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

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Broad fields Narrow fields Detailed fields Description Inclusions Exclusions 5 Engineering, Manufacturing, Construction 52 Engineering and engineering trades 523 Electronics and automation Electronics and automation (engineering and engineering trades) is the study of planning, designing, developing maintaining and monitoring electronic equipment, machinery and systems. It includes designing computers and equipment for communication. Programmes with the following main content are classified here: Broadcasting electronics Communication systems Communications equipment installation Communications equipment maintenance Computer engineering Computer repairing Control engineering Data processing technology Digital technology Electronic engineering Electronic equipment servicing Network technology Robotics Telecommunication technology Television and radio repairing - 135 - Computer science (design of computer systems and software applications) is excluded from this field and included in 481 ‘Computer science’.
APPENDIX IV ISCED classification of levels of study - 136 -
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TECHNICAL PAPER NO. 2 GUIDE TO MEAS
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UNESCO The constitution of the Unit
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Acknowledgements The UNESCO Institu
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Abbreviations EFA Education for All
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1. Introduction Since the introduct
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2. ICT in education policy framewor
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There are two MDG goals which requi
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3. Review of literature on ICT in e
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vi) formulating value judgments to
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Table 3. Coverage of selected inter
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4. Conceptual framework for the dev
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Figure 2. Conceptual framework Sour
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Table 4. Key policy questions addre
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Indicators presented in this guide
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Conceptual domains Infrastructure T
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Table 6. Detailed specifications an
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ED3 Proportion of schools with a te
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ED4bis Learners-to-computer ratio (
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ED6 Proportion of learners who have
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ED8 Proportion of ICT-qualified tea
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B. Additional ICT in education indi
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ED11 Average number of hours per we
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ED13 Proportion of total government
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ED15 Proportion of total government
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ED17 Proportion of total current ex
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ED19 Proportion of total current ex
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ED21 Ratio of non-governmental to g
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ED23 Proportion of schools with Int
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ED25 Ratio of learners-to-computer
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ED27 Average number of computers co
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ED29 Proportion of all computers av
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ED31 Proportion of schools with a w
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ED33 Proportion of educational inst
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ED35 Proportion of primary and seco
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ED37 Proportion of primary and seco
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ED39 Ratio of learners-to-teachers
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ED41 Proportion of learners entitle
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ED43 Proportion of educational inst
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ED45 Proportion of learners enrolle
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ED47 Proportion of learners (by gen
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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 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: 4 Science, Mathematics and Computin
Page 137 and 138: - 138 -
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