Guide to measuring information and ... - unesdoc - Unesco

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Table of contents - v - Page Foreword.......................................................................................................................................iii Acknowledgments........................................................................................................................ iv Abbreviations ............................................................................................................................... vi Executive summary....................................................................................................................... 7 1. Introduction ........................................................................................................................... 9 2. ICT in education policy frameworks .................................................................................... 11 3. Review of literature on ICT in education ............................................................................. 15 4. Conceptual framework for the development of ICT in education indicators........................ 21 5. Expanded list of internationally comparable indicators and methodological implications ... 26 a) Scope of indicators and rationale.................................................................................. 26 b) Proposed new indicators on ICT in education............................................................... 27 c) Supplementary indicators on ICT in education.............................................................. 86 d) Criteria for prioritizing indicators.................................................................................... 91 6. Conclusion .......................................................................................................................... 93 References.................................................................................................................................. 94 Appendix I. Prototype Questionnaire on Statistics of ICT in Education.................................. 97 Appendix II. Definitions.......................................................................................................... 110 Appendix III. Classifications of ICT-related fields from Fields of Education and Training – Manual.............................................................................................. 133 Appendix IV. ISCED classification of levels of study .............................................................. 136
Abbreviations EFA Education for All ERT European Round Table of Industrialists ICT Information and Communication Technologies IEA International Association for the Evaluation of Educational Achievement InfoDev Information for Development Programme (World Bank) ISCED International Standard Classification of Education ITU International Telecommunication Union MDG Millennium Development Goals NRC National Research Coordinator OECD Organisation for Economic Co-operation and Development OSILAC Observatory for the Information Society in Latin America and the Caribbean PDA Personal digital assistant PIRLS Progress in International Reading Literacy Study PISA Programme for International Student Assessment SACMEQ Southern and East Africa Consortium for Monitoring Educational Quality SITES Second Information Technology in Education Study TIMSS Trends in International Mathematics and Science Study UIS UNESCO Institute for Statistics UN United Nations UNCTAD United Nations Conference on Trade and Development UNDESA United Nations Department of Economic and Social Affairs UNECA United Nations Economic Commission for Africa UNECLAC United Nations Economic Commission for Latin America and the Caribbean UNESCWA United Nations Economic and Social Commission for Western Asia UNESCO United Nations Educational, Scientific and Cultural Organization UNICEF United Nations Children's Fund WSIS World Summit on the Information Society - vi -
Page 1 and 2: TECHNICAL PAPER NO. 2 GUIDE TO MEAS
Page 3 and 4: UNESCO The constitution of the Unit
Page 5: Acknowledgements The UNESCO Institu
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 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
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
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
Page 123 and 124:
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
Page 131 and 132:
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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