UIS Core Questionnaire on Statistics of ICT in Education: Regional Working Group Meeting on ICT4ED Statistics, 2013: Improving ICT4ED indicator quality Dakar, Republic of Senegal, 10-12 September 2013
OUTLINE (Part III) Why measure ICT in education statistics revisited? African regional questionnaire on ICT4ED Policy and Curriculum Educational Expenditures Educational Institutional ICT infrastructure Enrolment Teachers Indicator Prioritization Sources of Information Data collection and dissemination
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED 1-3) Indicators that may be calculated: Total enrolment by sex, sector and level (ISCED level 1-3) All programmes (General education & Vocational) Total = Public + Private Both sexes (MF) = Male (M) + Female (F) ENROLMENT (or enrolled) refers to a pupil registered in a grade or programme of study at an educational institution who met enrolment prerequisites at the registration date.
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED 1-3) Data below should correspond to data provided in UIS Questionnaire: Statistics of Education. QA, if different, please provide details (Tables 2.1 and 2.3.)
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED 1-3) Table 3 :Educational institutions and ICT infrastructure by level of education - public and private institutions
REMEMBER ICT-ASSISTED INSTRUCTION refers to teaching methods or models of instruction delivery that employ ICT in supporting, enhancing and enabling course content delivery. It includes any, all or combinations of the following: radio-, television-, computer- and Internet-assisted instruction. RADIO I C T- TELEVISION ASSISTED INSTRUCTION COMPUTER INTERNET
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED LEVELS 1-3) Table 7 : Enrolment in programmes with ICT by gender and level of education - public and private institutions Figures in Total enrolment (MF & F) are NOT equal to the sum of : RAI, TAI, CAI, IAI, OER, BCS Figures in Total column are the sums of ISCED levels 1-3
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED LEVELS 1-3) Table 7 : Enrolment in programmes with ICT by gender and level of education - public and private institutions RAI TAI CAI IAI CBS OER RAI, TAI, CAI, IAI, OER, CBS are NOT mutually exclusive
SECTION A: POLICY AND CURRICULUM Computerassisted Internetassisted Instructional strategies Radioassisted Televisionassisted LEARNING
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED LEVELS 1-3) Table 7 : Enrolment in programmes with ICT by gender and level of education - public and private institutions
SECTION D: Educational Institutions and ICT Facilities (ISCED levels 1-3) RADIO-ASSISTED INSTRUCTION (RAI) includes both radio broadcast education and interactive radio instruction. Radio broadcast education entails an audio lecture or lesson, with printed material for pupils to follow the lecture. Any teacher, not necessarily qualified in the subject matter, can use the radio programme as a main instructional source. Broadcast programmes follow the traditional model of education and can cover every subject in many different languages, depending on the target audience. Interactive radio instruction (IRI) turns a typically one-way technology into a tool for active learning inside and outside the classroom. It requires that pupils react to questions and exercises through verbal responses to radio programme contributors, group work, and physical and intellectual activities while the programme is on air. For both teacher and pupil, the lesson becomes an immediate hands-on practical guide. The use of audio cassettes or CDs, which lessens much of the rigidity of a broadcast, may also form the basis of radio-assisted instruction.
SECTION D: Educational Institutions and ICT Facilities (ISCED levels 1-3) TELEVISION-ASSISTED INSTRUCTION (TAI) is similar to radio broadcast education, with the additional benefit of video. Television broadcasts helps to bring abstract concepts to life through clips, animations, simulations, visual effects and dramatization. It can also connect a classroom to the world but may share the same rigid scheduling and lack of interactivity as radio broadcast education. The use of video-cassettes or DVD s, which lessens much of the rigidity of a broadcast, may also form the basis of television-assisted instruction. COMPUTER-ASSISTED INSTRUCTION (CAI) is an interactive learning method in which a computer is used by teachers and/or pupils to present instructional material, to perform tasks for learning and to help in selecting and accessing additional pedagogical material.
SECTION D: Educational Institutions and ICT Facilities (ISCED levels 1-3) INTERNET refers to worldwide interconnected networks that enable users to share information in an interactive format referred to as hypertext through multiple wired or wireless receivers (personal computers, laptops, PDAs, Smartphones, etc.). INTERNET-ASSISTED INSTRUCTION (IAI) refers to an interactive learning method using the Internet to deliver instructional materials on a computer or through other devices, in accordance with learners pedagogical needs. This mode of instruction helps to develop autonomy in research activities and information literacy skills. From a statistical perspective, an educational institution that has an Internet laboratory devoted to pedagogical use is counted as having Internet-assisted instruction.
SECTION D: Educational Institutions and ICT Facilities (ISCED levels 1-3) BROADBAND INTERNET refers to high-speed connectivity for public use of at least 256 Kbit/s or more in one or both directions (downloading and uploading). It includes cable modem Internet connections, DSL Internet connections of at least 256 Kbit/s or higher, fibre and other fixed broadband technology connections (such as satellite broadband Internet, Ethernet LANs, fixed wireless access, Wireless Local Area Network, WiMAX, etc.). Private Internet connectivity within educational institutions via mobile phone networks is excluded.
SECTION D: Educational Institutions and ICT Facilities (ISCED levels 1-3) OPEN EDUCATIONAL RESOURCES (OER) refers to electronic resources and tools for learning in open document format and released under an intellectual property licence allowing free use, adaptation and distribution. From a statistical perspective, institutions must have a specific policy to devote resources for the coordination and maintenance of an electronic repository for pedagogical use.
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED LEVELS 1-3) BASIC COMPUTER SKILLS is a curriculum module that covers the most common usages of a computer, including a majority or all of the following: understanding the basic notions of computer manipulation; managing computer files, word processing, using spreadsheets and databases; creating presentations; finding information and communicating using computers; and being aware of social and ethical implications of Internet use. From a statistical perspective, nationally-defined content of such modules should be considered. In the absence of a national standard, please consider curriculum modules that have a majority or all of the above content units as equivalent to a basic computer skills course. Basic computer skills may be taught as a separate subject or integrated into other subjects. A common standard applied by a growing number of countries is the International Computer Driving Licence (ICDL) assessment system, which is derived from the European Computer Driving Licence (ECDL).
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED LEVELS 1-3) ENROLMENT Individuals officially registered in a given educational programme, or stage or module thereof, regardless of age.
SECTION F: PRIMARY AND SECONDARY ENROLMENT (ISCED LEVELS 1-3) Table 8 : Enrolment in programmes with ICT by gender and level of education - public institutions only
SECTION G : TEACHING STAFF (ISCED LEVELS 1-3) Indicators that may be calculated: Headcounts of all full-time and part-time teachers by sex, sector and level (ISCED levels 1-3) All programmes (General education & Vocational) Total = Public + Private Both sexes (MF) = Male (M) + Female (F) Data below should correspond to data provided in UIS Questionnaire: Statistics of Education QA, if different, please provide details (tables 2.1 and 2.3.)
SECTION G : TEACHING STAFF (ISCED LEVELS 1-3) Table 9 : Teaching staff by gender and level of education - public and private institutions
SECTION G : TEACHING STAFF (ISCED LEVELS 1-3) TEACHERS (OR TEACHING STAFF) : Persons employed full-time or part-time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) or who work occasionally or in a voluntary capacity in educational institutions.
SECTION G : TEACHING STAFFF (ISCED 1-3) FULL TIME TEACHERS Persons engaged in teaching for a number of hours of work statutorily regarded as full-time at the particular level of education in a given country. PART TIME TEACHERS Teachers whose statutory working hours are less than those required of fulltime teachers in a given country.
SECTION G : TEACHING STAFF (ISCED LEVELS 1-3) TEACHERS TRAINED TO TEACH BASIC COMPUTER SKILLS (OR COMPUTING) refers to teachers considered qualified according to national standards or norms to teach basic computer skills (or computing) courses. At higher ISCED levels, in particular, teachers trained to teach computing should have a nationally required academic credential in an ICT-related field of study, such as computer science.
SECTION G : TEACHING STAFF (ISCED LEVELS 1-3 TEACHERS TRAINED TO TEACH SUBJECT(S) USING ICT FACILITIES are teachers that have received at least a nationally defined minimum of formal training to teach one or various subjects at the relevant level(s) using ICT to support their teaching.
SECTION G : TEACHING STAFF (ISCED LEVELS 1-3 ICT-ENABLED DISTANCE EDUCATION refer to programmes or instructional systems that use ICT (Internet, radio sets, television sets, personal computers, audiovisual equipment, etc.) to deliver all or a significant portion of instruction to pupils that is removed in space and time. Distance education can take a variety of forms, which include: Internet-based distance learning (synchronous or asynchronous); Telecourse or broadcast-based education, in which content is delivered via radio or television; CD-ROM or DVD-based self-learning in which the pupils interacts with computer content stored on a CD-ROM or DVD; Mobile device-based learning where the learner accesses course content stored on a mobile device or through a wireless server; and Integrated distance learning, combining live versus recorded delivery modes, individualized interaction versus group instruction through various channels, where print materials are used to a minimal degree.
SECTION G : TEACHING STAFF (ISCED LEVELS 1-3 Table 10 : Teaching staff by gender and level of education - public institutions only
WHAT IS MEASURED? Indicator Prioritization Conceptual domains Infrastructure Indicator label EDR1 ED1 ED2 ED3 ED4bis ED5 Proportion of schools with electricity Indicator Proportion of schools with a radio used for educational purposes Proportion of schools with a television used for educational purposes Proportion of schools with a telephone communication facility Pupil-to-computer ratio Proportion of schools with Internet access by type Any type of Internet access Fixed narrowband Internet access (using modem dial-up, ISDN) Fixed broadband Internet access (DSL, cable, other fixed broadband) ED22 ED23 ED25 ED29 ED30 ED57 Proportion of schools with computer-assisted instruction Proportion of schools with Internet-assisted instruction Ratio of pupils-to-computer connected to Internet Proportion of all computers available for pedagogical purposes Proportion of all computers available for administrative purposes Proportion of all schools with a local area network Core indicator WSIS target WSIS target and Core Indicator Additional indicators
WHAT IS MEASURED? Indicator Prioritization Conceptual domains Infrastructure and Teaching staff development Indicator label ED8 ED34 ED35 ED36 ED37 ED38 ED39 ED40 Indicator Proportion of ICT-qualified teachers in primary and secondary schools Proportion of schools with ICT support services Proportion of primary and secondary-school teachers trained via ICT-enabled distance education programmes Proportion of primary and secondary-school teachers who teach basic computer skills (or computing) Proportion of primary and secondary-school teachers who currently teach subject(s) using ICT facilities Proportion of primary and secondary-school teachers trained to teach subject(s) using ICT facilities Ratio of pupils-to-teachers of basic computer skills (or computing) Ratio of pupils-to-teachers using ICT to teach Core indicator WSIS target WSIS target and Core Indicator Additional indicators
WHAT IS MEASURED? Indicator Prioritization Conceptual domains Political commitment Indicator label ED9 ED12 ED13 ED14 ED15 Indicator Proportion of ISCED levels covered by existing national policy, plan, laws or regulatory institution for ICT in education (ISCED 1-3) Proportion of total government expenditure on ICT in education for current expenditure on ICT in education (ISCED 1-3) Proportion of total government expenditure on ICT in education for capital expenditure on ICT in education (ISCED 1-3) Proportion of total government expenditure on education for current expenditure on ICT in education (ISCED 1-3 Proportion of total government expenditure on education for capital expenditure on ICT in education (ISCED 1-3) Core indicator WSIS target WSIS target and Core Indicator Additional indicators
WHAT IS MEASURED? Indicator Prioritization Conceptual domains Participation Outcomes and impact Indicator label ED6 ED41bis ED44bis ED44bis 2 ED45 ED49 ED50 Indicator Proportion of pupils enrolled in grades offering Internet-assisted instruction (by gender, by type of institution for ISCED levels 1-3) Proportion of pupils enrolled in grades offering computer-assisted instruction (by gender, by type of institution for ISCED levels 1-3) Proportion of pupils enrolled in grades offering radio-assisted instruction (by gender, by type of institution for ISCED levels 1-3) Proportion of pupils enrolled in grades offering television-assisted instruction (by gender, by type of institution for ISCED levels 1-3) Proportion of pupils enrolled in grades offering courses on basic computer skills (or computing) (by gender, by type of institution for ISCED levels 1-3) Promotion rate of pupils in grades receiving ICT-assisted assisted instruction (by gender, by type of institution and by grade for ISCED levels 1-3) Promotion rate of pupils in grades not receiving ICT-assisted instruction (by gender, by type of institution and by grade for ISCED levels 1-3) Core indicator WSIS target WSIS target and Core Indicator Additional indicators
NEXT STEPS Errors to avoid Data reported do not correspond to data previously reported to UIS by your institution Calculated indicator does not correspond to a reliable measure Data retrieval/mining from existing reports/documents Databases: Institution that provides a significant portion of raw data or indicators Software applications, services employed, etc. Numerator and/or denominator provided or collected by different institutions? Use of indicators found on the Internet or those used in a another institution, taken as an example
NEXT STEPS Process Phase I Identify the source of all data Plan Complete Phase II Obtain the data Phase III Consolidate data Phase IV Consolidate Verify/ React Audit data, take action Phase V Submit Submit
ÉTAPES À SUIVRE Process Questionnaire submission To be completed by the end of 1 st quarter of 2013 Cleaning and data data analysis Publication of statistical tables December 20, 2013 At the end of the 2 nd quarter
SUMMARY You have learned Objectives Enrolment and educational institutions Teachers Calculating some indicators Concepts & definitions
Q & A Questions?
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