International Surveys of ICT Use in Education


Over the past decade, a number of efforts have tried to survey the extent and nature of ICT use in education around the world. The World Bank has been involved in many of these efforts, in a variety of ways. There remains much to be done: data remain patchy in many instances. Little historical data are available in most cases. Standard definitions, methodologies and indicators have not been widely adopted. That said, progress is being made in all of these regards.

As part of its work under the SABER-ICT initiative, the World Bank is part of a consortium of organizations that have joined together to help explore harmonized approaches to data collection related to ICT use in education and propose sets of common 'indicators'. Most notably, the World Bank participates in an international Working Group on ICT Statistics in Education (WISE), led by the UNESCO Institute for Statistics (UIS). This effort is part of a larger international, multi-stakeholder initiative to improve the availability and quality of ICT data and indicators, particularly in developing countries, The Partnership on Measuring ICT for Development. As part of this process, UIS has released a Guide to Measuring Information and Communication Technologies (ICT) in Education, which identifies sets of core and supplemental (extended) indicators utilized as part of its Regional Questionnaire on Statistics of Information and Education Technologies (ICT) in Education.

Some notable results of such survey work around the world include:

2015: Information and Communication Technology (ICT) in Education in Sub-Saharan Africa: A Comparative Analysis of Basic e-Readiness in Schools (UNESCO Institute for Statistics)

2015: Students, Computers and Learning: Making the Connection (OECD)

2014: Information and Communication Technology (ICT) in Education in Asia: A comparative analysis of ICT integration and e-readiness in schools across Asia (UNESCO Institute for Statistics)

2014: ​Final WSIS Targets Review: Achievements, Challenges and the Way Forward (Partnership on Measuring ICT for Development)

2013: ICT in education policy, infrastructure, and ODA status in selected ASEAN countries (UNESCO-Bangkok)

2013: Information and Communication Technology (ICT) in Education in Five Arab States: A comparative analysis of ICT integration and e-readiness in schools in Egypt, Jordan, Oman, Palestine and Qatar (UNESCO Institute for Statistics)

2013: Survey of Schools: ICT in Education Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools (European Schoolnet)

2012: ICT in Education in Latin America and the Caribbean: A regional analysis of ICT integration and e-readiness (UNESCO Institute for Statistics)

2012: ICT in Education in Central and West Asia: Executive Summary & ICT in Education in Central and West Asia: A Work in Progress (Asian Development Bank)

2011: Key Data on Learning and Innovation through ICT at School in Europe 2011 (Eurydice)

2010: Information and Communication Technology for Education in India and South Asia  (infoDev/World Bank)

2009: Survey of ICT and Education in the Caribbean: Regional Trends and Analysis (Volume 1)  & Country Reports (Volume 2)  (infoDev/World Bank)

2007: Survey of ICT and Education in Africa (Volume I) : A Summary Report, Based on 53 Country Surveys & (Volume 2): 53 Country Reports (infoDev/World Bank)

2006: Benchmarking Access and Use of ICT in European Schools 2006 (Empirica)

2003: Metasurvey on the Use of Technologies in Education in Asia and the Pacific  (UNESCO-Bangkok)

2003: Global Networked Readiness for Education (Harvard / World Bank)

2003: Second Information Technology in Education Study Module 1 & Module 2 (IEA)

You may also be interested in the following posts from the World Bank EduTech blog: