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SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. / Michael Trucano.
World Bank Open Knowledge Repository (formerly "World Bank E-Library Publications") Available online
View online- Format:
- Book
- Government document
- Author/Creator:
- Trucano, Michael.
- Series:
- Systems Approach for Better Education Results (SABER)
- World Bank e-Library.
- Language:
- English
- Subjects (All):
- Economics of Education.
- Education.
- Education For All.
- Educational Institutions & Facilities.
- Ict Policy and Strategies.
- Information and Communication Technologies.
- Local Subjects:
- Economics of Education.
- Education.
- Education For All.
- Educational Institutions & Facilities.
- Ict Policy and Strategies.
- Information and Communication Technologies.
- Other Title:
- SABER-ICT Framework Paper for Policy Analysis
- Place of Publication:
- Washington, D.C. : The World Bank, 2016.
- System Details:
- data file
- Summary:
- The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use 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 ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well.
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