illustration for the drivers of inequality

Driver Category 3.7

Unequal access to books, technology and the internet

This category covers both access to books and equipment within education establishment as well as public access to resources. ICT infrastructure and the so-called 'digital divide' can be important factors driving inequalities in lifelong learning and knowledge.

Guiding Questions

Public libraries

  • Does your country have a national library policy?
  • What are the main elements of it including in relation to accessibility, diversity, initiatives to promote a culture of reading, linkages with other public services and digital inclusion?
  • What is the coverage of public libraries and how does infrastructure compare across regions/ neighbourhoods?
  • Are public libraries easily accessible on public transport and by people with disabilities?
  • Are the books and audio-visual materials on offer in the library adequate to meet a wide range of interests and needs - fiction and non-fiction, multi-language as necessary, and suitable for children with learning disabilities, the hearing impaired and visually impaired?
  • What engagements are public libraries making with local communities?
  • Are libraries linked up to other public services effectively (e.g. with schools, parenting, child/adult literacy or youth programmes, adult social care services or other)?
  • Are there connections to learning or employment opportunities?
  • Are there efforts to establish ‘communities of readers’ helping connect people to other readers through reading groups?
  • What is the level of government investment in public libraries?
  • Is investment increasing or decreasing?
  • How are investment trends affecting access and service provision in different areas?

National book policies and reading promotion

  • Does your government have a national book policy?
  • What is your government doing to make access to books easier?
  • How does the government ensure all schools are provided with adequate reading books and textbooks?
  • Are books provided to schools free of charge or do schools purchase books after receiving a grant from central government for learning materials?
  • Does the government maintain any price controls on textbooks to ensure affordability?
  • What is the government doing to develop a culture of reading?
  • Are in-school and out-of-school campaigns conducted to promote reading through actions supported by the mass media?
  • Are there children’s reading clubs, mobile libraries, reading competitions or any other activities?
  • Does the government provide a ‘first book package’ to families when children are born, via ECD or healthcare programmes?
  • What activities exist to promote reading particularly in rural communities?

Access to technology

  • What survey information is available on differing levels of access to fixed line and mobile phone telecommunications for different groups?
  • Are access trends improving or worsening and are gaps growing between wealthy and poor households, households in urban vs. rural locations etc.?
  • What survey information is available on differing levels of access to the Internet of different groups?
  • Are access trends improving or worsening and are gaps growing between wealthy and poor households, households in urban vs. rural locations etc.?
  • What is the nature and coverage of ICT infrastructure (wireless infrastructure and fibre optic)?
  • Which areas of the country have high quality and high access and where is access limited (and slow)? Where are broadband services available? How do the prices for broadband access compare to average monthly earnings? What is the nature of discussion and policy debate in relation to increasing access to affordable broadband Internet access?
  • Where are broadband services available? How do the prices for broadband access compare to average monthly earnings? What is the nature of discussion and policy debate in relation to increasing access to affordable broadband Internet access?
  • How do the prices for broadband access compare to average monthly earnings?
  • What is the nature of discussion and policy debate in relation to increasing access to affordable broadband Internet access?
  • What efforts are being made to provide the needed infrastructure to remote and underserved areas?
  • Are alternative energy solutions explored where necessary?
  • Has the government conducted any assessment to explore how much subsidy would be required to provide broadband services in the most difficult to reach areas where it is not commercially viable for private sector firms to operate?
  • What is the nature and coverage of ICT infrastructure in schools?
  • What is the policy of the Ministry of Education in relation to access to technology? How much of the education budget is invested in technology and what is the pattern of investment between schools/regions? What challenges do schools face (e.g. with hardware, software, broadband connectivity, access to reliable electricity supply etc.)? Are there well-trained and capable human resources to maintain ICT infrastructure across the education system?
  • How much of the education budget is invested in technology and what is the pattern of investment between schools/regions? What challenges do schools face (e.g. with hardware, software, broadband connectivity, access to reliable electricity supply etc.)? Are there well-trained and capable human resources to maintain ICT infrastructure across the education system?
  • WWhat challenges do schools face (e.g. with hardware, software, broadband connectivity, access to reliable electricity supply etc.)? Are there well-trained and capable human resources to maintain ICT infrastructure across the education system?
  • Are there well-trained and capable human resources to maintain ICT infrastructure across the education system?
  • What is the level of use of technology in classrooms?
  • Do teachers use technology to deliver lessons? Are teachers adequately trained in the use of ICT during pre-service and in-service training?
  • Are teachers adequately trained in the use of ICT during pre-service and in-service training?
  • Do computer labs exist and what level of access do individual students have?

Indicators

Potential indicators to monitor the drivers of inequalities in this main driver category

  • Amount of budget invested in public libraries (national and per region)
  • % of public libraries with free internet access and support to get online (national and per region)
  • % of education budget and amount spent on books and textbooks for classrooms (national, per region for pre-school, primary and secondary levels)
  • Typical price for monthly mobile phone use as % of average monthly earnings
  • Typical price for broadband access as % of average monthly earnings
  • Amount of budget per capita for ICT infrastructure investment (national level, per region, urban, rural areas)
  • Amount of education budget invested in technology (per level – national, per region)
  • Computer/student ratios (per level – national, per region, in public and private schools)

Candidate Policies

To see related Candidate Policies in this main driver category please click here.