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v) Favourable and flexible school policies enabling well-planned access by teachers and learners to ICT resources in support of curricula delivery; and vi) Appropriate national-level monitoring and evaluation systems that make it possible to perform regular assessments of outcomes and efficiency gains, and to detect early potential shortcomings so that policy implementation can be more effective. Figure 3. Operational and conceptual framework for ICT integration in education Learners performance evaluation and monitoring Usage of ICT in teaching and learning functions Output outcomes Input 1 To meet policy goals ICT for education policy, goals and incentives To meet policy goals Process Curriculum development and digital content provision In order to develop the UIS indicators for measuring ICT in education, the first step was to identify areas of interest for policymakers. By knowing which policy issues are of concern to Member States, the UIS can respond by developing indicators to measure progress in these areas. Table 4 provides the framework used in developing the UIS core list of ICT in education indicators. - 24 - Input 2 Input 3 ICT facilities provision to educational institutions Trained teachers on ICT-enabled pedagogy
Table 4. Key policy questions addressed in the development of the UIS ICT in education indicators Conceptual domains Political commitment Infrastructure Teaching staff development Curriculum Usage Participation, skills and output Outcomes and impact Potential policy questions Mapping of information requirements Do countries have deliberate policies and incentives that constitute an enabling environment for ICT integration into their national education system? To what extent do the schools in a country have access to ICT in support of teaching and learning process? What proportion of teaching staff is adapting their competencies to an ICT-enabled instruction model or to teach ICT subjects? Are countries introducing changes in their curriculum delivery using ICT, and to what degree are ICT taught as a subject? What are the nature and intensity of ICT use in schools? What is the evolution in structure (all fields versus ICT fields) of the skills or outputs produced annually by national education systems? Are ICT transforming education systems’ performance or making a difference in: improving conventional teaching and learning processes? enhancing the quality of student performances? expanding new skills supply for labour market? enlarging lifelong learning opportunities? managing educational institutions? - 25 - Presence of national and/or education sectorspecific policy, plan or regulatory framework for ICT implementation strategy Quantity and quality of ICT facilities or related resources in schools for educational purposes Training and deployment of teachers to use ICT in education Extent of integration of ICT into the curriculum Access to ICT in schools (as proxy measure for usage) Stock of learners trained in basic computer skills and/or graduated in generic and specific ICT-related fields of study Evidence of the reforming role of ICT in the traditional face-to-face education delivery systems (effects on curriculum delivery and contents) Differential success rates of learners in schools with ICT assisted instruction versus students in schools with conventional pedagogy (as proxy measure for impact) Increase in the number of computer literates and the range of ICT-related fields of study graduates (ISCDED 4, 5 and 6) Increased enrolments in ICT-enhanced outreach or on-the-job training programmes and of certifications in new skills obtained by individuals outside the formal education system. Increased presence of computers in educational administrations or increased use of computers for school management
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: Figure 2. Conceptual framework Sour
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
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ED47 Proportion of learners (by gen
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ED49 Promotion rate of learners in
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ED51 ICT-assisted instruction perfo
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ED53 Number of female graduates per
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Table 7. Supplementary indicators o
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Conceptual domains Curriculum Usage
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d) Criteria for prioritizing indica
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6. Conclusion There is a need to mo
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OECD (2006). Are Students Ready for
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- 98 - Country: UIS/CI/ICT/2009-PIL
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SECTION A. GENERAL INFORMATION POLI
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A.8 Does your country’s education
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SECTION C. INSTITUTIONS AND ICT FAC
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C.2 C.2.1 C.2.1.1 C.2.1.2 C.2.2 C.2
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SECTION E. LEARNERS ENROLMENT E.1 P
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ALL PROGRAMMES Questionnaire item:
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COMPUTER-ASSISTED INSTRUCTION Quest
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CURRENT EXPENDITURE ON ICT IN EDUCA
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ENROLLED Questionnaire item: E.1, E
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GRADUATES Questionnaire item: E.2.1
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ICT-RELATED FIELDS Questionnaire it
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INTERNET LABORATORY Questionnaire i
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POLICY Questionnaire item: A.1 Meth
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REGULATORY MECHANISM Questionnaire
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SUCCESSFULLY COMPLETED A BASIC COMP
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TELEPHONE COMMUNICATION FACILITY Qu
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TRAINED TEACHERS Questionnaire item
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4 Science, Mathematics and Computin
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APPENDIX IV ISCED classification of
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