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UN
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tics Recent statistics on ICT in education:
Evidence from Latin America & the Caribbean, Arab States, Asia, and sub-Saharan Africa
Regional Workshop on ICT in Education Statistics, 2015:
Moscow, Russian Federation, 25-27 November 2015
Peter WalletUNESCO Institute for Statistics (UIS)
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Objectives
What do we mean by ICT in education?
Why measure ICT in education?
Matching policy to indicators
Reports and UIS Partners
Previous data collections and results
Lessons learned
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What do we mean by ICT in education?
ICT in education refers to education models that employ ICT to support, enhance and enable the delivery of education. Any, all or combinations of the following types of ICTs are included.
Radio TV Computer Internet
ICTs in Education
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New trends: Mobile Learning
Mobile learning (m-learning) as a form of e-learning?
Across various contexts in space and in time
Various devices including:
Handheld computers
Tablet computers
MP3 players
Mobile phones
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Why measure ICT in education?
Policy-makers accept ICT in education can help individuals compete in a global economy by creating a skilled work force and facilitating social mobility by:
enhancing learning and providing new sets of skills;
reaching students with poor or no access (remote regions)
facilitating the training of teachers
minimising costs associated with delivery
improving the administration of schools to enhance the quality and efficiency of service delivery.
Measuring ICT in education is therefore important to inform policy makers in setting national priorities and developing ICT in education policy
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Internet capacity: Fixed broadband is key for enhancing the usage
of online resources including open educational resources (OER).
Related indicators: Proportions of schools with Internet,
proportions of schools with fixed broadband Internet;
proportions of schools with mobile broadband
Location of computers: Increasingly educational planners are giving
consideration to where computers are placed in schools.
Related indicators: Proportions of schools with computer labs;
proportions of schools with classroom-based computers
Deployment levels: How many computers are needed per pupil for
effective learning? Does this differ between educational levels?
Evidence suggests LCR of 3:1 is ideal
Related indicators: Learner-to-computer ratio
Examples of policies and related indicators
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Older generation ICT: Older forms of ICT are in use to reach remote areas, in
particular where more advanced technology or supporting infrastructure are
unavailable
Related indicators: Proportion of schools with television/ radio-assisted
instruction; proportion of pupils enrolled in programmes with television- /
radio assisted instruction
Building supporting infrastructure: There is a lack of electricity and Internet
connections in many schools precluding the use of ICT.
Related indicators: Proportion of schools with electricity, proportion of
schools with fixed broadband Internet; schools with mobile broadband
Internet
Teacher training: What kind of training do teachers need to take advantage of
these resources? Teaching computer skills versus learning how to teach using
ICTs
Related indicators: Proportion of teachers trained to teach using ICT;
proportion trained to teach basic computer skills
Examples of policies and related indicators (cont.)
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UIS Partners for ICT in education statistics UNESCO Institute for Information Technologies in Education (IITE)
Talal Abu-Ghazaleh (TAG.org) (Jordan)
Arab States
Korea Education Research and Information Service (KERIS) (Republic of Korea)
Asia, Sub-Saharan Anglophone Africa
Brazilian Network Information Center (NIC.br) (Brazil)
Lusophone sub-Saharan Africa, Latin America and the Caribbean
UNESCO Education and Communication & Information sectors
Economic Commission for Latin America and the Caribbean (ECLAC)
UNESCO Bangkok
World Bank
Intel Corporation
Partnership on Measuring ICT for Development (ICT4D)
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UIS ICT in education survey
Policy and curriculum
ICT infrastructure in schools
Pupils’ access to/participation in programmes using ICTs
Teachers’ ICT related training and use of ICT
QUESTIONNAIRE: THEMES
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UIS Core ICT in education indicators
Adopted by the United Nations Statistical Commission (UNSC) through the Partnership on Measuring ICT for Development at its 40th session in February 2009
ED1 Proportion of schools with a radio used for educational purposes (for ISCED level 1-3)
ED2 Proportion of schools with a TV used for educational purposes (for ISCED level 1-3)
ED3 Proportion of schools with a telephone communication facility (for ISCED level 1-3)
ED4 Learner-to-computer ratio in schools with CAI (for ISCED level 1-3)
ED4. bis Learner-to-computer ratio (for ISCED level 1-3)
ED5 Proportion of schools with Internet access at school, by type (for ISCED level 1-3)
• Fixed narrowband Internet access (using modem dial-up, ISDN)
• Fixed broadband Internet access (DSL, cable, other fixed broadband)
• Both fixed narrowband and broadband Internet access
ED6 Proportion of learners who have access to the Internet at school (for ISCED level 1-3)
ED7 Proportion of learners enrolled by gender at the post-secondary non-tertiary and tertiary
level in ICT-related fields (for ISCED level 4 and level 5- 6)
ED8 Proportion of ICT-qualified teachers in primary and secondary schools (for ISCED level 1-3)
EDR1 Proportion of schools with electricity (for ISCED level 1-3) --- Reference indicator
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Latin America and the Caribbean, Arab States, Asia, and
sub-Saharan Africa
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Electricity as a prerequisite for ICT in education Proportion of schools with electricity and telephone communication facilities, 2012
020406080
100
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
China,Hong Kong
Georgia Maldives NewZealand
Korea, Rep. Singapore Malaysia Armenia Iran,Islamic
Rep.
Thailand Philippines
99 99 9783
9588
76 80 80 89 98
1126
Eletricity Telephone Communication Facility%
m m
0
20
40
60
80
100
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Pri
mar
y
Seco
nd
ary
Aze
rbai
jan
Kyr
gyzs
tan
Mo
ngo
lia
Sri L
anka
Indonesia Bhutan Bangladesh India Lao PDR Cambodia Nepal Myanmar Combined
80 80
65
84
55
71
45
68
19
53
7
24
6
24
7 4
9182
11
2514
38
m m
32
m
m
m
m m
m m mm
%
m m m
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WSIS Target 2: Connect all secondary and primary schools with ICTs Proportion of schools
with a radio used for educational purposes
Proportion of schools with a television used for educational purposes
Learners-to-computer ratio
Proportion of schools with Internet access, by type of access
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Data on radio and television more difficult to collect for most countries
Substantial variability between regions and countries, reflecting varying policies about it use
Despite low costs related to implementation, it is not widely used in many developing countries where it may serve an important role where other technologies are not available
Broadcast varieties of radio and television are falling in some countries (where computer numbers are increasing), being replaced by more informal ad hoc methods
Source: UIS database
Proportion of schools with a radio/ television for pedagogical purposes (primary and secondary), 2012
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Learner-to-computer ratios (primary and secondary), 2012
174158
117
71
48
3020
122
95
76 75
56
40 38 33 30 29 27 23 20 20 19 18 18 17 15 13 10 10 10 9 4 2 1
44
15 22 32 31 27 209 14
10 15
17 15
5 9 10
20
40
60
80
100
120
140
160
180
200
Niger
Zamb
ia
Mo
rocco
Sao To
me an
d P
rincip
e
Gh
ana
Sou
th A
frica
Egypt
Tun
isia
Mau
ritius
Do
min
ican R
epu
blic
Gu
atem
ala
Nicaragu
a
Paragu
ay
Bo
livia
Brazil
Gren
ada
El Salvado
r
St Vin
cen
t & th
e Gren
adin
es
Mo
ntserrat
Cu
ba
Ecuad
or
Pan
ama
Argen
tina
Saint Lu
cia
Co
sta Rica
Do
min
ica
Saint K
itts and
Nevis
Ch
ile
Aru
ba
Ven
ezuela
Co
lom
bia
British
Virgin
Is
Trinid
ad an
d To
bago
An
guilla
Turks an
d C
aicos Is
Barb
ado
s
Caym
an Islan
ds
Uru
guay
Rat
io
LCR LCR in schools with CAI> 500 > 500
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
Progress over the decade in developing countries with high level and sector-wide support
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Proportion of educational institutions with Internet access, by type, (primary and secondary) 2012
5 5 6 712
18
2730
42 43
53
8085 86 87
90 91 91
97 99
2 3 4 510
23
4953
8185
0 15
1
55
72
40
50
98
29
47
2
75
0
10
20
30
40
50
60
70
80
90
100
Ban
gladesh
Nep
al
Kyrgyzstan
Cam
bo
dia
Ph
ilipp
ines
Sri Lanka
Azerb
aijan
Palestin
e
Ind
on
esia
Bh
utan
Qatar
Saud
i Arab
ia
Jord
an
Turkey
Iran, Islam
ic Rep
.
Om
an
Malaysia
Mo
ngo
lia
Kazakh
stan
Thailan
d
Japan
Arm
enia
Geo
rgia
Mald
ives
Bah
rain
Bru
nei D
arussalam
Ch
ina, H
on
g Ko
ng
Ko
rea, Rep
.
Singap
ore
Ethio
pia
Mo
rocco
Sud
an
Senegal
Lesoth
o
Bo
tswan
a
Egypt
Algeria
Tun
isia
Mau
ritius
Pe
rce
nta
geo
f sc
ho
ols
Asia and Africa Internet Fixed broadband Internet
100 per cent of schools have Internet (fixed broadband) in most high income East Asian, Caribbean, and European countries
Internet connectivity is least common in low income and least developed countries (LDCs) in Asia and Africa
Fixed broadband Internet varies from all to less than 50% of all Internet connections
Some evidence of a leapfrogging phenomenon in some LDCs
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Target 7: Adapt all primary and secondary school curricula to meet the challenges of the information society, taking into account national circumstances
Proportion of ICT-qualified teachers in schools
Proportion of teachers trained to teach subjects using ICT
Proportion of schools with computer-assisted instruction
Proportion of schools with Internet-assisted instruction
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Proportion of ICT-qualified teachers (primary and secondary) in schools versus teachers trained to teach using ICT, 2012
Anguilla
Argentina
Azerbaijan
Bahrain
Barbados
Belarus
Cayman Islands
Chile
Montserrat
Cuba
Egypt
JordanLithuania
MalaysiaChina, Hong Kong
Morocco
Nauru
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 LankaVenezuela
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 40 50 60 70 80 90 100
Pro
po
rtio
n o
f te
ach
ers
trai
ned
to
tea
ch s
ub
ject
s u
sin
g IC
T
(%)
Proportion of teachers trained to teach basic computer skills (or computing) (%)
Asia EuropeAfrica Americas In most countries, fewer
than 10% of teachers are ICT-qualified.
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
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Proportion of schools with computer-assisted instruction, by region, 2009–2013
Source: UIS database
Proportion of educational institutions (primary and secondary) with computer-assisted instruction (CAI), 2012
3 3 5
40
4954
6064 66
74
84 8689
98
3
14 21
34
66
38
85
72
91 92
0
10
20
30
40
50
60
70
80
90
100
Cam
bo
dia
Nep
al
Myan
mar
Ban
glade
sh
Mald
ives
Ph
ilipp
ines
Qatar
Sri Lanka
Pale
stine
Bh
utan
Iran, Islam
ic Re
p.
Aze
rbaijan
Kyrgyzstan
Jord
an
Thailan
d
Malaysia
Arm
enia
Mo
ngo
lia
Ch
ina, H
on
g Ko
ng
Geo
rgia
Singap
ore
Om
an
Bah
rain
Bru
nei D
arussalam
Kazakh
stan
Ko
rea, R
ep.
Per
cen
tage
of
sch
oo
ls
Schools with CAI Computer labs
CAI varies between regions and countries
Highest in high income countries of East Asia, Caribbean and Europe
Least available in LDCs
CAI is delivered through labs in many developing countries due to lack of resources and sharing models
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Proportion of schools with Internet-assisted instruction, by region, 2009–2013
Source: UIS database
Proportion of educational institutions (primary and secondary) with Internet-assisted instruction (IAI), 2012
IAI varies between regions and countries
Highest in high income countries of East Asia, Caribbean and Europe, low in low income countries
Internet is not employed for educational purposes in all schools
Least available in LDCs
612
18
30 27
87
53
66
8577
9198
61
93 96
821
32
40
73
45
65
86
0102030405060708090
100
Kyrgyzstan
Ph
ilipp
ine
s
Sri Lanka
Palestin
e
Azerb
aijan
Iran, Islam
ic Rep
.
Mald
ives
Qatar
Bh
utan
Jord
an
Om
an
Malaysia
Thailan
d
Bah
rain
Bru
nei D
arussalam
Ch
ina, H
on
g Ko
ng
Ge
orgia
Ko
rea, Re
p.
Singap
ore
Belaru
s
Po
land
Alb
ania
Lithu
ania
An
do
rra
Cro
atia
Finlan
d
Swed
en
Un
ited K
ingd
om
Per
cen
tage
of
sch
oo
ls
Internet IAI
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OTHER INDICATORS
Enrolment:
Proportion of pupils enrolled in programmes with radio/ television/ computers/ Internet, for teaching and learning
Gross enrolment in programmes with radio/ television/ computers/ Internet, for teaching and learning Uses population data
Other infrastructure
Intended instructional hours using ICT
Teachers
Proportion of teachers have had an in-service training on ICT
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Enrolment in programmes with computer-assisted instruction, by sex, 2011
Latin America and the Caribbean Arab States
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SUMMARY Progress is being achieved in a number of countries; however it is
difficult to provide a comprehensive review
Data is still unavailable for many countries, particularly from the developing world; time series data is also missing making statements about progress limited
ICT in education is linked to national income; however significant strides have been achieved in a number of developing countries that have strong policies and set targets for ICT in education with high level government and sector-wide support
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LESSONS LEARNED International comparability:
Intensity of usage varies substantially between countries
What is meant by teacher training on ICTs? (i.e., training varies between countries)
Broadband, upload and download speeds vary significantly however data on speeds is difficult to obtain from schools,
WSIS should emphasize more disaggregated data such as by sex (e.g. population based indicators) to shed light on the digital divide; or by level of education since most countries target secondary education
Merging ICTs: Categories have limited life span. Challenges in identifying concepts that have consistency of meaning over time
More indicators on usage and outcomes required, secondary sources?
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For more information on UIS statistics on ICT in education, please visit the UIS website:
www.uis.unesco.org
Peter Wallet
THANK YOU
