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ED40 Ratio of learners-to-teachers using ICT to teach (for ISCED levels 1-3)
Definition:
Number of learners enrolled in grades with ICT-assisted
instruction divided by the number of teachers currently
teaching subject(s) using ICT-facilities in school for
ISCED levels 1-3.
Data requirement:
(LICT) Number of learners enrolled in grades with ICTassisted
instruction for ISCED levels 1-3.
(refer to questionnaire item E.1.3)
(TI) Number of teachers currently teaching subject(s)
using ICT facilities for ISCED levels 1-3.
(refer to questionnaire item D.1.4)
Formula:
3
h1
3
TI
h1
Where:
LICT t
h
LICT
t
h
t
h
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Purpose:
To measure the workload of teachers using ICT to
teach 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 with ICT-assisted instruction at education level h in school-
year t
TI t
h = Number of teachers currently teaching subject(s) using ICT facilities at education level h in schoolyear
t
Analysis and interpretation:
A high learner-to-teacher 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 a better performance of the learners.
When calculated and analysed by ISCED levels,
geographical regions, urban/rural areas, by school and
by basic computer skills classes, this indicator can help
to measure potential discrepancies in the ratio between
learners and teachers in different ICT-assisted
instruction programmes.
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, etc.
all factors that could affect the quality of
teaching/learning.