendy Tan of iMDA, James Tan, Anita Low, EeJay Chong, Shem Yao, Kenneth Wong of TOUCH Cyber Wellness, Yeang Cherng Poh, Shuyan Tan of Kingmaker Consultancy, Carol Loi of Village Consultancy Pte Ltd, Phillip Chua and Kathleen Reen of Twitter
- Greg Gatherer of Digitelligence, Robyn Whittaker of Symphonia’s Partners for Possibility, Carrie Viljoen and Cheryl Mulder
- Chimo Villena Carillo: Expert in Transformative Programmes and Innovative Education, Valeria Sánchez and Natalia Rodríguez of ISDIgital Foundation and Eliseo Caballero
- Meechai Orsuwan and Veerapong Malai of Forum 21st (2017), Nuttapon Nimmanphatcharin of Digital Economy Promotion Agency (DEPA), Ministry of Digital Economy and Society (2017), Boonrak Yodpetch, Office of Education Commission (2017), Mullawee Rochefolle of the Ministry of Education (2017), Supatida Prompayuck from EduTech Thailand (2017), Advanced Info Service (AIS) (present).
- İsmail Bütün and Feyza User of Turkcell, and Dr. Mustafa Hilmi Colakoglu of the Ministry of Education
- Deborah Sargent of the Wales Government and Sangeet Bhullar of Wise Kids
- Jason Breed of Digital Futures Initiative and Sean Slade of ASCD
- Cristóbal Cobo and Alessia Zucchetti of Fundación Ceibal, and Cecilia Hughes and Santiago Paolillo of Plan Ceibal
- Kim Lien of the Center for Educational Development, and Nguyen Duy Hoai and Minh Tu Nguyen of JA Vietnam