Disaggregated by:

·          Gender

·          Geographical location (rural or urban or semi-urban or semi-rural)

·          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

1.Percentage of teaching professionals who acquired pre-service training on ICT (sourcing from  national and school levels)

Definition

The number of teachers who are actually in the service and who had ICT training prior to entering into the teaching profession as against total number of teachers in schools/NFE centres. ICT training could have been acquired as part of their undergraduate requirement prior to graduation or a teacher may have enrolled in ICT courses after graduation to any service provider prior to employment as teacher

Purpose

The number of teachers with ICT training at pre-service would indicate that at the implementation of ICT policy for education, there is already a proportion in the teaching force who can adequately handle the new curriculum and thus further training programmes and use of ICT in classrooms can be based on this incoming knowledge and skills

Source of data

Ministries,

Teachers

Teacher training institutes

Non-formal education centres

Schools

Method of collection

Surveys

Interviews,

Questionnaires, telephone interviews, expert estimates

Questionnaire items

II.15

III.17

2. Percentage of teaching professionals who received training in the last 3 years as part of in-service training

Definition

Number of teachers who received ICT training in the last 3 years with or without pre-service training on ICT against total number of teachers in schools

Purpose

This would indicate the seriousness of the ministry in preparing teachers with/without prior ICT training who are in the service for the task of implementing ICT policy in education. It will also help in planning for further  follow-up training and in the introduction of ICT in schools

Source of data

Ministries

Teacher training institutes,

Non-formal education centres,

Schools

Method of collection

Surveys

Interviews,

Questionnaires,

 Telephone interviews,

Access to databases of schools/nonformal learning centres, etc.

Questionnaire items

II.15;

III.18

3. Level of ICT training (basic, intermediate,  advanced) for both pre-service and in-service

Definition

Percentage of teachers in schools with basic, intermediate and advanced training on ICT obtained during in-service and before joining the teaching profession

a) Basic training includes knowing and using basic operations of computer and use of basic Windows-based software such as word processing, spreadsheets, presentations, email, etc. without using them teaching of subjects in the classrooms

b) Intermediate training includes the use of various kinds of applications in teaching subjects in the classrooms; use of Internet for teaching and email for communicating and collaborating with students and other teachers

c) Advanced training would include the development and creation of educational software, online class, telecollaboration, e-learning, development of interactive website; production of multimedia presentations; producing creative work; etc.

Purpose

This would indicate the seriousness of the ministry in preparing teachers in the service for the task of implementing ICT policy in education by providing basic and advanced training. This will also guide the training and curriculum development planners on what programmes/ lessons/activities teachers can handle in the use of ICT in the classrooms.

Source of data

Ministries

Teacher training institutes

Non-formal education centres

Schools

Method of collection

Surveys

Interviews,

Questionnaires,

 Telephone interviews,

Access to databases of schools/nonformal learning

Questionnaire items

III.17

III.18

4. Number of hours teachers are trained

Definition

Number of teachers with ICT training classified according to duration of training such as:

§      Less than 10 hours

§      10 to 30 hours

§      31 to 70

§       More than 70 hours

Purpose

The duration of training received on ICT is an indicator of how prepared the teachers are in implementing ICT policy in education and can guide planners in determining what is the ideal or most adequate time duration needed to train teachers effectively/adequately

Source of data

Ministries

Teacher training institutes

Non-formal education centres

Schools

Method of collection

Surveys

Interviews,

Questionnaires,

 Telephone interviews,

Access to databases of schools/nonformal learning centres, etc

Questionnaire items

III.17

III.18

5.Purpose and frequency of use of computers by number of teachers

Definition

Frequency of use of computers and related ICTs as against purposes of use such as lesson preparation, teaching, reporting, recording, communicating, assessing and monitoring performance in the following frequencies:

 Never – not used at all

Seldom -not commonly used; perhaps once or twice or a few times a month

Often –more than once a week

Very often-regularly and most of the times; almost everyday

Purpose

The frequency of usage of ICT tools by teachers in doing specific activities helps in determining two issues: what are the most mentioned reasons for using ICT and how often is ICT used for these purposes. The first one will indicate whether ICT is used for its basic functions (making presentations, writing papers, etc.)  or it is being used to promote interactive learning, critical thinking, creativity, problem solving, etc. Frequency of use indicates the level of teacher’s ease of use and expertise in ICT in education as well an indication of how effective/ineffective the teacher training courses offered. It could also indicate that the computers are not easily accessible to the teachers

Source of data

Ministries

Schools (formal and non-formal, and learning centres for those in minority groups and with special needs

Method of collection

Surveys

interviews,

questionnaires,

 telephone interviews,

access to databases of schools/nonformal learning centres, etc

Questionnaire items

III.21

6. Level of expertise in the use of ICT

Definition

This refers to the level of expertise on the use of applications; database management, spreadsheets, graphics, presentation tools, web page designing, statistical tools, e-mailing, etc. and measured in the following intensity: excellent, very good, good, fair and no capability

Purpose

To measure level of expertise of various school staff to guide directions and plans for future training programmes as well as to guide which ICT use and content areas should the programme focus more on.

Source of data

Schools

Method of collection

Surveys

Questionnaire items

II.16

III.20

7.  Reasons for participating in ICT training

Definition

This refers to the reasons/incentives (such as financial, prestige, career enhancement, personal growth, training is required, etc.) that motivate teachers to undergo training on ICT or also explain why many teacher do not find the need to be trained on ICT

Purpose

Understanding why teachers participate in ICT training programmes will help training organizers and planners to redesign their training objectives and strategies to encourage more participation. It will also help administrators to put in place the most appropriate incentives to encourage more participation from teachers.

Source of data

Teachers

Training organizers

Headmasters

Schools

Method of collection

Records

Surveys

Interviews

Questionnaire items

III.19

8. Use of Internet for teaching and how often

Definition

Frequency of use of Internet and the purposes for its use in teaching , such as for teaching specific subjects, finding and accessing information, researching, preparing lessons and presentations, communicating with students, use of online assessment tools; use of  graphics and visuals for teaching, online communication and online telecollaboration, etc.

Purpose

This will show whether more and more teachers are using Internet to access information resources for teaching and what kinds of teaching activities Internet is a popular source of information for. Corollary to this, knowing how regular Internet is used will enable school administrators to understand why Internet is frequently used or not used that much and what to do to resolve this lack of use

Source of data

Teachers

Administrators

Method of collection

Survey

Interviews

Questionnaire items

III.26; III.27