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ED4 Learners-to-computer ratio in schools with computer-assisted instruction (for ISCED levels 1-3)
Definition:
Average number of learners per computer available for
pedagogical use in schools that offer computer-assisted
instruction (CAI) for ISCED levels 1-3.
Data requirement:
(LC) Number of learners entitled to use computer laboratories at
school as a pedagogical aid for ISCED levels 1-3.
(refer to questionnaire item E.1.1)
(CP) Number of computers available for pedagogical use for
ISCED levels 1-3.
(refer to questionnaire items C.2.1 + C.2.3)
Formula:
3
LC
h 1
3
CP
h 1
Where:
t
h
t
h
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Purpose:
To indirectly measure against “acceptable norms”, the
“adequacy” of the number of computers in relation to the
number of learners in schools that offer CAI.
Method of collection:
Administrative data collection through annual school census
(or extract data from school records).
Data source(s):
Statistical unit of the Ministry of Education or, alternatively,
the national statistical office.
LC t
= Number of learners entitled to use computer laboratories at school as pedagogical aid at level of education h in
h
school-year t
CP t
h = Number of computers available for pedagogical use at level of education h in school-year t
Analysis and interpretation:
A higher ratio of learners-to-computer signals that higher numbers of
learners have to share the use of each computer at school.
Pedagogically speaking, this may imply that the available computers
are inadequate to serve the learning and practising needs of the
learners.
In the absence of nationally defined norms by pedagogues, a ratio of
1 learner to 1 computer reveals a perfect adequacy in the provision
of a computer to all learners officially entitled to benefit from it in
schools that offer computer-assisted instruction (CAI). However,
except in cases of 100% privately owned computers, an “adequate”
1:1 ratio does not necessarily mean an ideal target since sharing a
school-owned computer might equally reflect cost-efficient
management of the resource. Not all subjects in curricula require the
support of computers during 100% of class time scheduled in a
week, a month or a year. This indicator needs to be analysed also in
the context of coexisting use of other non-computer ICT in schools.
At international level, a median value for this indicator across a
statistically representative sample of countries across the world may
provide a reference of best practice to countries with obviously
inadequate ratios.
Where national standards exist, a learner-to-computer ratio higher
than the officially set norms implies that more efforts are required
from policymakers to equip schools with computers in order to
ensure equitable opportunity for all entitled learners across the
country. By frequently updating this indicator, one can monitor and
ensure that all schools attain such norms.
Besides its use for international comparison, this indicator can also
be calculated and analysed by ISCED levels, geographical regions,
urban/rural areas, by school and by CAI or computer skills class, in
order to inform policies and decisionmakers to equip all schools with
an adequate number of computers.
Methodological and definition issues or operational
limitations:
Further methodological work will be required to test more
robust measures than a simple average (e.g. median,
percentiles) in order to improve cross-country comparisons.
This ratio is an indicator of potential access to computers for
educational purposes. It is neither a measure of actual use of
computers in schools nor of time spent by learners for
computer-assisted instruction.
Only computers in working condition for use in teaching and
learning should be included. Other additional criteria may be
applied, such as the age of the computer, its configuration
and capacity, kinds of software available, etc. The criteria for
“working condition” of computers are left to the countries’
discretion, taking into consideration their own pedagogical
requirements for schools, their technological environment and
their financial capacities.