Policy Brief 142, 22 May 2025
Education & Learning and the Global Digital Compact
by Kishore Singh
The Global Digital Compact, annexed to the Pact for the Future, adopted by the international community at the United Nations Summit of the Future in September 2024, is an ambitious move by the international community to leverage digital technologies for attaining the Sustainable Development Goals (SDGs). It embodies a series of decisions with political commitments for action, with a cautious approach, which relate ipso facto to Sustainable Development Goal (SDG) 4, with a focus on skills development.
Salient features of the Global Digital Compact, notably, a human-centric approach to the life cycle of digital and emerging technologies, along with human oversight of technology, treating digital as a common good, the importance accorded to “equitable digital environment for all” and the need for common frameworks and standards for digital public infrastructure and services, etc., have far reaching implications for education and learning.
As a follow up to the Global Digital Compact, it is incumbent upon governments to recalibrate education and learning. This can stimulate policy measures for National Skills Development Strategies. In tune with the principles and policy directions in the Global Digital Compact, this can go a long way in tackling some key issues and challenges with which the education system is beset today. The creation of an equitable learning environment, envisaged by the Global Digital Compact, can be pivotal for bridging a deeply entrenched digital divide. The principle of making the digital subservient to a public good can be a bulwark against forces of privatisation and reverse the trend of flourishing ‘edu-business’, reinforced by ‘edu-tech’. This is invaluable for preserving education and learning as a public good. Similarly, it would be salutary if pursuant to the human-centric approach to technologies embraced by the Global Digital Compact, the risks that digital technologies carry, their pitfalls and perils and their dehumanizing consequences in education are fully addressed. While fostering a humanistic mission of education and learning, such action measures necessitate setting limits to digital technologies which are supplanting the education system.
High expectations placed by governments on international cooperation and multistate partnerships, especially for financial and technical support to developing countries, call for a prudent stance, bearing in mind a rather discouraging experience in this respect.
The challenges in operationalizing the Global Digital Compact are formidable. They require resolute action by governments for living up to their commitments, supported by necessary resources and robust public policies based upon the norms and principles established by the Compact.