Trucano saber-ict - hdne drecording - 20-dec2011

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<ul><li> 1. SABER-ICTSystem Assessment and Benchmarkingfor Education Results:The Use of ICTs Michael TrucanoSr. ICT &amp; Education SpecialistThe World Bank2012</li></ul> <p> 2. SABER-ICT aims to help fill in important gapsrelated to the availability of policydata, information, and knowledge on whatmatters most to improve the quality ofeducation as it relates to the use ofinformation and communications technologies(ICTs). 3. Today, many of the education systems arepopularly considered to be high performingin their use of ICTs not because they are able to point to rigorousdata about the cost-effective impact of theirinvestments in ICTsbut rather largely because they have lots of ICTs. 4. Part of the World Banks SABER initiativeSystem Assessment and Benchmarking forEducation Results (SABER) project,documenting the policies, structures andprocedures of education systems across theworld andto systematically assess the characteristics ofhigh-performing education systems. 5. What is the impact? 6. Why is the impact? 7. A common request from policymakersCountry X plans to develop a (new) national policyon ICT/education:1. What might be important to include?2. What do the policies of other countries look like, and how do they change over time?3. What are some related implementation models to consider?4. How does what we are doing compare to what others are doing? 8. SABER-ICT aims to help policymakersas they attempt to answer these questions 9. many of the pressing policy questions we have about the use of ICTs in educational settingsaround the world -- and the impact of such use -- are complicated challenged by the fact that we still do not have reliable, globally comparable data 10. data policies implementation 11. data 12. Data supporting the collection of key data related tothe use of ICTs in education, as part of a largerinternational, multi-stakeholder initiative toimprove the availability and quality of ICT dataand indicators, particularly in the educationsector in developing countries. International Working Group on ICT Statistics inEducation (WISE), led by the UNESCO Institute forStatistics (UIS) 13. DataSupporting the work of key international partnersInternational Working Group on ICT Statistics in Education (WISE), led by the UNESCO Institute for Statistics (UIS), in which KERIS, OECD, EC, UNESCO, IDB and others participate.This effort is part of a larger international, multi-stakeholder initiative to improve the availability andquality of ICT data and indicators, particularly indeveloping countries, The Partnership on MeasuringICT for Development. 14. learners-to-computer ratio schools with Internet accesstype of Internet accessICT-qualified teachers ICT-related expendituresschools with websitesteacher email accounts computers available for pedagogical purposescomputers available for administrative purposesstudent-owned computers 15. policies 16. PoliciesBuild a global database of policy documentsrelated to ICT use in education, to aidpolicymakers assess and benchmark their ownpolicies against those of comparator countriesaround the world. Historical, current, draft ICT/education, education, ICT (informationsociety), human resource development 17. Implementation models Ten national case studies Help document the variety and commonalityof approaches in place in countries around theworld To help national agencies responsible for theimplementation of large-scale ICT/educationinitiatives of various sorts better benchmarktheir activities against those of similarinstitutions around the world. 18. Case studiesSouth Korea IndonesiaUnited KingdomMalaysia UruguayThailandPhilippines 3+ more under discussion 19. policies 20. (A major limitation)Policy documents signal intentionnot whether this was implementednor the impact as a result 21. Benchmarking Point to other experiences that may berelevant (comparators, aspiration) Assess the stage of a countrys approach to aparticular policy area 22. Characteristics1.vision and political commitment2.ICT infrastructure3.teachers and teaching4.learning materials5.skills development6.educational administration7.monitoring and evaluation8.equity9.institutional arrangements10. non-formal education11. child digital safety 23. Four stages of policy developmentUnder SABER: Under WISE:1. Latent1. Emerging2. Emerging2. Applying3. Established 3. Integrating*4. Mature4. Transforming *sometimes called infusing(aka Morels Matrix) 24. An example: Institutional arrangementsStage one:No dedicated unit/agency for ICT in educationStage two:Plan to set up a unit/ agency on ICT in education, or there is only aperson/few people with related dedicated responsibilityStage three:Dedicated, professionally staffed unit/ agency for ICT in educationStage four:Dedicated, professionally staffed focal unit/agency charged withimplementing policies on ICT in education which activelycoordinates with other organizations on ICT/education issues 25. Based on what is actually happening and what some leading countries are doing(where this may point to future trends) important note: non-judgmental 26. measuring impactunderstanding the context and input:data policies - implementation 27. Products for policymakers1. Database of policies2. Framework for understanding3. Analysis4. Tool for analysisGoal: Put information and tools in the hands ofpolicymakers so that they can make their ownchoices, and better benchmark their countryssituation against that of others around the world 28. for more information www.worldbank.org/education/saber-ictblogs.worldbank.org/edutechfollow us on Twitter @WBedutech </p>