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ProFuturo Digital Education
The transforming power of e-ducation
What we do?
ProFuturo is a digital education programme created by Telefónica Foundation and ¨la Caixa¨ Foundation to narrow the education gap in the world by improving the quality of education of boys and girls living in vulnerable environments throughout Latin America, the Caribbean, Africa and Asia.
Our vision is to improve the education of millions of children around the world through technology, becoming a global reference of transformation and innovation in education.
To implement our vision and mission, we seek to contribute to solving some of the many factors that trigger the education gap in the world. Specifically, it focuses on the elements that have a direct effect on education quality: the teaching and learning difficulties encountered by teachers and students, as well as the management and organisational limitations of schools, which hinder the improvement of learning.
We live in an increasingly digital world where the two keys to a country’s development are innovation and education. Aware of this, ProFuturo implements a Digital Education Framework that, through innovative digital teaching-learning experiences, enhances:
1. Teachers´ pedagogical and digital skills, and
2. Meaningful student learning.
The framework is modular and flexible, and can be personalised. It can be implemented in any vulnerable environment (conflict zones, or in remote, poor or rural areas), regardless of whether there is an Internet connection or not, and it can be adapted to each school and country.
Why we do it?
Educational quality is a pending task worldwide. According to UNESCO, 130 million children who attend school have not acquired basic knowledge after 4 years of schooling. In this situation, ProFuturo identifies the following key needs and challenges:
• Teacher training and qualification.
• A school-wide approach that enables students to meet the challenges of s. XXI.
Hence, the program focuses specifically on teachers, management teams and boys and girls, indirectly benefiting the rest of the educational community: families and communities, social, educational and institutional agents, and national, regional and local governments, among others.