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c) Supplementary indicators on ICT in education A wide range of information is needed by various stakeholders, such as policymakers, administrators, teachers, parents, employers and learners, in order to monitor, understand and support the ongoing expansion of ICT integration in education. In response, a number of supplementary indicators on ICT in education have been identified for testing. Further methodological development will be required in order to operationalize and standardize the underlying concepts for many of these indicators. In addition, further work needs to be done on the definitions and purpose, the feasibility for collecting reliable data, and the international comparability. Some of these optional indicators may use alternative channels of data collection – other than the annual school censuses/surveys – such as household surveys, labour force surveys, household-based time-use surveys and sample surveys of learners, teachers and school managers. Such indicators will test people’s ICT knowledge and skills, while tracer studies of former learners will monitor the outcomes and impact. A selection of supplementary indicators is presented in Table 7. Proposals for these indicators were compiled from: UNESCO Bangkok 5 , the UNESCO International Institute for Technology of Education (IITE) 6 , the Observatory for the Information Society in Latin America and the Caribbean (OSILAC) at the United Nations Economic Commission for Latin America and the Caribbean (UN ECLAC) and the Inter-American Development Bank (IADB). Proposals from WISE national focal points are also included from the following countries: Belarus, Costa Rica, Dominican Republic, Egypt, Estonia, Ethiopia, Ghana, Guatemala, Jordan, Malaysia, Oman, Paraguay, Republic of Korea, Russian Federation, Tunisia and Uruguay. 5 See http://www.unescobkk.org/education/ict/ict-in-education-projects/monitoring-and-measuringchange/performance-indicators-on-ict-use-in-education-project/consultative-workshop/proposed-set-of-indicators/ 6 See IITE (2002a and 2002b). - 86 -
Table 7. Supplementary indicators on ICT in education Conceptual domains Political commitment Infrastructure Indicator Average expenditure per learner for the purchase of educational software (for ISCED levels 1-3) Proportion of public schools with government-sponsored support for Internet connection (for ISCED levels 1-3) Proportion of public expenditure on ICT in education by programme aimed at (for ISCED levels 1-3, level 4 and levels 5-6): o Infrastructure (computer labs, networking) o Teaching software o Computer-based equipment o Non computer-based equipment (radio, television) o Capacity building (pre/in-service training) Proportion of schools with policies concerning author’s rights, copyright policies, privacy, etc. (for ISCED levels 1-3, level 4 and levels 5-6) Average monthly expenditure for broadband internet connection (for ISCED levels 1-3) Average number of subscriptions of educational and research digital resources per educational institutions (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of schools with a plan to maintain and renew ICT equipment (for ISCED levels 1-3, level 4 and levels 5-6) Proportion of schools with computers connected via Local Area Network (LAN) (for ISCED levels 1-3) Proportion of schools connected via Wide Area Network (WAN) (for ISCED levels 1-3) Proportion of schools with wireless (open or restricted) telecommunication facilities (for ISCED levels 1-3) Proportion of schools with a firewall as part of their computer network (for ISCED levels 1-3) Proportion of schools with a VPN (virtual private networks) (for ISCED levels 1-3) - 87 - Sources (or adapted from) Republic of Korea UNESCO Bangkok Malaysia IADB IADB Republic of Korea Republic of Korea IITE, UN ECLAC (OSILAC), UNESCO Bangkok UN ECLAC (OSILAC) Oman, IADB IADB IADB Proportion of all computers used for teaching (for ISCED levels 1-3) Tunisia Proportion of all computers in use for teaching for four years or less (for ISCED levels 1-3) Proportion of schools with a computer laboratory (for ISCED levels 1-3) Proportion of schools with computer-assisted instruction (for ISCED levels 1-3) IADB UN ECLAC (OSILAC), Republic of Korea, Egypt UN ECLAC (OSILAC) Proportion of computers NOT in working condition (for ISCED levels 1-3) Ethiopia Proportion of all computers that are (for ISCED levels 1-3): o IBM-compatible o Apple o Other Proportion of schools with specific types of operating system (MS Windows, Apple Mac OS, UNIX etc) (for ISCED levels 1-3, level 4 and levels 5-6) Russian Federation, Belarus, UNESCO Bangkok IITE, Republic of Korea, UNESCO Bangkok
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TECHNICAL PAPER NO. 2 GUIDE TO MEAS
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UNESCO The constitution of the Unit
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Acknowledgements The UNESCO Institu
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Abbreviations EFA Education for All
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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
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3. Review of literature on ICT in e
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vi) formulating value judgments to
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Table 3. Coverage of selected inter
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4. Conceptual framework for the dev
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Figure 2. Conceptual framework Sour
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Table 4. Key policy questions addre
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Indicators presented in this guide
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Conceptual domains Infrastructure T
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Table 6. Detailed specifications an
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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: ED53 Number of female graduates per
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
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