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

More documents

Recommendations

Info

TEACHERS TRAINED TO TEACH BASIC COMPUTER SKILLS (OR COMPUTING) Questionnaire item: D.1.3 Method of collection: Administrative data collection through annual school census (or extract data from school records) Definition: Teachers trained to teach basic computer skills (or computing) refer to teachers considered qualified according to national standards or norms to teach basic computer skills (or computing) courses. At higher ISCED levels, in particular, teachers trained to teach computing should have a nationally required academic credential in an ICT-related field of study, such as computer science. Data source: TEACHERS TRAINED TO TEACH SUBJECTS USING ICT FACILITIES Questionnaire item: D.1.5 Method of collection: Administrative data collection through annual school census (or extract data from school records) Statistical unit of the Ministry of Education or, alternatively, national statistical office. Definition: Teachers trained to teach subjects using ICT facilities are teachers that have received at least a nationally defined minimum of formal training to teach one or various subjects at the relevant level(s) using ICT to support their teaching. Data source: TECHNICAL EDUCATION or VOCATIONAL TRAINING Questionnaire item: A.5, table headings for Sections C, D and E Method of collection: Administrative data collection through annual school census (or extract data from school records) Statistical unit of the Ministry of Education or, alternatively, national statistical office. Definition: Technical education or vocational training is designed mainly to provide learners with the practical skills, know-how and understanding necessary for direct entry into a particular occupation or trade (or class of occupations or trades). Successful completion of such programmes normally leads to a labour market-relevant vocational qualification recognised by the national competent authorities (e.g. Ministry of Education, employers’ associations, etc.). Source: Adapted from the UIS online glossary. Data source: Statistical unit of the Ministry of Education or, alternatively, national statistical office. - 129 -
TELEPHONE COMMUNICATION FACILITY Questionnaire item: C.1.2 Method of collection: Administrative data collection through annual school census (or extract data from school records) TELEVISION Questionnaire item: A.8, C.1.4 Method of collection: Administrative data collection through annual school census (based on school registers) TELEVISION-ASSISTED INSTRUCTION Questionnaire item: C.1.4 Method of collection: Administrative data collection through annual school census (or extract data from school records) Definition: Telephone communication facility refers to fixed telephone lines, cable connections (i.e. cable telephony) or other sustainable communication technology that connects an educational institution’s terminal equipment (e.g. telephone set, facsimile machine) to the public switched telephone network (PSTN) and has a dedicated port on a telephone exchange. Access is defined by a subscription to services that allow the physical presence and use of the facilities in a given educational institution. A mobile cellular phone owned by an individual working at a school does not constitute a school telephone communication facility. 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: Television is considered to be a stand-alone device (in working condition) capable of receiving broadcast television signals using popular access means (such as over-the-air, cable and satellite). 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: Television-assisted instruction is similar to radio broadcast education, with the additional benefit of video. It helps to bring abstract concepts to life through clips, animations, simulations, visual effects and dramatization. It can also connect a classroom to the world but shares the same rigid scheduling and lack of interactivity as radio broadcast education. 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. - 130 -
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 and 124: POLICY Questionnaire item: A.1 Meth
Page 125 and 126: REGULATORY MECHANISM Questionnaire
Page 127: SUCCESSFULLY COMPLETED A BASIC COMP
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

Create successful ePaper yourself

Delete template?

Save as template?