Digital education policies and general social impact evaluation. Findings and tendencies
Keywords:
Digital Education, Inequality, SIA, Social ImpactAbstract
The paper presents a general Social Impact Analysis (SIA) of digital education policies in developed economies to prove that Digital Education social impacts are underestimated and not used for many governmental programs. There is a myth about the positive social impact of digital education program policies. Many governments neglected general social impact assessments, reporting only some digital education policy indicators related to productivity. The paper evaluates many reposts and research on digital education policies and their findings. We analyze the data using an SIA framework. As a result, was confirmed the hypothesis of low social impact assessment interest of Digital Education and many governments to focus productivity outcomes of digital education policies more than social equality and equity.
Downloads
References
ATHEY, Susan; STERN, Scott. The impact of information technology on emergency health care outcomes. The RAND Journal of Economics, v. 33, n. 3, p. 399, 2002. DOI 10.2307/3087465.
ALTAMURA G. La conoscenza come ars combinatoria: internet e la questione del ‘filtraggio del sapere’ secondo Umberto Eco Universitá di Bari “Aldo Moro” Echo, numero 1, at 2019 https://ojs.cimedoc.uniba.it/index.php/eco/article/view/1127/0
ATKINSON, R. D.; MCKAY, A. S. Digital Prosperity: Understanding the Economic Benefits of the Information Technology Revolution. SSRN Electronic Journal, 2007.
AVENI Alessandro NextGenerationEU – a case of public administration complexity programs: a discussion on tools, stakeholders and law pag. 630 - 658- Revista Ju-rídica da Presidência / Presidência da República. – Vol. 24 n.134, (Set/Dez. de 2022). – Brasília. em https://revistajuridica.presidencia.gov.br. Retrived 30 - Jan. 2023.
AVENI A, DE PINHO FILHO L. C. Impactos sociais na pandemia da sars-cov-2 (Co-vid-19). Uma reflexão sobre ética, Direito e governança in REGIS, Arthur Henrique de Pontes; GONÇALVES, Jonas Rodrigo; PALMA, Rodrigo de Freitas. Políticas públicas e desenvolvimento social: estudos em homenagem ao professor Jaci Fernandes de Araújo. pag. 75-88. ano 2021.
ANDERSEN B., FAGERHAU T.N., The ASQ Pocket Guide To Root Cause Analy-sis, Spiralbound. Published 2013 Dimensions: Pocket Guide ISBN: 978-0-87389-863-8 at .https://asq.org/quality-press/display-item?item=H1460
BLASKÓ Zsuzsa, DA COSTAPatricia, SCHNEPF Sylke V. Learning losses and edu-cational inequalities in Europe: Mapping the potential consequences of the COVID-19 crisis. Covid-19 and Social Policy in Europe. Journal of European Social Policy 2022, Vol. 32(4) 361–375.
BRYNJOLFSSON, E.; HITT, L. M. Beyond Computation: Information Technology, Organizational Transformation and Business Performance. Journal of Economic Perspectives, v. 14, n. 4, p. 23–48, nov. 2000.
BUZHARDT, J.; SEMB, G. Integrating Online Instruction in a College Classroom to Improve Cost Effectiveness. Teaching of Psychology, v. 32, n. 1, p. 63–66, jan. 2005.
CACHIA, Romina; VELICU, Anca; CHAUDRON, Stephane; DI, GIOIA Rosanna; VUORIKARI, Riina. Emergency remote schooling during COVID-19. 18 nov. 2021. JRC Publications Repository. DOI 10.2760/613798.
CALVINO, F., et al. (2022), "Closing the Italian digital gap: The role of skills, intangi-bles and policies", OECD Science, Technology and Industry Policy Papers, No. 126, OECD Publishing, Paris, https://doi.org/10.1787/e33c281e-en.
CHARLES Lorraine, XIA Shuting and COUTTS Adam P. Digitalization and Em-ployment. A ReviewInternational Labour Organization. 2022
COHEN, Anat; NACHMIAS, Rafi. A Quantitative Cost Effectiveness Model for Web-Supported Academic Instruction. Internet and Higher Education, v. 9, n. 2, p. 81–90, 2006. https://doi.org/10.1016/j.iheduc.2006.03.007.
ECLAC (Economic Commission for Latin America and the Caribbean). Digital tech-nologies or a new future. 2022 Santiago. https://www.cepal.org/sites/default/files/publication/files/46817/S2000960_en.pdf. Retrived 30-01-2023.
EUROPEAN INVESTMENT BANK - EIB Group Risk Enhancement Mandate Evalua-tion of the Social Impact Accelerator September 2020. Luxemburg. https://www.eib.org/attachments/ev/ev_report_erem_slidedoc_sia_en.pdf. Retrived 30-01-2023.
EUROPEAN COMMISSION, DIRECTORATE-GENERAL FOR EDUCATION, Youth, Sport and Culture, 2022a. Impacts of COVID-19 on school education. Luxem-bourg: Publications Office of the European Union, https://data.europa.eu/doi/10.2766/201112
EUROPEAN COMMISSION, DIRECTORATE-GENERAL FOR EDUCATION, Youth, Sport, and Culture, 2022b. Investing in education in a post-Covid EU. Luxem-bourg: Publications Office of the European Union, https://data.europa.eu/doi/10.2766/690624
EUROPEAN COMMISSION / EACEA / Eurydice. Teaching and learning in schools in Europe during the COVID-19 pandemic. Luxembourg: Publications Office of the European Union. 2022
EUROPEAN COMMISSION / EACEA / Eurydice. Digital Education at School in Eu-rope. Eurydice Report. Luxembourg: Publications Office of the European Union. 2019.
EUROPEAN PARLIAMENT / EPRS European Parliamentary Research Service Sci-entific Foresight Unit (STOA) Rethinking education in the digital age. PE 641.528 – March 2020. Brussels, European Union, 2020.
EUROPEAN UNION - EU COMMUNICATION FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT, THE COUNCIL, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS Brussels, 9.12.2021 COM (2021) 778 final. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52021DC0778&from=IT
GORDON, Stuart; HE, Wu; ABDOUS, M’hammed. Using a Web-Based System to Estimate the Cost of Online Course Production. Online Journal of Distance Learn-ing Administration, v. 12, n. 3, 2009.
GUIDELINES AND PRINCIPLES FOR SOCIAL IMPACT ASSESSMENT: INTER-ORGANIZATIONAL COMMITTEE ON GUIDELINES AND PRINCIPLES. Impact As-sessment, v. 12, n. 2, p. 107–152, jun. 1994. DOI 10.1080/07349165.1994.9725857.
HALL Patrick A.V., Bridging the Digital Divide, the Future of Localization Electronic Journal of Information Systems in Developing Countries. March 2002 DOI: 10.1002/j.1681-4835.2002.tb00045.x.
IRWIN, V., DE LA ROSA, J., WANG, K., HEIN, S., ZHANG, J., BURR, R., ROBERTS, A., BARMER, A., BULLOCK MANN, F., DILIG, R., AND PARKER, S. (2022). Report on the Condition of Education 2022 (NCES 2022-144). U.S. Department of Educa-tion. Washington, DC: National Center for Education Statistics.
LEINER, Barry M. "Brief History of the Internet: The Initial Internetting Concepts". Internet Society. Archived from the original on 9 April 2016. https://digitaltools.labcd.unipi.it/wp-content/uploads/2021/05/A-brief-history-of-the-Internet.pdf. Retrieved 30-01-2023.
LOVETT, M., O. MEYER, AND C. THILLE. The Open Learning Initiative: Measuring the effectiveness of the OLI statistics course in accelerating student learning. Jour-nal of Interactive Media in Education, 2008.
LUND Andreas The Norwegian Ministry of Education and Research’s action plan for digitalization in primary and secondary education and training: appraisal and critique. Nordic Journal of Digital Literacy Volume 16, No. 1-2021, p. 34–42 ISSN online: 1891-943x DOI: https://doi.org/10.18261/issn.1891-943x-2021-01-04
MCKINSEY GLOBAL INSTITUTE. US productivity growth 1995–2000: Under-standing the contribution of information technology relative to other factors. San Francisco 2000.
MCKINSEY GLOBAL INSTITUTE. How IT enables productivity growth: The US ex-perience across three sectors in the 1990s. San Francisco: Author. 2002.
The Interorganizational Committee on Guidelines and Principles for Social Impact Assessment Guidelines and principles for social impact assessment, Environmental Impact Assessment Review, Volume 15, Issue 1,1995, Pages 11-43, ISSN 0195-9255, https://doi.org/10.1016/0195-9255(94)00026-W. https://www.sciencedirect.com/science/article/pii/019592559400026W. Retrieve 30-01-2023.
U.S. DEPARTMENT OF EDUCATION, OFFICE OF EDUCATIONAL TECHNOLOGY, Understanding the Implications of Online Learning for Educational Productivity, Washington, D.C., 2012. available on the Department’s Web site at http://www.ed.gov/te.
U.S. DEPARTMENT OF EDUCATION Advancing Digital Equity for All: Community-Based Recommendations for Developing Effective Digital Equity Plans to Close the Digital Divide and Enable Technology-Empowered Learning September Office of Planning, Evaluation, and Policy Development 2022 http://tech.ed.gov.
VANCLAY, Frank. International Principles for Social Impact Assessment. Impact Assessment and Project Appraisal, v. 21, n. 1, p. 5–12, mar. 2003. DOI 10.3152/147154603781766491.
ZANZIBAR ENVIRONMENTAL CONSULTANCY. Environmental and Social Impact Assessment for Upgrade and Extension of Zanzibar Beach Hotel and Resort. Re-trieved from http://ifcextapps.ifc.org/ifcext/spiwebsite1.nsf/0/806CB3B60CE0DF00852576BA000E2961/$File/ESIA%20Report%20_Feb%2006_.pdf. 2006.
ZHAO WEIWEI, ZHANG Jingshu, LIUXia, JIANG, Zhou Application of ISO 26000 in digital education during COVID-19, Ain Shams Engineering Journal, Volume 13, Issue 3,2022, https://doi.org/10.1016/j.asej.2021.10.025.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Revista Processus de Estudos de Gestão, jurídicos e Financeiros
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
A submissão de originais para a Revista Processus de Estudo de Gestão, jurídicos e Financeiros implica na transferência, pelos autores, dos direitos de publicação. Os direitos autorais para os artigos publicados nesta revista são do autor, com direitos da revista sobre a primeira publicação. Os autores somente poderão utilizar os mesmos resultados em outras publicações indicando claramente a Revista Processus de Estudo de Gestão, jurídicos e Financeiros como o meio da publicação original.
Licença Creative Commons
Exceto onde especificado diferentemente, aplicam-se í matéria publicada neste periódico os termos de uma licença Creative Commons Atribuição 4.0 Internacional, que permite o uso irrestrito, a distribuição e a reprodução em qualquer meio desde que a publicação original seja corretamente citada.
