ICT and Education Indicators
UNESCO Institute for Statistics
presented by:
Ko-Chih Tung, Regional Advisor for the UIS
and Jon Kapp, Assistant Programme Specialist, UIS
with contributions from Simon Ellis, UIS HQ
and the ICT in Education Unit, UNESCO Bangkok
Joint UNCTAD-ITU-UNESCAP Regional Workshop on
Information Society Measurements
27 July 2006
Context
World Summit on the Information Society
(WSIS)
 Global monitoring role of UIS
 AIMS-UIS Asia and Pacific Regional Office
 UNESCO Bangkok

Introduction
UIS and Information Society:

ICT and Education
 establishing
core global indicators for the Partnership
 Potential for regular data collection for education
statistics
 ICT skills assessment through hhld survey:


Literacy Assessment and Monitoring Programme (LAMP) &
Programme for International Assessment of Adult
Competency (PIAAC)
Content and use of ICTs
 work
on Linguistic diversity
 press and broadcast surveys
AIMS-UIS Regional Office


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Supporting capacity building in the areas of
monitoring, assessment and analysis of
disparities in access to education
Planning for and coordinating the EFA MidDecade Assessment (2006-2007)
Developing manuals, guidelines and tools and
instruments for better study, analysis and
reporting on education data
Capacity building
Requires:
 prior political commitment from a Ministry
concerned based on a policy commitment in
national development plans
 A co-ordinated approach including; regulators,
NSOs, Ministries, ISPs/telecomms companies
and NGOs
 Sustained assistance in a groups of countries
over a numbers of years to change the
institution as well as the staff.
Need for stronger co-ordination

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Need to co-ordinate statistical activities between
regulators, Internet Service Providers, phone
companies, ministries, and national statistics
offices
Need to include ICT data collection in existing
surveys
UNESCO’s help to countries in this major task
UIS statisticians permanently stationed in Africa,
Asia and Latin America
Performance
indicators on ICT use
in education
UNESCO Asia-Pacific
ICT in Education Programme
UNESCO recognizes the potential of ICT to
achieve EFA goals, in particular its ability
to:

Enable the inclusion of groups with no access
to education

Improve the quality of teaching & learning

Increase the efficiency & effectiveness
in planning & administration
Our aim is to empower
 Learners,
 Teachers, educators
 Principals, administrators
 Leaders
Scope of the UNESCO Programme
6. Research &
Knowledge
Sharing
5. Monitoring &
Measuring
Change
4. Non-Formal Education
1. Education Policy
2.
Training
of
Teachers
3. Teaching & Learning
Monitoring and Measuring Change
Performance indicators
are required to:

Monitor the use and
assess the impact of
technologies in
education.

Demonstrate
accountability
Indicators Project
 Developing, pilot testing and promoting the
institutionalization of indicators for ICT use in
education systems.
 Assessing the impact of ICT use on the
teaching-learning process.
 Pilot testing in India, Philippines and Thailand
Output Objectives
The main objective of the manual is:
 to
provide practical guidelines on how to
adopt/adapt the ICT indicators in measuring in
turn the use and impact of ICTs in the
educational system and in teaching and
learning.
Contents

Definition, conceptual framework, purposes and
criteria for validating ICT for education performance
indicators

Validated matrix of indicators specifying the purposes
of each indicator, source of data, how to collect, and the
corresponding survey instruments for collecting data

Synthesis of three countries’ experiences and survey
reports in pilot testing the performance indicators

Lessons learned in pilot testing the performance
indicators
Contents, continued…

Steps in using the validated set of indicators to
measure impact of ICT in education which cover survey
design, data collection and processing

Ways in using the indicators to analyze the use of
ICT in education

Ways of applying and mainstreaming
indicators into the ICT for education programme and
in the educational management information system.

Advocacy for the integration of performance indicators
into the education system.
Proposed Performance Indicators
Approximately 50 indicators,
classified in 5 categories:
 ICT-Based
Policy and Strategy
 ICT Infrastructure and Access
 Curriculum/textbooks
 Teaching Professionals Use and Teaching
 Student Use and Learning
Thai pilot survey ~ students


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Percentage of students
with cell phone
20.1%
with computer at home 40.1%
with e-mail
5.9%
Percentage of students who can
use a computer
22.7%
use digital camera
7.8 %
write a webpage
0.16%
Percentage of student using
internet for education
9.9%
internet at school
9.0%
internet every week
3.2%
Thailand pilot survey ~ Teachers

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ICT trained teachers 338,726 or 42.48%
Teachers per 1 PC in Primary schools 20:1
in Secondary schools 2:1
Amongst teachers using ICT
85% used for instruction
15% used for administration
Percentage of teacher with cell phone 79%
Percentage of teacher with e-mail 13.7%
Other international data sources

Programme for International Student
Assessment (PISA):
 Important
source of information on ICT for education
at the primary and secondary levels
 2000 cycle: 28 OECD and 4 non-OECD countries
participated
 2002 cycle: additional 11 countries participated
 The PISA 2000 Technical Report: the first to provide a
good picture of access, usage and impact of ICT in
schools
UIS ICT and Education Paper
and the Core Indicators


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Was presented at WSIS Tunis
To establish a core set of indicators for ICTs in
Education
Focussed on capacity of developing countries
Minimise burden of data collection and response
Use existing indicators to maximise existing data
on survey design sampling etc.
Use school survey based data which can largely
be collected through administrative systems and
linked directly to educational processes
Suggested Basic Core of
Indicators for ICT in Education
Basic Core:
1.% of schools with electricity (by ISCED level 1-3)
2.% of schools with radio used for educational purposes
(by ISCED level 0-4)
3. % of schools with television sets used for educational
purposes (by ISCED level 0-4)
4. Student to computer ratio (by ISCED level 0-4)
5. % of schools with basic telecommunication infrastructure
or telephone access (by ISCED level 1-4)
6. % of students who use internet at school (by ISCED
level 1-4)
Indicators- contd..
Extended Core:
(i) % of students enrolled by gender at the tertiary level
in an ICT-related field (by ISCED level 5-6)
(ii) % of ICT qualified teachers in primary and secondary
schools (of the total no. of teachers)
(Note: all indicators should be collected by sex, grade and
age)

Other areas of education work
ICT skills assessment
LAMP; Literacy Assessment and Monitoring
Programme. Includes questions on use and
access to ICTs
 PIAAC; Joint OECD/UIS adult skills assessment
programme. First phase for implementation before
2009 includes questions on ICT skills

Challenges: Language


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Language is the 1st barrier in using the Internet
UNESCO upholds rights of speakers of minority
and endangered languages in society and in
education
Language presents many technical barriers eg.
coding
Languages ~ results so far

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No agreement on count of web pages by
language
Potential for regional observatories
Press and broadcast surveys will examine the use
of mixed channels including Internet for
distribution
Work underway to assess the quality of existing
data on languages and how UNESCO can
improve it
UIS literacy assessment and communications
programmes looking at functional context for
languages and learning
For further information, please visit:
www.unescobkk.org/aims
www.unescobkk.org/ict
or contact the AIMS unit:
Assessment, Information Systems, Monitoring and Statistics
Unit (AIMS)
Office of the Regional Advisor for the UNESCO Institute for
Statistics (UIS)
UNESCO Bangkok
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road
Bangkok 10110 Thailand
tel: +66 2 391 0577 fax: +662 391 0866
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ICT and Education Indicators UNESCO Institute for …