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Reference indicator EDR1 Proportion of schools with electricity (for ISCED levels 1-3) Definition: Number of schools with electricity expressed as a percentage of the total number of schools in the country for ISCED levels 1-3. Data requirement: (EIE) Number of educational institutions (public and private) with electricity for ISCED levels 1-3. (refer to questionnaire item C.1.1) (EI) Number of educational institutions (public and private) for ISCED levels 1-3. (refer to questionnaire item C.1) Formula: 3 h 1 3 h 1 Where: EIE EI t h t h * 100 - 40 - Purpose: To measure the availability of electricity as a minimum necessary condition for ICT to be introduced to schools. 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. EIE t = Number of educational institutions with electricity at level of education h in school-year t h EI t h = Number of educational institutions at level of education h in school-year t Analysis and interpretation: A low percentage or value for this indicator means that the potential implementation of ICT in education is constrained by a disadvantaged infrastructural condition. It suggests that policymakers should aim first at improving the provision of electricity to schools before introducing ICT, or linking electricity provision as a co-requisite to any investment in ICT for education. It should be noted, however, that not all technologies which support teaching and learning (e.g. radio broadcast classes or lessons) require permanent and sustainable sources of electricity. Methodological and definition issues or operational limitations: Some developed countries may find it trivial to include items on electricity in the school questionnaires. National experts should then provide estimates of the number of schools with electricity and specify that the data are estimates. Whenever disaggregating data on schools by ISCED levels proves complex, countries should supply to the UIS data by their national definition of primary, lower and upper secondary education and append the system of national grade structure as metadata.
B. Additional ICT in education indicators ED9 Proportion of ISCED levels covered by existing national policy, plan or regulatory mechanism for ICT in education (for ISCED levels 1-6) ED9 bis Proportion of grades using ICT-assisted instruction (for ISCED levels 1-3) by subject : Mathematics Sciences Basic computer skills (or computing) Languages Arts Definition: ED9. Number of ISCED levels covered by the national policy, plan or regulatory mechanism for ICT in education, expressed as a percentage of the total number of ISCED levels. ED9bis. Number of grades where ICT-assisted instruction forms part of subject delivery in the education curriculum, expressed as a percentage of the total number of grades for ISCED levels 1-3. Data requirement: (NICT) Number of ISCED levels covered by the national policy, plan or regulatory mechanism for ICT in education. (refer to questionnaire item A.1) (G) Number of grades where ICT-assisted instruction forms part of subject delivery in the education curriculum. (refer to questionnaire item A.6a-e) Formula ED9: NICT t Where: 6 * 100 NICT t = Number of ISCED levels covered by the national policy, plan or regulatory mechanism for ICT in education in school-year t Analysis and interpretation: A high percentage or value for these two variant indicators demonstrates a strong political commitment to integrate ICT in education across all levels (or across all grades in primary and secondary education) of the education system. - 41 - Purpose: To measure the scope of national policies and plans regarding the use of ICT to support education service delivery in terms of education levels and grades covered. Method of collection: Extract information from official national policy and plan documents. Data source(s): Department within the Ministry of Education in charge of policy and plans. Formula ED9 bis: G , t h s n Where: * 100 G t h, s = Number of grades in ISCED levels 1-3 where ICTassisted instruction forms part of subject delivery in the education curriculum by subject s in school-year t n = Total number of grades in ISCED levels 1-3 Methodological and definition issues or operational limitations: These indicators do not measure the extent of policy implementation. This indicator does not account for variances in the nature and scope of ICT in education policies implemented within and across countries at different ISCED levels or different target grades.
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: ED8 Proportion of ICT-qualified tea
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
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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
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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
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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:
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