ICT and Education IndicatorsICT and Education IndicatorsUNESCO Institute for StatisticsUNESCO 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 HQand 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

Supporting capacity building in the areas of monitoring, assessment and analysis of disparities in access to education

Planning for and coordinating the EFA Mid-Decade 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

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 empowerLearners,Teachers, educatorsPrincipals, administratorsLeaders

Scope of the UNESCO Programme

1. Education Policy

2. Trainin

g of Teacher

s

3. Teaching & Learning4. Non-Formal Education

5. Monitoring &

MeasuringChange

6. Research & Knowledge Sharing

Monitoring and Measuring Change

Monitor the use and assess the impact of technologies in education.

Demonstrate accountability

Performance indicators

are required to:

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 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%

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%

Thailand pilot survey ~ Teachers

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

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

UIS ICT and Education Paper and the Core Indicators

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)

Suggested Basic Core of Indicators for ICT in Education

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

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 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/aimswww.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 BangkokMom Luang Pin Malakul Centenary Building920 Sukhumvit RoadBangkok 10110 Thailandtel: +66 2 391 0577 fax: +662 391 0866