The disparity in access to digital resources and technology in education has emerged as a prominent concern, particularly in economically disadvantaged households in Armenia, Moldova, and Ukraine. The COVID-19 has worsened these inequalities, emphasising the immediate requirement for government extensive solutions towards the progressive realisation of the right to equitable and inclusive quality education as enshrined in Article 13 of the International Covenant on Economic, Social and Cultural Rights (ICESCR) as well as Article 28 and Article 29 of the United Nations Convention on the Rights of the Child (UNCRC), and Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD).

Reflecting on the challenges in digital education

Digital infrastructure deficiencies
Numerous rural and economically disadvantaged regions, such as in Armenia, Moldova, and Ukraine, suffer from a deficiency of essential digital infrastructure, including high-speed internet and sufficient technological resources. This disparity greatly impedes students' ability to engage in online education. Schools in rural and economically disadvantaged areas often have outdated wiring, limited access to power sources, and insufficient digital tools, making it challenging to integrate digital education effectively. Community access to reliable internet and digital resources is also limited, exacerbating the digital divide.

Limited access to devices and socioeconomic barriers
Economically disadvantaged students often cannot afford personal computers or tablets for digital education in Armenia, Moldova, and Ukraine. No access promotes educational inequality. Without these devices, students cannot participate in virtual classes, complete tasks, or access digital educational resources, putting them at a significant disadvantage. Low-income families may be unable to afford the internet or technology, worsening the digital gap. Thus, their children cannot study digitally. Economic instability may also raise dropout rates since kids may have to work to support their families, leaving little time for school.

Insufficient training for teachers
Insufficient training for teachers is a significant issue in digital education, especially in low-income regions like Armenia, Moldova, and Ukraine. In Armenia, educators often lack access to professional development programs to enhance their digital literacy and online teaching skills. Similarly, in Moldova, the scarcity of training opportunities leaves teachers unprepared to integrate digital tools into their classrooms. Ukraine faces comparable challenges, compounded by the ongoing war, which has disrupted educational systems and highlighted the urgent need for comprehensive teacher training programs.

Proposing policy recommendations for Armenia, Moldova, and Ukraine

Funding digital infrastructure development
Governments must prioritize digital infrastructure development to provide high-speed internet to all schools, especially in rural and low-income areas. This includes expanding broadband coverage and increasing the number of Wi-Fi hotspots in underserved communities, investing in modern technological resources, and ensuring schools are equipped with up-to-date digital tools. Establishing public funds or leveraging international financial assistance to support infrastructure projects is also crucial.

Community learning hubs
Community learning centers can provide students with internet access, computers, and instructional materials by partnering with schools, libraries, and local groups. These hubs should offer extended hours for students to access digital resources outside of regular school hours, provide training and support for students and parents on using digital tools effectively, and act as venues for after-school programs, tutoring, and supplemental educational activities.

For example, Estonia has established numerous digital learning hubs in partnership with schools and libraries. These hubs provide students with access to computers, the internet, and digital learning resources. They also offer training sessions for students and parents on using digital tools effectively.

Public-Private Partnerships (PPPs)
PPPs are collaborative arrangements between government entities and private sector organizations.

PPPs can be a powerful tool to bridge the digital divide. Governments should encourage private sector investment in digital education through tax incentives and subsidies, partner with technology companies to provide affordable or donated equipment and internet services to low-income families, and facilitate collaborations between schools and private companies to develop innovative educational technologies and platforms. For instance, the Solidarietà Digitale Initiative saw the Italian government collaborating with private companies to offer free digital services, including e-learning platforms and internet access, to students and teachers.

Extensive training programmes for educators
Ongoing professional development for educators is essential. Training programs should prioritise the improvement of digital literacy, the incorporation of online content development, and the implementation of novel teaching methods that are well-suited for hybrid learning models. In addition, teachers need to undergo training in utilising educational technology to effectively assist students with varying learning requirements and backgrounds.

Inclusive education policies
Policies should ensure that every student has high-quality digital education, regardless of socioeconomic status. This includes helping low-income families buy internet and digital devices through public financial aid or subsidies. Additionally, digital learning platforms such as EMIS, NOVATECA and E-School must be accessible and adaptive to students with disabilities, ensuring compatibility with assistive technologies and customizable interfaces.

According to General Comment No. 4 on Article 24 of the CRPD, inclusive education systems must provide reasonable accommodations and support measures to ensure that students with disabilities can access and benefit from digital education on an equal basis with others. This includes the provision of accessible learning materials and the use of assistive technologies to facilitate learning. Teacher training and ongoing support are essential to effectively integrate these tools. Collaboration with stakeholders and regular monitoring are also crucial to maintain and improve accessibility standards.

Crisis resilience strategies
Disaster-resilient education systems are essential to ensure continuity of education during external disruptions. Integrating crisis resilience approaches into education policies can help achieve this goal. Integrating crisis resilience into education policies involves incorporating risk reduction and management strategies into planning, building resilient systems, and enhancing capacities to support well-being and learning during crises. It also includes mainstreaming risk reduction measures and strengthening community and institutional support to ensure education systems can withstand and recover from various shocks and stresses.

Governments should develop comprehensive disaster plans for remote learning, ensuring that schools can quickly transition to online instruction when needed. This includes providing necessary resources and support to both students and teachers to facilitate this shift. Additionally, investing in robust digital infrastructure and training educators in crisis management and digital teaching methods can further enhance the resilience of education systems. By adopting these strategies, we can ensure that education remains uninterrupted, even in times of crisis.

Looking forward
As addressed in a policy brief, to tackle the digital in education, a comprehensive strategy is needed, particularly making specific investments in digital infrastructure, creating community learning centers, and utilising collaborations between the public and private sectors. To enhance their national digital education systems, Armenia, Moldova, and Ukraine should prioritise these initiatives, guaranteeing the universally recognised right to equitable and inclusive quality education for all students, irrespective of their socioeconomic background.

By promoting cooperation among governments, the corporate sector and NGOs, Armenia, Moldova, and Ukraine would establish robust and inclusive educational systems that offer equitable learning opportunities to all students. The insights gained from the aforementioned policy measures can serve as a model for other economically disadvantaged areas seeking to narrow the gap in digital access and guarantee equal educational opportunities for every student.

Cite as: Tigranyan, Goharik. "Equitable and accessible digital education in low-income countries: Policy recommendations for Armenia, Moldova, and Ukraine", GC Human Rights Preparedness, 19 December 2024, https://gchumanrights.org/gc-preparedness/preparedness-science-technology/article-detail/equitable-and-accessible-digital-education-in-low-income-countries-policy-recommendations-for-armenia-moldova-and-ukraine.html