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

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ICT and Education IndicatorsUNESCO Institute for
Statisticspresented by Ko-Chih Tung, Regional
Advisor for the UIS and Jon Kapp, Assistant
Programme Specialist, UISwith contributions
from Simon Ellis, UIS HQand the ICT in Education
Unit, UNESCO BangkokJoint UNCTAD-ITU-UNESCAP
Regional Workshop on Information Society
Measurements 27 July 2006
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Context

• World Summit on the Information Society (WSIS)
• Global monitoring role of UIS
• AIMS-UIS Asia and Pacific Regional Office
• UNESCO Bangkok

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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

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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

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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.

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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
• UNESCOs help to countries in this major task
• UIS statisticians permanently stationed in
  Africa, Asia and Latin America

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ICT and Education

• ICTs can be used in education to
• improve administrative efficiency
• disseminate teaching and learning materials to
  teachers and students
• improve the ICT skills of teachers and students
• allow teachers and students access to sources of
  information from around the world
• share ideas on education and learning

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ICT and Education, continued

• ICTs can be used in education to
• collaborate on joint projects
• conduct lessons from a remote location
• Data on availability of ICTs in formal
  education-- their costs and benefits, their use,
  equity of access, their impact on educational
  outcomes useful for educational planning
• ICTs play equally major role in promotion of
  non-formal education older technologies too!

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Performance indicators on ICT use in education
UNESCO Asia-Pacific ICT in Education Programme
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• 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

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• Our aim is to empower
• Learners,
• Teachers, educators
• Principals, administrators
• Leaders

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• Vision
• By 2008, all member states in the Asia-Pacific
  region will have
• A national ICT in education POLICY.
• ICT as a component of TEACHER TRAINING.
• The beginnings of a process of developing
  relevant, multilingual and appropriate
  EDUCATIONAL CONTENT.
• NETWORKS for sharing knowledge and experiences.
• Key INDICATORS developed and used to monitor
  progress and to form strategies.

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Scope of the UNESCO Programme
6. Research Knowledge Sharing
1. Education Policy
5. Monitoring Measuring Change
2. Training of Teachers
www.unescobkk.org/education/ict
3. Teaching Learning
4. Non-Formal Education
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Scope of the UNESCO Programme
5. Monitoring Measuring Change
Monitoring measuring the impact of ICT in
education using performance indicators
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Monitoring and Measuring Change
Performance indicators are required to

• Monitor the use and assess the impact of
  technologies in education.
• Demonstrate accountability

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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

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Major outcomes

• National Reports completed (India, Thailand)
• Multi-country Workshop report prepared for
  publication
• Manual on using ICT performance indicators in
  assessing the impact of ICT in education drafted
  for publication

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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.

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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

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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.

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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

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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

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Thailand pilot survey Teachers

• ICT trained teachers 338,726 or 42.48
• Teachers per 1 PC in Primary schools 201
  in Secondary schools 21
• 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

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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

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UIS ICT and Education Paper and the Core
Indicators

• 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

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Surveys of Schools used

• Asia Pacific Regional Survey on ICTs in Education
  (APRS)
• Regional school assessments for
• Latin America (LABORATORIO)
• Francophone Africa (PASEC)
• Anglophone Africa (SACMEQ)
• Monitoring Learning Activities Survey in Africa
  (selected countries only) (MLA2)
• OECD countries plus selected non OECD countries
  in future (PISA)
• Other international assessments
• Progress in Intl Reading Literacy Study (PIRLS)
• SITES 1-2
• Third International Mathematics and Science
  Survey (TIMSS and TIMSS-R)
• UIS/OECD World Education Indicators- Primary
  School Survey - WEI-SPS

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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)

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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)

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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

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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

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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

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For further information, please
visit www.unescobkk.org/aims www.unescobkk.org/ic
t 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 [phone] fax [phone]