Date post: | 02-Jan-2016 |
Category: |
Documents |
Upload: | bernice-henderson |
View: | 214 times |
Download: | 1 times |
1
The Basic Freedoms of Information and Expression
::17 November 2005
UNESCO
16-18 November 2005
World Summiton the Information Society
and the
Partnership on Measuring ICT for Development"Measuring the Information Society“Session on “ICT Indicators in Education and Government”
Challenges for measuring the use of ICT in education
by Abdul Waheed KhanAssistant Director-General for Communication and Information, UNESCO
15 November 2005
2
The Basic Freedoms of Information and Expression
::17 November 2005
Introduction
Need to take stock on current global data with regard to both traditional and new ICT
Need for concrete measurements for global community to measure progress
A particular need for more data on social aspects and impacts of ICT on the development of Knowledge Societies, including education
3
The Basic Freedoms of Information and Expression
::17 November 2005
Measuring the use of traditional technologies
Radio = an important medium for education and service delivery in rural and remote areas
Ability to combine technologies e.g. local radio broadcast of recordings taken from the internet
Need to talk about availability of electricity in remote rural areas before talking about computers
4
The Basic Freedoms of Information and Expression
::17 November 2005
Measuring usage
Need to go beyond numbers of web pages to email and chat rooms
Maputo province in Mozambique: 12 times as many people have email addresses as direct access to the Internet
Need for clear household surveys on different paterns of usage (applications, hours) by gender and age
Services in health, education and finance by country:
available on the Internet, but
not always well used or usable
5
The Basic Freedoms of Information and Expression
::17 November 2005
Measuring language use
Language = first potential barrier or conduit to learning and usage
Ability to read the web page or talk in the chat room = ability to learn
Importance of language for the transmission of cultural values
6
The Basic Freedoms of Information and Expression
::17 November 2005
Developing content indicators
Lack of information about who in a household or business is using technology for what
Need for content indicators
7
The Basic Freedoms of Information and Expression
::17 November 2005
Measuring ICT use in education
Key factors:
Pupils need a lot of time to use ICT
Teachers need thorough training
Why are we bringing technology into schools?
marginal impact on school achievement (even in USA), but
essential skill for everyday life, lifelong learning, access to information, employment opportunities, etc.
8
The Basic Freedoms of Information and Expression
::17 November 2005
Examples of indicators assessing use and impact of ICT in education
Basic groups of indicators aimed at assessing the use and impact of ICT in education: Policy
Infrastructure and access
Budget
ICT use in the curriculum
Professional development
Student outcomes
9
The Basic Freedoms of Information and Expression
::17 November 2005
Existing data for cross-national comparisons
Informative data on the use of ICT for education at the primary and secondary levels
Lack of data on the use of ICT for the tertiary level of education
10
The Basic Freedoms of Information and Expression
::17 November 2005
Existing data for cross-national comparisons (Example 1)
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
11
The Basic Freedoms of Information and Expression
::17 November 2005
Existing data for cross-national comparisons (Example 2: Information collected under the PISA programme)
Graph 4: Percentage of students that use computers at least a few times a week by gender for a selection of countries, 2002
12
The Basic Freedoms of Information and Expression
::17 November 2005
Existing data for cross-national comparisons (Example 3)
The International Association for the Evaluation of Educational Achievement (IEA):
Information on the availability and use of ICT through background questionnaires distributed to students and school administrators
School surveys on: infrastructural ICT conditions (hardware/software) organization and management teacher qualifications place of ICT in the school curriculum
13
The Basic Freedoms of Information and Expression
::17 November 2005
Partnership on Measuring ICT for Development
Excellent initiative
Key agencies: OEDC, ITU, InfoDev, UNESCAP, UNCTAD, UNDP, UNESCO/UIS, ECLAC, etc.
Partners having grown together
Baseline international data produced
14
The Basic Freedoms of Information and Expression
::17 November 2005
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 build ICT data requirements into existing surveys
UNESCO’s help to countries in this major task
UIS statisticians permanently stationed in Africa, Asia and Latin America
15
The Basic Freedoms of Information and Expression
::17 November 2005
Way forward
Need for the Phase 2 of the Partnership to consider how to measure usage and benefits of ICT as well as supply of technology and content
Need for the Partnership to adopt more of a ‘bottom up’ approach by listening to countries priorities