The focus of Thematic Working Group 1 (TWG1) at EDUsummIT 2017 centred on the need for alignment in education systems and was driven by two key questions relating to a) if and how all the parts of an education system work together to support the type of learning envisioned in the 21st century, and b) if there is alignment, what is the purpose/vision of that education system and does it meet the needs of its learners. Arising from the discussions held, the group advocated the use of a tool such as the UNESCO framework (2008, 2011) as a way to conceptualize a systemic approach to reform and to enable policy makers and stakeholders in a system to think about ways in which they can align changes with the goals of any proposed reform. Taking the Irish Education system as an example, this paper illustrates how the UNESCO framework has enabled policy makers in Ireland to adopt a systemic approach to policy formulation which aligns educational strategies across a range of elements "to leverage strengths, coordinate investments, consolidate gains, and advance national development goals and visions" (Kozma, 2005, p.148). To counter the potential danger of a top-down imposition of the UNESCO framework, the group also proposed the Educational Vision and Mission Framework (EVMF) as a tool to support system wide (both top-down and bottom-up) reflection on the purposes of schooling in a rapidly changing world. The group concluded that what is defined as the purpose of education should inform alignment and suggest that application of the UNESCO framework and EVMF could enable the necessary alignment to support the educational, social, and economic transformation necessary for the complex connected global world of today and tomorrow. Keywords Alignment Schools Educational visionPurpose of education

The African Elections Project (www.africanelections.org) was established with the vision of enhancing the ability of journalists, citizen journalists and the news media to provide more timely and relevant election information and knowledge, while undertaking monitoring of specific and important aspects of elections using social media tools and ICT applications. Elections are the cornerstone of democracy and the media have a key role to play in deepening democracy by providing impartial coverage of elections. In addition to traditional election coverage, online election reporting on the Africa continent has been experiencing growth in recent years. It takes the form of special election websites that incorporate elements of citizen journalism or crowdsourcing and is mostly driven by mobile phones. It is mashed up with blogs, interactive maps and social media tools such as Twitter, Flickr, YouTube and Facebook among others. This article chronicles the African Elections Project's field experiences based on the elections it has covered in 10 countries: Ghana, Côte d'Ivoire, Guinea, Mauritania, Malawi, Mozambique, Namibia, Botswana, Togo and Niger, showing the similarities and importance of online election coverage in these countries. The Internet is gradually providing new sets of tools for journalists which could be relevant and applicable for reporting elections. The paper concludes by showing the difficulties journalists encounter in the practice of reporting elections and offers suggestions for future research.

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This goal of this qualitative study was to identify the determinants that assist post-secondary indigenous learners in an isolated fly in-only community to adapt and orient themselves between Eurocentric and Indigenous ways of learning. Digital technology (specifically mobile devices) was used to produce documentation for their adaptation and orientation. The outcomes of the study produced determinants that informed learning with digital technology in the research context. Informants showed a deep understanding of the problem, they were well meaning, eager and responsive to the study. The problem was more complex and participant responses indicated that rethinking and restructuring of the goals and tentative solutions for successful learning were needed. The solutions cannot be simply more technology or more pedagogy. Future research is key, but those research efforts must enter the community with a truly open mind and without any prefixed solutions.