1. ICT and Education Indicators UNESCO Institute for Statistics presented by: Ko-Chih Tung, Regional Advisor for the UIS and Jon Kapp, Assistant Programme Specialist, UIS with contributions from Simon Ellis, UIS HQ and the ICT in Education Unit, UNESCO Bangkok Joint UNCTAD-ITU-UNESCAP Regional Workshop on Information Society Measurements 27 July 2006

2. Context World Summit on the Information Society (WSIS)
Global monitoring role of UIS
AIMS-UIS Asia and Pacific Regional Office
UNESCO Bangkok

3. Introduction UIS and Information Society: ICT and Education
establishing core global indicators for the Partnership
Potential for regular data collection for education statistics
ICT skills assessment through hhld survey:
Literacy Assessment and Monitoring Programme (LAMP) & Programme for International Assessment of Adult Competency (PIAAC)
Content and use of ICTs
work on Linguistic diversity
press and broadcast surveys

4. AIMS-UIS Regional Office
Supporting capacity building in the areas of monitoring, assessment and analysis of disparities in access to education
Planning for and coordinating the EFA Mid-Decade Assessment ( )
Developing manuals, guidelines and tools and instruments for better study, analysis and reporting on education data

5. Capacity building Requires:
prior political commitment from a Ministry concerned based on a policy commitment in national development plans
A co-ordinated approach including; regulators, NSOs, Ministries, ISPs/telecomms companies and NGOs
Sustained assistance in a groups of countries over a numbers of years to change the institution as well as the staff.

6. Need for stronger co-ordination
Need to co-ordinate statistical activities between regulators, Internet Service Providers, phone companies, ministries, and national statistics offices
Need to include ICT data collection in existing surveys
UNESCO’s help to countries in this major task
UIS statisticians permanently stationed in Africa, Asia and Latin America

7. ICT and Education ICTs can be used in education to:
improve administrative efficiency
disseminate teaching and learning materials to teachers and students
improve the ICT skills of teachers and students
allow teachers and students access to sources of information from around the world
share ideas on education and learning

8. ICT and Education, continued
ICTs can be used in education to:
collaborate on joint projects
conduct lessons from a remote location
Data on availability of ICTs in formal education-- their costs and benefits, their use, equity of access, their impact on educational outcomes useful for educational planning
ICTs play equally major role in promotion of non-formal education– older technologies too!

9. Performance indicators on ICT use in education
UNESCO Asia-Pacific
ICT in Education Programme

10. UNESCO recognizes the potential of ICT to achieve EFA goals, in particular its ability to:
Enable the inclusion of groups with no access to education
Improve the quality of teaching & learning
Increase the efficiency & effectiveness in planning & administration

11. Our aim is to empower
Learners,
Teachers, educators
Principals, administrators
Leaders

12. Vision:
By 2008, all member states in the Asia-Pacific region will have:
A national ICT in education POLICY.
ICT as a component of TEACHER TRAINING.
The beginnings of a process of developing relevant, multilingual and appropriate EDUCATIONAL CONTENT.
NETWORKS for sharing knowledge and experiences.
Key INDICATORS developed and used to monitor progress and to form strategies.

13. Scope of the UNESCO Programme
6. Research & Knowledge Sharing
1. Education Policy
5. Monitoring &
Measuring
Change
2. Training of Teachers
3. Teaching & Learning
4. Non-Formal Education

14. Scope of the UNESCO Programme
5. Monitoring &
Measuring
Change
Monitoring & measuring the impact of ICT in education using performance indicators

15. Monitoring and Measuring Change
Performance indicators
are required to:
Monitor the use and assess the impact of technologies in education.
Demonstrate accountability

16. Indicators Project
Developing, pilot testing and promoting the institutionalization of indicators for ICT use in education systems.
Assessing the impact of ICT use on the teaching-learning process.
Pilot testing in India, Philippines and Thailand

17. Major outcomes National Reports completed (India, Thailand)
Multi-country Workshop report prepared for publication
Manual on using ICT performance indicators in assessing the impact of ICT in education drafted for publication

18. Output Objectives The main objective of the manual is:
to provide practical guidelines on how to adopt/adapt the ICT indicators in measuring in turn the use and impact of ICTs in the educational system and in teaching and learning.

19. Contents Lessons learned in pilot testing the performance indicators
Definition, conceptual framework, purposes and criteria for validating ICT for education performance indicators
Validated matrix of indicators specifying the purposes of each indicator, source of data, how to collect, and the corresponding survey instruments for collecting data
Synthesis of three countries’ experiences and survey reports in pilot testing the performance indicators
Lessons learned in pilot testing the performance indicators

20. Contents, continued…
Steps in using the validated set of indicators to measure impact of ICT in education which cover survey design, data collection and processing
Ways in using the indicators to analyze the use of ICT in education
Ways of applying and mainstreaming indicators into the ICT for education programme and in the educational management information system.
Advocacy for the integration of performance indicators into the education system.

21. Proposed Performance Indicators
Approximately 50 indicators,
classified in 5 categories:
ICT-Based Policy and Strategy
ICT Infrastructure and Access
Curriculum/textbooks
Teaching Professionals Use and Teaching
Student Use and Learning

22. Thai pilot survey ~ students
Percentage of students
with cell phone %
with computer at home %
with 5.9%
Percentage of students who can
use a computer %
use digital camera %
write a webpage %
Percentage of student using
internet for education 9.9%
internet at school %
internet every week %

23. Thailand pilot survey ~ Teachers
ICT trained teachers 338,726 or 42.48%
Teachers per 1 PC in Primary schools 20: in Secondary schools 2:1
Amongst teachers using ICT % used for instruction % used for administration
Percentage of teacher with cell phone 79%
Percentage of teacher with 13.7%

24. Other international data sources
Programme for International Student Assessment (PISA):
Important source of information on ICT for education at the primary and secondary levels
2000 cycle: 28 OECD and 4 non-OECD countries participated
2002 cycle: additional 11 countries participated
The PISA 2000 Technical Report: the first to provide a good picture of access, usage and impact of ICT in schools

25. UIS ICT and Education Paper and the Core Indicators
Was presented at WSIS Tunis
To establish a core set of indicators for ICTs in Education
Focussed on capacity of developing countries
Minimise burden of data collection and response
Use existing indicators to maximise existing data on survey design sampling etc.
Use school survey based data which can largely be collected through administrative systems and linked directly to educational processes

26. Surveys of Schools used
Asia Pacific Regional Survey on ICTs in Education (APRS)
Regional school assessments for
Latin America (LABORATORIO)
Francophone Africa (PASEC)
Anglophone Africa (SACMEQ)
Monitoring Learning Activities Survey in Africa (selected countries only) – (MLA2)
OECD countries plus selected non OECD countries in future (PISA)
Other international assessments
Progress in Int’l Reading Literacy Study (PIRLS)
SITES – 1-2
Third International Mathematics and Science Survey (TIMSS and TIMSS-R) –
UIS/OECD World Education Indicators- Primary School Survey - WEI-SPS

27. Suggested Basic Core of Indicators for ICT in Education
1.% of schools with electricity (by ISCED level 1-3)
2.% of schools with radio used for educational purposes (by ISCED level 0-4)
3. % of schools with television sets used for educational purposes (by ISCED level 0-4)
4. Student to computer ratio (by ISCED level 0-4)
5. % of schools with basic telecommunication infrastructure or telephone access (by ISCED level 1-4)
6. % of students who use internet at school (by ISCED level 1-4)

28. Indicators- contd.. Extended Core:
(i) % of students enrolled by gender at the tertiary level in an ICT-related field (by ISCED level 5-6)
(ii) % of ICT qualified teachers in primary and secondary schools (of the total no. of teachers)
(Note: all indicators should be collected by sex, grade and age)

29. Other areas of education work
ICT skills assessment
LAMP; Literacy Assessment and Monitoring Programme. Includes questions on use and access to ICTs
PIAAC; Joint OECD/UIS adult skills assessment programme. First phase for implementation before 2009 includes questions on ICT skills

30. Challenges: Language Language is the 1st barrier in using the Internet
UNESCO upholds rights of speakers of minority and endangered languages in society and in education
Language presents many technical barriers eg. coding

31. Languages ~ results so far
No agreement on count of web pages by language
Potential for regional observatories
Press and broadcast surveys will examine the use of mixed channels including Internet for distribution
Work underway to assess the quality of existing data on languages and how UNESCO can improve it
UIS literacy assessment and communications programmes looking at functional context for languages and learning

32. For further information, please visit:
or contact the AIMS unit:
Assessment, Information Systems, Monitoring and Statistics Unit (AIMS)
Office of the Regional Advisor for the UNESCO Institute for Statistics (UIS)
UNESCO Bangkok
Mom Luang Pin Malakul Centenary Building
920 Sukhumvit Road
Bangkok Thailand
tel: fax: