tics monitoring the post-2015 education targets - unesco€¦ · monitoring the post-2015 ......
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Peter Wallet, Assistant Programme Specialist
International Conference on ICT and Post-2015 Education, 23-25 May 2015, Qingdao, People’s Republic of China
Monitoring the post-2015 education targets: The role of UIS and internationally comparable ICT in education statistics
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Outline
UIS mandate
Why measure ICT in education?
Data and outputs
Moving forward
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UNESCO Institute for Statistics
Founded in 1999 in Paris
Relocated to Montreal in 2001
Located at Université de Montréal
Mandated to maintain international databases for: Education
Science, technology and innovation
Culture
Communication and information
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www.uis.unesco.org
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UIS mandate
Collection and dissemination of cross-nationally comparable data
Analysis of comparative data
Development of international classifications/frameworks
Technical capacity building within countries
Advocacy for statistics in relation to UNESCO’s areas of interest
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UIS data are widely used for:
Other international high-profile publications
UIS publications Thematic reports
Factsheets
Information notes
Technical papers
UIS on-line data centre Over 1,000 types of indicators and raw data on education,
literacy, science and technology, culture and
communication
from more than 200 Member States and international
organizations
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Human Development Index
Gender Inequality Index
Education for All
Knowledge Index
Knowledge Economy Index
ICT Development Index
Global Gender Gap
Global Innovation Index
UIS data are used to measure key development issues
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Why measure ICT in education?
Support policy making for ICT in education
International Commitments and Benchmarking:
WSIS (Geneva, 2003) Plan of Action
Millennium Development Goals (MDGs)
Education for All (EFA) goals
Sustainable Development Goals (SDGs) on education and other post-2015 frameworks for monitoring education
Demands from analytical community
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Supporting countries in selecting priorities and designing policies
Data on ICT in education can be used to:
Identification of gaps in infrastructure (e.g. lack of computers, Internet, etc.) that need to be filled to introduce new paradigms of student learning and teaching as related to educational reform;
Decide to extend ICT across curriculum leading to expanded skills acquisition, future employability, and lifelong learning;
Inform decisions on introducing alternative technologies (e.g. radio, television) to ensure equity in education for marginalized remote populations where infrastructure is lacking; and
Identify teacher training needs and gaps in knowledge and skills.
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International Commitments and Benchmarking (Pre-2015 context)
Millennium Development Goals (MDGs) Target 8.F
“In cooperation with the private sector, make available the benefits of new technologies, especially information and communications”
Education for All (EFA) goals
While not mentioned explicitly in the Education for All goals (EFA), it is argued they fulfill a pivotal role in their achievement including broadening access, eliminating exclusion, and improving quality in education.
Conclusion: ICT not represented adequately in the pre-2015 education monitoring framework
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World Summit on the Information Society (WSIS) Held in Geneva (2003) and Tunis (2005) to discuss a
broad range of subjects related to ICT for development.
Governments agreed on a set of commitments and actions to foster the establishment of an inclusive information society.
WSIS: Main monitoring mechanism in the pre-2015 context for ICT in education.
In particular, ten targets were identified in the Geneva
Plan of Action; two related to education.
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World Summit on the Information Society (WSIS)
Target 2. Connect all secondary schools and primary schools with ICTs.
2.1 Proportion of schools with a radio used for educational purposes;
2.2 Proportion of schools with a television used for educational purposes;
2.3 Learners-to-computer ratio;
2.4 Proportion of schools with Internet access, by type of access.
All collected by UIS
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World Summit on the Information Society (WSIS)
Target 7. Adapt all primary and secondary school curricula to meet the challenges of the information society, taking into account national circumstances.
7.1 Proportion of ICT-qualified teachers in schools;
7.2 Proportion of teachers trained to teach subjects using ICT;
7.3 Proportion of schools with computer-assisted instruction (CAI);
7.4 Proportion of schools with Internet-assisted instruction (IAI).
All collected by UIS
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UIS Technical Guide on ICT in education indicators
Guide to Measuring ICTs in education, which covers 10 core indicators as well as an extended 43 indicators covering:
Political commitment
Curriculum
Infrastructure
Teaching staff and development
Participation, skills and output
Outcomes and impact
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Partnership on Measuring ICT for Development
An international, multi-stakeholder initiative to improve the availability and quality of ICT data and indicators, particularly in developing countries.
Objectives:
Define and analyse internationally comparable ICT indicators and develop methodologies;
Support statistical capacity building in developing countries; and
Set up a global database on core ICT indicators.
UIS is an active partner; member of Steering Committee.
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International Commitments and Benchmarking (Post-2015 context) Sustainable Development Goals (SDGs)
Partnership on Measuring ICT for Development provided a proposal for the inclusion of ICT indicators.
UIS proposed ICT in education indicators for inclusion in:
Goal 4: Ensure inclusive and equitable quality education and promote life-long learning opportunities for all
Goal 5: Achieve gender equality and empower all women and girls; and
Goal 9: Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
No SDG directly measuring ICT; however it is a cross cutting theme
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Inter-agency and Expert Group on SDG Indicators (IAEG-SDGs)
Interagency consultation resulted in the proposal to include the following as indicator 4.a.1:
Proportion of schools with access to Internet for pedagogical purposes
Others important for thematic monitoring include:
Schools with electricity/ computers/ broadband Internet
Pupil-computer ratios
Enrolment in programmes using computers and other ICTs
Enrolment in computer skills courses and computing
Enrolment/ graduation in ICT related fields (tertiary)
Teachers trained to use ICT to support effective teaching and learning
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International Commitments and Benchmarking (Post-2015 context)
Qingdao Declaration: Which data can data be used to monitor the key areas of the declaration?
Quality
Lifelong learning pathways
MOOCs and other online learning innovations
Open ICT solutions for inclusive and equitable quality education
Quality assurance
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Qingdao Declaration Article 17.
“We further recommend that governments and other concerned partners support capacity development in data collection, analysis and reporting at the country, regional and global levels. We request that the UNESCO Institute for Statistics (UIS) and other partners support countries to reinforce and sustain efforts to establish national level mechanisms and processes.”
Article 19.
“We commit to continue to report accurate and complete data in a timely manner to the UNESCO Institute for Statistics (UIS), facilitating its work and advancing its mission to build and maintain a global repository for ICT in education data.”
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Outputs and data
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UIS ICT in education outputs UIS database on ICT in education statistics Regional reports International reports
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100 per cent of schools have Internet (fixed broadband) in most high income East Asian, Caribbean, and European countries
Least common in low income and least developed countries (LDCs)
Fixed broadband Internet varies from all to less than 50% of all Internet connections
Some evidence of a leapfrogging phenomenon in some LDCs
Educational institutions with Internet, or fixed broadband, combined primary and secondary, 2012 or LYA
6 9 12 17
22
35 39 46
68 71 78
96
5 5 6 7 12
18 27
42
85 87 90 91 91 97 98 99
4
49
81
99
0
10
20
30
40
50
60
70
80
90
100
Nicaragu
a
Paragu
ay
Do
min
ican R
epu
blic
Ven
ezuela
Ecuad
or
Mexico
Co
sta Rica
Brazil
St Vin
cent/ G
rend
adin
es
Co
lom
bia
Ch
ile
Uru
guay
British
Virgin
Is
Ban
gladesh
Nep
al
Kyrgyzstan
Cam
bo
dia
Ph
ilipp
ines
Sri Lanka
Azerb
aijan
Ind
on
esia
Jord
an
Iran, Islam
ic Rep
.
Om
an
Malaysia
Mo
ngo
lia
Kazakh
stan
Thailan
d
Japan
Geo
rgia
Mald
ives
Ko
rea, Rep
.
Singap
ore
Sud
an
Egypt
Po
land
Eston
ia
Latvia
No
rway
Internet Fixed Broadband
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Proportion of educational institutions with Internet, sub-Saharan Africa, 2013 or latest year available
0 0 0 m 0 m 3
6 6
11
93
m 0 0 2 3
5
34
100
0 3
14
5
32
60
1
7
63
18
99
0
10
20
30
40
50
60
70
80
90
100
Liberia BurkinaFaso
Madagascar Niger Guinea Cameroun Sao Tomeand Principe
Rwanda Zambia Gambia Mauritius Botswana
Primary Lower Secondary Upper Secondary Combined Secondary% %
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Significant disparities between and within regions. Highest ratios in low income countries in Asia and Africa Lowest ratios in European and high income East Asian countries Can sometimes be considered a proxy for usage in schools; however, relationship is not
always clear Progress over the decade in developing countries with high level and a sector-wide support
Pupil (learner)-to-computer ratio, primary and secondary combined, 2012 or LYA
71
20
122
75
40
23 20 18 15 1
136 128
98 89 79
28 25 18 17 17 14
7 7 5 4
56
2
21 13
3 3 3 2 0
20
40
60
80
100
120
140
160
180
200
Zamb
ia
Sou
th A
frica
Mau
ritius
Do
min
ican R
ep.
Paragu
ay
Brazil
Ecuad
or
Pan
ama
Co
sta Rica
Ven
ezuela
Uru
guay
Nep
al
Yemen
Ind
on
esia
Ph
ilipp
ines
Sri Lanka
Ind
ia
Bh
utan
Palestin
e
Arm
enia
Kazakh
stan
Mo
ngo
lia
Jord
an
Thailan
d
Geo
rgia
Japan
Ko
rea, Rep
.
Singap
ore
Samo
a
Au
stralia
Greece
Ro
man
ia
Eston
ia
Den
mark
Spain
Swed
en
> 500 > 500 376
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Pupil (learner)-to-computer ratio, sub-Saharan Africa, 2013 or LYA
23 40
55
90
m
214
m m m 15
m
64
145
17
131
38
m
94
19
40 54
240
158
0
50
100
150
200
250
300
Mau
ritius
Rw
and
a
Bo
tswan
a
Sou
th A
frica
Co
mo
ros
Gam
bia
Bu
rkina Faso
Zamb
ia
Sao To
me
and
Prin
cipe
Nige
r
Mad
agascar
Primary Lower Secondary Upper Secondary Combined Secondary
> 500 > 500 > 500 > 500
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Based on those enrolled; does not take into account out-of-school children
Gender difference are marginal if not non-existent
These data however do not measure usage!
Participation of pupils in programmes with computers for pedagogical purposes, 2012 or LYA
21 21
38
49 52
55
71 66 66
72 71 75 77 76 78
84 90 88 90
99
13
37 39
53 56 56 62
67 72 78 79
79 88 88
92
0
10
20
30
40
50
60
70
80
90
100
Nic
arag
ua
Par
agu
ay
Ph
ilip
pin
es
Ve
nez
uel
a
Sain
t Lu
cia
Pal
est
ine
Pan
ama
Gre
nad
a
Arg
en
tin
a
Bra
zil
Thai
lan
d
Qat
ar
Sri L
anka
El S
alva
do
r
Do
min
ica
Ecu
ado
r
Cay
man
Isla
nd
s
An
guill
a
Egyp
t
Ch
ile
Jord
an
Uru
guay
Geo
rgia
Mal
aysi
a
Sin
gap
ore
Bar
bad
os
Cu
ba
Mo
nts
erra
t
Sain
t K
itts
an
d N
evis
Trin
idad
an
d T
ob
ago
Om
an
Males Females
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In most countries, fewer than 10% of teachers are trained to teach basic computer skills.
The proportion trained to teach using ICT varies much more widely and may or may not reflect the level of ICT infrastructure in the education system
Proportions of trained teachers are highest in high income and lowest in low income countries
Caveat: Definitions of training vary by country
Teachers trained to teach basic computer skills versus trained to teach other curriculum using ICT, combined primary and secondary, 2012 or LYA
Anguilla
Argentina
Azerbaijan
Bahrain
Barbados Belarus
Cayman Islands
Chile
Montserrat
Cuba
Egypt
Jordan Lithuania
Malaysia China, Hong Kong
Morocco
Iran, Islamic Rep.
Oman
Palestine
Qatar
Saint Kitts and Nevis
Saint Lucia
St Vincent/Grenadines
Singapore
Thailand
Trinidad and Tobago
Tunisia Turks and Caicos Is
Uruguay
Colombia
Philippines
Sri Lanka Venezuela
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Per
cent
age
of te
ache
rs tr
aine
d to
teac
h su
bjec
ts u
sing
ICT
Percentage of ICT-qualified teachers trained to teach basic computer skills (or computing)
Asia Europe Africa Americas
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Way Forward Technical advisory panel (TAP) called for broadening
as well as sharpening UIS indicators, thus requiring:
Redesign for survey of administrative data
New list of core indicators
1st global data collection (November 2015)
Capacity-building workshops
Design of new surveys:
Usage - efforts underway between UIS, UNESCO regional bureaux, KERIS (Republic of Korea), CETIC.Br (Brazil)
OER
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Thank you!
For more information: Peter Wallet: [email protected]
Martin Schaaper: [email protected]