Disaggregated by:

·          Geographical location (rural or urban)

·          Educational level

·          Type of education (formal, non-formal, and special education)

·          Subject

·          National minorities

1. Existence of a prescribed curriculum at all levels, both formal and non-formal and those for minorities and with special needs that incorporates ICT (to be sourced from both national and school level).

Definition

Incorporation of ICT in curriculum is said to be required if this is mandated/prescribed by the ministry or a department or some institutions outside the ministry and that all schools should adhere to this mandate. Curriculum is defined here as curriculum to teach ICT (as in computer literacy) and subjects curriculum that incorporates ICT use

Optional when the schools can decide by themselves without sanction from the ministry or sub-national authority on what their curriculum for ICT would be

It would also be useful to know if the curriculum exist in the language of instruction or in the language of interface 

Purpose

To determine if ICT use/integration into curriculum is standardized based on prescription by the ministry or sub-national authorities.  If optional, each and every school can have their own ICT curriculum

This would also indicate that the ministry wants that all clientele in the formal, non-formal, minorities and those with special needs get the same ICT curriculum as prescribed.

Source of data

MOE

National and sub-national curriculum development centres

Regional or local education centres

Schools

Research and teacher training institutes, subject area centres

Method of collection

Surveys

Document analysis and review

Access to websites

Questionnaire items

I.14

I.15

2. Manner in which ICT is introduced or being taught in the school and the hours spent on its teaching

Definition

This examines whether ICT is being taught as a separate subject; integrated in all subjects; integrated in some subjects or as an elective; integrated into elective subjects; as a special programme, as well as looks at  the number of hours spent for each.

Purpose

This question could indicate the degree of attention, support and resources being given to it by the Government and the level of development of ICT use in the schools. A country for example may be in the advancing stage if ICT is already being integrated in some or all subjects as a tool. This would also determine the stages of use of ICT in education in the schools are, e.g., as in emerging – when schools are in the stage of teaching ICT as a subject; applying – when schools are using ICT as tools for teaching and learning; and integrating – when schools are interactively using ICT in teaching; etc. The number of hours prescribed will indicate the depth and extensiveness of the use of ICT in teaching/learning

Source of data

MOE

National and sub-national curriculum development centres

Regional or local education centres, research and teacher training institutes, subject area centres

Method of collection

Surveys

Document analysis and review

Access to web

Questionnaire items

I.14

II.28

3. Educational levels at which ICT is introduced as a separate subject

Definition

This refers to whether ICT is being taught as a subject at the elementary, secondary, non-formal education and at what specific grade levels. The numbers would tell how many schools are still in a particular stage of ICT use in education and the need to develop further. Countries may want to introduce ICT as a separate subject starting at the primary level or simultaneously introduce at all levels. One should note though that some very advanced schools may still offer ICT courses as a separate subject especially those focusing on science- so it may not necessarily mean that schools offering ICT as a separate subject are still at the early stage. Therefore, what is important here is to determine how much countries are integrating ICT into specific subjects, even if they continue to introduce it as a separate subject.

Purpose

This would determine at what level ICT as a separate subject is taught in schools and guide administrators whether it should be introduced at certain levels only or at all levels or whether at some point it should be integrated into teaching of specific subjects, instead of being a separate subject.

Source of data

MOE

National curriculum development centres

Regional or local education centres, research and teacher training institutes, subject area centres

Method of collection

Surveys

Document analysis and review

Access to websites

Interviews

Questionnaire items

I.15

4. Subjects into which ICT is introduced

Definition

This indicatesuse of ICTs in specific subjects like ICT subject, mathematics, science, social sciences, English, local languages, art, music

Purpose

Use of ICTs in specific subjects indicate the progressive development of the ICT for education programme where ICT is being used in more integrated manner and as a teaching tool rather than as a separate subject. It will also guide curriculum planners and administrators whether or not to expand the coverage of subjects into which ICT can be introduced.

Source of data

MOE

Schools

NFE

Method of collection

Surveys

School records

Teachers

Questionnaire items

II.29;

III.15;

IV.13

5. Purposes for which computers are being used for instruction in schools at the pre-school, elementary, secondary and non-formal education levels

Definition

This examines whether ICT is being used for various purposes that conform to the desired objectives/goals of ICT use in education. These various purposes could include the following: a) learning  new things; b) for remedial learning; c) for regular instructions as separate subject to   develop computer skills; d)Researching and accessing information; e) communicating with others; f) teaching/learning tool for specific subjects; g) development of logic, critical thinking, creativity, problem-solving; h) using basic application programs; i) for playing games and fun; j) helping with school administration and management; etc.

Purpose

This will determine whether the actual uses of computers are matching the goals of the national ICT for education policy. It also indicates the level of development in the use of ICTs in teaching as well as what the schools considers important to focus on first. It will also provide further guidance as to which areas or purposes of instructions the schools should move towards to.

Source of data

Schools

Non-formal education learning centres

Method of collection

Surveys

Questionnaire items

II.30;

III.21;

IV. 16

6. Extent of ICT integration in the curriculum

Definition

ICT integration in the curriculum would mean that the use of ICT tools and facilities becomes systematic and automatic as if it is second nature to the teaching and learning process. It would also mean that teachers and students are at ease in the use of ICT facilities and tools in the teaching-learning process

Purpose

This would  indicate how countries have advanced in the use of ICT and offer lessons learned on how ICT has become integrated in schools in the teaching-learning process. It also helps in planning teaching/learning activities that integrate the use of ICT

Source of data

Schools

Teachers

ICT coordinators

Method of collection

Interviews

Curriculum statements

Content analysis of curriculum

Review of instructional materials and other documents

Class observations

Questionnaire items

I.14

II.28

7. Existence of software used for teaching and learning and source of these software

Definition

Software is applications used for teaching ICT and various subjects using ICT as well as for learning various subjects and ICT both in the formal and non-formal education sectors. It is also important to identify whether these software were produced in-house or outsourced to a commercial company

Purpose

This will serve as basis for determining whether schools consider educational software necessary/indispensable in the use ICT and in supporting the teaching/learning of specific subjects as well as also signify the level of development of the programme.  The level of development and expertise will also be determined when the results will show whether the software being used is produced in-house or procured elsewhere.  It will also guide the planners and developers as to what software are in great supply and in high demand and in which topics they should go further into

Source of data

MOE

Curriculum Development Centres

Teacher training centres

Schools

Commercial companies

Method of collection

Documents

Catalogues

Surveys

Questionnaire items

II.37