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External sources (not reviewed)

In other words, the question was how to bridge the growing gap between old-school rhetoric and current realities.

[...] [...] and Spain) highlighting the integration of FOSS in the teaching-learning processes and analysed the current gender divide in FOSS.

Governments must show political will to enforce the rule of law and bridge the gap between de jure equality and de facto discrimination, including by affirmative action.

The following elements of quality education were highlighted: focus on assistance in curricula review and revision, particularly the introduction of values education and ethical approaches, in accordance with national priorities and Arab needs; “learner-centred” education; improvement of teaching including capacity-building and teacher training; improvement in the status of teachers; development of benchmarking and assessment; elaboration of national standards regarding quality education.

[...] [...] (submitted by: Austria, Belgium, Plurinational State of Bolivia, Burkina Faso, Congo, Democratic People’s Republic of Korea, Denmark, Djibouti, Dominican Republic, Finland, Iceland, Libya, Lithuania, Luxembourg, Madagascar, New Zealand, Netherlands, Norway, Palau, Papua New Guinea, Poland, Portugal, Samoa, Senegal, Slovenia, Sweden, Tuvalu, Uruguay; co-sponsored by: Barbados, Costa Rica, Germany, Kazakhstan, Latvia, Lebanon, Malaysia, Monaco, Pakistan, Solomon Islands, Suriname, and Zambia), requesting [...] [...]

[...] growing digital divide between developed [...] [...]

At the sixth special session of the General Assembly in 1974, States Members of the United Nations solemnly proclaimed their “united determination to work urgently for the Establishment of a New International Economic Order based on equity, sovereign equality, interdependence, common interest and cooperation among all States, irrespective of their economic and social systems which shall correct inequalities and redress existing injustices, make it possible to eliminate the widening gap between the developed and the developing countries and ensure steadily accelerating economic and social development and peace and justice for present and future generations” (resolution 3201 (S-VI)).

The Ministers expressed concern over the digital divide in access to ICT tools and broadband connectivity between developed and developing countries, which affects many economically and socially relevant applications in areas such as, inter alia, government, business, health and education, and further expressed concern with regard to the special challenges faced in the area of broadband connectivity by developing countries.

[...] [...] bridging the digital divide through community multimedia centres in remote areas; local content production and the utilization of knowledge for sustainable development; reduction of the digital divide; use of ICTs and [...] [...]

The majority of recommendations had been identified as constructive and target-oriented, and many of the recommended measures had already been incorporated in plans of action and were at different stages of implementation.

Subsequently, Albania, Angola, Argentina, Australia, Bangladesh, Belgium, Benin, Bulgaria, Burkina Faso, Burundi, China, Congo, the Democratic Republic of the Congo, Denmark, Djibouti, the Dominican Republic, El Salvador, Estonia, Guatemala, Iceland, India, Ireland, Israel, Italy, Japan, Kenya, Kyrgyzstan, Mali, Morocco, Poland, the Republic of Korea, the Republic of Moldova, Romania, Rwanda, Senegal, Spain, Thailand, the former Yugoslav Republic of Macedonia, Turkey, Ukraine, the United States of America and Zimbabwe joined the co-sponsors.

[...] [...] application of the Cartagena Action Plan [...]

[...] [...] bridge the digital divide in developing countries [...]