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ED39 Ratio of learners-to-teachers of basic computer skills (or computing) (for ISCED levels 1-3)
Definition:
Number of learners enrolled in grades where basic
computer skills (or computing) are currently taught
divided by the number of teachers who teach basic
computer skills (or computing) for ISCED levels 1-3.
Data requirement:
(LBCL) Number of learners enrolled in grades where
basic computer skills (or computing) are currently taught
for ISCED levels 1-3.
(refer to questionnaire item E.1.4)
(TBCL) Number of teachers who teach basic computer
skills (or computing) for ISCED levels 1-3.
(refer to questionnaire item D.1.2)
Formula:
3
h1
3
TBCL
h1
Where:
LBCL
LBCL t
h
TBCL t
h
t
h
t
h
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Purpose:
To measure the workload of teachers of basic
computer skills (or computing) programmes in order to
assess if the number of teachers is adequate for the
size of the target group of learners.
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.
= Number of learners enrolled in grades where basic computer skills (or computing) are currently
taught at education level h in school-year t
= Number of teachers who teach basic computer skills (or computing) at education level h in school-
year t
Analysis and interpretation:
A high value for this ratio suggests that each teacher
has to be responsible for a large number of learners. It is
generally assumed that a low ratio signifies smaller
classes, which enables the teacher to pay more
attention to individual learners, which may in turn result
in better learning and performance of the learners.
When calculated and analysed by ISCED levels,
geographical regions, urban/rural areas, by school and
by basic computer skills grades, this indicator can help
to measure discrepancies in the ratio between teachers
of basic computer skills programmes and learners.
Methodological and definition issues or
operational limitations:
This indicator is a very rough measure of teachers’
workload and teaching conditions. For this indicator to
be accurate and meaningful, the number of part-time
teachers should be converted, where feasible, into
‘full-time equivalent’ teachers. Also, this indicator does
not take into account differences in teachers’
experience and status, teaching style, teaching
materials, and variations in classroom conditions
(class size, teaching hours, etc.), all factors that could
affect the quality of teaching/learning.