Proposed set of indicators for ICT in education
The proposed draft set of indicators and parameters or guidelines below were developed by the participants and resource persons based on their group discussions during the last two days of the Consultative Workshop.
Standards/Parameters for the Development of ICT Indicators
1. Definition of Information and Communications Technology (ICT) – ICT is the term used to describe the tools and the processes to access, retrieve, store, organise, manipulate, produce, present and exchange information by electronic and other automated means.
2. Scope of education to be covered by ICT indicators – (primary, secondary, and non-formal education)
3. Criteria for Developing and Assessing ICT Indicators
| Criterion |
Description |
| Direct measure |
|
| Objective |
|
| Adequate |
|
| Quantitative |
|
| Disaggregated |
|
| Practical |
|
| Reliable |
|
4. Performance Indicator Categories Based on the preliminary discussion by the four Workshop resource persons, an examination or review of existing indicators used in many countries worldwide, the following categories of performance indicators were adopted:
- Policy
- Technology Infrastructure and Access
- ICT Curriculum
- Teaching and Teaching Support Staff
- Learning Process and Outcomes
INDICATORS FOR POLICY, TECHNOLOGICAL INFRASTRUCTURE AND ACCESS
1. Policy
| Indicators |
Definition | Purpose | From whom to Collect | How to Collect |
| 1. Presence of a national policy for ICT in education (formal and non-formal) | The policy must be articulated and detailed | Confirm the existence of purposeful endeavour | Ministry of Education | website, interview, questionnaire |
| 2. Presence of a master plan with a timeframe | Evidence of intention | Ministry of Education | Interview, questionnaire | |
| 3. Presence of a budget plan (and appropriations) |
Measure of implementation | Ministry of Education | Interview, questionnaire | |
| 4. Presence of a body responsible for implementing the master plan | (Subcontracted) implementing agent | Evidence of implementation | Ministry of Education | Interview, questionnaire |
| 5. Percentage of a national education budget allocated for ICT (total amount in US Dollars, percentage of total budget) | Purchase of hardware and software, software
development, maintenance, in-service teacher training, definitive source of funds |
Evidence of commitment | Ministry of Education | Interview, questionnaire |
| 6. Mechanism for monitoring and evaluating the implementation of the programme | Programme monitoring at both the national and local levels | Evidence of commitment | Ministry of Education | Interview, questionnaire |
| 7. ** Does ICT in education policy refer to equity of access for remote schools, minorities, girls, children with special needs? | This refers to Digital Divide issues | Evidence of attention to the Digital Divide |
2. TECNOLOGY STRUCTURE AND ACCESS
A. Enabling environment
| Indicators |
Definition |
Purpose |
From whom
to Collect |
How to Collect
|
1. *No. of schools with
|
These should be used for educational purposes | Context of ICT development | Ministry of Education, Schools | Questionnaire |
| 2. *Number of computers per 100 students
Data must be in bands Open to guesstimates |
Measure of implementation | Ministry of Education, Schools | Questionnaire | |
| 3. Number of hours per week for ICT-aided
instruction Data must be banded |
Ministry of Education, Schools | Questionnaire | ||
4. Percentage of schools using the following equipment for educational purposes:
|
These should be for educational purposes | Ministry of Education | Interview, questionnaire |
*To be disaggregated into formal, non-formal, primary and secondary education, and by province or district
B. Internet Connectivity
| Indicators |
Purpose |
From whom
to Collect |
How to Collect |
| 1. *Number of computers connected to the
Internet Data must be in bands |
Measure of connectivity | Ministry of Education, Schools | |
| 2. *Hours a month the school uses the Internet | School heads / ICT coordinators of schools |
Questionnaire | |
| 3. *Number of schools with websites produced by students | School heads / ICT coordinators of schools |
* To be disaggregated into formal, non-formal, primary and secondary education.
C. Speed / Bandwidth / Satellite / Wireless
Indicators |
Purpose |
From
whom to Collect |
How
to Collect |
| 1. Percentage of schools with broadband, ADSL, narrowband, wireless | Measure of quality of connectivity | Ministry of Education | Interview, questionnaire |
D. Systems and Hardware
| Pre-Pentium | Pentium | Non-Pentium | Peripherals available to school children |
| 1. *Number of PCs running on the Windows platform | *Number of PCs with pre-Pentium processors • Without CD drive • With CD drive |
Does your school have the following equipment
that you use for educational purposes: • Colour printer • Dot matrix printer • Scanner • Multimedia projector • UPS |
* To be disaggregated into formal, non-formal, primary and secondary education.
3. ICT Curriculum
Disaggregated by:
- Geographical location (rural or urban)
- Educational level
- Type of education (formal, non-formal, and special education)
- Subject
- National minorities
| Indicators |
Definition |
Purpose |
From whom
to Collect |
How to Collect |
1. Existence of a curriculum that incorporates
ICT:
|
ISCED – definition of primary and
secondary education To be defined: |
General purpose: to acquire, update, improve, introduce data in order to monitor and efficiently use ICT
|
From the ministries, national curriculum development centres, regional or local education centres, research and teacher training institutes, subject area centres |
|
2. Existence of ICT as a separate subject
|
On the basis of national education systems analysis, the mechanism of data obtaining should be defined within the project and suggested in the instructional manual for pilot testing. | |||
| 3. Number of schools using ICT as a separate subject | Specify overall number of schools, disaggregated by territorial, level of education and other parameters | Ministries of Education, schools, curriculum development centres, regional or local education centres, subject area centres, teachers |
|
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| 4. The extent of ICT integration in the curriculum (none, some, much) | ICT – material intentionally designed for manipulation by automated means | |||
| 5. The extent of ICT integration in teaching and learning programmes | Integration is valid only for levels 2,3,4.
Integration: |
|||
| 6. Number of schools incorporating ICT
(low, medium, high) |
Existence of state approved ICT based instructional materials for usage in appropriate educational domains
Instructional material is defined as support for teaching and learning ICT Subject - this listing will be further
refined based on an international standard |
4. Teaching and Teaching Support Staff (includes all staff fulfilling teaching roles like school administrators, school librarians, teachers but excluding maintenance staff)
Disaggregated by:
- Gender
- Geographical location (rural or urban)
- Age
- Subject taught by a teacher/ librarian/administrator/ICT coordinator
- Educational level
- Type of education (formal, non-formal, and special education)
- National minorities
- Socio-economic status
| Indicators |
Definition |
Purpose |
From whom
to Collect |
How to Collect |
| 1. Percentage of teaching professionals who acquired pre-service training | Define pre-service training based in ISCED | To determine the skills, knowledge, attitude, access and use of the workforce to ICT to serve as a basis for improving teaching staff ‘s efficiency and effectiveness in the use of ICT. | Ministries, teacher training institutes, non-formal education centres, schools | Surveys (interviews, questionnaires, telephone interviews, expert estimates) |
| 2. Percentage of teaching professionals who received training in the last 3 years against the total number of education staff of appropriate category | Ministries, teacher training institutes, non-formal education centres, schools | Surveys (interviews, questionnaires, telephone interviews, expert estimates) | ||
3. Type of ICT training
|
Advanced training would include creating web pages, telecollaboration, multimedia, spreadsheet, data analysis | Ministries, teacher training institutes, non-formal education centres, schools | Surveys (interviews, questionnaires, telephone interviews, expert estimates) | |
4. Length of training
|
Ministries, teacher training institutes, non-formal education centres, schools | Surveys (interviews, questionnaires, telephone interviews, expert estimates) | ||
5. Percentage of teaching professionals
|
Teaching purposes include lesson preparation,
teaching, reporting, recording, communicating, assessing Comment: Categories (rarely, sometimes etc. should be explained) Addition by Dr. Boris Kotsik: Teaching purposes can be divided. |
Ministries, teacher training institutes, non-formal education centres, schools | Surveys (interviews, questionnaires, telephone interviews, expert estimates) | |
| 6. Existence of technology development plan on different levels | Ministries, teacher training institutes, non-formal education centres, schools | Surveys (interviews, questionnaires, telephone interviews, expert estimates) |
5. Learning Process and Outcomes
Disaggregated by:
- Gender
- Geographical location (rural or urban)
- Subject (This listing will be further refined based on an international standard.)
- Educational level
- Type of education (formal, non-formal, and special education)
- National minorities
- Socio-economic status
COMMENTS:
How can socio economic status be measured?
Look for area based determinants of economic status
| Indicators |
Definition |
Purpose |
From
whom to Collect |
How
to Collect |
| 1. Number of hours of ICT access per learner per school year | School year should be standardised across countries | To determine the skills, knowledge, attitude, access and student’s use of ICT to serve as a basis for improving student’s specific and general learning outcomes | Teachers and students Existing documents and secondary sources |
Random sampling – some schools, all students and teachers
|
| 2. Number of learners with ICT access outside school | Access is the possibility to use ICT for
structured learning. Use is the process of manipulation and exchange of information through ICT for structured learning. |
To define access to ICT | ||
| 3. Number of learners who demonstrate only basic ICT skills | Basic and advanced ICT skills – can be taken from the description of the national curricula | |||
| 4. Number of learners who demonstrate advanced ICT skills | ||||
| 5. Purposes for which learners use ICT
• Informative • Functional • Creating •Communication |
Informative: ability
to acquire and use information Functional: ability to use and manipu-late existing inform-ation for educational purposes Creating: ability to compose, compile, produce new information Communication: ability to exchange information |
Situating Indicators Based On Level Of ICT Development
It is felt that many countries are at different stages of development as far as ICT use in education is concerned and, therefore, indicators to measure ICT use and impact may not necessarily be standard or uniformly applicable to all countries. In the region, for example, one country may already be advanced as far as teacher training or access indicators are concerned, but may not even have developed an official policy. Or another country may have formulated an official policy, but may not have begun integrating ICT into the curriculum. The matrix below is adapted from the Applied Morel's Matrix, which originated from the UNESCO IITE High-Level Decision-Makers in ICT Educational Policy in 2001.
The four categories have been defined as follows:
1. Emerging
2. Applying
3. Integrating
4. Transforming
| Indicators |
Emerging |
Applying |
Integrating |
Transforming |
Policy |
||||
| Technology Infrastructure | ||||
| ICT in the Curriculum | ||||
| Teaching and Teaching Support Staff | ||||
| Learning Process and Outcomes |
See also Performance Indicators on ICT for Education Matrix