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ED49 Promotion rate of learners in grades receiving ICT-assisted instruction (by gender, by type of
institution and by grade) (for ISCED levels 1-3)
Definition:
Percentage of learners enrolled only in grades with ICTassisted
instruction during the last academic year who
were promoted to the next higher grade for ISCED
levels 1-3.
Data requirement:
(LPI) Number of learners promoted only from previous
grades with ICT-assisted instruction at the end of the
last academic year (t-1) (by gender, by type of institution
and by grade) for ISCED levels 1-3.
(refer to questionnaire item E.4.1)
(LEI) Number of learners enrolled only in grades with
ICT-assisted instruction during the last academic year
(by gender, by type of institution and by grade) for
ISCED levels 1-3.
(refer to questionnaire item E.3.1)
Formula:
t
LPI g
t 1
g 1
LEI
* 100
- 81 -
Purpose:
To measure the promotion rate of learners enrolled in
grades where ICT are used as a pedagogical aid.
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:
LPI t
g = Number of learners enrolled only in grade g-1 with ICT-assisted instruction during the last academic
year who were promoted to the next grade g (by gender and type of institution) in school-year t
LEI t1
g
1
= Number of learners enrolled only in grade g-1 with ICT-assisted instruction (by gender and type of
Analysis and interpretation:
institution) during the last academic year in school-year t-1
A high promotion rate implies a high proportion of
learners successfully passing from a lower grade to a
higher grade.
By comparing the promotion rate of learners who
enrolled in grades with ICT-assisted instruction with
those who attended the same grades without ICTassisted
instruction, one can verify if there are
differences. If so, further investigation, using testing
methods, may be needed to determine the degree to
which these differences can be attributed to the impact
of ICT on teaching and learning.
Methodological and definition issues or
operational limitations:
One must be cautious not to attribute higher
promotion rates solely to the impact of ICT use in
teaching and learning, as there are other factors
contributing to successful passage from one grade to
another.
In countries where learners are automatically
promoted to the next grade for levels ISCED 1-3 or in
terminal grades where a quota system may directly or
indirectly affect promotion rates, this indicator
becomes meaningless.