The Basic Freedoms of Information and Expression ::17 November UNESCO November 2005 World Summit on 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 Khan Assistant Director-General for Communication and Information, UNESCO 15 November 2005

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November Measuring usage Need to go beyond numbers of web pages to and chat rooms  Maputo province in Mozambique: 12 times as many people have 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

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November Developing content indicators Lack of information about who in a household or business is using technology for what Need for content indicators

The Basic Freedoms of Information and Expression ::17 November 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.

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November 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

The Basic Freedoms of Information and Expression ::17 November 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