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Table 5. List of proposed new indicators on ICT in education Conceptual domains Political commitment Public-private partnership Indicator label ED9 ED9 bis ED10 ED11 ED12 ED13 ED14 ED15 ED16 ED16bis ED17 ED18 ED19 ED20 ED21 - 28 - Indicator Proportion of ISCED levels covered by existing national policy, plan or regulatory mechanism for ICT in education (for ISCED levels 1-6) Proportion of grades using ICT-assisted instruction (for ISCED levels 1-3) by subject : Maths Sciences Basic computer skills (or computing) Languages Arts Average number of hours per week of ICT use in classrooms as recommended in curricula (for ISCED levels 1-3 and by major subjects) Maths Sciences Basic computer skills (or computing) Languages Arts Average number of hours per week of ICT use in classrooms as recommended in curricula (for ISCED levels 1-3) Exercises on computer using educational software Exercises on computer using the Internet Radio (Interactive Radio Instruction) Television Proportion of total government expenditure on ICT in education for current expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of total government expenditure on ICT in education for capital expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of total government expenditure on education for current expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of total government expenditure on education for capital expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6) Average government expenditure on ICT in education per learner (for ISCED levels 1-3, level 4 and levels 5-6) Average government expenditure on ICT in education per learner enrolled in grades with ICT-assisted instruction (for ISCED levels 1-3) Proportion of total current expenditure on ICT in education for private current expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of total capital expenditure on ICT in education for private capital expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of total current expenditure on ICT in education for foreign current expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of total capital expenditure on ICT in education for foreign capital expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6) Ratio of non-governmental to governmental sources of current expenditure on ICT in education (for ISCED levels 1-3, level 4 and levels 5-6)
Conceptual domains Infrastructure Teaching staff development Indicator label - 29 - Indicator EDR1 Proportion of schools with electricity (for ISCED levels 1-3) ED1 Proportion of schools with a radio used for educational purposes (for ISCED levels 1-3) ED2 Proportion of schools with a television used for educational purposes (for ISCED levels 1-3) ED3 Proportion of schools with a telephone communication facility (for ISCED levels 1-3) ED4 Learners-to-computer ratio in schools with computer-assisted instruction (for ISCED levels 1-3) ED4bis Learners-to-computer ratio (for ISCED levels 1-3) ED5 Proportion of schools with Internet access by type (for ISCED levels 1-3) Any type of Internet access Fixed narrowband Internet access (using modem dial-up, ISDN) Fixed broadband Internet access (DSL, cable, other fixed broadband) Both fixed narrowband and broadband Internet access ED22 Proportion of schools with computer-assisted instruction (for ISCED levels 1-3) ED23 Proportion of schools with Internet-assisted instruction (for ISCED levels 1-3) ED24 ED24bis Proportion of educational institutions owning licence for or subscribing to scientific digital libraries (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of educational institutions owning licence for or subscribing to virtual experiment laboratories (for ISCED levels 1-3, level 4 and levels 5-6) ED25 Ratio of learners-to-computer connected to Internet (for ISCED level 1-3) ED26 ED27 ED28 ED29 Average number of computers per educational institution (for ISCED levels 1-3, level 4 and levels 5-6) Average number of computers connected to the Internet per educational institution (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of student-owned computers available for pedagogical purposes (for ISCED level 4 and levels 5-6) Proportion of all computers available for pedagogical purposes (for ISCED levels 1-3, level 4 and level 5-6) ED30 Proportion of all computers available for administrative purposes (for ISCED levels 1-6) ED31 Proportion of schools with a website (for ISCED levels 1-3) ED32 ED33 ED8 Proportion of schools with a website hosting students’ and teachers’ blog pages (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of educational institutions offering ICT-enabled distance education programmes (for ISCED levels 5-6) Proportion of ICT-qualified teachers in primary and secondary schools (for ISCED levels 1-3) ED34 Proportion of schools with ICT support services (for ISCED levels 1-3) ED35 ED36 ED37 ED38 Proportion of primary and secondary-school teachers trained via ICT-enabled distance education programmes (for ISCED levels 1-3) Proportion of primary and secondary-school teachers who teach basic computer skills (or computing) (for ISCED levels 1-3) Proportion of primary and secondary-school teachers who currently teach subject(s) using ICT facilities (for ISCED levels 1-3) Proportion of primary and secondary-school teachers trained to teach subject(s) using ICT facilities (for ISCED levels 1-3) ED39 Ratio of learners-to-teachers of basic computer skills (or computing) (for ISCED levels 1-3) ED40 Ratio of learners-to-teachers using ICT to teach (for ISCED levels 1-3)
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: Indicators presented in this guide
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
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ED49 Promotion rate of learners in
Page 83 and 84:
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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