Winibaldus Stefanus Mere
ABSTRACT
This paper aims at providing a theoretical framework of the significance of (1) virtual teaching and learning activities through information and communication technology (ICT) to achieve the full realization of right to education in the Indonesia – Timor Leste border and (2) the role of State-owned enterprises (SOEs) engaging in ICT for investing in infrastructure for virtual teaching and learning to achieve the equal quality education (SDGs4). The relevance of studying this theoretical framework arises from the assumption that digitally mediated learning dan teaching can provide a useful alternative to address the problems of the lack of teachers that have been facing by many remote communities in the border areas. Using literature review and secondary sources, the paper argues that the SOEs’ investment in ICT learning and teaching is imperative. However, the appropriateness and effectiveness of its method and substance that will lead to a meaningful realization of SDG4 will be very much dependent on: 1) the State's and SOEs’ knowledge about the connection between human rights and SDGs; 2) clear educational objectives, conducive pedagogical environment, dynamic learning and teaching processes and responsive educational governance suitable for digitally mediated education system; and 3) the capability of SOEs engaged in ICT to use SDG4 as an overarching framework to shape, steer, communicate and report their strategies, goals and activities when they invest in digitally mediated education system.
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