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SABER-ICT Framework Paper for Policy Analysis: Documenting National Educational Technology Policies Around the World and Their Evolution over Time


Highlights
  • The SABER-ICT policy framework has been developed to assist policymakers as they attempt to analyze and benchmark their own policies on ICT use in education against international norms and those of comparator countries around the world, identifying key themes and characteristics.
  • Policies related to technology use in education change and evolve over time, often along a somewhat predicable path. Such policies take different forms and are formulated and proposed by different institutions in different countries.
  • No matter the country, a lack of rigorous, relevant evidence typically complicates attempts to draft impactful ICT/education policies.

The SABER-ICT policy framework is designed to help policymakers make better informed decisions about how best to use information and communication technologies (ICTs) in pursuit of core developmental objectives in the education sector. It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of information and communication technologies, especially within the formal education sector at the primary and secondary (K-12) level. More specifically, the framework can assist policymakers as they attempt to analyze and benchmark their own policies on ICT use in education against international norms and those of comparator countries around the world.

By surfacing and helping to give structure to a body of current and past policies related to ICT use in education around the world, the SABER-ICT policy framework seeks to help policymakers as they seek to discover answers to two separate but related high level questions:

  • What are the key components (“themes”) of policies meant to guide and direct efforts related to the use of information and communication technologies in the education sector?
  • For each theme or component, what are the common characteristics that comprise these policies, and how do they typically change over time?

While the potential and promise of ICT use in education is clear in many regards, so too are 'perils' related to the disruption of existing traditional teaching and learning practices, high costs, increased burdens on teachers, equity and issues around data privacy and security.

Eight policy themes are commonly identified in educational technology policies around the world. These relate to (1) vision and planning; (2) ICT infrastructure; (3) teachers; (4) skills and competencies; (5) learning resources; (6) EMIS; (7) monitoring and evaluation; and (8) equity, inclusion, and safety. Four stages of policy development can be identified related to each of these themes.

It is important to note that this framework only considers policy intent – not the extent to which policies are implemented in practice, nor what the impact of such policies may be, and that rapid developments and innovations in the technology sector challenge the abilities of policymakers to offer useful related policy guidance that is forward-looking. Policymakers may find the SABER-ICT policy framework useful as a means by which to help benchmark the current state of related policy development in their country; anticipate potential future policy directions; and draw inspiration from other countries.

Note: This paper was developed as a result of World Bank - Korea cooperation on ICT and education issues and is part of the World Bank Education, Technology & Innovation: SABER-ICT Technical Paper Series.

Trucano, Michael. 2016. SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. World Bank Education, Technology &  Innovation: SABER-ICT Technical Paper Series, no. 1. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/26107 License: CC BY 3.0 IGO.