ICT in Education Toolkit

Tool 1.2 Mapping of Educational Context
 
  1. Collection of Information
 
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:

Collect documentation that contains the relevant information.

  • Examples of primary documents are: legislation, national plans, economic reports and studies
  • Examples of secondary documents are: development program documents prepared for international agencies, reports of the U.N. and its agencies, and statistics reports.
  • Examples of 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 Reports
      http://hdr.undp.org/reports/global/2004/
    • World Bank Data and Statistics
      http://www.worldbank.org/data/databytopic/databytopic.html

Seek input from specialists – individuals or institutions - in respective subjects . You may download any of the forms provided in the next sections and send it to the specialist requesting that it 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 the documents are in digital form, they may be uploaded and saved in the Team Bookshelf. Non-digital documents may be scanned and uploaded.

Educational Structure

Review relevant public documents to map the educational structure in your country and complete the following Template:
NOTE: If any of the Education Levels or Types listed below do not correspond to your country situation, please note the difference in the comments section at the bottom of this form

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 Ladder
Number of Grades Age Range
to years
to years
to years
to years
to years

Enrollment Pyramid
Number of Students at Male Female Total

Enrollment Rates
Enter net enrollment rates. If not available, enter gross enrollment rates.
Male Female Total Population

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-grade classrooms(where two or more grades are combined in one classroom and taught by one teacher?  YES  NO 
b. Is there a significant number of schools with double shift  YES  NO 

Education Enrollment Pyramid

Data Collection Information

Data Source (if applicable)


Annotations on data


Additional comments

 
  2. Mapping of Educational Structure
 

Extract from collected documents and expert input information related the educational structure, and summarize in the 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 to make collecting the data easier. Please note that all data should be entered into the web-based form for 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 and select "Upload documents for Tool …"
  • 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 above process.

Mapping of National Educational Goals and Plans


National Goal or Plan Details

Educational Objective:

Educational Level
(You may specify more than one option)
 Not applicable
 All Levels
 Early Childhood Development
 Primary education
 Secondary education
 Tertiary education
 Adult non-vocational
 Vocational and technical education

Target Population
(You may specify more than one option)
 No specific target population
 Urban Areas
 Rural Areas
 Girls and Women
 Ethnic and/or linguistic minorities
 Learners with Disabilities
 Others

(Please Specify):

Special Curricular Emphasis
(You may specify more than one option)
 Not applicable
 All curricula
 Teacher Training
 Science education
 Health education
 Civic education
 Learners with disabilities
 Others

(Please Specify):

Problem area
(Please Specify)
 No information available

Present situation of the objective area
Use indicators when feasible.

For example, if the objective is expansion of educational opportunities at the primary level to rural areas and girls
  • Specify the present situation of educational opportunities of primary level
  • Educational opportunities of girls in rural areas.
  • Specify initial school intake
  • Specify gross or net enrollment ratios of target populations compared to national averages
 No information available

Explicit Goals/Targets
(Describe using indicators when feasible)
 No information available

Progress to Date in Attainment of above Goals/Targets
(Include change in relevant indicators, such as enrollment, rates, learning achievement…)
 No information available

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 no initiative has been developed
  Minor initiatives exist to address this goal but they are either too small or haphazardly implemented
  Plans/Initiatives that are significant in size and duration have been initiated
  Plans/Initiatives that are significant in size and duration are in full implementation


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:
 No information available

Data Collection Information

Data Source (if applicable)


Annotations on data


Additional comments

 
  3. Mapping of National Educational Goals and Plans
 
In this section, the team maps the national educational plans, programs and project by educational objective. For consistency throughout the Toolkit, educational objectives have been grouped under eight categories. These categories are defined and discussed in ICT-in-Education Essentials. They are as follows:

Click on each link below to view explanations and related resources:  For each objective category, extract from collected documents and expert input information related to educational goals, plans and initiatives, and summarize in the corresponding form by clicking "Create National Educational Goal Map" below. Once a Goal is mapped, its title is added to the List below.

Teaching/Learning Environment at the Primary and Secondary levels

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

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 lesson goals and plans.
  Teachers control the instructional process (they define goals, standards, and assessments).
  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 and skills.
  The focus of teaching and learning is on acquisition of knowledge and skills and on their application.
  The focus of teaching and learning is on acquisition of knowledge and skills and their application, and on analysis and synthesis of information.
  The focus of teaching and learning includes application of knowledge to real-life situations and manipulating different sources of information.
Multidisciplinary Approach
(choose one)
  Instruction is subject-specific (like mathematics, reading, science).
  Instruction is subject-specific with occasional connections made to other school subjects as examples or demonstrations.
  Teachers of different school subjects may work together on teaching specific projects that cut across subject areas.
  In addition to the above, students have to solve real-life problems for which they 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 outside sources for information.
  The teacher creates highly structured learning opportunities. The teacher’s role here is to answer questions and point students to sources that are helpful and appropriate.
  The teacher functions as a facilitator of learning, by providing learning materials and supplementary resources, by solving individual learning problems, by monitoring 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 and real-life projects.

Learning Practice
Role of student
(choose one)
  Students learn the required information through structured activities that have one “right answer.”
  Students are given some opportunities to explore and make discoveries but the teacher provide the topic and the limits for the exploration (e.g., provide the name of the book that must be read, or a video that should be watched before doing the assignment).
  Students have opportunities to initiate projects and make discoveries if connected to the topic discussed in class; they are free to find resources and expand the topic.
  Students are encouraged to take the initiative of projects and 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 at seatwork and individual tasks; assessments are also tied to individual performances.
  Collaborative work may happen; students may work in groups; each student must produce one component of the project and assessment is individual.
  Collaborative work is common; students work in collaborative groups in which the 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; classes regularly use a debate format to encourage differing points of view; assessment may happen through participation but is not the focal point of the work.

Learning Assessment
(choose one)
  Students primarily take pencil and paper tests with combinations of multiple-choice questions, short answer and essay questions, emphasizing recall and discussion of facts.
  In addition to the above, students conduct investigations or produce written or oral presentations for their teacher and class, and the teacher evaluates their performance.
  In addition to the above, students are tested for skills of analysis, synthesis and problem-solving.
  In addition to the above, students are assessed on how they apply what was learned to real-life problems; assessments are mostly in the form of hands-on projects, research projects.

Data Collection Information
Data Source (if applicable)

Annotations on data

Additional comments

Teaching/Learning Environment at the Primary and Secondary levels

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

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 lesson goals and plans.
  Teachers control the instructional process (they define goals, standards, and assessments).
  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 and skills.
  The focus of teaching and learning is on acquisition of knowledge and skills and on their application.
  The focus of teaching and learning is on acquisition of knowledge and skills and their application, and on analysis and synthesis of information.
  The focus of teaching and learning includes application of knowledge to real-life situations and manipulating different sources of information.
Multidisciplinary Approach
(choose one)
  Instruction is subject-specific (like mathematics, reading, science).
  Instruction is subject-specific with occasional connections made to other school subjects as examples or demonstrations.
  Teachers of different school subjects may work together on teaching specific projects that cut across subject areas.
  In addition to the above, students have to solve real-life problems for which they 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 outside sources for information.
  The teacher creates highly structured learning opportunities. The teacher’s role here is to answer questions and point students to sources that are helpful and appropriate.
  The teacher functions as a facilitator of learning, by providing learning materials and supplementary resources, by solving individual learning problems, by monitoring 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 and real-life projects.

Learning Practice
Role of student
(choose one)
  Students learn the required information through structured activities that have one “right answer.”
  Students are given some opportunities to explore and make discoveries but the teacher provide the topic and the limits for the exploration (e.g., provide the name of the book that must be read, or a video that should be watched before doing the assignment).
  Students have opportunities to initiate projects and make discoveries if connected to the topic discussed in class; they are free to find resources and expand the topic.
  Students are encouraged to take the initiative of projects and 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 at seatwork and individual tasks; assessments are also tied to individual performances.
  Collaborative work may happen; students may work in groups; each student must produce one component of the project and assessment is individual.
  Collaborative work is common; students work in collaborative groups in which the 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; classes regularly use a debate format to encourage differing points of view; assessment may happen through participation but is not the focal point of the work.

Learning Assessment
(choose one)
  Students primarily take pencil and paper tests with combinations of multiple-choice questions, short answer and essay questions, emphasizing recall and discussion of facts.
  In addition to the above, students conduct investigations or produce written or oral presentations for their teacher and class, and the teacher evaluates their performance.
  In addition to the above, students are tested for skills of analysis, synthesis and problem-solving.
  In addition to the above, students are assessed on how they apply what was learned to real-life problems; assessments are mostly in the form of hands-on projects, research projects.

Data Collection Information
Data Source (if applicable)

Annotations on data

Additional comments

 
  4. Mapping of the Teaching/Learning Environment
 

Mapping of the Teaching/Learning Environment is achieved by completing a questionnaire that provides a profile of teaching/learning process and practice. Such a profile will help in the selection of appropriate ICTs for such an environment. On the other hand, the profile may indicate that the environment is not conducive for an efficient use of ICTs and may require some reform to maximize the returns from investment in ICTs.

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

  • Level of education (primary, secondary, or both)

  • Geographic feature (rural, urban, or both)

The tool creates a graphic profile of each specific teaching/learning environment.

In completing the questionnaire, the team may seek input from individuals or institutions more knowledgeable of specific environments as defined above, such as urban secondary schools or rural primary schools. This can be done in one of two ways:

The Facilitation Team sends the survey through the Toolkit to designated individuals who will complete it online. The Facilitation Team is able to view the results and save them

The Team can download the questionnaire form and send it to the designated persons to be completed and returned. The Team can then enter the responses into the electronic forms and save the results for further use.

 

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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Presumed Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Lower Secondary 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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Presumed Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Upper Secondary 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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Presumed Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Tertiary 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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Presumed Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Data Collection Information

Data Source (if applicable)


Annotations on data


Additional comments

 
  Mapping Human Resources: General
 

Step 1: Mapping of Human Resources in the Education Sector

In this and the next three forms, you will be entering information on the human, financial, and physical resources available for education in your country.

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


Urban Schools
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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Rural Schools
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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Mathematics
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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Science
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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Foreign Language
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 expect in the next five years if situation does not change
  Shortage has been detected but localized to few schools; more information is needed
  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 or is not acceptable


Qualifications
  Below high school diploma level
  High school diploma
  Bachelor’s degree
  Graduate degree


Training Status
  Untrained
  Poorly trained
  Moderately trained
  Well trained

Data Collection Information

Data Source (if applicable)


Annotations on data


Additional comments

 
  Mapping Human Resources: Specific
 

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


In this form, please enter in information about specific areas of concerns, such as specific subject areas, rural or urban schools,  etc.

Financial Resources


National Resources Dedicated to Education
Percentage of GDP dedicated to education: %
Percentage of national budget allocated to education: %
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): %
Are these funds targeted?
 YES  NO 
To special populations
(specify)

To special programs
(specify)


Local Resources Dedicated to Education
Percentage of local funds dedicated to education (pertinent to the project): %
Are these funds targeted?
 YES  NO 
To special populations
(specify)

To special programs
(specify)


Data Collection Information

Data Source (if applicable)


Annotations on data


Additional comments

 
  Mapping Financial Resources
 

Step 3: Mapping Financial Resources

Please enter the information on the financial resources (national, state, and local) available for education in your area.

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 and select "Upload documents for Tool …"
  • 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 above process.

Physical Resources


School resources
  Not available
  Scarce or mostly old/outdated
  Scarce but generally new/updated
  Available, but old/outdated
  New/updated resources available

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
  Scarce or mostly old/outdated
  Scarce but generally new/updated
  Available, but old/outdated
  New/updated resources available

Television
  Not available
  Scarce or mostly old/outdated
  Scarce but generally new/updated
  Available, but old/outdated
  New/updated resources available

Radio
  Not available
  Scarce or mostly old/outdated
  Scarce but generally new/updated
  Available, but old/outdated
  New/updated resources available

Science labs
  Not available
  Scarce or mostly old/outdated
  Scarce but generally new/updated
  Available, but old/outdated
  New/updated resources available

Library
  Not available
  Scarce or mostly old/outdated
  Scarce but generally new/updated
  Available, but old/outdated
  New/updated resources available

Computers
  Not available
  Scarce or mostly old/outdated
  Scarce but generally new/updated
  Available, but old/outdated
  New/updated resources available

Internet connection
  Not available
  Scarce or mostly old/outdated
  Scarce but generally new/updated
  Available, but old/outdated
  New/updated resources available

Data Collection Information

Data Source (if applicable)


Annotations on data


Additional comments

 
  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) in your country.

 
  OUTPUT OF THIS TOOL
 

The application of this tool generates the following files:

These files are saved in the Country's Filing Cabinet. They may be accessed anytime from the Filing Cabinet or 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.