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BRIEFDecember 12, 2023

Education and Technology Readiness Index (ETRI)

What is ETRI?

As a result of a close collaboration between the World Bank¡¯s Education Global Practice and , the Education and Technology Readiness Index (ETRI) - a multi-dimensional easy to use and free of cost global instrument- was designed and has been tested simultaneously in three different continents to support countries in assessing where they stand on education technologies. Although it is not a full diagnostic tool, ETRI identifies and measures the different enabling factors that are required for EdTech to be effective (e.g., mindset, buy-in, budget, technical infrastructure, and human and technical capacity), which can help governments pinpoint where there is room for improvement, and signal to countries their overall level of readiness to deploy effective EdTech policies.

What are the key components of ETRI? 

The ETRI framework is organized around the EdTech practices (or service delivery) and policies that could impact a country¡¯s quality of education services and resulting learning outcomes. The practices (activities and conditions associated with the use of digital technologies in school) and policies (how the system defines, articulates and implements strategies to foster the desired practices) are two of the three dimensions of the . The practice and policy dimensions are broken down across ETRI's 6 overarching pillars, which are believed to play a role in the education ecosystem: School Management, Teachers, Students, Devices, Connectivity, and Digital Education Resources.

  • Key components of ETRI

The  describes all the indicators for the 6 pillars of the Education and Technology Readiness Index (ETRI), and explains how each of them is calculated. More information in the table below.

Pillar

 

Level

Questionnaire

Definition

Aspects tracked

School Management 

Practices 

School Survey 

Readiness of the school management to use and promote the use of ICT in education. 

1) existence of a school-level ICT strategy 

2) presence of leadership practices to ensure a broader set of stakeholders are part of the ICT strategy 

3) prioritization of ICT as it relates to student outcomes.

De Facto Policies 

School Survey 

The principals¡¯ awareness of the role of school management in using and promoting the use of ICT in education.  

1) recognition of responsibility for the integration of the use of ICT if there is an ICT strategy 

2) application/use of guidance for incorporating ICT into teaching and learning 

 3) participation in support through training. 

De Jure Policies 

Policy Survey 

The existence of key elements in the policies that enable school management to use and promote the use of ICT in education.  

1) assignment of responsibility for the integration of the use of ICT if there is an ICT strategy 

2) existence of guidance for incorporating ICT into teaching and learning 

3) offer of support through training. 

Teachers 

Practices 

School Survey 

The readiness of grade 5 teachers to integrate ICT in their class instruction.  

1) teacher¡¯s efficacy 

2) use of technology for lesson preparation 

3) use of technology for teaching and assessment. 

De Facto Policies 

School Survey 

The principals¡¯ awareness of grade 5 teachers ICT skills and teachers¡¯ professional development.  

1) application/use of standards/competency framework 

2) application/use of a support system for teachers through training and professional development 

3) application/use of an evaluation system.

De Jure Policies 

Policy Survey 

The existence of key elements in the policies that enable teachers to efficiently use and teach ICT in education.  

1) existence of standards/competency framework 

2) presence of a support system for teachers through training and professional development 

3) presence of an evaluation system. 

Students 

Practices 

School Survey 

The performance of grade 5 students in using ICT in and outside school.  

1) self-efficacy of students in using ICT 

2) use/frequency with which students use ICT inside the school 

3) use/frequency with which students use ICT outside the school. 

De Facto Policies 

School Survey 

The principals¡¯ awareness of key elements in the policies that enable students¡¯ performances on ICT and their assessment.  

1) application/use of a competency framework for students 

2) integration of ICT in activities in the curriculum and outside the school

3) application/use of an assessment of ICT competencies. 

De Jure Policies 

Policy Survey 

The existence of key elements in the policies that enable students to efficiently use and by assessed by and on ICT.  

1) existence of a competency framework for students 

2) existence of guidance/tools to integrate ICT in activities in the curriculum and outside the school 

3) existence of an assessment of students¡¯ ICT competencies. 

Devices 

10 

Practices 

School Survey 

The readiness of use of digital devices in teaching and learning and their availability in schools.  

1) students¡¯ access to the devices 

2) students¡¯ use of the devices 

3) the existence of technical support

11 

De Facto Policies 

School Survey 

The principals¡¯ awareness of key elements in policies related to digital devices in schools.  

1) application/use of availability standards 

2) application/use of monitoring tools 

3) assignment of responsibilities for maintenance and support. 

12 

De Jure Policies 

Policy Survey 

The existence of key elements in the policies related to digital devices in schools.  

1) existence of availability standards 

2) existence of monitoring tools 

3) assignment of responsibilities for maintenance and support. 

Connectivity 

13 

Practices 

School Survey 

The readiness of schools to connect students to the internet.  

1) availability of connectivity

2) student access to the internet 

3) perceived quality of the connectivity. 

14 

De Facto Policies 

School Survey 

Principals¡¯ awareness of key elements in the policies related to internet connectivity in schools.  

1) application/use of a connectivity plan 

2) application/use of monitoring tools 

3) application/use of technical support

15 

De Jure Policies 

Policy Survey 

The existence of key elements in the policies that enable all public schools to be connected efficiently to the internet.  

1) existence of a connectivity plan 

2) existence of monitoring tools 

3) existence of technical support

Digital Education Resources (DERs) 

16 

Practices 

School Survey 

The readiness of schools to use quality digital education resources.  

1) access to digital resources 

2) use of digital resources 

3) quality of digital resources. 

17 

De Facto Policies 

School Survey 

Principals¡¯ awareness of key elements in policies related to the use of quality digital education resources.  

1) knowledge of guidance to ensure alignment with the curriculum

2) knowledge of a strategy to ensure access to DERs

3) knowledge of a legislation/policy defining quality standards for DERs.

18 

De Jure Policies 

Policy Survey 

The existence of key elements in policies that promote the use of quality digital education resources.  

1) existence of guidance to ensure alignment with the curriculum

2) existence of a strategy to ensure access to digital education resources

3) existence of legislation/policy defining quality standards for DERs.

How to get your country or project involved:

If you are interested in ETRI or would like to explore the possibility of applying ETRI in your project, please contact the ETRI teams at ETRI@worldbank.org.