UNESCO-UIS 2009
ISBN 978-92-9189-078-1
Executive summary
The Guide to Measuring Information and Communication Technologies (ICT) in Education represents a groundbreaking attempt to put in place internationally standardized concepts and indicator measurement specifications that will ensure consistent use and interpretation of ICT in education statistics among policymakers, statisticians, researchers, experts and statistical institutions across the world. Given the rapidly evolving nature of ICT, this guide should be viewed as a living document, subject to future refinements.
The proposed ICT in education indicators have been based on data that can be generated within existing official administrative sources rather than on irregular, costly or external resource-dependant national surveys in order to ensure long-term sustainability in data collection efforts for a majority of countries. A few methodological and operational caveats have been identified for improvement over time.
This guide presents an expanded set of indicators for monitoring ICT in education beyond the core list developed by the UNESCO Institute for Statistics (UIS) (UIS, 2008b). It elaborates on data collection modalities and indicator calculation methodologies based on proposed questionnaire items. The guide also provides a review of concepts previously used in international comparative assessments of ICT use in education and examines global policy concerns.
1. Introduction
Since the introduction of information and communication technologies (ICT), their integration into education and the associated financial investments have been policy concerns in many countries. The initiatives that were taken to give ICT a place in education have resulted in a need to monitor these developments, using reliable and valid indicators. Once these indicators are available through standardized international data collection efforts, policymakers can review progress of their countries over time in comparison with their nationally defined targets and other relevant reference countries.
It is believed that the use of ICT in education can increase access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods, improve learning outcomes and enable reform or better management of education systems. Yet, a recent “knowledge mapping” exercise conducted by the World Bank's Information for Development Programme (InfoDev) (Trucano, 2005) revealed that, despite decades of large investments in ICT to benefit education in OECD countries and its increased use in developing countries, data to support the perceived benefits from ICT are limited and evidence of effective impact is elusive or even debatable. These findings highlighted various knowledge gaps and underscored the need for internationally accepted standards, methodologies and indicators to better measure the real benefits of ICT in education.
This lack of reliable, quality data, in addition to the absence of standardized guidelines for establishing relevant and comparable indicators, hinder policymakers in making informed decisions or in demonstrating greater commitment to integrating ICT into their education systems. Measuring the contribution of ICT to development was a major concern at ..................................(baca_selengkapnya )
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The proposed ICT in education indicators have been based on data that can be generated within existing official administrative sources rather than on irregular, costly or external resource-dependant national surveys in order to ensure long-term sustainability in data collection efforts for a majority of countries. A few methodological and operational caveats have been identified for improvement over time.
This guide presents an expanded set of indicators for monitoring ICT in education beyond the core list developed by the UNESCO Institute for Statistics (UIS) (UIS, 2008b). It elaborates on data collection modalities and indicator calculation methodologies based on proposed questionnaire items. The guide also provides a review of concepts previously used in international comparative assessments of ICT use in education and examines global policy concerns.
1. Introduction
Since the introduction of information and communication technologies (ICT), their integration into education and the associated financial investments have been policy concerns in many countries. The initiatives that were taken to give ICT a place in education have resulted in a need to monitor these developments, using reliable and valid indicators. Once these indicators are available through standardized international data collection efforts, policymakers can review progress of their countries over time in comparison with their nationally defined targets and other relevant reference countries.
It is believed that the use of ICT in education can increase access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods, improve learning outcomes and enable reform or better management of education systems. Yet, a recent “knowledge mapping” exercise conducted by the World Bank's Information for Development Programme (InfoDev) (Trucano, 2005) revealed that, despite decades of large investments in ICT to benefit education in OECD countries and its increased use in developing countries, data to support the perceived benefits from ICT are limited and evidence of effective impact is elusive or even debatable. These findings highlighted various knowledge gaps and underscored the need for internationally accepted standards, methodologies and indicators to better measure the real benefits of ICT in education.
This lack of reliable, quality data, in addition to the absence of standardized guidelines for establishing relevant and comparable indicators, hinder policymakers in making informed decisions or in demonstrating greater commitment to integrating ICT into their education systems. Measuring the contribution of ICT to development was a major concern at ..................................(baca_selengkapnya )
Artikel lengkap dikompilasi oleh/hubungi :
Kanaidi, SE., M.Si (Penulis, Peneliti, PeBisnis, Trainer dan Dosen Marketing Management). e-mail ke : kana_ati@yahoo.com atau kanaidi@poltekpos.ac.id
Kanaidi, SE., M.Si (Penulis, Peneliti, PeBisnis, Trainer dan Dosen Marketing Management). e-mail ke : kana_ati@yahoo.com atau kanaidi@poltekpos.ac.id
Butuh Artikel/Jurnal Lainnya ?, click di :
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