Guide to measuring information and ... - unesdoc - Unesco

More documents

Recommendations

Info

PUBLIC EDUCATIONAL INSTITUTION Questionnaire item: Sections C, D and E Method of collection: Administrative data collection through annual school census (or extract data from school records) RADIO Questionnaire item: A.8c, C.1.3 Method of collection: Administrative data collection through annual school census (or extract data from school records) RADIO-ASSISTED INSTRUCTION Questionnaire item: C.1.3 Method of collection: Administrative data collection through annual school census (or extract data from school records) Definition: Public educational institution is usually controlled and managed by a governmental education authority or agency (national/federal, state/provincial or local), irrespective of the origin of its financial resources. Source: adapted from the UIS Instruction Manual for Completing the Questionnaires on Statistics of Education Data source: Statistical unit of the Ministry of Education or, alternatively, national statistical office. Definition: Radio is considered to be a stand-alone device (in working condition) capable of receiving broadcast radio signals, using popular frequencies (such as FM, AM, LW and SW). Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on Measuring ICT for Development. Data source: Statistical unit of the Ministry of Education or, alternatively, national statistical office. Definition: Radio-assisted instruction includes both radio broadcast education and interactive radio instruction. Radio broadcast education entails an audio lecture or lesson, with printed material for learners to follow the lecture. Any teacher, not necessarily qualified in the subject matter, can use the radio programme as a main instructional source. Broadcast programmes follow the traditional model of education and can cover every subject in many different languages, depending on the target audience. Interactive radio instruction (IRI) turns a typically one-way technology into a tool for active learning inside and outside the classroom. It requires that learners react to questions and exercises through verbal responses to radio programme contributors, group work, and physical and intellectual activities while the programme is on air. For both teacher and learner, the lesson becomes an immediate hands-on practical guide. Source: Adapted from Revisions and Additions to the Core List of ICT Indicators – Partnership on Measuring ICT for Development Data source: Statistical unit of the Ministry of Education or, alternatively, national statistical office. - 125 -
REGULATORY MECHANISM Questionnaire item: A.1 Method of collection: Extract information from official national policy and plan documents. RURAL AREA Questionnaire item: A.4, C.1.8, C.1.8.1 Method of collection: Administrative data collection through annual school census (or extract data from school records SCHOOL MANAGEMENT BOARD Questionnaire item: A.2 Method of collection: Administrative data collection through annual school census (or extract data from school records) Definition: Regulatory mechanism refers to a separate body, organization, committee or bureau that has been given responsibility by the government for promoting, coordinating and ensuring correct implementation of ICT in education. Data source: Department within the Ministry of Education in charge of policy and plans. Definition: Rural area is based on the definition applied in national statistical practices and exercises. For example, a rural area can be considered as a geographical region outside the urban agglomeration. Data source: Statistical unit of the Ministry of Education or, alternatively, national statistical office. Definition: School management board usually has responsibility for monitoring and managing the overall strategic direction, finances, performance and policies of a school, and provides advice and guidance to the principal of the school. Its membership may include representative(s) of the parent-teacher association. Data source: Statistical unit of the Ministry of Education or, alternatively, national statistical office. - 126 -
Page 1 and 2:
TECHNICAL PAPER NO. 2 GUIDE TO MEAS
Page 3 and 4:
UNESCO The constitution of the Unit
Page 5 and 6:
Acknowledgements The UNESCO Institu
Page 7 and 8:
Abbreviations EFA Education for All
Page 9 and 10:
1. Introduction Since the introduct
Page 11 and 12:
2. ICT in education policy framewor
Page 13 and 14:
There are two MDG goals which requi
Page 15 and 16:
3. Review of literature on ICT in e
Page 17 and 18:
vi) formulating value judgments to
Page 19 and 20:
Table 3. Coverage of selected inter
Page 21 and 22:
4. Conceptual framework for the dev
Page 23 and 24:
Figure 2. Conceptual framework Sour
Page 25 and 26:
Table 4. Key policy questions addre
Page 27 and 28:
Indicators presented in this guide
Page 29 and 30:
Conceptual domains Infrastructure T
Page 31 and 32:
Table 6. Detailed specifications an
Page 33 and 34:
ED3 Proportion of schools with a te
Page 35 and 36:
ED4bis Learners-to-computer ratio (
Page 37 and 38:
ED6 Proportion of learners who have
Page 39 and 40:
ED8 Proportion of ICT-qualified tea
Page 41 and 42:
B. Additional ICT in education indi
Page 43 and 44:
ED11 Average number of hours per we
Page 45 and 46:
ED13 Proportion of total government
Page 47 and 48:
ED15 Proportion of total government
Page 49 and 50:
ED17 Proportion of total current ex
Page 51 and 52:
ED19 Proportion of total current ex
Page 53 and 54:
ED21 Ratio of non-governmental to g
Page 55 and 56:
ED23 Proportion of schools with Int
Page 57 and 58:
ED25 Ratio of learners-to-computer
Page 59 and 60:
ED27 Average number of computers co
Page 61 and 62:
ED29 Proportion of all computers av
Page 63 and 64:
ED31 Proportion of schools with a w
Page 65 and 66:
ED33 Proportion of educational inst
Page 67 and 68:
ED35 Proportion of primary and seco
Page 69 and 70:
ED37 Proportion of primary and seco
Page 71 and 72:
ED39 Ratio of learners-to-teachers
Page 73 and 74: ED41 Proportion of learners entitle
Page 75 and 76: ED43 Proportion of educational inst
Page 77 and 78: ED45 Proportion of learners enrolle
Page 79 and 80: ED47 Proportion of learners (by gen
Page 81 and 82: ED49 Promotion rate of learners in
Page 83 and 84: ED51 ICT-assisted instruction perfo
Page 85 and 86: ED53 Number of female graduates per
Page 87 and 88: Table 7. Supplementary indicators o
Page 89 and 90: Conceptual domains Curriculum Usage
Page 91 and 92: d) Criteria for prioritizing indica
Page 93 and 94: 6. Conclusion There is a need to mo
Page 95 and 96: OECD (2006). Are Students Ready for
Page 97 and 98: - 98 - Country: UIS/CI/ICT/2009-PIL
Page 99 and 100: SECTION A. GENERAL INFORMATION POLI
Page 101 and 102: A.8 Does your country’s education
Page 103 and 104: SECTION C. INSTITUTIONS AND ICT FAC
Page 105 and 106: C.2 C.2.1 C.2.1.1 C.2.1.2 C.2.2 C.2
Page 107 and 108: SECTION E. LEARNERS ENROLMENT E.1 P
Page 109 and 110: ALL PROGRAMMES Questionnaire item:
Page 111 and 112: COMPUTER-ASSISTED INSTRUCTION Quest
Page 113 and 114: CURRENT EXPENDITURE ON ICT IN EDUCA
Page 115 and 116: ENROLLED Questionnaire item: E.1, E
Page 117 and 118: GRADUATES Questionnaire item: E.2.1
Page 119 and 120: ICT-RELATED FIELDS Questionnaire it
Page 121 and 122: INTERNET LABORATORY Questionnaire i
Page 123: POLICY Questionnaire item: A.1 Meth
Page 127 and 128: SUCCESSFULLY COMPLETED A BASIC COMP
Page 129 and 130: TELEPHONE COMMUNICATION FACILITY Qu
Page 131 and 132: TRAINED TEACHERS Questionnaire item
Page 133 and 134: 4 Science, Mathematics and Computin
Page 135 and 136: APPENDIX IV ISCED classification of
Page 137 and 138: - 138 -
show all

Guide to measuring information and ... - unesdoc - Unesco

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?