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ED34 Proportion of schools with ICT support services (for ISCED levels 1-3) Definition: Total number of educational institutions having ICT support services expressed as a percentage of the total number of schools providing ICT-assisted instruction for ISCED levels 1-3. Data requirement: (EIS) Number of educational institutions having ICT support services for ISCED levels 1-3. (refer to questionnaire item C.1.14) (EICT) Total number of educational institutions with ICTassisted instruction for ISCED levels 1-3. (refer to questionnaire item C.1.7) Formula: h 1 3 3 h 1 Where: EIS EICT t h t h * 100 - 66 - Purpose: To measure the availability of sustained technical support services for ICT-assisted instruction activities in primary and secondary schools to ensure appropriate use and maintenance of ICT equipment. 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. EIS t h = Number of educational institutions having ICT support services at education level h in school-year t EICT t h = Number of educational institutions with ICT-assisted instruction at education level h in school-year t Analysis and interpretation: Given the cost that is involved with the rapidly changing performances of technologies applicable in education, ICT support services are critical for each school offering ICT-assisted instruction. A proportion of 100% availability of ICT support services for all educational institutions offering ICT-assisted instruction would constitute an ideal condition to ensure continuity of ICTassisted instruction functions. It can be considered that the more this proportion falls below 100%, the more overall ICT deployment in support of teaching and learning activities is put at risk. When calculated and analysed by ISCED levels, geographical regions, urban/rural areas and for individual educational institutions, this indicator can help to identify schools which do not have ICT support services so that appropriate measures can be taken to assist them in establishing such services. Methodological and definition issues or operational limitations: ICT support services may take diverse forms across countries, but the key principle here is to measure the presence or provision of such services in institutions that use ICT-assisted instruction irrespective of the approach adopted. The presence of ICT support services in schools may help to identify or predict areas for future improvement of ICT use in school curricula delivery, as well as ensure the coordination of the purchase, maintenance and renewal of equipment, software licences, cyber-patrol (for filtering and monitoring unsafe and disruptive online noneducational contents for learners), spyware, and virus protection software. To some extent, ICT support service providers may audit and project regularly staff training needs and provide suitable training plans/opportunities. Sharing relevant best practices on the integration of ICT into planning the curriculum could also be an aspect attached to the presence of ICT support services in schools. See Appendix II for a more detailed definition and description of the typical functions of ICT support services.
ED35 Proportion of primary and secondary school teachers trained via ICT-enabled distance education programmes (for ISCED levels 1-3) Definition: Total number of primary and secondary school teachers who were trained via ICT-enabled distance education programmes, expressed as a percentage of the total number of teachers. Data requirement: (TDE) Number of teachers trained via ICT-enabled distance education programmes for ISCED levels 1-3. (refer to questionnaire item D.1.1) (T) Total number of teachers for ISCED levels 1-3. (refer to questionnaire item D.1) Formula: 3 TDE h1 3 T h1 Where: t h t h * 100 - 67 - Purpose: To measure the degree of use and outcomes of ICTenabled distance education programmes for training teachers who currently teach in primary and secondary 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. TDE t = Number of teachers at education level h in school-year t who are trained via ICT-enabled distance h education programmes T t = Number of teachers at education level h in school-year t h Analysis and interpretation: A high percentage or value for this indicator reflects a high degree of use and outcomes of ICT-enabled distance education programme for supplementing conventional training of primary and secondary school teachers. This indicator can also be calculated by ISCED levels, geographical regions, urban/rural areas and for individual educational institutions, and analysed in conjunction with other indicators regarding the percentage of teachers trained by modes of teachertraining in order to identify the contribution of the ICTenabled distance education delivery approach to teacher development programmes. Methodological and definition issues or operational limitations: See Appendix II for a more detailed definition of ICTenabled distance education programmes. Additional data may be collected to derive corollary indicators that distinguish between teachers trained in pre-service or in-service ICT-enabled distance education programmes.
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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
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2. ICT in education policy framewor
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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 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: ED33 Proportion of educational inst
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
Page 109 and 110: 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
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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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