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

1. Number of hours of ICT access and computer use a) per learner per week of regular school for use in studies obtained from learner survey and b) number of hours per year of computer use multiplied by number of computers as calculated by the schools

Definition

Indicates approximate number of hours ICT facilities are provided/allowed for students’ use per year given by school/NFE administrators multiplied by number of computers to obtain people hours. It also includes actual number of hours computer used per week during regular school as given by learner responses

Purpose

This is to determine how accessible ICT facilities are for the use of students. The longer the students are exposed to these facilities, the greater is their chance to develop the skills, and knowledge in using/applying and integrating ICT into their learning process.  A much positive attitude towards ICT is also expected. This will also help administrators to determine how to increase usage of computers if the usage is lower than expected.

Source of data

Schools, Students, Teachers

Method of collection

Surveys

Interviews,

Questionnaires,

 Telephone interviews,

Access to databases of schools/nonformal learning centres, etc      

Questionnaire items

II.39

IV.20

2. Number of learners with ICT access outside school

Definition

To measure exposure of students to ICT use outside of normal schools or instruction periods. Number of learners in a school (formal/non-formal and learning centers) who can use or can have access to ICT facilities even outside of the school for learning purposes.

Outside school can be at home, commercial cyber cafés, other educational and entertainment centres, etc.

Purpose

This would indicate the level of ICT facilities being accessible and affordable commodity in the locality where the school is located and thus will help teachers plan activities and assignments which can be undertaken outside of schools. It will also help the schools plan for the improvement of their online learning and communication.

Source of data

Students, teachers, parents

Existing documents and secondary sources

Method of collection

Surveys

Interviews,

Questionnaires,

 Telephone interviews,

Access to databases of schools/nonformal learning centres, etc 

Questionnaire items

IV.21

3. Actual use of computers and related ICTs in subjects schoolwork

Definition

Indicates which subjects students are using ICTs and computers in actual learning, e.g., computer class, mathematics, science, social sciences, local language, English, art, music

Purpose

Helps determine whether students are able to use ICTs and computers as learning tool for doing schoolwork on specific subjects and whether ICT use is becoming integrated into teaching/learning process. It will also help schools plan how to extend the use of ICT in other curricular offerings

Source of data

Learners

Teachers

Method of collection

Survey

Interviews

School plans and records

Questionnaire items

IV.13

4. Levels of skills in use of various ICT applications

Definition

Number of learners who can demonstrate basic, intermediate and advanced skills. Below are the definitions of the various levels of skills:

a)      Basic ICT skills include the ability to use commercial software such as word processing, spreadsheets, database, presentation software, etc. per se without using them for learning/teaching and for one’s own personal purposes

b)      Intermediate skills include the use of ready-made software and applications mentioned above in learning in and out of schools such as in doing assignments, lessons, presentations, spreadsheets, collaborative projects, searching for information, emailing assignments, etc

c)       Advanced skills include creation and development of new applications, educational software, ICT-based materials and use of online learning, participating in discussion groups, telecollaboration, development of dynamic websites, advanced content creation, etc.

Purpose

Knowledge on the level of skills of learners in the use of computers and related-ICTs would help teachers, curriculum developers and school/NFE managers to re-design their teaching/learning materials as well as plan for further training of either the students or teachers (for teachers to keep pace with the speed of skills development of learners) in this area. This would help indicate to teachers and materials developers as to how interactive and sophisticated they can be in developing their ICT-based lessons and what software/applications they can use.

Source of data

Learners, teachers

Existing documents and secondary sources

Method of collection

Surveys

interviews,

questionnaires,

 telephone interviews,

access to databases of schools/nonformal learning centres, etc      

Questionnaire items

IV.14

5. Source of learning of computer and ICT-related skills

Definition

This examines where students/learners developed their skills in the use of computers and related ICTs (whether self-taught, or from teachers, friends, etc.)

Purpose

Helps determine or deduce whether source of learning was effective, credible, authoritative. adequate and systematic and whether further and more formal training is required

Source of data

Learners, teachers

School records

Method of collection

Survey

Interviews

Questionnaire items

IV.15

6. Use of ICT in schoolwork by number of learners and degree of use

Definition

Number of learners in a school who are able to use ICT for the following purposes in greatest degree:

Informative: ability to acquire and use information

Functional: ability to use and manipulate existing information for educational purposes

Creating – ability to compose, compile, produce new information

Communication – ability to exchange information

Degree is measured by very often (everyday), often (twice or more a week), sometimes (a few times a month), rarely (once in several  months), not at all.

Purpose

The ability of learners to use ICT for the mentioned purposes indicate the level of their expertise and utilization of ICT facilities and will thus guide school/NFE authorities, curriculum developers and teachers where to focus more, i.e., if creativity and critical thinking as well as sharing and discussing ideas are the desired learning goals, then more focus should be placed on the creative and communication uses of ICT

Source of data

Learners, teachers, parents

Existing documents and secondary sources

Method of collection

Surveys

interviews,

questionnaires,

 telephone interviews,

access to databases of schools/nonformal learning

Questionnaire items

IV.16

7. Favourite uses of computers

Definition

ICT and computer-based activities considered as favourite and found most interesting by students/learners such as e-maling, chatting, downloading games, surfing the Internet, using educational software, etc. These activities may be and may not be linked to schoolwork or learning situations but learning can result as by-products of these activities.

Purpose

To determine whether computers are being used for productive or unproductive purposes as far as school/NFE learning is concerned. Teachers and materials developers can be guided as to how they can gain the interest of their students in learning class work as well as redirect unproductive activities to more productive ones. It will also help identify favourite activities which can result in learning as by-product of such activities.

Source of data

Students/learners

Teachers

Method of collection

Surveys

Interviews

Website access monitoring system

Questionnaire items

IV.19

8. Access to Internet for surfing websites and how often

Definition

Indicates number of learners with or without access to Internet and those with access, and how often they use Internet for surfing the websites  in schoolwork.

Purpose

Helps determine to what extent Web-based activities and lessons can be used in teaching/learning. If access to Internet is limited and used rarely, either classroom activities will be limited to offline use of ICT or the administrators determine the cause of non-access and limited use in order to address the problem

Source of data

Students/learners

Schools/NFE centres

Method of collection

Records

Surveys

Questionnaire items

IV.22; IV.23