Toolbox 1: Mapping Present Situation · Toolbox 1: Mapping Present Situation This Toolbox provides a set of four tools to be used for analyzing the different facets of the present

Version 2.0

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Toolbox 1: Mapping Present Situation

This Toolbox provides a set of four tools to be used for analyzing the different facets of the present national and educational situations to map out the context within which the potential use of ICTs for education is contemplated, formulated, and planned for.

The information collected and generated in this Toolbox will be used as a major input into the process of identifying and analyzing potential areas for ICT interventions in education (Tool 2.1) and the formulating and assessing ICT-in-Education intervention programs (Tool 2.2.)

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Version 2.0 March 2007

Tool 1.1 Mapping of National Vision, Goals and Plans

Tool 1.1: Mapping of NationalVision, Goals and Plans

OVERVIEW

1 Collect Information

2 National Vision &Development Priorities

3 Development Goals/Plans

4 Educational Profile

5 Gender-Related Plans

OUTPUT OF THIS TOOL

Toolbox 1:Mapping Present Situation

1.1 Mapping of NationalVision, Goals and Plans

1.2 Mapping of EducationalContext

1.3 Mapping of ICT inEducation

1.4 Analysis of Dynamics forChange


Wadi Haddad

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1.1: Mapping of National Vision, Goals and Plans

Overview

The purpose of this Tool is to provide a framework for reviewing the existing national vision and development goals and plans, and mapping their components.

The information obtained will

• Provide the national context for the country's educational development situation (Tool 1.2)

• Contribute to the identification and analysis of potential areas for ICT interventions in education (Tool 2.1)

• Contribute to the formulation and assessment of ICT-in-Education intervention programs(Tool 2.2)

The Tool focuses on four contexts:

1. National Vision and Development Priorities

2. Development Goals and Plans

Macroeconomic Growth

Sectoral Development

Labor Force and Employment

Income Distribution

3. Educational Profile of the Population

4. Gender-Related Development Plans

1.1.1: Collection of Information

To map National Vision, Goals and Plans you will need information regarding the following subjects:

National vision

National development priorities

Macroeconomic situation, projected goals and plans

Present situation, goals and plans of sectors that are major contributors to national economic growth

Present situation and projected goals and plans of labor force and employment

Present situation and projected goals and plans regarding income distribution

Educational profile of the population

Gender-related equity issues in terms of earned income per capita, unemployment ratios, andeducational attainment; projected goals and plans to redress inequities.

*More detailed information is provided in each of the next sections.

There are two complementary ways to collect the necessary information:

Collect documentation that contains the relevant information.

Primary documents examples: legislation, national plans, economic reports and studies

Secondary documents examples: development program documents prepared for internationalagencies, reports of the U.N. and its agencies, and statistics reports.

Web sites:

UNESCO Institute for Statistics http://www.uis.unesco.org/ev.php?URL_ID=2867& URL_DO=DO_TOPIC&URL_SECTION=201

UNDP Human Development Reportshttp://hdr.undp.org/reports

World Bank Data and Statisticshttp://www.worldbank.org/data/databytopic/databytopic.html

Seek input from specialists – individuals or institutions - in respective subjects. You maydownload any of the Forms provided in the next sections and send them to the specialist, requesting thatthey be completed and sent back to you.

It is advisable to maintain a "bookshelf" of relevant documents for later reference. If any of thedocuments are in digital form, they may be uploaded and saved in the Team Bookshelf . Non-digitaldocuments may be scanned and uploaded.

1.1.2: Mapping of National Vision and Development Priorities

Extract information related to national vision and priorities from collected documents and expert inputs, andsummarize it in the FORM below.

There are two ways to fill out the FORM—online or offline. We provided an offline version of the FORM tomake collecting the data easier. Please note that all data should be entered into the Web-based FORM fordigital storage in the Filing Cabinet.

However, if you wish to upload the completed Print FORM document to the Filing Cabinet:

Download the print FORM onto your hard drive; complete and save.

Go to the Filing Cabinet, Tool 1.1. Click on "Upload documents for Tool 1.1." In the "Upload File"window, select "Tool 1.1.2," enter a title, browse for the appropriate file, and submit.

If you wish to replace a file, delete the old file first, and then upload the new version.

If you wish to have multiple versions of the same file, give each file a unique name and follow the aboveprocess.

Mapping of National Vision and DevelopmentPriorities

No information

available

National Vision

No Stated National Vision

Summary of National Vision

National Development Priorities

No stated National Development Priorities

Summary of National Development Priorities

Data Collection Information

Data Source

Annotations on data

Additional comments

1.1.3: Mapping of Development Goals and Plans

Extract information related to development goals and plans from collected documents and expert input andsummarize it in the following FORM. The questions included are only meant to serve as guidelines but shouldnot limit the extent of the summary. It is recommended that quantitative descriptors and indicators are usedwhenever possible.

There are two ways to fill out the FORM—online or offline. We provided an offline version of the FORM tomake collecting the data easier. Please note that all data should be entered into the Web-based FORM fordigital storage in the Filing Cabinet.

However, if you wish to upload the completed Print FORM document to the Filing Cabinet:


Go to the Filing Cabinet, Tool 1.1. Click on "Upload documents for Tool 1.1." In the "Upload File"window, select "Tool 1.1.3," enter a title, browse for the appropriate file, and submit. if you wish toreplace a file, delete the old file first, and then upload the new version.

If you wish to have multiple versions of the same file, give each file a unique name, and follow the aboveprocess.

Development Goals and Plans

Macroeconomic growth

Present Situation

What is the country's annual economic growth rate? What has been the nationalgrowth rate in the past two years? How stable is the economy?

No information available

Projected Goals

What is the projected growth rate and how fast is it expected to be achieved?


Plans to Achieve Goals

If Information is available, summarize below


Sectoral Development

Present Situation

Which sectors of the economy constitute major contributors to national economicgrowth? Which sectors are in retraction?


Projected Goals

Which sectors are targeted for growth and development?





Labor Force and Employment

Present Situation

What are the strengths and weaknesses of the labor market and the labor force?What has been the unemployment rate in the past years? Which sectors arecontributing the most to employment?


Projected Goals

What is the targeted unemployment rate? What targets for employment are definedin the economic development agenda or plans? Which sectors are targeted?





Income Distribution

Present Situation

What is the country's GNP/capita? What are the regional differences? (Use Ginicoefficients, if available) What percentages of residents live below the poverty line?Where are the areas of concentration of poverty? What is the impact of ruralmigration into cities, if any?


Projected Goals

If the country has a social development agenda, what are the proposed targets?What geographic regions or population groups are particularly targeted in theplans?






Data Source

Annotations on data

Additional comments

1.1.4: Mapping of Educational Profile of the Population

To construct a composite picture of educational attainment of the population at large, complete the Web-based FORM below with information derived from collected documentation and/or expert input. When youcomplete the template, you will be able to see a pie chart reflecting the data you entered.

If you wish to upload the completed print FORM document to the Filing Cabinet:


Go to the Filing Cabinet, Tool 1.1. Click on "Upload documents for Tool 1.1" In the "Upload File"window, select "Tool 1.1.4," enter a title, browse for the appropriate file, and submit. If you wish toreplace a file, delete the old file first, and then upload the new version.


Educational Profile of the Population No information available

If information is available, please complete.

INPUT %

Percentage of the population with less than primary education(Including illiterate population)

25 %

Percentage of the population with primary education only 25 %

Percentage of the population with secondary education only 25 %

Percentage of the population with tertiary education 25 %

Total 100


Data Source

Annotations on data

Additional comments

1.1.5: Mapping of Gender-Related Development Plans

There is mounting national and international concern about the degree to which development priorities andplans address gender-related equity issues. This concern is justified in both human and economic terms;women constitute half of the population and can contribute significantly to family, societal, and economicdevelopment.

Extract information related to the present situation, projected goals, and proposed plans to achieve thesegoals from collected documents and expert input and summarize it in the following FORM.

Some of the information you submit will appear in graphic form.

If you wish to upload the completed Print FORM document to the Filing Cabinet:





Gender-Related Development Plans No information available

If information is available, please complete

Gender-Related Development Plans

There is mounting concern at international and national levels with the degree to whichdevelopment priorities and plans address gender-related equity issues. This concern isjustified both in human as in economic terms; women constitute half of the population andcan contribute significantly to family, sociatal and economic development. To summarizethe present situation, projected goals and proposed plans to achieve these goals, completethe following form:

Male Female Female/Male

Estimated Earned income per capita 0 0

Estimated percentage unemployment ratio 0 0

Educational Profile of the Population

Percentage of the population with less thanprimary education

0 % 0 %

Percentage of the population with primaryeducation only

0 % 0 %

Percentage of the population withsecondary education only

0 % 0 %

Percentage of the population with tertiaryeducation

0 % 0 %

Total 0 % 0 %

Projected Goals

Does the country have specific goals to redress development-related gender inequities,and in which areas (e.g., earnings, employment, education attainment, etc.)? If so,summarize the goals.)




Graphical Representation of Gender Profile


Data Source

Annotations on data

Additional comments

1.1.6: OUTPUT OF THIS TOOL

The application of this tool generates the following files:

National Vision and Priorities

Development Goals and Plans

Educational Profile of the Population

Gender-Related Development

These files are saved in the Country's Filing Cabinet. They may be accessed anytime from the Filing Cabinetor from the above list by clicking on the specific file.

If any documents have been uploaded to the Team Bookshelf, they may be accessed at anytime.

Please go back to Toolkit Map/Home to continue to the next Toolbox.


Tool 1.2 Mapping of Educational Context

Tool 1.2: Mapping ofEducational Context

OVERVIEW


2 Map Educational Structure

3 Map Educational Goals/Plans

4 Map Teaching/LearningEnvironment

5 Map Resources

Human Resources: General

Human Resources: Specific

Financial Resources

Physical Resources

OUTPUT OF THIS TOOL


1.1 Mapping of National Vision,Goals and Plans





Wadi Haddad

Rectangle

1.2: Mapping of Educational Context

Overview The purpose of this tool is to assist the Facilitation Team in identifying and summarizing the different components of the educational environment to map out the educational context for the use of ICTs in education.

The information generated in this Tool will be used as a major input for the process of:

• Identifying and analyzing potential areas for ICT interventions in education (Tool 2.1)

• Formulating and assessing ICT-in-Education intervention programs (Tool 2.2)

The Tool focuses on four components:

1. Educational Structure 2. National Educational Goals and Plans 3. The Teaching and Learning Environment 4. Human, Financial and Physical Resources


To map the Educational Context you will need information regarding the following subjects:

Educational ladder

Educational pyramid

Enrollment rates

External exams

Degree of co-education

Classroom organization

National educational goals and plans by educational objective

The teaching/learning environment at the primary and secondary levels

Responsibility for the teaching/learning process

Focus of the teaching/learning process

Teaching practice

Learning practice

Learning assessment

Resources available to education

Human

Financial

Physical

More detailed information is provided in each of the next sections.

There are three complementary ways to collect the necessary information:


Examples of primary documents are: legislation, national plans, economic reports and studies

Examples of secondary documents are: development program documents prepared for internationalagencies, reports of the U.N. and its agencies, and statistics reports.

Examples of Web sites:

UNESCO Institute for Statisticshttp://www.uis.unesco.org/ev.php?URL_ID=2867& URL_DO=DO_TOPIC&URL_SECTION=201



Seek input from specialists – individuals or institutions - in respective subjects . You maydownload any of the FORMs provided in the next sections and send them to the specialist requestingthat they be completed and sent back to you.

Provide Questionnaire to specialists – individuals or institutions - in respective subjects/regions via the Toolkit.

It is advisable to maintain a "bookshelf" of relevant documents for later reference. If any of thedocuments are in digital form, they may be uploaded and saved in the Team Bookshelf. Non-digitaldocuments may be scanned and uploaded.

1.2.2: Mapping of Educational Structure

Extract information related to the educational structure from collected documents and expert input andsummarize it in the Web FORM below. Some of the information you submit will appear in a graphic.

There are two ways to fill out the form—online or offline. We provided an offline version of the FORM tomake collecting the data easier. Please note that all data should be entered into the Web-based FORM fordigital storage in the Filing Cabinet.

However, if you wish to upload the completed print FORM document to the Filing Cabinet:


Go to the Filing Cabinet, Tool 1.2. Click on "Upload documents for Tool 1.2." In the "Upload File"window, select "Tool 1.2.2," enter a title, browse for the appropriate file, and submit. If you wish toreplace a file, delete the old file first, and then upload the new version.


Educational Structure

Review relevant public documents to map the educational structure in your countryand complete the following Template:NOTE: The designations of the Education Levels or Types listed below arestandard UNESCO terminology. If you wish to use other designations thatbetter correspond to your country situation, you can write over the oneslisted below, except for ones in the “Enrollment profile” Section.

Is education mandatory?

NO YES

If yes, specify mandatory years of education OR Age Range

Is early childhood part of the public system?

YES NO

Educational Levels and Types

Numberof Grades

Age Range

Primary Education 0 0 to 0years

Lower Secondary Education 0 0 to 0years

Upper Secondary Education 0 0 to 0years

Technical/Vocational Education 0 0 to 0years

Tertiary Education (undergraduate) 0 0 to 0years

Enrollment Profile

Number of Students at Male Female Total

Pre-primary Level 0 0 0

Primary Level 0 0 0

General Secondary Level 0 0 0

Technical Secondary Level 0 0 0

Tertiary Level 0 0 0

Enrollment Rates

Enter net enrollment rates. If not available, enter gross enrollment rates.

Male FemaleTotal

Population

Enrollment rate at the primary level 0 0 0

Enrollment rate at the secondary level 0 0 0

Enrollment rate at the tertiary level 0 0 0

Adult literacy rate 0 0 0

External Exam - End of Cycle

Primary Lower Secondary Upper Secondary

Co-Education - Are schools predominantly segregated by gender?

Primary YES NO

Lower Secondary YES NO

Upper Secondary YES NO

Classroom Organization

a. Is there a significant number of schools with multi-gradeclassrooms(where two or more grades are combined in oneclassroom and taught by one teacher?

YES NO

b. Is there a significant number of schools with double shift YES NO

Education Enrollment Profile


Data Source

Annotations on data

Additional comments

1.2.3: Mapping of National Educational Goals and Plans

In this section, the Team maps the national educational plans, programs, and projects by educationalobjective. For consistency throughout the Toolkit, educational objectives/goals have been grouped undereight categories, which are defined and discussed in the Reference Handbook, ICT-in-Education: AnalyticalReview. They are as follows:

Click on each link below to view explanations and related resources:

1. Expanding Educational Opportunities

2. Increasing Efficiency

3. Enhancing the Quality of Learning

4. Enhancing the Quality of Teaching

5. Facilitating Skill Formation

6. Sustaining Lifelong Learning

7. Improving Policy Planning and Management

8. Advancing Community Linkages

For each of the above educational objectives, extract information related to educational goals, plans andinitiatives from collected documents and expert input and summarize it in the corresponding FORM byclicking on "Create National Educational Goal Map" below. Once a goal is mapped for a certain educationalobjective, the title of that objective is added to the List below.

Mapping of National Educational Goals and Plans

National Goal or Plan Details

Educational Objective: Expanding educational opportunities

Educational Level: (UNESCO Standard Terminology)

(You may specify more than one option)

Not Applicable

All Levels

Pre-Primary Education

Primary Education

Secondary Education

Tertiary Education

Adult non-Vocational

Vocational and Technical Secondary Education

Target Population


No Specific Target Population

Urban Areas

Rural Areas

Girls and Women

Ethnic and/or Linguistic Minorities

Learners with Disabilities

Others

(PleaseSpecify):

Special Curricular Emphasis


Not Applicable

All Curricula

Teacher Training

Science Education

Health Education

Civic Education

Learners with Disabilities

Others

(PleaseSpecify):

Problem Areas

(Please specify problem areas pertaining to this educational objective. Problem areasmay be geographic, demographic, educational, curricular, etc...)


Present Situation Pertaining to Goal

Use indicators when feasible.

For example, if the objective is expansion of educational opportunities at the primarylevel to rural areas and girls, specify:

The present situation of educational opportunities of primary level

Educational opportunities of girls in rural areas.

Initial school intake

Gross or net enrollment ratios of target populations compared to nationalaverages


Explicit Goals/Targets

(Describe using indicators when feasible)


Progress to Date in Attainment of above Goals/Targets

(Include change in relevant indicators, such as enrollment rates, learningachievement…)


Plans/Initiatives to Meet above Goals/Targets

Status of Plans/Initiatives

(choose one)

Goal is on paper but there are no plans/initiatives to address this goal

Legislation has been enacted requiring that goal be addressed but currently noinitiative has been developed

Minor initiatives exist to address this goal but they are either too small orhaphazardly implemented

Plans/Initiatives that are significant in size and duration have been initiated

Plans/Initiatives that are significant in size and duration are in fullimplementation

If there are plans/initiatives, they are supported by

National Government

Provincial/State Government

Private Sector

External Development Organization (e.g. UNESCO, UNICEF, JICA …)

Summary of Plans/Initiatives:



Data Source

Annotations on data

Additional comments

1.2.4: Mapping of the Teaching/Learning Environment

Mapping of the teaching/learning environment is achieved by administering a questionnaire on teaching/learning processes and practices and deriving a composite profile of the teaching/learning environment. Theprofile will help in selecting appropriate ICTs for such an environment. On the other hand, the profile mayindicate that the environment is not conducive to efficient use of ICTs and may require some reform tomaximize the returns from investment in ICTs.

The questionnaire can be used to map the teaching/learning environment as defined by:

Level of education (primary, secondary, or both)

Geographic feature (rural, urban, or both)

In completing the questionnaire, the Team should seek input from individuals or institutions knowledgeableabout the specific environments as defined above, such as urban secondary schools or rural primary schools.

Survey Management Instrument

The Survey Management Instrument allows the Facilitation Team to perform the following functions:

Send invitations by e-mail to individuals or groups specifying a URL and an access code to get to thesurvey and complete it. Recipients may complete the survey online or complete a Print FORM andsubmit it to a local coordinator or send it back to the Facilitation Team. The data from the print FORMsare then entered into the URL by the local coordinator or the Facilitation Team.

View the results of the survey for individual respondents, stratified groups, and total respondents. TheInstrument displays a graphic profile for stratified and aggregate results.

Manage and monitor the survey process.

To apply the Survey Management Instrument, the Facilitation Team needs to take the following actions:

Establish a list of potential individual and/or group respondents

Gather e-mail addresses of potential respondents

Designate a coordinator when a group invitation is to be sent out. The coordinator manages theadministration of the survey within the corresponding group/institution and arranges for entry of datafrom print FORMs.

Determine from whom the invitations will go

Set a deadline for the survey

Customize the invitation letters if necessary

For Help.

To Launch the Survey Management Instrument, click the button labeled "Manage Survey."

Teaching/Learning Environment at the Primary and Secondary Levels

Instructions

Under each profile indicator, there are four descriptors that fall along a continuum.Select one descriptor that best describes the current practice in an averageschool, although it may not represent the desired or prescribed instructional goal.

Geographic Feature and Level of Education

Specify the Teaching/Learning Environment in terms of:

Geographic feature Please select

Level of Education Please select

Responsibility for the Teaching/Learning Process

(choose one)

Instructional goals and standards are specified at a higher level (country, state/province, local education agency) and teachers must follow them.

Instructional standards are specified at a higher level (country, state/province,local education agency) but teachers have some flexibility in defining lessongoals and plans.

Teachers control the instructional process (they define goals, standards, andassessments).

Teacher and students share responsibility for the teaching/learning process.

Focus of the Teaching/Learning Process

Instructional Level

(choose one)

The focus of teaching and learning is mainly on acquisition of knowledge andskills.

The focus of teaching and learning is on acquisition of knowledge and skills andon their application.

The focus of teaching and learning is on acquisition of knowledge and skills andtheir application, and on analysis and synthesis of information.

The focus of teaching and learning includes, in addition to the above,application of knowledge to real-life situations and manipulating differentsources of information.

Multidisciplinary Approach

(choose one)

Instruction is subject-specific (like mathematics, reading, science).

Instruction is subject-specific with occasional connections made to other schoolsubjects as examples or demonstrations.

Teachers of different school subjects may work together on teaching specificprojects that cut across subject areas.

In addition to the above, students have to solve real-life problems for whichthey have to draw on the different school subjects.

Teaching Practice

Role of Teacher

(choose one)

The teacher is the primary source of information and instruction.

The teacher provides structured assignments for students to research outsidesources for information.

The teacher creates highly structured learning opportunities. The teacher’s rolehere is to answer questions and point students to sources that are helpful andappropriate.

The teacher functions as a facilitator of learning, by providing learning materialsand supplementary resources, by solving individual learning problems, bymonitoring progress and by giving feedback.

Teaching Methods

(choose one)

The teacher mainly lectures and uses the chalkboard.

The teacher asks questions and promotes class discussion.

In addition to lecturing and discussion, the teacher uses audio-visual aids.

Teaching is supplemented with practical activities such as labs, field trips andreal-life projects.

Learning Practice

Role of Student

(choose one)

Students learn the required information through structured activities that haveone “right answer.”

Students are given some opportunities to explore and make discoveries but theteacher provides the topic and the parameters for the exploration (e.g., thename of the book that must be read, or a video that should be watched beforedoing the assignment).

Students have opportunities to initiate projects and make discoveries ifconnected to the topic discussed in class; they are free to find resources andexpand the topic.

Students are encouraged to take the initiative to explore “uncharted territory,”that is, areas of interest that are not directly linked to the curriculum.

Collaboration

(choose one)

Individual work is the norm; students work mostly on individual tasks;assessments are also tied to individual performances.

Collaborative work may happen; students may work in groups; each studentmust produce one component of the project and assessment is individual.

Collaborative work is common; students work in collaborative groups in whichthe groups make decisions regarding planning and implementing their work;the final product belongs to the group and assessment is for the group.

Collaborative work is the norm; students work in collaborative groups; classesregularly use a discussion format to encourage differing points of view;assessment may happen through participation but is not the focal point of thework.

Learning Assessment

(choose one)

Students primarily take pencil and paper tests with combinations of multiple-choice questions, short answer and essay questions, emphasizing recall anddiscussion of facts.

In addition to the above, students conduct investigations or produce written ororal presentations for their teacher and class, and the teacher evaluates theirperformance.

In addition to the above, students are tested for skills of analysis, synthesis andproblem-solving.

In addition to the above, students are assessed on how they apply what waslearned to real-life problems; assessments are mostly in the form of hands-onapplication and/or research projects.

1.2.5.1: Mapping Human Resources: General

Step 1: Mapping of Human Resources in the Education Sector

In this and the next three steps, you will enter information on the human, financial, and physical resourcesavailable for education in your country.

In this first step, enter information on the human resources available for general sectors of the educationsystem in the FORM below.

Step 1: Human Resources Available for Education

Pre-Primary Education

Shortage Rating

Shortage does not exist and is not expected to exist in the next five years

Shortage does not exist yet but it is expected in the next five years if situationdoes not change

Shortage has been detected but is restricted to few schools; more information isneeded

Shortage exists but is not severe; teacher to student ratio is still manageable

Shortage exists and is severe; teacher to student ratio is below requirements oris not acceptable

Qualifications

Below high school diploma level

High school diploma

Post-secondary certificate

Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained

Primary Education

Shortage Rating






Presumed Qualifications


High school diploma


Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained

Lower Secondary Education

Shortage Rating








High school diploma


Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained

Upper Secondary Education

Shortage Rating








High school diploma


Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained

Tertiary Education

Shortage Rating








Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained


Data Source

Annotations on data

Additional comments

1.2.5.2: Mapping Human Resources: Specific

Step 2: Mapping of Human Resources, Specific Areas of Concern

In the FORM below, please enter information about human resources available for specific areas of concerns(e.g., rural or urban schools, identified curricular subjects.)

Step 2: Human Resources Available for Education: Specific Areas of Concern

Urban Schools

Shortage Rating






Qualifications


High school diploma


Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained

Rural Schools

Shortage Rating






Qualifications


High school diploma


Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained

Mathematics

Shortage Rating






Qualifications


High school diploma


Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained

Science

Shortage Rating






Qualifications


High school diploma


Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained

Foreign Language

Shortage Rating






Qualifications


High school diploma


Bachelor’s degree

Graduate degree

Training Status

Untrained

Poorly trained

Moderately trained

Well trained


Data Source

Annotations on data

Additional comments

1.2.5.3: Mapping Financial Resources

Step 3: Mapping Financial Resources

Please enter in the Web-based FORM below the information on the financial resources (national, state, andlocal) available for education.






Financial Resources

National Resources Dedicated to Education

Percentage of GDP dedicated to education: 0 %

Percentage of national budget allocated to education: 0 %

Are these funds targeted?

YES NO

To special populations

(specify)

To special programs

(specify)

State Resources Dedicated to Education

Percentage of state funds dedicated to education (if pertinent): 0 %


YES NO


(specify)

To special programs

(specify)

Local Resources Dedicated to Education

Percentage of local funds dedicated to education (if pertinent): 0 %


YES NO


(specify)

To special programs

(specify)


Data Source

Annotations on data

Additional comments

1.2.5.4: Mapping Physical Resources

Step 4: Mapping Physical Resources

In this form, please enter information on the status of physical resources in education (such as computers,textbooks, school resources).

Physical Resources

Textbooks

Not available

Scarce or mostly old/outdated

Scarce but generally new/updated

Available, but old/outdated

New/updated resources available

Audio-visual aids

Not available





Television

Not available





Radio

Not available





Science labs

Not available





Library

Not available





Computers

Not available





Internet connection

Not available






Data Source

Annotations on data

Additional comments



Educational Structure with Graphic Profiles

Educational Goals and Plans

Profile of the Teaching/Learning Environment

Profile of Human Resources

Financial Resources

Profile of Physical resources





Tool 1.3 Mapping of ICT in Education

Tool 1.3: Mapping of ICT inEducation

OVERVIEW


2 Map Country Readinessfor ICTs

ICT Policies and Plans

Preparedness of ICT Sector

3 Map Education SectorReadiness for ICT

Policies, Plans and Projects

Preparedness of theEducation Sector

Present Usage of ICTs inEducation

OUTPUT OF THIS TOOL







Wadi Haddad

Rectangle

1.3: Mapping of ICT in Education

Overview

This tool is intended to assist planners and decision makers in assessing the readiness their country/region for planning and implementing ICT-related interventions in education.

The information generated in this Tool will be used as a major input into:

• Identifying and analyzing the potential educational areas for ICT-enhanced interventions (Tool 2.1)

• Formulating and assessing ICT-in-Education programs (Tool 2.2) • Informing the process of planning for implementation (Toolbox 3, Toolbox 4,

and Toolbox 5).

The Tool focuses on two components:

1. Readiness of the ICT Sector

o Policies, plans and projects o Preparedness of the ICT sector in terms of

Infrastructure Technology availability Quality of telephone service Computer technical support Cost of basic services Regulatory framework Availability of expertise

2. Readiness of the Education Sector for ICT Interventions

o Policies and strategic plans o Preparedness of the education sector for ICT interventions, in terms of

Hardware availability Quality of infrastructure and hardware Support/financing for ICT projects

o Present educational use of ICTs Alignment between technology and instruction School management Technical support for schools


The Facilitation Team needs to collect existing documentation and information regarding the readiness itscountry/region for ICT-related interventions in education. It is not expected to generate new data.

1. Collection of Information

To map readiness for ICT-related interventions in education, you will need information regarding thefollowing subjects:

Policies, plans and projects related to the ICT sector

Preparedness and capacity of the ICT sector

Policies, plans and projects related to ICTs in education

Preparedness and capacity of the education sector for effective ICT interventions, includinginformation on hardware availability, quality of infrastructure and hardware and support for ICTinterventions.

The way schools presently use ICTs for educational purposes

More details on the information needed are provided in the next sections.

There are three complementary ways to collect the necessary information:


Examples of primary documents are: legislation, national plans, ICT reports and studies

Examples of secondary documents are: development program documents prepared for internationalagencies, reports of the U.N. and its agencies, and statistics reports.

Examples of web sites:



ITU reports and data:http://www.itu.int/home/index.html

Seek input from specialists – individuals or institutions - in respective subjects. You maydownload any of the FORMs provided in the next sections and send them to the specialist requesting thatthey be completed and sent back to you.

Provide Questionnaire to specialists – individuals or institutions - in respective subjects/regions via the Toolkit.

It is advisable to maintain a "bookshelf" of relevant documents for later reference. If any of thedocuments are in digital form, they may be uploaded and saved in the Team Bookshelf. Non-digitaldocuments may be scanned and uploaded.

1.3.2.1: Mapping Readiness of ICT at Country Level: ICT Policies and Plans

Step 1: Mapping ICT Policies and Plan

Extract information related to the policies, plans, and projects related to the ICT sector from collecteddocuments and expert input and summarize it in the following form.


Download the Print FORM onto your hard drive; complete and save.




ICT Policies and Plans No information available


Map Policies, Plans and Projects

1. Summarize policies and plans, such as deregulation plans, technology-related taxcredits, special tariffs to support expansion of technology, etc.

2. List and summarize existing or recently initiated large-scale* ICT-related projectsthat have potential relevance to education (although they are not directly educationalprojects); e.g. expansion of telephone lines to areas served by schools.

* Large-scale projects are defined as countrywide, statewide, and regional projects


Data Source

Annotations on data

Additional comments

1.3.2.2: Mapping Preparedness of ICT Sector

Step 2: SURVEY - Preparedness of ICT Sector

Mapping the degree of preparedness of the ICT sector may be achieved by administering a questionnaire andderiving from it a rough composite profile of the preparedness and capacity of the ICT sector. Such a profilewill help in making realistic and appropriate decisions for ICTs in education. On the other hand, the profilemay indicate that the ICT sector is not ready to support large-scale, ICT-related interventions in educationand may require some reform.

It is recommended that the questionnaire be completed by individuals designated by the Facilitation Teamwho are quite knowledgeable about the ICT sector. This can be done by using the Survey ManagementInstrument below. Although the Survey Instrument allows for individual and group invitations, it isrecommended in this case that invitations be sent to individuals only.

For further information or help on the Survey Management Instrument, click here.


Parts of the FORM used in the survey instrument draw on some aspects of Readiness for the NetworkedWorld: A Guide for Developing Countries. Available at http://www.cid.harvard.edu/ciditg/research/tools.html

Preparedness of ICT Sector

Instructions

The purpose of this questionnaire is to provide a rough profile of the preparedness andcapacity of the ICT sector. Such a profile will help in making decisions for ICTs ineducation that are realistic and appropriate. On the other hand, the profile may indicatethat the ICT sector is not ready to support large-scale ICT-related interventions ineducation, and may require some reform.

Under each profile indicator, there are five descriptors that fall along a continuum. Selectone descriptor that best describes the current situation, although it may not representthe desired or prescribed goal.

Parts of this Form draw on some aspects of Readiness for the Networked World: A Guidefor Developing Countries. Available at http://www.cid.harvard.edu/ciditg/research/tools.html

Electricity Infrastructure

Countrywide, infrastructure is old and maintenance is limited or nonexistent.

In urban areas, infrastructure is old but maintained.

In most areas, infrastructure is reliable most of the time.

In most areas, infrastructure is being upgraded.

Countrywide, infrastructure is being expanded or renovated.

Telecommunications Infrastructure

Countrywide, telephone coverage is limited or nonexistent.

In urban areas, more than half of the domestic phone calls can be completedsuccessfully with dial-up modem transfer speeds of no more than 14.4.Kbps can besupported. However, in non-urban areas, telecommunications infrastructure isprecarious.

In most areas, domestic phone connections are frequently completed and of regularquality; dial-up modem transfer speeds of 28.8.Kbps can be supported.

Expansion and/or renovation of phone lines are occuring for most of the country. Inmost areas, dial-up modem transfer of 56 Kbps is supported.

Countrywide, cable modem, DSL, and wireless solutions are available or beingmade available in most areas.

Technology Availability

Radio is the only technology available throughout the country, including ruralareas.

Radio and television are available throughout the country, including rural areas, butcomputers are rare or nonexistent in most areas.

Radio and television are available throughout the country; computers are commonin urban areas but rare in rural areas; Internet connection is either nonexistent orexpensive.

Radio, television and computers are common all over the country, including in ruralareas (even if through computer centers); Internet connection is limited.

ICTs (radio, television, computers, Internet connection) are available countrywide.

Quality of Telephone Service

Telephone mainlines may take years to be installed; repairs may take weeks ormonths to be completed; no computer technicians are available for repairs ortroubleshooting.

Telephone mainlines may take up to one year to be installed; repairs are slow butcompleted within a month; a few places offer technical support for computers.

Telephone mainlines can be installed within a couple of weeks; telephone andelectrical companies offer regular maintenance services; technical support forcomputers is expensive but easily available.

Telephone mainlines are installed within one week; maintenance is part of theservice contract; technical support for computers is of no problem; a small numberof network administrators is available for support.

Telephone mainlines are installed in a couple of days; maintenance is part ofservice contract and obtained 24 hours, 7 days a week through phone, Internet orfax; technical support for computers and network administrators is available.

Computer Technical Support

No computer technicians are available for repairs or troubleshooting.

Few places offer technical support for computers.

Technical support for computers is expensive but easily available.

Technical support for computers is readily available; a small number of networkadministrators is available for support.

Technical support for computers is readily available; network administrators areavailable.

Cost of Basic Services

Electricity, telephone and Internet rates are too expensive.

Electricity and telephone rates are reasonable, but Internet rates are prohibitive.

Electricity and telephone rates are very reasonable, but Internet use via local ISPsis too expensive for most users, including schools.

Electricity and telephone rates are within the reach of most organizations andindividuals. The price of Internet access via dial-up is accessible to mostorganizations, but not to individuals; high-speed connections are expensive.

Rates for electricity, telephone calls, and Internet usage, including bandwidthsolutions (cable, DSL), are accessible to all organizations and most individuals.

Regulatory Framework

The telecommunication sector is very weak or limited; taxations or import/exporttariff are obstacles for growth.

The telecommunication sector is a private or state-owned monopoly; there are noregulatory provisions for universal access and no plans exist to open services tocompetition.

The telecommunication sector is a private or state-owned monopoly; provisions foruniversal access exist but are not enforced; plans are under way to liberalize thesystem.

The telecommunication sector is liberalized, but regulatory structures makecompetition difficult.

There is a vibrant competition among telecommunication carriers, and licensingagreements encourage new groups to enter the market and bring innovation.

Availability of Expertise

There are no courses for television or computer technicians, computerprogrammers or network administrators; there are no plans to open such courses.

There are few courses for technicians, but not for programmers, networkadministrators and engineers.

Training courses are multiplying, but courses for high-level personnel (softwaredevelopers, programmers, experts in new languages etc) are still rare.

Finding trained middle-level technicians is not difficult, but the high level technicalpersonnel are still scarce or too expensive.

Finding trained personnel with expertise and experience to work in ICT projects atall levels is not difficult.

1.3.3.1: Mapping of ICT-in-Education Policies, Plans and Projects

Step 1: Mapping of ICT-in-Education Policies, Plans and Projects

Extract information related to policies, plans, and projects pertaining to the ICT sector from collecteddocuments and expert input and summarize it in the FORM below.

If you wish to upload the completed Print FORM document to the Filing Cabinet:




If you wish to have multiple versions of the same file, give each file a unique name and follow theabove process.

Mapping of ICT-in-Education Policies, Plans andProjects

No information

available


Summarize policies and plans that specifically address the use of ICTs to enhanceteaching and learning

List and summarize large-scale* ICT-related projects that are already beingimplemented or will be soon implemented regarding ICTs in education.

* Large-scale projects are defined as countrywide, statewide, and regional projects


Data Source

Annotations on data

Additional comments

1.3.3.2: Mapping Preparedness of the Education Sector for ICT Interventions

Step 2: Mapping Preparedness of the Education Sector for ICT Interventions

Mapping the degree of preparedness of the education sector for ICT interventions may be achievedby administering a questionnaire and deriving from it a rough composite profile of the preparedness andcapacity of the education sector for effective ICT intervention. Such a profile will help in making realistic andappropriate decisions for ICTs in education. On the other hand, the profile may indicate that the prerequisitesfor effective ICTs in education are not in place, and action is needed to ensure effective returns oninvestment in any ICT-related intervention.

It is recommended that the questionnaire be completed by individuals or groups designated by theFacilitation Team that are quite knowledgeable about the ICT situation in the education sector. This can bedone by applying the Survey Management Instrument below.



Preparedness of Education Sector for ICT Interventions

Instructions

The purpose of this questionnaire is to provide a rough profile of the preparedness andcapacity of the education sector for effective ICT interventions. Such a profile will help inmaking decisions for ICTs in education that are realistic and appropriate. On the otherhand, the profile may indicate that the pre-requisites for effective ICTs in education arenot in place, and action is needed to ensure effective returns on any investment in ICT-related intervention.


Geographic Environment and Educational Institutions

Specify the geographic environment and educational institutions to which you areapplying this questionnaire:

Geographic Environment Please select

Educational Institutions Please select

Hardware Availability

Schools have at least one radio; television sets in schools are rare or inexistent.

Schools have radio; television sets are not common but can be available if needed;computers are rare or nonexistent.

The majority of schools have access to radio and television; computers are limitedto wealthy areas or magnet schools.

Radio, television and computers are found in most schools, but the ratio ofcomputers to students is very low (e.g. 1 computer for 50 students); Internetconnection is nonexistent or limited to affluent areas and specially designatedschools.

The majority of schools in the country have access to radio, television andcomputers. The number of computers per student is increasing; Internetconnectivity is still limited but is expanding.

Quality of Infrastructure and Hardware

In the majority of the schools, radio reception is of poor quality; transmission ofimage or sound via phone lines is not available.

The majority of the schools have capabilities to receive good radio transmission butnothing else (television transmission is precarious; phone connections areunreliable).

The majority of schools have color television and computers that are old (oldsoftware); dial-up connections are either unavailable or support only simple textand graphics.

The majority of schools have color television, computers with CD-ROM andcapability for transfer speeds of up to 56 Kps. for text, graphics, and sound.

The majority of schools have capabilities to maintain high-speed transfers (cable,DSL, etc) that offer complex graphics and images, video, and audio.

Support/financing for ICT projects

No public funds are in place to help schools finance ICT-related projects.

Public funds to finance ICTs in education projects are insufficient.

Public funds to finance ICT-projects are available to some extent but schools havedifficulty applying for them and using them.

Public funds to finance ICT-related projects are available and schools benefit fromthem easily.

ICT-related projects are well supported by public and private funds.

1.3.3.3: Mapping Present Usage of ICTs in Education

Step 3: Mapping Present Usage of ICTs in Education

Mapping the present education usage of ICTs may be achieved by administering a questionnaire and derivingfrom it a rough composite profile of the way schools use ICTs for educational purposes. Such a profile willhelp in making decisions for ICTs in education that are realistic and appropriate. On the other hand, theprofile may indicate that the present practice of utilizing ICTs in education is not conducive for an efficientuse of ICTs and may require some reform to maximize the returns from future investment in ICTs.

It is recommended that the questionnaire be completed by individuals or groups designated by theFacilitation Team that are quite knowledgeable about the ICT situation in the education sector. Such groupmay include supervisors (inspectors), school principals and teachers. This can be done by applying theSurvey Management Instrument below.


To Launch the Survey Management Instrument, click the button labeled "Manage Survey"

Present Education Usage of ICTs

Instructions

The purpose of this questionnaire is to map the present education usage of ICTs andprovide a rough profile of the way schools use ICTs for educational purposes. Such aprofile will help in making decisions for ICTs in education that are realistic andappropriate. On the other hand, the profile may indicate that the present practice ofutilizing ICTs in education is not conducive for an efficient use of ICTs and may requiresome reform to maximize the returns from future investment in ICTs.


Geographic Environment and Educational Institutions

Specify the geographic environment and educational institutions to which you areapplying this questionnaire:


Educational Institutions Please select

1. Alignment between Technology and Instruction

ICTs are only used as voluntary enrichment materials.

ICTs are used by teachers to supplement conventional classroom teaching.

Beyond the above, ICTs are used by teachers to teach parts of a lesson.

Beyond the above, ICTs are used by students to learn certain parts of thecurriculum.

In addition to the above, students use the technology to participate in national orinternational projects and competitions.

2. School Management

Schools do not use technology for management of their personnel or student data.

Schools are storing their data electronically but have no capability to analyze them.

Schools are storing and analyzing the data electronically to inform decisions aboutacademic programs or personnel.

Schools are storing and sharing data with other schools and central offices (local,states or national).

In addition to the above, a central office maintains a database for all schools in theregion. The data are used for decision-making purposes (e.g. ranking schools bylevel of poverty for funding purposes; collecting and analyzing standardized testsand providing results to the schools).

3. Technical Support for Schools

Technical support is not available for lack of skilled personnel in the region.

Technical support is available through contracts between the schools and privateproviders.

Technical support is available from a central office or vendor but only when aproblem arises; schools may wait more than one week before support is provided.

Technical support is available from the central office or vendor on an ongoing basis(e.g. once a month); if any emergencies occur, it may take a week before support isprovided.

Technical support is available on an as-needed-basis all working days and hours;most troubleshooting can occur promptly through conversation with the technician(over the phone, e-mail etc); in person support takes no more than 1 or 2 days tobe obtained.



Policies, Plans and Projects in the ICT Sector

Preparedness of the ICT Sector

Policies and strategic plans for ICTs in Education

Preparedness of the Education Sector for ICT interventions

Present Educational Usage of ICTs





Tool 1.4 Analysis of Dynamics for Change

Tool 1.4: Analysis of Dynamicsfor Change

OVERVIEW

1 Change at the SystemLevel

Decision Making Modality

Degree of Innovation

Degree of Preparedness forICT

Attitude at System Level

Summary

2 Dynamics for Change atthe School Level


Environment Characteristics

Preparedness

Usage

Attitude at School Level

Summary

OUTPUT OF THIS TOOL







Wadi Haddad

Rectangle

1.4: Analysis of Dynamics for Change

Overview

The purpose of this tool is to assist planners and decision makers to assess the capacity of the country to introduce and sustain ICTs for education within the context of how ready the environment at the system and school levels is and whether it allows for innovation and change. This will help decision makers and planners determine whether ICT interventions in education should be narrow or broad in scope and whether they should be introduced incrementally or comprehensively.*

The information generated in this Tool will be used as a major input into the process of identifying and analyzing potential areas for ICT interventions in education (Tool 2.1) and the formulation and assessment of ICT-in-Education programs (Tool 2.2.) It will also inform the process of planning for implementation (Toolbox 3, Toolbox 4, and Toolbox 5).

This tool focuses on the dynamics for innovation and change at both the system and school levels, along specific dimensions:

• Dynamics for change at the system level: o Decision-making modality o Degree of innovation of existing policies and plans for introducing ICTs in

education o Degree of preparedness of the ICT sector to support ICTs for education o Attitude of decision makers and planners toward ICTs for education

• Dynamics for change at the school level o Decision-making modality o Characteristics of the teaching/learning environment o Preparedness of schools for ICTs in education o Approach to use of ICTs for educational purposes o Attitude of school personnel

* See Haddad, Wadi D., and Terri Demsky. (1995). Education Policy-Planning Process: An Applied Framework. Paris: International Institute for Educational Planning, UNESCO

1.4.1.1: Change at the System Level: Decision Making Modality

Step 1: Decision Making Modality

Decision making for policy formulation, planning, and implementation is a complex, multifaceted process. Adecision-making modality is usually a composite of a number of characteristics that fall over correspondingspectrums.

The Facilitation Team draws on existing information and knowledge of the system and decision-makingpreferences to complete the FORM below.

For each decision-making element spectrum, there are four positions that fall along the continuum. Select foreach element one position that best describes the current decision-making practice, although it may notrepresent every decision.

When you submit the FORM, the information will be incorporated into a summary file, "Dynamics forchange at the system level (summary)," and saved in the Filing Cabinet. It can be also accessed from the"Summary" section in the left frame and from the OUTPUT OF THIS TOOL.


For each decision making element spectrum, there are four positions that fall along thecontinuum. Select one position that best describes the current decision makingpractice, although it may not represent every policy/plan decision.

Problem-oriented Goal-oriented

On one extreme of this continuum the decision aims to solve a particular problemidentified by decision makers. On the other extreme the policy/plan decision is derivedfrom a vision or goal set by legislation or authorities without necessarily addressing anexisting problem.

Bottoms-up Top-down

On one extreme of this continuum the decision is the result of a process of discussionsand negotiations with interest groups and stakeholders. On the other extreme thedecision is made by the educational authorities and passed down to stakeholders.

Decentralized Centralized

On one extreme of the continuum decisions are made close to where actualimplementation is to take place. On the other extreme, decisions are made at thecentral level.

Incremental Comprehensive

On one extreme the preference is to make incremental decisions, focusing on a limitedsub sector or area of concern and allowing for experimentation and adjustment. On theother extreme the preference is for comprehensive large-scale decisions that deal withthe whole inter-related system allowing for economies of scale, high impact, and long-term solutions.

1.4.1.2: Change at the System Level: Degree of Innovation

Step 2: Degree of Innovation

Review the following file from Tool 1.3 Policies and Strategic Plans for ICTs in Education.

On the basis of the summary information in the file, determine the degree of innovation of these policies andstrategic plans and enter your conclusion in the FORM below.

Select one position that best describes the current policies/plans, although it may not represent everypolicy/plan.

When you submit the FORM, the information will be incorporated into a summary file, "Dynamics forchange at the system level (summary)," and saved in the Filing Cabinet. It can be also accessed from the"Summary" section in the left frame and from the OUTPUT OF THIS TOOL

Degree of Innovation of Existing Policies and Plans for Introducing ICTs inEducation

Select one position on this spectrum that best describes the current policies/plans,although it may not represent every situation.

Traditional/close to existing situation Innovative/drastic change

1.4.1.3: Change at the System Level: Degree of Preparedness for ICT

Step 3: Degree of Preparedness for ICT

Review the following file from Tool 1.3: Preparedness of the ICT Sector

On the basis of the profile in the file, estimate the degree of preparedness of the ICT sector by completingthe FORM below. Select one statement that best describes the degree of preparedness of the ICT sector tosupport ICTs for education policies and programs.

When you submit the FORM, the information will be incorporated into a summary file "Dynamics for changeat the system level (summary)" and saved in the Filing Cabinet. It can be also accessed from the"Summary" section in the left frame and from the OUTPUT OF THIS TOOL.

Degree of Preparedness of the ICT Sector to Support ICTs for Education

Select one position that best describes degree of preparedness of the ICT sector tosupport ICTs for education.

The country is not ready for ICT programs; before the program can beimplemented, foundation work is needed.

The country is moving toward readiness but foundation work must be an importantpart of any ICT program; in addition, considerable differences exist across regionsand they must be taken into account.

The country is moving toward readiness; expansion is already occurring; ICTprograms using simple technology (e.g. radio, television) can be implementedwithout much foundation work.

The country is ready for ICT programs; some gaps still exist but they will not deterthe implementation of any ICT program.

1.4.1.4: Change at the System Level: Attitude Toward ICT-in-Education

Step 4: Attitude Toward ICT-in-Education

The purpose of this section is to provide a rough indication of the way decision makers perceive theimportance and potential of ICTs for educational purposes. Such information is important in making decisionsfor ICTs in education. On the other hand, these attitudes may indicate the need for dialogue, orientation, andtraining before embarking on ICT-enhancing interventions.

To measure the attitudes and perceptions decision makers and planners have about technologies foreducation, select a small representative sample of decision makers and planners and send them an attitudesurvey that they can fill out electronically. To do that, use the Survey Management Instrument below.



The results of the survey will be incorporated into a summary file, "Dynamics for change at the systemlevel (summary)," and saved in the Filing Cabinet. They can be also accessed from the "Summary" sectionin the left frame and from the OUTPUT OF THIS TOOL.

Attitude Survey of Decision Makers and Planners

The purpose of this questionnaire is to provide a rough indication of the way decisionmakers perceive the importance and potential of ICTs for educational purposes. For eachstatement below, choose the option that best represents your opinion about thatstatenment.

StronglyDisagree

Disagree AgreeStronglyAgree

Technology projects should be avoidedbecause they are complex and expensive.

Technology is the solution for our educationalproblems.

The Internet is a dangerous place and ourchildren should not be allowed access to it.

We need technology in schools to becomecompetitive in the global market no matterhow we use it.

Technology projects do not help womenbecause they are generally afraid oftechnology.

Teachers are against technology and will notuse it.

Technology in schools is a waste of money; wecan solve our education problems without it.

We have not the appropriate infrastructure fora technology project.

The costs of connectivity are prohibitive;therefore, technology projects are not anoption for us.

If we use technology, our children will beeducated by machines instead of realteachers.

Computers or television in classroom willdistract the students.

Books have all information that children andteachers need; the rest is luxury.

Low technology projects, such as radio, areoutdated and out-of-question

Put a computer in the classroom and soon thechildren know what to do with it.

1.4.1.5: Change at the System Level: Summary

View Summary

The Tool summarizes your input regarding the four elements of the dynamics of change at the system level.

Dynamics for change at the system level (Summary)

1.4.2.1: Change at the School Level: Decision Making Modality

Step 1: Decision Making Modality

Decision making for policy formulation, planning and implementation is a complex, multi-faceted process. Adecision making modality is usually a composite of a number of characteristics that fall over correspondingspectrums. For the purpose of this tool, four spectrums are identified.

The Facilitation Team may informally ask for the opinions of a representative group of school personnel aboutmodalities of decision making in their respective institutions. On the bases of their input the Team completesthe FORM below.

For each decision making element spectrum, there are four positions that fall along the continuum. Select foreach element one position that best describes the current decision making practice, although it may notrepresent every decision.

When you submit the FORM, the information will be incorporated into a summary file "Dynamics for changeat the school level (summary)" and saved in the Filing Cabinet. It can be also accessed from the"Summary" section in the left frame and from the OUTPUT OF THIS TOOL.

Decision Making Modality: School Level

For each decision making element spectrum, there are four positions that fall along thecontinuum. Select one position that best describes the current decision makingpractice, although it may not represent every policy/plan decision

Problem-oriented Goal-oriented

On one extreme of this continuum the decision aims to solve a particular problemidentified by decision makers. On the other extreme the policy/plan decision is derivedfrom a vision or goal set by legislation or authorities without necessarily addressing anexisting problem.

Bottoms-up Top-down

On one extreme of this continuum the decision is the result of a process of discussionsand negotiations with interest groups and stakeholders. On the other extreme thedecision is made by the educational authorities and passed down to stakeholders.

Decentralized Centralized

On one extreme of the continuum decisions are made close to where actualimplementation is to take place. On the other extreme, decisions are made at thecentral level.

Incremental Comprehensive

On one extreme the preference is to make incremental decisions, focusing on a limitedsub sector or area of concern and allowing for experimentation and adjustment. On theother extreme the preference is for comprehensive large-scale decisions that deal withthe whole inter-related system allowing for economies of scale, high impact, and long-term solutions.

1.4.2.2: Change at the School Level: Teaching/Learning Environment

Step 2: Characteristics of the Teaching/Learning Environment

Review the following file from Tool 1.2 Profile of the Teaching/Learning Environment

On the basis of the summary profile in the file, complete the FORM below.

Select the position that best describes the overall current teaching/learning environment, although itmay not represent every school level or location.

When you submit the FORM, the information will be incorporated into a summary file "Dynamics for changeat the school level (summary)" and saved in the Filing cabinet. It can be also accessed from the"Summary" section in the left frame and from the OUTPUT OF THIS TOOL.

Characteristics of the Teaching/Learning Environment

Select one option that best describes the current school environment, although it maynot represent every school.

Traditional/conservative Innovative/progressive

1.4.2.3: Change at the School Level: Preparedness for ICTs for Education

Step 3: Degree of Preparedness of Schools for ICTs for Education

Review the following file from Tool 1.3 Preparedness of the Education Sector for ICT Interventions

On the basis of the profile in the file, estimate the degree of preparedness of schools for ICT interventions,by completing the FORM below. Select one statement that best describes the degree of preparedness ofschools for ICT projects.


Degree of Preparedness of Schools to Support ICTs for education

Select one position that best describes degree of preparedness of schools to supportICTs for education.

Our schools are not ready for ICT projects; before the project can be implemented,foundation work is needed.

Our schools are moving toward readiness but foundation work must be animportant part of any ICT project; in addition, considerable differences exist acrossregions and they must be taken into account.

Our schools are moving toward readiness; expansion is already occurring; projectsusing simple technology (e.g. radio, television) can be implemented without muchfoundation work.

Our schools are ready for ICT projects; some gaps still exist but they will not deterthe implementation of any ICT project.

1.4.2.4: Change at the School Level: Usage of ICT for Education

Step 4: Usage of ICT for Education

Review the following file from Tool 1.3 Present Education Usage of ICTs REPORT

On the basis of the profile in the file, Present Educational Usage of ICTs Interventions, complete the FORMbelow.


Approach to Usage of ICT for Education

Select the option that best describes present approach to usage of ICTs for educationalpurposes of schools to support ICTs for education.

Schools do not use ICTs or use ICTs for rudimentary instructional and managerialpurposes. Technical support is not available.

Schools make limited use of ICTs for enhancing core-content teaching and learning,and for storing school data. Technical support is moderately available.

Schools use ICTs to make associations across school subjects and topics, and toanalyze school data for decisions. Technical support is available on an ongoingbasis.

Schools use ICTs to tap external resources and participate in national andinternational projects, and to manage the leaching/learning process. Technicalsupport is available as needed.

Other (described below)

1.4.2.5: Change at the School Level: Attitude Towards ICT-in-Education

Step 5: Attitude Toward ICT-in-Education

The purpose of this section is to provide a rough indication of the way school personnel perceive theimportance and potential of ICTs for educational purposes. Such information is important in making decisionsabout ICTs in education. On the other hand, these attitudes may indicate the need for dialogue, orientation,and training before embarking on ICT-enhancing interventions.

To measure the attitudes and perceptions decision makers and planners have about technologies foreducation, select a small representative sample of primary and secondary school administrators and teachers in urban and rural areas and send them an attitude survey that they can fill out. To do that, use the SurveyManagement Instrument below.



The results of the survey will be incorporated into a summary file, "Dynamics for change at the schoollevel (summary)," and saved in the Filing Cabinet. It can be also accessed from the "Summary" section inthe left frame and from the OUTPUT OF THIS TOOL .

Attitude Survey of Teachers and School Administrators

Geographical Environment and Educational Institution

Specify the geographic environment and educational institution in which you work:


Educational Institution Please select

Rate your agreement or disagreement with each statement below by using the scalenext to it.

StronglyDisagree

Disagree AgreeStronglyAgree

Using television or computers to support alesson may increase students’ motivation.

Our children need to have computers in schoolto be prepared for the marketplace

With supervision, children may learn muchfrom surfing the Internet.

I (my teachers) should integrate the use oftechnology into lesson plans.

I enjoy using computers for my own work.

Having computers in schools is not enough forgood education.

Girls can profit from the use of technology asmuch as boys.

The use of technology needs to be alignedwith educational objectives and standards.

Television or computers in the classroom helpteachers to enhance their lessons.

There are many different technologies that canbe effectively used to improve education

Parents will support technology projects if wellinformed of the projects objectives.

I think that technology can help a schooladministrator or a teacher to become a bettereducator.

Television is a good tool to connect what I amteaching to real-life examples

The Internet increases our ability to connectour students with the world.

Technology in education is more than teachingstudents how to use the technologyinstruments and devices.

With training and support I am willing tointegrate technology into my lesson plans.

Having access to technology to support alesson plan may create a richer learningenvironment.

Although I have never used technology tosupplement education, I am open to try it.

It is not the technology that helps education,but how it is used.

Technology does not replace the teacher; it issimply a helping tool.

1.4.2.6: Change at the School Level: Summary

View Summary

The Tool summarizes your input regarding the five elements of the dynamics of change at the school level.

Dynamics for change at the school level (Summary)



Dynamics for change at the system level (Summary)

Dynamics for change at the school level (Summary)




Documents

Toolbox 1: Mapping Present Situation · Toolbox 1: Mapping Present Situation This Toolbox provides a set of four tools to be used for analyzing the different facets of the present