📋 Tender Overview
When we take action, we can turn digital technology into a bridge for each Vietnamese child - no matter what the worlds situation is endless, giving them a solid luggage to enter industrial era 4.0. Ms. Tara OConnell-the educational program of UNICEF Vietnam. On the occasion of Vietnams disabled day on April 18, Ms. Tara OConnell, Head of the Education Program of UNICEF Vietnam shared about the past journey and the next steps in the effort to ensure that no children were left behind in a developed society at a rapid speed. In Vietnam? Mrs. Tara OConnell: According to a survey of people with disabilities in Vietnam in 2023, about 556,000 children are living with disabilities. These children face significant challenges in approaching quality education, only 68% of elementary schools and sharply decreased to only 30% at high school level. The digital revolution brings both challenges and unprecedented opportunities to these children. The switch towards integration of the World Bank emphasizes the digital distance can worsen the learning gap for students with disabilities, especially when digital solutions lack approach features, for example, only 33% of people with disabilities in Vietnam have internet access, compared to 83% of people with disabilities. However, when deployed thoroughly, digital technology brings breakthrough opportunities. Summary of the policy Digital technology, childrens rights and welfare emphasizes technology may be a powerful equality tool for all children, especially disadvantaged groups, if the access is safe and appropriate. Support technology can make a difference between participation and elimination, improving graduation rates, confidence and optimism for people with disabilities. By taking advantage of digital technology and innovation content, we aim to ensure that children and adolescents, especially disadvantaged children, have access to high quality educational resources. The main projects in this initiative include open digital libraries for Vietnamese children and virtual reality gaming modules that support children to increase their attention (ADHD) in Vietnam. These efforts are aimed at the most disadvantaged learners, reflecting our commitment in digitizing education in a sustainable and sustainable manner, creating an environment where every child can develop and promote their full potential. Global Digital Library (GDL), a free platform, open access, providing about 6,000 books in 82 languages. Coordinate with government partners, UNICEF and GDL to localize and adjust the library to provide access and high quality digital resources in Vietnamese, eight ethnic minority languages, symbolic languages. This initiative plays an important role in promoting the use of their native language and supporting the development of reading and writing for children with a variety of platforms. In addition, a reading application has also been developed to improve access, especially for visually impaired and hearing children. Through GDL initiative, we equip teachers with the ability to use digital resources and apply in daily teaching. There have been 5,000 students, including those with disabilities, benefited from these resources. Instocandities Collaborate with the National Special Education Center and VREPEUTIC develop and adjust the open source VR modules and a supporting computer application. These therapy games are aimed at improving three forms of attention skills - the ability to maintain concentration for a long time, the ability to focus on the important thing while ignoring jamming factors and flexible ability to change attention between different tasks. Games are specially designed for children from 6 to 12 years old with ADHD. Through cooperation with educational institutions and therapists trained in Vietnam, UNICEF ensures this tool is suitable for cultural and effective. This initiative empowered therapists with data -based therapeutic plans and the ability to monitor childrens learning process. Could you tell us how to contribute technology to the independence and social connection of children with disabilities? Ms. Tara OConnell: These technologies have a far beyond academic achievement. They are creating roads leading to independence, social connection and future job opportunities. Creating conditions for children with disabilities to access information sources and participate in the learning experience as their peers help to destroy the reviews.o Natural barriers have limited their potential over the past time. However, there are still significant challenges in making these technologies widely disseminated. According to the global report on WHO and UNICEF support technology (2022), while more than 2.5 billion people around the world need at least one support product, nearly 1 billion of them cannot access these technologies. In low and medium -income countries, the ratio of product needs support is only about 3%, emphasizing a significant gap between people with disabilities and people with no disabilities.He She made UNICEF recommendations to ensure the integration of digital conversion in Vietnam? Ms. Tara OConnell: In the developing roadmap of Vietnams digital economy, we need to ensure the transformation process of the first step from the first steps from the first steps from the first steps. In order to do this, it is necessary to take synchronous actions in many aspects. Before all, we need to improve the digital capacity for all parties involved, especially the training of teachers about new technologies through flexible, calculating gender factors. Copyright regulations should be adjusted to facilitate the production of learning materials easier for children with disabilities. At the same time, the integrated education policies should specify the use of appropriate support formats and technologies in the school.In addition, the encouragement of ethnic minority students, disabled students and teachers to participate in digital learning co
