1. The Basic Freedoms of Information and Expression ::17 November 2005 1 UNESCO 16-18 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

2. The Basic Freedoms of Information and Expression ::17 November 2005 2 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 3 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 4 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 5 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 6 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 7 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 8 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 9 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 10 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 11 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 12 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 13 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 14 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 15 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