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ED25 Ratio of learners-to-computer connected to Internet (for ISCED levels 1-3)
Definition:
Average number of learners per computer connected to
Internet in schools that offer Internet-assisted instruction for
ISCED levels 1-3.
Data requirement:
(CI) Number of available computers connected to the Internet
for ISCED levels 1-3.
(refer to questionnaire item C.2.4)
(LI) Number of learners entitled to use Internet laboratories at
school as pedagogical aid for ISCED levels 1-3.
(refer to questionnaire item E.1.2)
Formula:
3
LI
h1
3
CI
h1
t
h
t
h
- 57 -
Purpose:
To measure the extent of provision of computers connected
to the Internet in schools that offer Internet-assisted
instruction in relation to an “acceptable norm” that
guarantees effective use of Internet-connected computers in
such 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.
Where:
LI t
= Number of learners entitled to use Internet laboratories at school as pedagogical aid at level of education h in school-
h
year t
CI t
h = Number of available computers connected to the Internet at education level h in school-year t
Analysis and interpretation:
A high value for this indicator signals that many learners have to
share the use of a computer connected to the Internet at school;
hence there will be difficulties in implementing Internet-assisted
instruction and deficiencies in its effectiveness in serving the
learning and practicing needs of the learners.
In the absence of nationally defined norms by pedagogues, a ratio
of 1 to 1 would represent a perfect adequacy in the provision of
Internet access facilities to all learners officially entitled to benefit
from it in schools that offer Internet-assisted instruction (IAI).
However, except in cases where all students use privately owned
computers connected to the Internet, an “adequate” 1:1 ratio is not
necessarily an ideal target, since the sharing of a school-owned
computer might equally reflect cost-efficient management of
computers in schools. Not all subjects in curricula require Internet
support for 100% of class time scheduled in a week, a month or a
year. This indicator needs to be analysed also in a context where
non-Internet-related technologies are used in schools along with
Internet-based resources.
At international level, a median value for this indicator across a
statistically representative sample of countries across the world
could provide a reference of best practice to countries with
obviously inadequate ratios. Where national standards exist, a
value for this indicator that is higher than the officially set norms
implies that more efforts are required from policymakers to
connect schools with the Internet in order to ensure equitable
opportunities for all entitled learners across the country. By
frequently updating this indicator, one can monitor the progress
that schools are making to attain these norms.
Besides its use for international comparison, this indicator can also
be calculated and analysed by ISCED levels, geographical
regions, urban/rural areas, and by public/private schools in order
to identify the digital gaps that are hindering learners in accessing
the Internet at school.
Methodological and definition issues or operational
limitations:
Further methodological work will be required to test more robust
measures than a simple average (i.e. median, percentiles) in
order to improve cross-country comparisons.
This ratio is an indicator of potential access to computers
connected to the Internet for educational purposes. It is neither a
measure of actual use of such computers in schools nor of time
spent by learners on Internet-assisted instruction.
Metadata should be provided for this indicator to distinguish
between data that reflect broad-based nationwide
implementation as opposed to a number of small pilot projects
within selected educational institutions.