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"Open Access means free access to scientific information and unrestricted use of electronic data for everyone. With Open Access, expensive prices and copyrights will no longer be obstacles to the dissemination of knowledge. Everyone is free to add information, modify contents, translate texts into other languages, and disseminate an entire electronic publication. For UNESCO, adopting an Open Access Policy means to make thousands of its publications freely available to the public. Furthermore, Open Access is also a way to provide the public with an insight into the work of the Organization so that everyone is able to discover and share what UNESCO is doing."

Over the coming weeks UNESCO, in partnership with Nokia, will launch its Working Paper Series on Mobile Learning with the release of a set of twelve papers reviewing mobile learning initiatives, implications for ICT in education policies and how mobile technologies support teacher development. The papers will be released according to regions of the world.

Today there are over 5.9 billion mobile phone subscriptions worldwide, and for every one person who accesses the internet from a computer two do so from a mobile device. Given the ubiquity and rapidly expanding functionality of mobile technologies, UNESCO is enthusiastic about their potential to improve and facilitate learning, particularly in communities where educational opportunities are scarce. This Working Paper Series scans the globe to illuminate the ways in which mobile technologies can be used to support the United Nations Education for All Goals; respond to the challenges of particular educational contexts; supplement and enrich formal schooling; and make learning more accessible, equitable, personalized and flexible for students everywhere.

The unprecedented uptake of mobile devices, in particular mobile phones, in both developed and developing countries opens up new possibilities for increasing education access, equity and quality. Mobile learning, a growing field of ICT in education, has the potential to significantly impact the delivery of education. However, an enabling policy environment is needed to fully realize this potential. UNESCO's research has revealed a dearth of policies related to mobile learning. To address this gap UNESCO, in broad consultation with relevant stakeholders, will develop a set of guidelines to help national government policy makers and educators create environments that enable the safe, affordable and sustainable use of mobile technologies for education.

Over the past several weeks UNESCO has been publishing individual titles in its Working Paper Series on Mobile Learning. Recently the Organization concluded the first phase of the Series by releasing two Global Themes papers.  These papers, unlike previous titles, are not region-specific.  Instead they synthesize information contained in the regional papers to identify salient trends that cut across geographic boundaries. One paper, Turning on Mobile Learning: Global Themes, highlights issues policy makers and other stakeholders should consider when infusing mobile learning into education systems.  The other paper, Mobile Learning for Teachers: Global Themes, examines characteristics shared by programmes that assist educators, either by aiding their work in schools or by helping them improve their own pedagogical and content knowledge.

This Guyana ICT materials have been developed to support the training of teachers to integrate ICT into their teaching practices. The materials and guides are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT). The framework encourages cyclical growth of a teacher's ICT competency. New users should work through the Technology Literacy materials first and then graduate to the Knowledge Deepening materials. In time we will also include materials for the final cycle: Knowledge Creation. Within each cycle we have selected 5 focus areas: Understanding ICT, Curriculum & Assessment, Pedagogy, Organisation and Administration and Professional Development. These focus areas have a number of units or lessons that focus on how to integrate ICT into these areas.

This CD ROM has been developed to support the training of teachers to integrate ICT into their teaching practices. The materials and guides are strongly aligned with the UNESCO ICT Competency Framework for Teachers (CFT). The framework encourages cyclical growth of a teacher's ICT competency. New users should work through the Technology Literacy materials first and then graduate to the Knowledge Deepening materials. In time we will also include materials for the final cycle: Knowledge Creation. Within each cycle we have selected 5 focus areas: Understanding ICT, Curriculum & Assessment, Pedagogy, Organisation and Administration and Professional Development. These focus areas have a number of units or lessons that focus on how to integrate ICT into these areas.

 The World Wonders Project is  probably best described as a multimedia encyclopedia of 132 historic and notable sites across five continents. The project assembles Google Streetview imagery, Google Earth 3D buildings, UNESCO World Heritage information, videos, and pictures on one page. Visitors to the World Wonders Project can move through the Streetview imagery just like they would on Google Maps.

The purpose of the guidelines is "to encourage decision makers in governments and institutions to invest in the systematic production, adaptation, and use of OER and to bring them in to the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs."

Using the slogan "Rights from the Start! Early Childhood Care and Education Now!", campaigners around the world will be raising their voices to mobilize support for early childhood care and education