2nd survey of schools : ICT in education : technical report.
Date: 2019-03-14
Institutions: Directorate-General for Communications Networks, Content and Technology
Subjects: digital literacy, digital technology, education policy, educational institution, information technology, information technology user, research report, sample survey, student, teacher, teaching method

2nd Survey of 
Schools:  

ICT in Education 

Technical Report 

TECHNICAL REPORT 

A study prepared for the European Commission 

DG Communications Networks, Content & Technology by: 

Digital 
Single 
Market 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
This study was carried out for the European Commission by  

Internal identification 
Contract number: 30-CE-0819210/00-33 
SMART number 2015/0071 

DISCLAIMER 

By the European Commission, Directorate-General of Communications Networks, Content & Technology.  

The information and views set out in this publication are those of the author(s) and do not necessarily reflect 
the official opinion of the Commission. The Commission does not guarantee the accuracy of the data included 
in  this  study.  Neither  the  Commission  nor  any  person  acting  on  the  Commission’s  behalf  may  be  held 
responsible for the use which may be made of the information contained therein. 

ISBN 978-92-79-99680-1 
doi: 10.2759/035445 

Luxembourg: Publications Office of the European Union, 2019 

© European Union, 2019. All rights reserved. Certain parts are licensed under conditions to the EU.  

Reproduction is authorised provided the source is acknowledged. The reuse policy of European Commission 
documents is regulated by Decision 2011/833/EU (OJ L 330, 14.12.2011, p. 39). 

For any use or reproduction of photos or other material that is not under the EU copyright, permission must 
be sought directly from the copyright holders. 

Copyright © 2018 – European Union. All rights reserved. Certain parts are licensed under conditions to the 
EU.  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
TABLE OF CONTENT 

1. 

INTRODUCTION ..................................................................................................... 6 

1.1 
1.2 

STUDY CONTEXTUALISATION AND OBJECTIVES ............................................... 6 
PURPOSE AND STRUCTURE OF THIS REPORT ................................................... 6 

2. 

SAMPLING DESIGN ................................................................................................ 7 

2.1 
SAMPLE FRAMES .......................................................................................... 7 
2.1.1  QUALITY OF EMAIL CONTACT DETAILS ............................................................ 8 
2.2 
SCHOOL SELECTION ..................................................................................... 9 
2.3  CLASS SELECTION ...................................................................................... 11 
EXCLUSIONS .............................................................................................. 17 
2.4 

3.  DATA COLLECTION .............................................................................................. 18 

TRANSLATIONS .......................................................................................... 18 
3.1 
3.2 
SURVEY ADMINISTRATION .......................................................................... 19 
3.3  GERMANY APPLICATION PROCESS ................................................................ 19 
3.4  MAXIMISING RESPONSE RATES .................................................................... 19 
3.4.1  REMINDER EMAILS ..................................................................................... 19 
3.4.2  REMINDER CALLS ....................................................................................... 21 
FIELDWORK START DATES .......................................................................... 22 
3.5 
FIELDWORK PROGRESS ............................................................................... 24 
3.6 
FINAL FIELDWORK STATISTICS .................................................................... 37 
3.7 

4. 

PARTIAL REGISTRATION, REFUSALS, AND NO ANSWERS .......................................... 41 

5.  DATA TREATMENT ................................................................................................ 44 

5.1  UNVALID RESULTS ..................................................................................... 44 
5.1.1  COUNTRY EXCLUSIONS ............................................................................... 44 
5.1.2  EXCLUSIONS FROM GRAPHS ........................................................................ 47 
5.2  DATA CLEANING ......................................................................................... 47 
5.3  WEIGHTING ............................................................................................... 48 
5.3.1  PREVIOUS SURVEY WEIGHTING APPROACH ................................................... 48 
5.3.2  REPLICATING THE APPROACH IN THE 2018 SURVEY ....................................... 49 

6. 

CLUSTER ANALYSES ............................................................................................. 53 

6.1 CLUSTER ANALYSIS: THE DIGITALLY EQUIPPED AND CONNECTED SCHOOL .......... 53 
6.2 CLUSTER ANALYSIS: SCHOOLS’ POLICIES AND SUPPORT OF ICT USE IN TEACHING 

AND LEARNING .......................................................................................... 55 

6.3  CLUSTER  ANALYSIS:  THE  DIGITALLY  ACTIVE,  CONFIDENT  AND  SUPPORTED 

TEACHER ................................................................................................... 58 
6.4 THE DIGITALLY ACTIVE AND SUPPORTED STUDENT ........................................... 61 

7.  DATA DELIVERY ................................................................................................... 63 

8. 

FEEDBACK AND SUGGESTIONS FOR IMPROVEMENT ................................................. 99 

8.1  MAIN REASONS FOR REFUSALS OR NO RESPONSE .................................................. 99 

8.2  NETWORK PARTNER FEEDBACK AND SUGGESTIONS FOR IMPROVEMENT ................. 100 

9. 

RECOMMENDATIONS FOR FUTURE WAVES ............................................................ 102 

ANNEX 1  QUESTIONNAIRES (ENGLISH VERSION) ...................................................... 103 

A1.1  HEAD TEACHER QUESTIONNAIRE ............................................................... 103 
A1.2  TEACHER QUESTIONNAIRE ........................................................................ 126 
A1.3  STUDENT QUESTIONNAIRE ........................................................................ 146 
A1.4  PARENT QUESTIONNAIRE .......................................................................... 166 

ANNEX 2  REGISTRATION SURVEY FOR HEAD TEACHERS ............................................. 180 

ANNEX 3 

 SCHOOL COORDINATOR MANUAL .............................................................. 185 

3 

ANNEX 4 

PARENT APPROVAL FORM .......................................................................... 190 

ANNEX 5  HEAD TEACHER EMAIL .............................................................................. 191 

ANNEX 6  HEAD TEACHER REMINDER ........................................................................ 193 

ANNEX 7  HEAD TEACHER SURVEY INVITE ................................................................. 195 

ANNEX 8  HEAD TEACHER SURVEY REMINDER ............................................................ 195 

ANNEX 9  SCHOOL COORDINATOR INVITE ................................................................. 196 

ANNEX 10 

ANNEX 11 

ANNEX 12 

ANNEX 13 

ANNEX 14 

ANNEX 15 

ANNEX 16 

ANNEX 17 

ANNEX 18 

ANNEX 19 

SCHOOL COORDINATOR REMINDER ............................................... 198 

CLASS TEACHER SURVEY INVITATON ............................................. 200 

CLASS TEACHER SURVEY REMINDER .............................................. 201 

SCHOOL COORDINATOR REMINDER FOR TEACHERS ........................ 203 

SCHOOL COORDINATOR REMINDER FOR CLASS .............................. 204 

SCHOOL COORDINATOR LETTER FOR PARENTS ............................... 205 

SCHOOL COORDINATOR REMINDER FOR PARENTS .......................... 205 

ATTACHMENT SCHOOL COORDINATOR LETTER FOR PARENTS ........... 206 

SCHOOL UNIVERSE BY COUNTRY AND ISCED LEVEL ........................ 208 

SCREENSHOT OF THE SURVEY PLATFORM ...................................... 210 

4 

 
 
 
Glossary 

Country codes 

AT 

BE 

BG 

CZ 

CY 

DE 

DK 

EE 

EL 

ES 

FI 

FR 

HR 

HU 

IE 

IS 

Austria 

Belgium 

Bulgaria 

Czech Republic 

Cyprus 

Germany 

Denmark 

Estonia 

Greece 

Spain 

Finland 

France 

Croatia 

Hungary 

Ireland 

Iceland 

IT 

LT 

LU 

LV 

MT 

NL 

Italy 

Lithuania 

Luxembourg 

Latvia 

Malta 

Netherlands 

NO   Norway 

PL 

PT 

RO 

SE 

SI 

SK 

TR 

UK 

Poland 

Portugal 

Romania 

Sweden 

Slovenia 

Slovakia 

Turkey 

United Kingdom 

Abbreviations used 

BYOD   

Bring Your Own Device 

CEF 

CPD 

Connecting Europe Facility 

Continuing professional development  

DG CONNECT Directorate General for Communications Networks, Content & Technology 

DG EAC 

Directorate General for Education, Youth, Sport and Culture 

DigComp 

Digital competence framework 

HECC   

Highly equipped and connected classrooms 

HT  

ICT 

PA 

SELFIE  

SITES   

ST 

TC 

Head teachers 

Information and communications technology  

Parents 

Self-reflection tool for digitally capable schools 

Second Information Technology in Education Study 

Students 

Teachers 

5 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. 

Introduction  

1.1  Study contextualisation and objectives  

The 2nd Survey of Schools: ICT in Education has two objectives:  

1)  Objective 1: Benchmark progress in ICT in Schools - to provide detailed and 
up-to-date  information  related  to  access,  use  and  attitudes  towards  the  use  of 
technology in education by surveying head teachers, teachers, students and parents 
covering the EU28, Norway, Iceland and Turkey; 

2)  Objective  2:  Model  for  a  ‘highly  equipped  and  connected  classroom’  -  to 
define a conceptual model for a ‘highly equipped and connected classroom’ (HECC), 
presenting three scenarios to describe different levels of a HECC and to estimate 
the  overall  costs  to  equip  and  connect  an  average  EU  classroom  with  advanced 
components of the HECC model. 

Two  separate  reports  are  published  concurrently,  focusing  on  each  of  the  two  study 
objectives of the ‘2nd Survey of Schools: ICT in Education’1. The current publication relates 
to the first objective of the study, benchmarking progress in ICT in schools, and covers 
the detail of the design and implementation of the survey. 

The  first  objective of the 2nd Survey  of Schools:  ICT in Education therefore benchmarks 
progress in of Information and Communication Technologies (ICT) in schools. The survey 
was  carried  out  in  31  countries  (EU28,  Norway,  Iceland  and  Turkey)  by  conducting 
interviews  with  head  teachers,  teachers,  students  and  parents  in  three  different  ISCED 
levels  (ISCED  1:  primary  schools;  ISCED  2:  lower  secondary  schools:  ISCED  3:  upper 
secondary schools). A range of different topics were covered, including (a) access to and 
use of digital technologies, (b) digital activities and confidence of teachers and students in 
their digital competence, (c) ICT related professional development of teachers, (d) digital 
home  environment  of  students  and  (e)  schools’  digital  policies,  strategies  and  opinions. 
The  current  study  builds  upon  the  European  Commission  Survey  of  Schools:  ICT  in 
Education 2013.2  

1.2 

Purpose and structure of this report 

This technical report covers the detail of the design and implementation of the 2nd Survey 
for  ICT  in  Schools.  It  provides  in-depth  explanations  of  the  processes  used  specifically 
concerning  sampling,  data  collection,  fieldwork  results,  and  data  treatment.  The  closing 
sections explore feedback collected by our partners on the ground responsible for fieldwork 
in each of the 31 countries, as well as recommendations for future waves of this study. 

1 European Commission (2019). 2nd Survey of Schools: ICT in Education – Objective 1: Benchmark progress in 
ICT  in  schools.  Luxembourg:  European  Commission.  doi:  10.2759/23401;  European  Commission  (2019).  2nd 
Survey  of  Schools:  ICT  in  Education  –  Objective  2:  Model  for  a  ‘highly  equipped  and  connected  classroom’. 
Luxembourg: European Commission. doi: 10.2759/831325. 

information  on 

2  More 
http://ec.europa.eu/information_society/newsroom/image/document/2016-
20/surveyofschoolsictineducation_15585.pdf  

the  1st  Survey  of  Schools: 

ICT 

in  Education  can  be 

found  at 

6 

 
 
 
 
 
 
 
                                                 
2.  Sampling design  

2.1  Sample frames  

Sample frames were collected by Ipsos’ network partners in each respective country (see 
Table 1). The school sample was based on a two-stage stratified cluster sample design, in 
order to ensure the representativeness of the sample (i.e. to ensure that the structure of 
the sample corresponds to the population by key stratification variables). At the first stage, 
a sample of schools was selected from each ISCED level, with their probability of selection 
proportional to the number of students in the target grade of that school (PPS method). 
Where it was not possible to obtain numbers of students in the target grade, the school’s 
probability of selection was deducted based on available information such as the overall 
school size, or failing this the schools were selected with equal probability.  

Prior to selection, the sampling frame for each ISCED level within each country was sorted 
by  pre-determined  stratification  variables  such  as  to  ensure  that  the  sample  was  an 
accurate representation of the full sample frame.  

Within each sample, a number of reserve schools were identified (up to 9 reserve schools 
for  one  selected  school).  These  schools  were  identified  as  reserve  in  the  event  that  the 
initially selected school refused to participate or did not respond to the invitation to partake 
in the survey.  

Table 1- Network partner by country 

Country 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech Republic 

Denmark 

Estonia 

Finland 

France 

Germany 

Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg 

Malta 

Norway 

Netherlands 

Poland 

Portugal 

Network partner  

Ipsos  

Ipsos 

Ipsos 

Ipsos 

Pulse 

Ipsos 

DMA Research 

Saar Poll 

Taloustutkimus 

Ipsos 

Ipsos 

Ipsos 

Ipsos 

University of Iceland 

Ipsos 

Ipsos 

SKDS 

RAIT 

Ipsos 

Miscomalta 

Ipsos 

Ipsos 

Ipsos 

Ipsos 

7 

Romania 

Slovakia 

Slovenia 

Spain 

Sweden 

Turkey 

UK 

Ipsos 

Ipsos 

Ipsos 

Ipsos 

Ipsos 

Ipsos 

Ipsos  

2.1.1  Quality of email contact details 

Despite  measures  being  taken  to  provide  as  robust  sample  frames  as  possible,  it  is 
important to note that many of them did not include emails for the full universe of schools, 
and so not all schools could be contacted. In addition, at the contact stage it was found 
that  each  of  them  contained  a  number  of  non-valid  email  addresses.  The  proportion  of 
missing  emails  and  non-valid  email  addresses  varied  by  country,  as  shown  in  the  table 
below.   

Table 2- Missing and non-valid email addresses by country 

% of schools 
within 
sample 
frame 
without 
email 
address 

Schools 
within 
sample 
frame  with 
email 
addresses 

Total 
“unique” 
invitations 
sent 
to 
school  head 
teachers 

those, 
of 

Of 
number 
non-valid 
email 
addresses  

Non-valid 
email 
addresses 
(%) 

Country 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech 
Republic 
Denmark 

Estonia 

Finland 

0% 

6% 

<1% 

<1% 

0% 

0% 

0% 

0% 

0% 

France 

98%* 

Germany 

21% 

Greece 

<1% 

Hungary 

Iceland 

0% 

0% 

Ireland 

14% 

Italy 

Latvia 

0% 

1% 

5556 

5650 

2322 

1280 

449 

5845 

3217 

568 

2783 

47265 

30558 

7853 

8320 

186 

3413 

5530 

5586 

2305 

1277 

449 

5815 

3163 

554 

2672 

4535 

4936 

7850 

5837 

184 

3407 

38820 

24263 

814 

812 

965 

773 

51 

42 

4 

353 

54 

14 

214 

34 

248 

19 

310 

0 

12 

438 

78 

17% 

14% 

2% 

3% 

1% 

6% 

2% 

3% 

8% 

1% 

5% 

0% 

5% 

0% 

0% 

2% 

10% 

8 

 
 
Lithuania 

0% 

1231 

1228 

Luxembourg  2% 

Malta 

Norway 

1% 

N/A 

Netherlands  23% 

Poland 

N/A 

Portugal 

Romania 

Slovakia 

Slovenia 

Spain 

Sweden 

Turkey 

UK 

8% 

0% 

0% 

1% 

0% 

0% 

N/A 

10% 

192 

147 

3381 

11668 

29740 

48843 

5302 

2927 

598 

18533 

5026 

47057 

21583 

191 

142 

2133 

74 

5 

7 

16 

11168 

1212 

5369 

2885 

5293 

2903 

598 

3443 

3511 

2434 

21495 

159 

340 

228 

156 

12 

110 

437 

273 

766 

6% 

3% 

5% 

1% 

11% 

3% 

12% 

4% 

5% 

2% 

3% 

12% 

11% 

4% 

*In France, considering the extremely high level of missing email addresses from the sample frame, 
the network partner for France was requested to populate the sample with email addresses.  

Regarding the countries where no information is provided in the above table concerning 
the number of missing email addresses: 

• 

In Norway and Poland, a postal approach was initially used. School postal addresses 
were included in the sample frames acquired by each country’s respective network 
partner.  On  seeing  that  a  postal  approach  was  obtaining  low  response  rates,  an 
online approach was opted for, and email addresses of headteachers were obtained 
through online desk research.     

• 

In Turkey, the network partner (Ipsos Turkey) obtained schools email addresses by 
calling the schools in the sample.  

2.2  School selection 

The survey aimed to target 100 schools from each ISCED level in each country (400 schools 
per  country).  To  maximise  the  numbers  of  responding  schools  in  each  ISCED  level  the 
schools  were  asked  to  participate  in  all  the  ISCED  levels  they  covered.  Within  each 
school/level, the aim was to survey one teacher from ISCED 1, and 3 teachers from ISCED 
levels 2, 3A, and 3B (for ISCED levels 2 and 3A, one each from mathematics, science, and 
the  main  language  of  the  country,  and  for  ISCED  3B,  the  three  teachers  with  the  most 
instructional hours).  In  small countries such as Malta, Cyprus,  Estonia, Luxemburg,  etc, 
smaller quotas had to be adopted due to the limited number of schools available to survey 
within the country. A more detailed understanding of ISCED classifications can be found 
below:  

3 In Portugal, a large proportion of schools belonged to “SEDE” groups- these were groups of schools which all 
belonged  to  one  umbrella  organisation,  and  could  only  be  contacted  via  one  email  address.  As  such,  the 
number of contacted SEDE groups was lower than the number of individual schools.  

9 

 
 
                                                 
• 

• 

• 

ISCED  1:  Primary  education.  Programmes  at  this  level  are  typically  designed  to 
provide students with fundamental skills in reading, writing and mathematics (i.e. 
literacy  and  numeracy)  and  establish  a  solid  foundation  for  learning  and 
understanding  core  areas  of  knowledge,  personal  and  social  development,  in 
preparation  for  lower  secondary  education.  Age  is  typically  the  only  entry 
requirement at this level. The customary or legal age of entry is usually not below 
5 years old nor above 7 years old. The level typically lasts six years, although its 
duration can range between four and seven years.  

ISCED  2:  Lower  secondary  education.  Programmes  at  this  level  are  typically 
designed  to  build  on  the  learning  outcomes  from  ISCED  level  1.  Students  enter 
ISCED level 2 typically between ages 10 and 13 (age 12 being the most common).  

ISCED  3:  Upper  secondary  education.  Programmes  at  this  level  are  typically 
designed to complete secondary education in preparation for tertiary education or 
provide  skills  relevant  to  employment,  or  both.  Pupils  enter  this  level  typically 
between ages 14 and 16. Within ISCED level 3, programmes can be split between 
ISCED 3A (general) and ISCED 3B (vocational).  

Table 3- Overview of quotas by survey type 

ISCED 1 

ISCED 2 

Schools 

N=100 

N=100 

ISCED 3A 
(Academic) 
N=100 

ISCED 3B 
(Vocational) 
N=100 

Teachers 

N=1 

Students 

N=0 

N=1 
mathematics 
teacher 

N=1 
mathematics 
teacher 

N=1 
teacher 

science 

N=1 
teacher 

science 

N=1 
teacher 

language 

N=1 
teacher 

language 

N=3 
teachers 
with  the  highest 
number 
of 
instructional 
hours  

N=All  students 
within 
one 
randomly 
class 
selected 
per ISCED level 

N=All  students 
within 
one 
randomly 
class 
selected 
per ISCED level 

N=All  students 
within 
one 
randomly 
class 
selected 
per ISCED level 

Parents 

N=1 
from 
selected class 

parent 
each 

N=1 
from 
selected class 

parent 
each 

N=1 
from 
selected class  

parent 
each 

N=1 
from 
selected class 

parent 
each 

As  fieldwork  progressed,  changes  to  the  sampling  methodology  were  made  in  order  to 
address  the  gaps  in  response  rates  that  were  being  observed.  As  such,  in  nearly  all 
countries, sampling methodology changed from a PPS approach to a census approach. The 
table below specifies which final approach was used in each country.  

10 

 
 
 
 
 
 
 
 
Table 4- Sampling methodology by country 

Country 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech Republic 

Denmark 

Estonia 

Finland 

France 

Germany 

Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg 

Malta 

Norway 

Netherlands 

Poland 

Portugal 

Romania 

Slovakia 

Slovenia 

Spain 

Sweden 

Turkey 

UK 

Sampling method using 

Census 

Census 

Census 

Census 

Census 

Census 

Census 

Census 

Census 

PPS 

PPS 

Census 

Census 

Census 

Census 

Census 

Census 

Census 

Census 

Census 

PPS 

Census 

PPS 

Census 

Census 

Census 

Census 

PPS 

Census 

PPS 

Census 

2.3  Class selection  

Once schools had been selected, school head teachers were sent an invitation email asking 
them  to  participate  in  the  survey  (with  the  exception  of  Poland  and  Norway,  where 

11 

 
 
invitation  letters  containing  a  unique  link  and  password  to  the  registration  survey  were 
sent by post). If a school head teacher agreed to participate, he/she was requested to fill 
out  a  short  registration  survey  and  provide  the  contact  details  of  a  designated  “school 
coordinator.”  

This  school  coordinator  was,  in  turn,  requested  to  provide  information  on  the  different 
teachers  and  classes  taught  within  the  school.  Specifically,  the  school  coordinator  was 
asked  to  provide  information  on  classes  in  “the  last  grade  of  each  ISCED  level.”  This 
approach was used throughout the 31 countries in order to ensure consistently in the ages 
and  academic  levels  of  the  students  surveyed.  It  is  important  to  note,  however,  that 
vocational  courses  in  certain  countries  see  students’  ages  ranging  widely,  making  it 
challenging  to  identify  an  average  age.  The  table  below  provides  information  on  the 
theoretical average age of students in the “last grade” of each ISCED level. This average 
age corresponds roughly to that which was targeted in the 1st Survey of Schools: ICT in 
education (in most countries, the targeted average age in the previous wave was 9.5 years 
for ISCED 1; 13.5 years for ISCED 2, and 16.5 years for ISCED 3). ISCED levels where we 
note  a  significant  difference  between  this  wave’s  average  age  and  that  of  the  previous 
wave have been highlighted through a footnote.   

Table 5- Average age of students by country by ISCED level4 

Country 

ISCED 1 

ISCED 2 

ISCED 3A 

ISCED 3B 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

9.5 

11.5 

10.5 

9.5 

11.5 

Czech Republic  10.5 

Denmark 

Estonia 

Finland 

France 

Germany 

Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

12.5 

11.5 

12 

10.5 

9.5 

11.5 

9.5 

11.5 

11.5 

10.5 

11.5 

10 

Luxembourg 

10.5 

Malta 

10.5 

13.5 

14.5 

12.5 

13.5 

14.5 

14.5 

15.5 

14.5 

15 

14.5 

15.5 

14.5 

13.5 

15.5 

14.5 

13.5 

15.5 

16.5 

14.5 

13.5 

17.5 

17.5 

16.5 

17.5 

17.5 

18.5 

18.5 

17.5 

18 

17.5 

18.5 

17.5 

18.5 

19.5 

17.5 

18.5 

18.5 

18.5 

18.5 

15.5 

17 

17.5 

16.5 

17.5 

17.5 

16.5 

21.5 

17.5 

18 

17.5 

18.5 

17.5 

18.5 

19.5 

18.5 

18 

19.5 

20 

18.5 

18 

4  Average  ages  by  ISCED  level  have  been  calculated  using  the  European  Commission’s  “The  Structure  of  the 

European Education Systems 2014/2015” with input from our Network Partners in each country.  

12 

 
                                                 
Norway 

Netherlands 

Poland 

Portugal 

Romania 

Slovakia 

Slovenia 

Spain 

Sweden 

Turkey 

UK 

12.5 

11.5 

11.5 

1.5 

10.5 

9.5 

12 

11.5 

11.5 

10 

10.5 

15.5 

14.5 

14.5 

14 

14.5 

15 

15 

13.5 

14.5 

14 

13.5 

18.5 

17.5 

17.5 

17 

17.5 

18.5 

18 

16.5 

17.5 

18 

17.5 

19.5 

19 

18.5 

17 

17.5 

16.5 

17.5 

16.5 

17.5 

18 

17.5 

Within the student survey, we collected information on whether the student surveyed was 
born  before  the  year  2000,  in  2000,  2001,  2002,  2003,  2004,  2005,  or  after  2005 
(ST19Q01).  Based  on  the  weighted  results,  we  can  provide  information  on  the  year  in 
which students in ISCED levels 2, 3A, and 3B were born (ISCED level 1 students not having 
been interviewed).   

NB: Missing countries are those which have been excluded from analysis due to too few 
completed surveys- see section 2.4 below.  

Table 6- Year of birth of surveyed students- ISCED 2 (in % of students) 

Base:  All 
students  

Before 
2000 

2000  2001  2002  2003  2004  2005  After 
2005 

Average 
age 

16 

26 

44 

8 

29 

51 

23 

59 

5 

4 

0 

0 

2 

0 

0 

13.785 

13.41 

14.29 

1 

61 

10 

17 

12.45 

Total 

27251 

Austria 

570 

Belgium 

589 

Bulgaria 

1293 

Croatia 

2528 

Cyprus 

83 

Czech 
Republic 

2647 

Denmark 

999 

Estonia 

1574 

Finland 

745 

Hungary 

3203 

Iceland 

115 

2 

4 

0 

2 

1 

1 

3 

4 

1 

1 

1 

0 

0 

1 

1 

1 

0 

0 

1 

4 

1 

1 

1 

0 

3 

1 

8 

1 

0 

2 

2 

4 

1 

0 

1 

2 

4 

62 

24 

92 

42 

39 

23 

58 

18 

68 

81 

2 

4 

5 

7 

56 

20 

99 

0 

0 

0 

1 

2 

3 

3 

4 

0 

0 

0 

1 

0 

4 

0 

3 

1 

4 

1 

1 

1 

7 

0 

13.57 

14.59 

13.82 

14.9 

15.095 

14.82 

13.735 

15.345 

13 

 
 
  
Italy 

518 

Latvia 

1509 

Lithuania 

2751 

Malta 

82 

Portugal 

907 

Romania 

1585 

Slovakia 

1802 

Slovenia 

785 

Spain 

1249 

Sweden 

396 

3 

1 

3 

0 

1 

0 

2 

2 

1 

2 

0 

1 

4 

0 

1 

0 

0 

0 

1 

0 

0 

8 

46 

0 

6 

1 

3 

1 

3 

5 

1 

3 

85 

43 

22 

18 

7 

0 

27 

0 

16 

63 

2 

0 

4 

6 

74 

13 

38 

47 

6 

81 

2 

2 

13 

53 

18 

83 

1 

5 

6 

2 

1 

0 

1 

2 

13.37 

14.33 

14.475 

81 

19 

12.31 

4 

0 

1 

3 

7 

0 

1 

3 

2 

2 

1 

1 

14.12 

13.925 

14.195 

14.085 

13.975 

14.995 

5  Note  that  this  age  does  not  coincide  with  that  indicated  by  the  European  Commission.  As  explained  by  our 
network partner in Lithuania, many schools in the country do not have classes from “the last year” of ISCED 
level 2, and as such the survey was conducted with students from a younger class. 

14 

 
 
 
                                                 
Table 7- Year of birth of surveyed students- ISCED 3A (in % of students) 

Base: All 
Students 

Before 
2000 

2000  2001 

2002 

2003  2004 

2005  After 
2005 

Average 
age 

Total 

14084 

Belgium 

448 

Bulgaria 

754 

Croatia 

647 

Cyprus 

37* 

Czech 
Republic 

1309 

Denmark  417 

Estonia 

853 

Finland 

671 

Hungary  1203 

Iceland 

45* 

Italy 

642 

Latvia 

1091 

Lithuania  1530 

Malta 

35* 

Norway 

160 

Portugal 

481 

Romania  889 

Slovakia  1252 

Slovenia  177 

Spain 

1443 

72 

29 

54 

72 

1 

92 

95 

93 

42 

72 

92 

79 

54 

70 

0 

64 

20 

69 

90 

91 

11 

19 

63 

22 

23 

98 

0 

0 

2 

53 

12 

3 

16 

2 

4 

3 

0 

0 

0 

0 

0 

3 

3 

0 

1 

17 

21 

18 

0 

3 

3 

20 

11 

73 

20 

2 

1 

45 

2 

5 

0 

0 

9 

2 

2 

0 

0 

0 

0 

0 

0 

0 

4 

0 

0 

1 

2 

36 

0 

3 

2 

0 

0 

32 

0 

0 

4 

0 

0 

0 

0 

0 

0 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

2 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

61 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

0 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

0 

0 

0 

0 

4 

2 

0 

1 

2 

0 

0 

1 

0 

0 

1 

1 

0 

0 

0 

1 

1 

0 

0 

17.285 

17.36 

15.77 

17.835 

17.335 

17.26 

17.805 

17.555 

17.54 

16.795 

17.545 

17.58 

16.7 

17.026 

14.31 

17.155 

17.27 

17.515 

17.24 

17.01 

16.355 

6  Note  that  this  age  does  not  coincide  with  that  indicated  by  the  European  Commission.  As  explained  by  our 
network partner in Lithuania, many schools in the country do not have classes from “the last year” of ISCED 
level 3A, and as such the survey was conducted with students from a younger class. 

15 

  
 
 
 
                                                 
Table 8- Year of birth of surveyed students- ISCED 3B (in % of students) 

Base: All 
Students  

Before 
2000 

2000  2001  2002  2003  2004  2005  After 
2005 

Average 
age 

Total 

5106 

Austria 

316 

Belgium 

189 

Bulgaria 

536 

Croatia 

1113 

Denmark  25* 

Estonia 

46* 

Finland 

77 

Hungary  782 

Lithuania  175 

Norway 

136 

Portugal 

495 

Romania  457 

Slovakia  238 

Slovenia  181 

Spain 

340 

64 

68 

52 

61 

46 

84 

96 

78 

66 

68 

89 

55 

16 

58 

64 

80 

21 

16 

32 

5 

5 

6 

11 

10 

40 

9 

0 

18 

19 

10 

10 

33 

6 

0 

0 

0 

3 

3 

0 

5 

64 

13 

25 

17 

11 

3 

5 

4 

2 

2 

2 

4 

1 

0 

0 

0 

2 

0 

0 

2 

4 

0 

1 

0 

1 

1 

1 

3 

0 

0 

0 

0 

1 

0 

0 

0 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

0 

1 

0 

0 

1 

0 

2 

1 

2 

2 

2 

0 

0 

2 

4 

2 

1 

1 

1 

4 

3 

1 

17.025 

16.775 

16.895 

16.145 

16.885 

17.115 

17.76 

17.81 

16.945 

15.18 

18.33 

17.325 

17.185 

16.06 

16.2657 

17.5 

*Please note that a small base size may impact the robustness of the results  

Once the  relevant class information had been provided, an automated system randomly 
selected the teacher(s) and class(es) to be invited to participate.  Thereafter, the school 
coordinator’s role was to: 

•  Hand out and collect signed parent consent forms where necessary (this varied on 

a country by country basis depending on national legislation) 

•  Arrange for the students of the selected class(es) to take the student survey, and 

hand out unique links and passwords to each student 

7  Note  that  this  age  does  not  coincide  with  that  indicated  by  the  European  Commission.  As  explained  by  our 
network partner in Slovenia, vocational courses in the country can be either 2 years,  3 years, or 4 years, 
which explains why there may be a discrepancy between the theoretical average age of students in the last 
year of ISCED 3B with the average age of students surveyed.  

16 

  
 
                                                 
 
•  Hand out parent invitation letters to the students in the selected class(es)8, for them 
to  pass  on  to  their  parents.  Each  of  these  letters  contained  a  unique  link  and 
password which granted access to the parent survey  

•  Follow up with teachers who had not yet completed the teacher survey using the 

survey monitoring platform  

Selected teachers were sent an email invitation, inviting them to complete their survey.  

2.4 

Exclusions 

While  sample  frames  were  intended  to  represent  a  complete  coverage  of  the  target 
population, certain types of schools had to be excluded as they did not fall within the scope 
of the survey. These schools were: 

•  Schools for adults 

•  Schools for children with mental or physical disabilities 

•  Schools  with  cirruculums  that  fell  outside  of  the  remit  of  the  study,  such  as  art 

schools or dance schools 

•  Schools where all or most classes were taught in a language other than the national 

language (for example, Russian language schools in Estonia)  

8 Unlike the 2013 wave, the 2017 Study also included a survey addressed to parents, the aim of which was to 
collect information on parents’ use of and attitude towards ICT in supporting the education of their children.  

17 

 
 
 
 
                                                 
 
3.  Data collection  

3.1 

Translations   

As  far  as  possible,  translations  were  recycled  from  the  previous  wave  of  the  study. 
Certain amends were made where needed, notably to include new questions and items 
within specific questions. Once the master English questionnaires had been finalised, 
these were translated into the local language(s) of each country by the London-based 
agency  Language  Connect,  and  then  checked  by  the  local  agency  responsible  for 
fieldwork  in  each  country.  A  table  summarising  the  language(s)  into  which  the 
questionnaires were translated can be found below.  

Table 9- Language(s) used in each country 

Country 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech Republic 

Denmark 

Estonia 

Finland 

France 

Germany 

Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg 

Malta 

Norway 

Netherlands 

Poland 

Portugal 

Romania 

Slovakia 

Language(s) 

German 

French/ Dutch 

Bulgarian 

Croatian 

Greek 

Czech 

Danish 

Estonian 

Finnish/ Swedish 

French 

German 

Greek 

Hungarian 

Icelandic 

English 

Italian 

Latvian 

Lithuanian 

German/ French 

Maltese/ English 

Norwegian 

Dutch 

Polish 

Portuguese 

Romanian 

Slovakian 

18 

 
Slovenia 

Spain 

Sweden 

Turkey 

UK 

Slovenian 

Spanish 

Swedish 

Turkish 

English  

3.2  Survey administration  

All  surveys  were  completed  online,  with  an  estimated  duration  of  5  minutes  for  the 
registration survey, and 20 minutes each for the head teacher, school coordinator, parent, 
student, and teacher surveys.  

Following  the  completion  of  fieldwork,  we  were  able  to  estimate  the  actual  time  spent 
completing each survey. This duration - calcutated as an average across all coutries - is 
summarised in the table below: 

Table 10- Calculated survey duration (average across countries) 

Head 
survey 

teacher 

School 
coordinator 
survey 

Parent survey 

Student survey  Teacher survey 

28 minutes  

26 minutes 

15 minutes 

18 minutes 

24 minutes 

3.3  Germany application process 

In  Germany,  the  legal  requirements  to  conduct  a  survey  varied  on  a  regional  basis.  As 
such, some  regions (laenders) required ministry approval while others did not.  As such, 
applications were submitted to each laender individually by our network partner in the field 
(Ipsos Germany), and outcomes were observed on a laender by laender basis. 

3.4  Maximising response rates  

3.4.1  Reminder emails 

In order to maximise response rate, selected schools were sent regular reminder emails 
asking them to participate. Where a school was already registered, the school coordinator 
received reminder emails asking them to use the monitoring platform in order to identify 
which surveys within the school had yet to be completed. Similarly, the reminder emails 
were sent to the selected teacher(s).    

Table 7- Initial reminder schedule by survey type 

weeks 

2 
receiving invitation 

after 

weeks 

3 
receiving invitation 

after 

weeks 

4 
receiving invitation 

after 

Head teacher 

1st reminder is sent   2nd reminder is sent  3rd reminder is sent 

School coordinator 

1st reminder is sent  2nd reminder is sent  3rd reminder is sent 

19 

 
 
 
 
 
Teacher 

Student 

Parents 

1st reminder sent to 
the  teacher  and  the 
school coordinator  

2nd reminder sent to 
the  teacher  and  the 
school coordinator 

3rd reminder sent to 
teacher  and 
the 
school coordinator 

reminder 

1st 
school coordinator 

to 

1st reminder sent to 
school coordinator 

reminder 

2nd 
school coordinator 

to 

reminder 

3rd 
school coordinator 

to 

In order to boost response rates, this reminder schedule was modified during the fieldwork 
period.  The  initial  2-week  period  before  sending  the  first  reminder  was  shortened  to  1 
week.  Moreover,  samples  from  certain  countries  were  re-activated,  resulting  in  certain 
schools  receiving  more  than  3  reminders.  This  was  the  case  for  schools  in:  BE, 
BG,CY,CZ,DE,DK,EE,ES,FI,FR,HR,HU,IE,IS,IT,LT,LV,MT,NL,PT,RO,SE,SI,SK,UK. 

Table 8- Reminders sent by survey type 

Registration 
survey 
reminders 

Head 
teacher 
reminders 

School 
coordinator 
reminders 

Teacher 
ISCED levels combined) 

reminders 

(all 

Total 

586592 

7093 

11421 

10088 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech 
Republic 

8560 

20462 

13165 

4968 

2830 

24207 

Denmark 

14659 

Estonia 

Finland 

France 

2424 

14054 

33667 

Germany 

17586 

Greece 

8753 

Hungary 

22673 

Iceland 

838 

Ireland 

18263 

47 

390 

422 

321 

68 

359 

218 

202 

365 

350 

92 

38 

248 

54 

235 

513 

495 

642 

533 

135 

586 

304 

204 

460 

407 

211 

165 

488 

42 

345 

270 

506 

443 

753 

47 

515 

291 

571 

469 

235 

0 

3 

546 

143 

46 

20 

 
 
 
 
 
Italy 

Latvia 

Lithuania 

Luxembourg 

Malta 

119096 

3920 

4592 

162 

575 

Norway 

6690 

Netherlands 

37375 

Poland 

3987 

Portugal 

15871 

Romania 

24645 

Slovakia 

Slovenia 

Spain 

Sweden 

Turkey 

6850 

3206 

22690 

20133 

7877 

UK 

101814 

414 

301 

372 

15 

81 

14 

168 

23 

413 

485 

421 

129 

507 

211 

11 

119 

1181 

294 

329 

12 

87 

199 

412 

79 

384 

713 

815 

125 

615 

269 

117 

260 

316 

769 

713 

0 

119 

108 

101 

160 

522 

887 

409 

211 

639 

230 

25 

41 

3.4.2  Reminder calls  

In countries where we predicted seeing low response rates, telephone follow-up calls were 
made from a call-center in the Netherlands to schools after they had received the invitation 
by email. The countries in which this procedure was set up can be found below, as well as 
the dates during which these reminder calls took place.  

•  France (April 19th- May 15th 2018)  

•  Germany (April 19th- July 4th 2018) 

• 

Italy (May 3rd-May 15th 2018)  

•  Netherlands (February 22nd- May 3rd 2018) 

•  Spain (February 27th- May 3rd 2018)  

The following table provides an overview of the the achieved outcome of these reminder 
calls. 

21 

 
 
 
Table 13- Outcome of reminder calls 

France 

Germany 

Italy 

Netherlands  Spain 

1982 

1975 

4266 

4369 

3931 

2602 

3746 

1152* 

3700 

2596 

306 

1036 

174 

1857 

1655 

Total sample 

Total number of 
schools called 

Reminder 
questionnaires 
completed by 
call center 

Refusals  

64 

419 

Wrong numbers  

155 

Wrong school 
name 

14 

33 

14 

21 

31 

1 

625 

132 

54 

103 

53 

3 

*In  Italy, a total of 2318 schools were  removed from the total sample  of 4369 schools. 
These schools were ISCED 1, and considering high response rate of ISCED 1 schools in the 
country it was decided to focus only on ISCED 2 and 3. As such, these were not contacted.  

3.5 

Fieldwork start dates 

The target start date for fieldwork in all countries was early November 2017, however a 
number of set-backs meant that fieldwork was delayed in certain countries. The primary 
reasons for delay were issues with sample frames, getting all surveys approved for launch 
by network partners, and certain countries requiring ministry approval in order to conduct 
the study. The table below provides an overview of fieldwork start dates by country.   

22 

 
 
 
 
Table 14- Fieldwork start date by country 

Fieldwork start date 

Austria 

04/04/2018 

Belgium 

24/11/2017 

Bulgaria 

10/11/2017 

Croatia 

Cyprus 

09/11/2017 

7/2/2018 for ISCED 1, 2, 3A 
16/03/2018 for ISCED 3B 

Czech Republic 

16/11/2017 

Denmark 

02/11/2017 

Estonia 

24/11/2017 

Finland 

30/11/2017 

France 

07/02/2018 

Germany 

First laender: 05/01/2018 

Greece 

27/04/2018 

Hungary 

07/11/2017 

Iceland 

01/11/2017 

*** 
'grunnskólar' schools in Reykjavik: 21/03/2018 

Ireland 

01/11/2017 

Italy 

Latvia 

24/11/2017 

08/11/2017 

Lithuania 

28/11/2017 

Luxembourg 

23/03/2018 

Malta 

16/11/2017 

Norway 

Launch by post: 27/11/2017 
Launch by email: 22/03/2018 

Netherlands 

03/11/2017 

Poland 

Launch by post: 03/01/2018 
Launch by email: 27/04/2018 

Portugal 

16/01/2017 

Romania 

01/11/2017 

23 

 
Slovakia 

13/11/2017 

Slovenia 

06/11/2017 

Spain 

10/11/2017 

Sweden 

01/11/2017 

Turkey 

14/02/2018 

UK 

28/11/2017 

3.6 

Fieldwork progress  

The following tables provide information on weekly fieldwork progress from mid-November 
2017 until end of May 2018. Progress is measured per ISCED level:  

•  For ISCED 1, progress is measured in number of participating teachers  

•  For ISCED 2,3A, and 3B, progress is measured in number of participating classes  

24 

 
 
 
Table 15- Fieldwork progress 

ISCED 1- PART 1 

Austria 

Belgium 

Bulgaria  Croatia 

Cyprus 

Czech Republic 

Denmark 

Estonia 

Finland 

France 

)
s
r
e
h
c
a
e
t

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

1
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

10 

24 

33 

34 

40 

56 

65 

0 

0 

0 

0 

1 

1 

2 

3 

6 

7 

13 

15 

23 

25 

27 

29 

33 

38 

38 

38 

49 

57 

59 

61 

66 

71 

2 

4 

7 

11 

14 

14 

21 

30 

33 

36 

44 

44 

45 

46 

52 

54 

59 

64 

64 

64 

64 

73 

76 

77 

80 

81 

9 

18 

29 

36 

42 

47 

60 

79 

90 

98 

109 

119 

130 

132 

138 

141 

144 

151 

151 

162 

165 

168 

168 

171 

172 

172 

1 

1 

1 

2 

3 

3 

3 

4 

4 

4 

4 

5 

7 

9 

11 

13 

14 

16 

16 

16 

16 

23 

23 

23 

23 

24 

0 

0 

1 

3 

5 

6 

8 

10 

12 

12 

21 

28 

43 

57 

67 

73 

85 

94 

100 

109 

119 

123 

126 

128 

129 

129 

0 

1 

3 

3 

6 

8 

12 

16 

19 

22 

26 

27 

29 

32 

38 

40 

40 

42 

44 

47 

48 

48 

48 

48 

48 

48 

0 

0 

4 

7 

15 

15 

23 

34 

42 

46 

51 

58 

66 

68 

72 

77 

79 

83 

84 

87 

91 

94 

94 

95 

96 

97 

0 

0 

0 

0 

0 

1 

2 

4 

6 

8 

14 

15 

21 

25 

33 

44 

52 

61 

66 

71 

77 

82 

83 

89 

94 

98 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

2 

2 

2 

3 

3 

3 

3 

3 

3 

4 

 
 
 
 
 
 
 
 
 
 
 
ISCED 1- PART 2 

Germany  Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg  Malta 

)
s
r
e
h
c
a
e
t

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

1
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

2 

2 

2 

3 

3 

3 

3 

4 

4 

5 

5 

5 

5 

6 

6 

6 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

2 

9 

14 

19 

6 

8 

9 

17 

19 

21 

26 

28 

31 

37 

41 

45 

58 

63 

71 

75 

86 

98 

103 

149 

179 

194 

197 

206 

211 

211 

0 

0 

0 

0 

0 

0 

0 

0 

0 

3 

4 

5 

6 

9 

9 

9 

9 

9 

9 

9 

10 

11 

11 

11 

12 

12 

0 

0 

1 

1 

1 

1 

1 

4 

11 

13 

14 

15 

18 

22 

25 

27 

27 

28 

29 

34 

38 

40 

41 

45 

49 

54 

0 

0 

0 

0 

1 

1 

2 

2 

2 

2 

3 

4 

7 

11 

12 

16 

17 

20 

20 

25 

31 

39 

39 

48 

56 

66 

2 

4 

6 

10 

13 

18 

21 

46 

49 

56 

60 

61 

67 

65 

65 

66 

69 

73 

74 

77 

80 

82 

83 

86 

91 

95 

0 

0 

2 

9 

15 

18 

32 

34 

49 

57 

75 

86 

104 

122 

131 

134 

141 

155 

156 

162 

171 

175 

175 

176 

176 

176 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

2 

2 

2 

2 

3 

3 

3 

3 

3 

0 

1 

1 

1 

1 

2 

3 

4 

5 

7 

8 

9 

12 

12 

12 

13 

13 

12 

12 

13 

13 

13 

13 

13 

14 

15 

26 

 
 
 
 
 
 
 
 
 
ISCED 1- PART 3 

Norway 

Netherlands  Poland 

Portugal  Romania  Slovakia  Slovenia  Spain 

Sweden 

Turkey 

UK 

)
s
r
e
h
c
a
e
t

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

1
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

2 

2 

2 

2 

2 

2 

5 

9 

12 

12 

12 

13 

14 

0 

0 

1 

1 

1 

1 

1 

1 

1 

2 

3 

3 

3 

4 

4 

4 

5 

6 

8 

10 

15 

16 

16 

16 

17 

19 

0 

0 

0 

0 

0 

0 

0 

4 

4 

5 

5 

5 

5 

6 

6 

6 

6 

6 

6 

6 

6 

6 

7 

8 

12 

16 

0 

0 

0 

0 

0 

0 

0 

0 

2 

3 

8 

10 

15 

21 

23 

30 

34 

39 

41 

46 

54 

56 

57 

60 

63 

69 

1 

1 

1 

2 

7 

7 

10 

11 

13 

14 

18 

21 

22 

27 

27 

30 

36 

47 

47 

48 

58 

63 

64 

68 

71 

79 

0 

2 

2 

3 

3 

4 

9 

10 

11 

15 

21 

27 

29 

34 

36 

41 

49 

52 

53 

56 

63 

68 

68 

70 

75 

76 

1 

3 

4 

6 

6 

8 

12 

17 

19 

19 

21 

21 

22 

23 

24 

27 

29 

35 

35 

37 

40 

40 

40 

41 

42 

42 

0 

0 

0 

0 

0 

1 

2 

2 

3 

5 

6 

10 

11 

15 

17 

23 

27 

30 

30 

38 

43 

47 

47 

50 

54 

58 

0 

0 

0 

1 

2 

2 

3 

5 

5 

5 

6 

6 

8 

10 

13 

15 

16 

17 

17 

17 

17 

23 

25 

25 

28 

34 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

2 

2 

2 

2 

2 

2 

2 

3 

3 

3 

0 

0 

0 

0 

0 

0 

0 

0 

1 

3 

3 

3 

6 

8 

9 

11 

11 

15 

15 

17 

22 

28 

28 

34 

39 

45 

27 

 
 
 
 
 
 
 
 
 
ISCED 2- PART 1 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech Republic 

Denmark  Estonia 

Finland 

France 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

2
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

4 

10 

11 

20 

25 

37 

0 

0 

0 

0 

0 

0 

0 

2 

3 

5 

7 

8 

11 

21 

22 

26 

27 

36 

36 

36 

36 

40 

40 

43 

46 

49 

3 

5 

6 

11 

13 

14 

21 

27 

32 

36 

44 

49 

52 

54 

59 

63 

69 

76 

76 

78 

83 

89 

91 

91 

92 

92 

3 

11 

25 

37 

52 

74 

75 

81 

98 

106 

123 

141 

151 

160 

167 

170 

173 

183 

183 

187 

192 

197 

197 

203 

206 

206 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

3 

4 

5 

6 

6 

0 

0 

1 

2 

4 

5 

7 

11 

16 

24 

32 

40 

47 

70 

78 

90 

97 

111 

114 

125 

139 

151 

153 

154 

154 

154 

1 

2 

4 

4 

5 

8 

10 

14 

18 

21 

28 

29 

35 

41 

44 

47 

55 

56 

58 

62 

65 

68 

68 

69 

70 

70 

0 

0 

2 

8 

17 

27 

29 

43 

56 

61 

70 

76 

90 

92 

93 

96 

102 

109 

111 

115 

117 

120 

121 

122 

126 

126 

0 

0 

0 

0 

0 

0 

1 

2 

4 

6 

8 

10 

12 

17 

19 

24 

29 

34 

38 

42 

47 

52 

52 

56 

60 

62 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

2 

2 

3 

6 

8 

11 

11 

12 

12 

12 

12 

12 

28 

 
 
 
 
 
 
 
 
 
 
Progress ISCED 2- PART 2  Germany  Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg  Malta 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

2
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

2 

4 

4 

4 

4 

5 

6 

6 

6 

9 

13 

13 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

3 

7 

1 

6 

12 

12 

15 

18 

29 

35 

38 

40 

42 

48 

64 

65 

68 

73 

80 

92 

94 

116 

156 

185 

192 

207 

220 

224 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

3 

4 

7 

9 

9 

9 

9 

9 

9 

10 

10 

10 

10 

12 

12 

13 

0 

0 

1 

2 

2 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

4 

4 

4 

5 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

2 

3 

4 

4 

4 

5 

9 

9 

10 

10 

16 

18 

22 

27 

38 

4 

8 

17 

23 

43 

52 

55 

63 

71 

77 

87 

90 

93 

92 

93 

93 

96 

101 

101 

106 

111 

116 

117 

117 

122 

126 

0 

0 

1 

8 

15 

23 

35 

44 

62 

72 

88 

105 

110 

130 

143 

151 

160 

176 

176 

184 

195 

199 

200 

200 

201 

201 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

2 

2 

2 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

4 

5 

5 

29 

 
 
 
 
 
 
 
 
 
 
ISCED 2- PART 3 

Norway 

Netherlands  Poland 

Portugal  Romania  Slovakia  Slovenia  Spain 

Sweden 

Turkey 

UK 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

2
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

2 

4 

7 

7 

9 

9 

10 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

2 

2 

4 

6 

6 

6 

6 

6 

6 

0 

0 

0 

0 

0 

0 

0 

1 

3 

5 

8 

9 

11 

12 

12 

13 

13 

13 

13 

13 

13 

13 

13 

13 

16 

17 

0 

0 

0 

0 

0 

0 

0 

0 

1 

4 

7 

7 

9 

12 

12 

20 

29 

33 

34 

36 

41 

49 

52 

56 

58 

68 

2 

3 

3 

4 

8 

11 

11 

12 

15 

19 

21 

26 

32 

35 

35 

37 

43 

53 

53 

60 

75 

91 

92 

98 

108 

110 

1 

1 

3 

4 

7 

11 

12 

16 

24 

27 

33 

42 

45 

51 

51 

71 

75 

82 

84 

90 

102 

108 

116 

121 

128 

135 

1 

2 

5 

8 

9 

13 

13 

14 

18 

19 

25 

28 

30 

30 

30 

35 

39 

41 

42 

44 

48 

55 

55 

55 

56 

56 

1 

1 

1 

1 

1 

1 

2 

5 

8 

8 

8 

8 

14 

16 

17 

23 

31 

33 

33 

43 

52 

59 

60 

62 

67 

73 

0 

0 

0 

1 

2 

3 

3 

4 

6 

6 

6 

7 

8 

9 

9 

10 

12 

14 

15 

18 

21 

23 

23 

24 

24 

25 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

2 

3 

3 

3 

3 

3 

3 

4 

4 

4 

5 

9 

30 

 
 
 
 
 
 
 
 
 
 
ISCED 3A- PART 1 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus  Czech Republic 

Denmark 

Estonia 

Finland 

France 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

A
3
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

8 

11 

12 

12 

13 

16 

0 

0 

0 

0 

0 

0 

0 

2 

3 

4 

7 

7 

9 

20 

23 

25 

27 

31 

31 

32 

34 

36 

36 

39 

40 

43 

1 

2 

3 

7 

10 

10 

11 

18 

19 

22 

26 

26 

28 

29 

30 

33 

36 

37 

37 

43 

44 

46 

47 

49 

50 

50 

2 

3 

6 

8 

11 

15 

15 

19 

21 

22 

26 

26 

26 

26 

27 

27 

28 

29 

29 

31 

33 

35 

35 

35 

37 

37 

0 

0 

0 

2 

2 

2 

2 

2 

2 

2 

2 

2 

3 

3 

3 

3 

4 

4 

4 

4 

4 

4 

4 

4 

4 

4 

0 

2 

2 

5 

6 

6 

10 

13 

17 

21 

22 

24 

34 

46 

51 

56 

58 

62 

63 

68 

75 

78 

78 

78 

78 

78 

5 

7 

7 

9 

10 

10 

12 

12 

14 

14 

14 

14 

15 

15 

15 

16 

16 

16 

17 

17 

18 

20 

21 

21 

21 

21 

0 

0 

1 

6 

12 

16 

20 

29 

32 

36 

42 

45 

49 

49 

49 

49 

52 

55 

55 

55 

56 

56 

56 

56 

56 

57 

0 

0 

0 

1 

1 

2 

6 

8 

11 

11 

20 

23 

24 

27 

28 

30 

30 

32 

32 

35 

42 

48 

49 

52 

55 

56 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

2 

4 

6 

6 

7 

7 

7 

7 

7 

7 

7 

31 

 
 
 
 
 
 
 
 
 
 
ISCED 3A- PART 2 

Germany  Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg  Malta 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

A
3
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

2 

3 

4 

4 

4 

4 

4 

4 

5 

5 

6 

6 

0 

0 

0 

0 

1 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

0 

2 

3 

3 

4 

1 

3 

4 

6 

8 

11 

16 

17 

17 

18 

25 

30 

36 

38 

38 

39 

40 

46 

46 

48 

54 

57 

57 

57 

58 

59 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

2 

3 

3 

4 

4 

5 

5 

5 

6 

6 

6 

6 

6 

6 

6 

6 

0 

0 

1 

1 

1 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

3 

3 

3 

3 

4 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

1 

1 

4 

4 

5 

6 

8 

10 

10 

13 

16 

23 

26 

28 

34 

44 

2 

8 

18 

24 

31 

39 

43 

53 

59 

63 

68 

69 

71 

71 

71 

71 

71 

74 

74 

77 

81 

84 

84 

84 

90 

94 

0 

0 

0 

4 

8 

15 

20 

24 

35 

43 

47 

51 

51 

63 

68 

72 

81 

83 

83 

86 

90 

96 

96 

96 

96 

96 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

2 

2 

2 

2 

2 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

4 

4 

32 

 
 
 
 
 
 
 
 
 
 
ISCED 3A- PART 3 

Norway 

Netherlands  Poland 

Portugal  Romania  Slovakia  Slovenia  Spain 

Sweden 

Turkey 

UK 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(

A
3
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

2 

3 

3 

3 

3 

3 

3 

5 

6 

8 

9 

9 

10 

11 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

2 

4 

4 

4 

4 

4 

4 

0 

0 

0 

0 

0 

0 

0 

2 

3 

3 

7 

7 

7 

10 

10 

10 

11 

11 

11 

11 

11 

11 

11 

11 

11 

13 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

2 

2 

3 

4 

4 

10 

13 

14 

14 

15 

19 

19 

22 

24 

25 

31 

2 

5 

6 

8 

11 

12 

12 

13 

13 

16 

16 

16 

16 

17 

18 

23 

24 

30 

30 

31 

38 

44 

45 

46 

47 

52 

2 

5 

8 

11 

13 

16 

17 

20 

26 

29 

34 

40 

42 

43 

43 

49 

55 

60 

64 

67 

69 

72 

73 

73 

75 

75 

2 

3 

4 

5 

7 

8 

8 

9 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

10 

1 

1 

1 

1 

1 

1 

3 

5 

8 

8 

9 

10 

12 

15 

17 

23 

31 

34 

34 

45 

50 

59 

59 

66 

73 

77 

0 

0 

5 

6 

6 

6 

6 

7 

7 

7 

8 

9 

10 

11 

11 

13 

14 

15 

15 

16 

18 

18 

18 

18 

18 

19 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

3 

3 

3 

3 

3 

3 

3 

3 

3 

3 

4 

33 

 
 
 
 
 
 
 
 
 
 
ISCED 3B- PART 1 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech Republic 

Denmark 

Estonia 

Finland 

France 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(
B
3
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

3 

8 

12 

14 

19 

21 

22 

0 

0 

0 

0 

0 

0 

0 

0 

0 

2 

2 

2 

7 

12 

13 

13 

14 

17 

17 

17 

17 

20 

20 

23 

24 

29 

2 

6 

8 

8 

10 

10 

11 

13 

14 

14 

18 

18 

19 

19 

20 

21 

23 

25 

25 

26 

29 

31 

32 

32 

34 

34 

1 

4 

13 

20 

28 

32 

33 

36 

45 

50 

54 

55 

59 

59 

61 

61 

65 

67 

67 

68 

72 

77 

77 

78 

79 

79 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

3 

3 

5 

7 

7 

9 

9 

9 

11 

18 

20 

23 

24 

26 

28 

31 

34 

35 

35 

35 

35 

35 

0 

2 

3 

3 

4 

4 

4 

4 

4 

5 

5 

5 

5 

5 

5 

4 

4 

4 

3 

3 

3 

3 

3 

3 

3 

3 

0 

0 

0 

0 

0 

0 

1 

1 

1 

2 

2 

3 

3 

3 

3 

3 

3 

5 

5 

5 

5 

5 

6 

6 

7 

7 

0 

0 

0 

0 

0 

0 

1 

1 

2 

3 

3 

3 

3 

4 

4 

5 

7 

7 

7 

7 

7 

9 

8 

8 

8 

10 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

2 

3 

4 

5 

8 

8 

10 

10 

10 

10 

10 

10 

10 

34 

 
 
 
 
 
 
 
 
 
 
ISCED 3B- PART 2 

Germany  Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg  Malta 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(
B
3
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

2 

3 

3 

3 

3 

4 

4 

5 

6 

6 

6 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

0 

1 

1 

2 

3 

0 

0 

2 

4 

5 

7 

8 

10 

11 

13 

16 

23 

28 

29 

31 

33 

35 

38 

40 

46 

49 

54 

54 

56 

57 

58 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

1 

1 

1 

1 

1 

3 

3 

3 

4 

5 

0 

0 

0 

0 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

2 

3 

3 

3 

3 

3 

3 

3 

0 

0 

0 

0 

1 

3 

3 

7 

7 

8 

8 

8 

8 

9 

9 

10 

12 

12 

12 

12 

12 

13 

13 

13 

13 

13 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

35 

 
 
 
 
 
 
 
 
 
 
ISCED 3B- PART 3 

Norway 

Netherlands  Poland 

Portugal  Romania  Slovakia  Slovenia  Spain 

Sweden 

Turkey 

UK 

)
s
e
s
s
a
l
c

g
n
i
t
a
p
i
c
i
t
r
a
p

f
o

s
r
e
b
m
u
n

n
i
(
B
3
D
E
C
S
I

-

s
s
e
r
g
o
r
P

17/11/2017 

24/11/2017 

01/12/2017 

08/12/2017 

15/12/2017 

22/12/2017 

12/01/2018 

19/01/2018 

26/01/2018 

02/02/2018 

09/02/2018 

16/02/2018 

23/02/2018 

02/03/2018 

09/03/2018 

16/03/2018 

23/03/2018 

02/04/2018 

06/04/2018 

13/04/2018 

20/04/2018 

27/04/2018 

04/05/2018 

11/05/2018 

18/05/2018 

25/05/2018 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

2 

2 

2 

2 

2 

2 

2 

2 

4 

7 

7 

8 

8 

8 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

2 

3 

3 

3 

3 

3 

3 

0 

0 

0 

0 

0 

0 

0 

1 

3 

3 

4 

7 

7 

8 

8 

8 

8 

8 

8 

8 

8 

8 

9 

9 

9 

10 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

4 

6 

8 

11 

11 

13 

16 

17 

17 

19 

25 

28 

32 

33 

35 

39 

1 

1 

3 

6 

7 

8 

8 

8 

8 

9 

9 

9 

9 

10 

11 

14 

15 

18 

18 

18 

22 

26 

27 

27 

28 

30 

0 

0 

1 

1 

2 

4 

4 

4 

4 

5 

6 

6 

6 

7 

7 

9 

9 

11 

12 

14 

15 

15 

15 

15 

17 

17 

2 

3 

4 

5 

6 

7 

7 

7 

9 

9 

10 

10 

11 

11 

11 

11 

11 

11 

11 

11 

11 

11 

11 

11 

12 

12 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

2 

2 

4 

4 

7 

9 

11 

13 

13 

18 

21 

24 

24 

26 

33 

39 

1 

2 

4 

5 

5 

5 

5 

6 

6 

6 

7 

7 

7 

7 

7 

8 

9 

9 

9 

9 

11 

11 

11 

12 

12 

13 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

1 

1 

1 

1 

1 

2 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

36 

 
 
 
 
 
 
 
 
 
 
3.7 

Final fieldwork statistics  

The following tables provide information on final achieved fieldwork results. In particular, details can be found on the number of invitations sent, 
reminders sent, and surveys completed by the end of the fieldwork period, by ISCED level and country. 

 
 
Table 16- Final fieldwork statistics 

PART 1 OF 3 

Total 

Austria  Belgium  Bulgaria  Croatia  Cyprus  Czech 

Denmark 

Estonia 

Finland 

Republic 

Total 'unique' invitations send to headteachers 

141968 

5530 

5586 

2305 

1277 

449 

5815 

3163 

554 

2672 

Total number of reminders to headteacher for school 
participation 

586592 

8560 

20462 

13165 

4968 

2830 

24207 

14659 

2424 

14054 

Total number of reminders to school coordinators 

11421 

513 

Total completed headteachers interviews 

7162 

336 

Total reminders to complete head teacher survey 

7093 

Total completed ISCED 1 teachers interviews 

1901 

Total reminders to complete ISCED 1 teacher survey  1607 

47 

65 

39 

Total completed ISCED 2 teachers interviews 

4846 

87 

495 

267 

390 

71 

77 

92 

Total reminders to complete ISCED 2 teacher survey  4784 

115 

160 

642 

325 

422 

81 

55 

272 

219 

Total completed ISCED 3A teachers interviews 

2110 

35 

111 

134 

Total  reminders  to  complete  ISCED  3A  teacher 
survey 

2431 

53 

159 

103 

Total completed ISCED 3B teachers interviews 

1061 

47 

55 

Total  reminders  to  complete  ISCED  3B  teacher 
survey 

1266 

63 

110 

83 

66 

533 

489 

321 

172 

133 

569 

420 

93 

68 

186 

132 

135 

75 

68 

24 

16 

16 

19 

8 

12 

0 

0 

586 

482 

359 

129 

61 

419 

255 

137 

142 

79 

57 

304 

265 

218 

48 

48 

182 

220 

27 

23 

4 

0 

204 

192 

460 

311 

202 

365 

97 

98 

107 

120 

258 

306 

152 

191 

111 

123 

141 

124 

13 

17 

25 

34 

Total completed parent interviews 

19040 

277 

379 

1653 

1839 

53 

1042 

547 

1119 

670 

Total completed student interviews 

48799 

1063 

1253 

2583 

4289 

120 

4287 

1441 

2473 

1478 

 
 
 
PART 2 OF 3 

France  Germany  Greece  Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg  Malta 

'unique' 

invitations  sent 

Total 
headteachers  
Total  number  of 
headteacher for school participation 

reminders 

to 

4535 

4936 

7850 

5837 

184 

3407 

24263 

812 

1228 

191 

to 

33667 

17586 

8753 

22673 

838 

18263 

119096  3920 

4592 

162 

407 

211 

165 

488 

201 

150 

146 

496 

completed 

headteachers 

Total  number  of  reminders  to  school 
coordinators 
Total 
interviews 
Total  reminders  to  complete  head 
teacher survey 
Total  completed  ISCED  1  teachers 
interviews 
Total  reminders  to  complete  ISCED  1 
teacher survey 

350 

92 

4 

19 

6 

0 

Total  completed  ISCED  2  teachers 
interviews 
Total  reminders  to  complete  ISCED  2 
teacher survey 

42 

33 

105 

0 

Total  completed  ISCED  3A  teachers 
interviews 
Total reminders to complete ISCED 3A 
teacher survey 

Total  completed  ISCED  3B  teachers 
interviews 

Total reminders to complete ISCED 3B 
teacher survey 

6 

30 

18 

81 

21 

0 

13 

0 

42 

42 

54 

12 

16 

31 

56 

12 

64 

1 

7 

345 

1181 

294 

329 

184 

460 

230 

347 

235 

414 

301 

372 

54 

45 

66 

51 

95 

176 

106 

109 

4 

0 

7 

1 

0 

0 

106 

276 

483 

144 

390 

376 

101 

197 

241 

102 

270 

205 

19 

19 

8 

3 

34 

23 

38 

19 

0 

24 

0 

248 

211 

93 

573 

267 

11 

131 

3 

2 

0 

98 

126 

88 

Total completed parent interviews 

73 

68 

37 

2092 

80 

156 

464 

1184 

2652 

Total completed student interviews 

519 

398 

189 

5188 

161 

140 

1248 

2619 

4456 

12 

18 

15 

3 

0 

0 

0 

0 

0 

0 

0 

0 

0 

142 

575 

87 

51 

81 

15 

32 

14 

47 

14 

40 

0 

0 

64 

117 

39 

 
PART 3 OF 3 

Norway  Netherlands  Poland 

Portugal  Romania  Slovakia  Slovenia  Spain 

Sweden  Turkey  UK 

Total 'unique' invitations 

Total  number  of  reminders  to  headteacher 
for school participation 

Total  number  of  reminders  to  school 
coordinators 

Total completed headteachers interviews 

Total  reminders  to  complete  head  teacher 
survey 

completed 

ISCED  1 

Total 
interviews 
Total  reminders  to  complete  ISCED  1 
teacher survey 

teachers 

completed 

ISCED  2 

Total 
interviews 
Total  reminders  to  complete  ISCED  2 
teacher survey 

teachers 

2133 

6690 

11168 

37375 

5369 

2885 

5293 

2903 

598 

3443 

3511 

2434 

21495 

3987 

15871 

24645 

6850 

3206 

22690 

20133 

7877 

101814 

199 

412 

79 

384 

713 

815 

125 

615 

269 

117 

260 

93 

14 

14 

23 

23 

32 

156 

168 

19 

21 

9 

36 

123 

194 

23 

413 

69 

68 

16 

17 

42 

51 

337 

485 

79 

137 

450 

421 

76 

49 

119 

129 

42 

46 

309 

142 

507 

211 

58 

45 

34 

54 

44 

11 

3 

9 

6 

173 

226 

351 

130 

187 

59 

218 

474 

208 

125 

218 

106 

10 

Total 
interviews 

completed 

ISCED  3A 

teachers 

17 

1 

26 

64 

91 

161 

21 

179 

24 

Total  reminders  to  complete  ISCED  3A 
teacher survey 

22 

23 

49 

96 

166 

105 

16 

264 

38 

Total 
interviews 

completed 

ISCED  3B 

teachers 

20 

4 

18 

91 

52 

31 

25 

92 

13 

Total  reminders  to  complete  ISCED  3B 
teacher survey 

31 

21 

43 

140 

110 

47 

24 

112 

32 

Total completed parent interviews 

54 

56 

268 

463 

1489 

822 

410 

700 

217 

Total completed student interviews 

455 

224 

728 

1883 

2931 

3292 

1143 

3032 

897 

0 

0 

2 

6 

35 

24 

128 

119 

45 

11 

7 

16 

6 

14 

0 

0 

77 

168 

40 

4. 

Partial registration, refusals, and no answers 

As aforementioned in section 2.3, the head teacher of each selected school was sent an 
email inviting them to register their participation in the survey. The table below provides 
details  on  how  many  head  teachers  only  partially  registered,  indicated  their  refusal  to 
particiate, or did not answer the invitation.  

Table 17- Overview of registration process by country 

Country 

Participation 
confirmed and valid 

Partial 
registration 

Refusal 

No answer 

Austria 

416 

Belgium 

348 

9% 

7% 

513 

11% 

39 

1% 

3591 

79% 

554 

12% 

93 

2% 

3815 

79% 

Bulgaria 

390 

17% 

902 

40% 

12 

1% 

949 

42% 

Croatia 

549 

44% 

320 

26% 

63 

5% 

300 

24% 

Cyprus 

85 

19% 

143 

32% 

17 

4% 

199 

45% 

Czech 
Republic 

590 

11% 

1310 

24% 

213 

4% 

3339 

61% 

Denmark 

344 

11% 

600 

19% 

374 

12% 

1789 

58% 

Estonia 

218 

40% 

131 

24% 

49 

9% 

140 

26% 

Finland 

France 

380 

263 

Germany 

208 

Greece 

187 

15% 

373 

15% 

132 

5% 

1571 

64% 

6% 

4% 

2% 

730 

16% 

57 

1% 

3447 

77% 

541 

12% 

65 

1% 

3873 

83% 

599 

8% 

11 

0% 

7029 

90% 

Hungary 

665 

12% 

1370 

25% 

165 

3% 

3323 

60% 

Iceland 

47 

26% 

48 

26% 

13 

7% 

76 

41% 

Ireland 

Italy 

Latvia 

267 

721 

269 

8% 

3% 

492 

14% 

142 

4% 

2490 

73% 

3530 

15% 

95 

0% 

19466  82% 

37% 

165 

22% 

42 

6% 

255 

35% 

Lithuania 

403 

35% 

383 

33% 

42 

4% 

319 

28% 

Luxembourg  21 

Malta 

61 

Norway 

142 

Netherlands  225 

Poland 

163 

11% 

45% 

7% 

2% 

3% 

29 

39 

16% 

29% 

3 

8 

2% 

133 

72% 

6% 

27 

20% 

247 

12% 

44 

2% 

1684 

80% 

920 

9% 

676 

7% 

8133 

82% 

474 

9% 

12 

0% 

4560 

88% 

 
 
Portugal 

290 

11% 

933 

37% 

32 

1% 

1288 

51% 

Romania 

537 

11% 

958 

19% 

7 

0% 

3558 

70% 

Slovakia 

590 

21% 

820 

30% 

75 

3% 

1260 

46% 

Slovenia 

146 

25% 

113 

19% 

14 

2% 

312 

53% 

Spain 

478 

14% 

679 

20% 

77 

2% 

2094 

63% 

Sweden 

226 

Turkey 

65 

UK 

193 

7% 

3% 

1% 

446 

15% 

68 

2% 

2331 

76% 

239 

11% 

3 

0% 

1851 

86% 

636 

3% 

77 

0% 

19818  96% 

In  the  event  that  the  head  teacher  completed  the  registration  survey,  the  school 
coordinator was then required to provide information on the relevant teachers and classes 
within the school. In a number of cases, this school information was not provided in full, 
or not provided at all, preventing the survey from being implemented in that school. The 
table  below  provides  information  on  the  number  of  school  coordinators  by  country  who 
provided full, partial, or no school information.   

Table  18-  Overview  of  information  provision  process  by  school  coordinators by 
country 

Country 

school 
Partial 
information provided 

school 
Full 
information provided 

No  school 
provided 

information 

Austria 

138 

33% 

156 

38% 

122 

150 

79 

133 

121 

27 

23% 

130 

37% 

34% 

162 

42% 

95 

22% 

328 

60% 

100 

32% 

30 

35% 

28 

192 

33% 

233 

39% 

166 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech 
Republic 

Denmark 

100 

29% 

128 

37% 

116 

Estonia 

Finland 

France 

Germany 

Greece 

33 

73 

51 

72 

46 

15% 

154 

71% 

31 

19% 

205 

54% 

19% 

35% 

25% 

38 

46 

40 

14% 

21% 

22% 

90 

112 

179 

101 

185 

Hungary 

190 

29% 

290 

44% 

29% 

43% 

24% 

18% 

33% 

28% 

34% 

14% 

29% 

68% 

43% 

54% 

28% 

42 

 
 
Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

7 

64 

15% 

24% 

22 

68 

47% 

18 

25% 

260 

36% 

157 

22% 

45 

88 

17% 

163 

61% 

22% 

246 

61% 

Luxembourg 

4 

19% 

6 

Malta 

Norway 

16 

43 

Netherlands 

86 

Poland 

Portugal 

Romania 

Slovakia 

44 

84 

149 

180 

26% 

30% 

38% 

27% 

26 

58 

34 

44 

29% 

43% 

41% 

27% 

29% 

133 

46% 

28% 

144 

27% 

31% 

240 

41% 

135 

304 

61 

69 

11 

24 

41 

75 

73 

244 

170 

15% 

105 

Slovenia 

38 

26% 

76 

52% 

32 

Spain 

147 

31% 

140 

29% 

191 

Sweden 

Turkey 

UK 

57 

13 

36 

25% 

82 

36% 

20% 

8 

12% 

19% 

66 

34% 

87 

44 

91 

38% 

51% 

42% 

23% 

17% 

52% 

39% 

29% 

47% 

46% 

25% 

45% 

29% 

22% 

40% 

38% 

68% 

47% 

43 

 
 
 
5.  Data treatment  

5.1  Unvalid results  

5.1.1  Country exclusions 

For certain ISCED levels within countries, the number of achieved interviews was too low 
to allow us to use the data for analytical purposes. Findings from sample sizes too small 
would  be  meaningless,  and  as  such,  these  results  had  to  be  eliminated  from  the  final 
dataset. Specific criteria for elimination of data was discussed between Ipsos, Deloitte, and 
the European Commission and it was agreed that the minimum threshold to process data 
from  each  target  group  (head  teachers,  teachers,  students,  and  parents)  was  30 
participating schools per country per ISCED level. However, in some small countries, this 
threshold was too high in comparison with the total number of schools in the country. In 
these cases, the minimum threshold necessary to process the data was established at 10% 
of the universe.  

The table below shows which data was excluded on the basis of the “30 schools per country 
per ISCED level OR 10% of the universe” exclusion rule. Cells marked with an X indicate 
that the data was excluded. The number in each cell corresponds to the minimum threshold 
(30 schools, unless indicated otherwise due to a small universe). Details on the universe 
with a breakdown of schools per ISCED level for each country is available in annex 18.  

44 

 
Table 19- Minimum threshold needed for inclusion 

exclude = x 

Austria 

Belgium 

Bulgaria 

Croatia  Cyprus 

Czech 
Republic 

Denmark  Estonia 

Finland 

France  Germany  Greece 

Hungary 

Iceland 

Ireland 

HT Isced 1 

HT Isced 2 

HT Isced 3a 

HT Isced 3b 

HT Isced 3 

TC Isced 1 

TC Isced 2 

TC Isced 3a 

TC Isced 3b 

30 

30 

30 

16 

30 

30 

30 

x 

x 

TC Isced 3 

30 

ST Isced 2 

ST Isced 3a 

ST Isced 3b 

ST Isced 3 

PA Isced 1 

PA Isced 2 

PA Isced 3a 

PA Isced 3b 

PA Isced 3 

30 

x 

16 

30 

30 

30 

x 

x 

x 

30 

30 

30 

30 

30 

30 

30 

30 

x 

30 

30 

30 

30 

30 

30 

30 

x 

x 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

x 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

6 

4 

1 

5 

x 

6 

4 

x 

x 

6 

4 

x 

5 

x 

x 

x 

x 

x 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

x 

30 

30 

30 

30 

x 

30 

30 

30 

29 

x 

30 

30 

30 

x 

x 

x 

30 

29 

30 

30 

30 

30 

x 

x 

x 

30 

30 

18 

3 

21 

30 

30 

18 

3 

21 

30 

18 

3 

21 

30 

30 

18 

3 

21 

30 

30 

30 

10 

30 

30 

30 

30 

10 

30 

30 

30 

10 

30 

30 

30 

30 

x 

30 

30 

30 

30 

30 

30 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

30 

30 

30 

30 

30 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

30 

30 

x 

x 

30 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

15 

14 

3 

2 

5 

15 

14 

3 

x 

5 

14 

3 

x 

5 

15 

14 

x 

x 

x 

30 

x 

x 

x 

x 

30 

x 

x 

x 

x 

x 

x 

x 

x 

30 

x 

x 

x 

x 

 
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
 
 
exclude = x 

Italy 

Latvia 

Lithu-
ania 

Luxem-
bourg 

Malta 

Norway 

Nether-
lands 

Poland 

Portugal 

Romania 

Slovakia 

Slovenia 

Spain 

Sweden 

HT Isced 1 

HT Isced 2 

HT Isced 3a 

HT Isced 3b 

HT Isced 3 

TC Isced 1 

TC Isced 2 

TC Isced 3a 

30 

30 

30 

30 

30 

30 

30 

30 

TC Isced 3b 

x 

TC Isced 3 

30 

ST Isced 2 

ST Isced 3a 

30 

30 

ST Isced 3b 

x 

ST Isced 3 

30 

PA Isced 1 

PA Isced 2 

PA Isced 3a 

PA Isced 3b 

30 

30 

x 

x 

30 

30 

30 

x 

30 

30 

30 

30 

x 

30 

30 

30 

x 

30 

30 

30 

x 

x 

PA Isced 3 

30 

30 

30 

30 

30 

8 

30 

30 

30 

30 

8 

30 

30 

30 

8 

30 

30 

30 

30 

x 

30 

15 

10 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

5 

5 

x 

5 

10 

5 

5 

x 

5 

5 

5 

x 

5 

10 

x 

x 

x 

x 

30 

x 

13 

5 

18 

x 

x 

x 

5 

18 

x 

13 

5 

18 

x 

x 

x 

x 

x 

30 

30 

x 

x 

30 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

30 

30 

30 

30 

30 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

x 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

x 

30 

30 

30 

30 

30 

30 

30 

30 

x 

30 

30 

30 

30 

2 

30 

30 

30 

30 

x 

30 

30 

30 

2 

30 

30 

30 

30 

x 

30 

30 

30 

8 

10 

18 

30 

30 

8 

10 

18 

30 

8 

10 

18 

30 

30 

8 

x 

18 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

30 

x 

30 

30 

30 

30 

30 

30 

30 

30 

x 

x 

x 

30 

x 

x 

x 

x 

x 

x 

x 

x 

Tur-
key 

UK 

30 

30 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

x 

30 

x 

x 

x 

x 

x 

x 

x 

x 

30 

x 

x 

x 

x 

46 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
5.1.2  Exclusions from graphs  

Certain questions within each survey had routing, meaning they were only asked to those 
respondents for whom the question was applicable. As such, there are certain questions 
for which the base size is smaller than 30, or 10% of the universe. Similarly, respondents 
had the option to select the answer “don’t know” within each question, meaning that the 
base  size  of  respondents  having  given  an informative  answer  could  be  smaller  than  the 
initial base size indicated in the section above.  

When  calculating  averages  on  specific  questions,  data  from  all  of  the  ISCED  levels  that 
were not excluded through the “Minimum threshold” rule explained above was retained, 
even  if  the  base  sizes  on  that  specific  question  was  smaller  due  to  the  aforementioned 
reasons.  

Where  base  sizes  on  specific  questions  were  too  small,  results  for  that  specific  country 
were  not  included  as  a  separate  country  indicator  within  a  chart  (and  only  included  in 
calculating  the  average  across  countries).  To  determine  this  “minimum  base  size”  for 
presenting country-specific results, the same process was used as that explained in section 
5.1.1 above.  

5.2  Data cleaning 

Data checks were undertaken from the beginning of fieldwork in order to ensure that any 
issues with questionnaire routing were corrected immediately. Moreover, specific requests 
to modify data or delete data were implemented throughout fieldwork, at the request of 
schools  who  made  mistakes  when  completing  the  survey.  Mistakes  which  were  made 
before any routing took place were amended by our data processing team, while the data 
from mistakes which could not be amended (post-routing) was deleted in order to avoid 
the collection of inaccurate data.  

After fieldwork was completed, a final data file was produced on which a process of data 
verifications was made. Some of the checks that were carried out include: 

•  Every question in the data file was checked against top line frequency counts that 
were produced directly from the survey database.   This was done to  ensure that 
the numbers in the data file were a reflection of the numbers in the actual database 
and that no corruption or error had occurred during the creation of the data file; 

•  Every question in the data file  was checked to ensure that the base number was 
consistent with what we expected based on the filter for that question. Questions 
were also checked to ensure that the ‘Don’t know’/’Refused’ codes have been coded 
correctly, and that the labelling was correct; 

•  All data was checked for outliers, which were discussed on a case by case basis in 

order to determine the best course of action.   

Similarly, a number of  corrections were made  to the data after  fieldwork  was complete. 
These changes were: 

•  Recording  PA02Q01  such  that  for  anyone  who  had  answered  “0”  to  the  question 
“How many children do you have?” this response was changed to a “1”. As parent 
surveys were completed on the premise of having a child in the surveyed class, it 
was  impossible  for  any  of  the  parent  survey  interviewees  to  answer  “0”  to  this 
question.  

•  Similarly,  any  answers  equal  to  or  above  “20”  for  the  same  question  (PA02Q01) 

were recoded into the answer “3”.  

 
 
 
•  For the question PA11, there was an inconsistency in the answer items for Iceland 
and Croatia versus the rest of the countries. These items were either re-categorised 
or deleted post-fieldwork in order to  correspond to the items presented to all 29 
other countries.   

5.3  Weighting  

The weighting approach was based on the approach used in the 1st Survey of Schools: ICT 
in  education,  to  promote  comparability.  We  first  outline  the  previous  survey  approach 
before describing how the weighting was undertaken of this survey.  

5.3.1  Previous survey weighting approach 

As described in the technical report of the  first Survey of Schools: ICT in education, the 
weighting  approach  was  based  on  a  number  of  cumulative  stages  that  are  standard  for 
surveys in schools:   

1.  inverse probability of school selection weights,  

2.  non-response  adjustment  for  school  participation  (based  on  explicit  stratification 

variables),  

3.  non-response adjustment for head teacher participation,  

4.  inverse probability of class selection weight for students, and  

5.  non-response adjustment for student participation.  

The  first  two  weights  made  up  the  weight  for  each  school,  with  the  head  teacher  and 
student weights multiplied to the school weight for these samples (and the student weight 
additionally used for the teacher samples).  

The  schools  were  selected  with  probability  proportional  to  their  size  (providing  size 
information  available),  given  that  this  is  an  efficient  sampling  mechanism  where  equal 
numbers of classes are selected in each school (the sample is self-weighting at the class 
level). The strategy was varied depending on how the sampling was applied – in countries 
and ISCED levels where there was no size information the schools were selected with equal 
probability, as with the current survey. The same principle should apply to countries and 
ISCED  levels  where  all  schools  were  included  in  the  sample  due  to  limited  numbers  (a 
census), given that in this instance the selection probability of each school is equal.  

A review of the previous survey weights also shows that the weights were gross weights, 
i.e.  they  were  not  scaled  to  an  an  average  of  one  (if  this  is  done  the  weighted  and 
unweighted sample sizes are the same). As such, the school weights summed to the total 
number  of  schools  in  each  ISCED  level,  and  the  student  weights  summed  to  the  total 
numbers of students in each of the represented target grades. These totals were the same 
for  the  equivalent  weights  (schools  or  students)  across  the  different  datasets  (head 
teachers, students, teachers). This approach means that the same weights can be used for 
within-country or cross-country analyses, as the weighted total for each country is in line 
with the size of its target population.  

48 

  
 
 
5.3.2  Replicating the approach in the 2018 survey 

Schools weight (steps 1 and 2) 

With the new survey, given low levels of response, a census of all schools was taken in the 
majority  of  countries  and  ISCED  levels.  This  means  that  the  schools  were  selected  with 
equal probability (i.e. every school had a 100% chance of selection). Of the exceptions to 
this (France, Germany, Norway, Poland, Spain, and Turkey), Poland and France were the 
only  two  countries  where  size  information  was  available,  and  so  the  sample  could  be 
selected with probability proportional to size (PPS). As such, at step 1, the schools in the 
majority of countries have an identical selection weight in each ISCED level. The selection 
weight was calculated as the number of schools in the ISCED level on the sample frame 
divided by the number of schools participating in the ISCED level.9  

Turning to the non-response adjustments, the 2013 approach was to adjust the achieved 
sample profiles to the sample frame proportions based  on the explicit stratifiers used in 
the  sampling.  A  range  of  different  variables  were  used  as  explicit  stratifiers,  including 
region, type of school, language, urban/rural, among others. Most likely these choices were 
driven  by  what  was  available  on  the  sample  frames.  In  some  countries  no  stratification 
was included in the sampling, again, probably due to a lack of suitable information on the 
sample frame. In these countries therefore this weighting step was not included (Bulgaria, 
Croatia, France, Iceland, Luxembourg, Malta and the Netherlands).  

In common with  the previous survey, a number  of different stratification variables were 
employed in the sampling, based on sample frame availability. As the sources of the sample 
frames  were  not  recorded  in  the  previous  survey  it  was  not  possible  to  seek  the  same 
sample  frames,  which  might  have  included  comparable  stratification  variables.  This  is  a 
potential point of difference in the weighting scheme of the two surveys. A further potential 
point  of  difference  is  that,  in  the  application  of  weighting  based  on  sample  frame 
stratification  cells,  it is good  practice  to  not  include  in  the  weighting scheme  a  cell  with 
fewer than 30 responses. In practice, considering the low number of responses, this has 
heavily limited the extent to which this weighting step was applied in the current survey. 
The previous survey has not documented how this was applied in practice, but we expect 
that it faced similar challenges, given the achieved sample sizes of schools and numbers 
of categories sometimes used as explicit strata10. This would have reduced how often/how 
extensively the schools non-response weighting was actually applied.  

Nevertheless, following the principle of comparability, this step of weighting was applied in 
any of the strata it was feasible to do so, as shown in the following table. 

9 An exception to this was for ISCED 3B in certain countries. On completing fieldwork, it was found that in some 
countries, the number of schools teaching ISCED level 3B was different from what was recorded in the sample 
frame, with the sample frame indicating 0 schools while certain schools registered teaching this level. The 
sample  frame  thus  had  to  be  revised,  as  clearly  there  were  not  zero  schools  teaching  ISCED  3B  in  that 
country. The decision was made to amend the sample frame ISCED 3B figure to half of what was given for 
ISCED 3A (for example, a sample frame that included 100 schools at ISCED 3A and 0 schools at ISCED 3B 
was revised to indicate 100 schools at ISCED 3A and 50 schools at ISCED 3B). Detail of which sample frames 
were amended can be found in annex 18 (see “Adjusted school universe used for weighting purposes”, with 
ISCED 3B cells highlighted).   

10  Examples  of  apparently  problematic  countries  in  the  previous  survey,  i.e.  those  where  cells  of  <30  can  be 
expected (upper/lower Ns based on pooling ISCED 3a and 3b): Austria (9 categories across 96-111 schools 
depending  on  ISCED  group),  Czech  Republic  (14  across  110-  248),  Demark  (2  across  38-68),  Finland  (5 
across 116-162), Greece (13 across 101-143), Hungary (20 across 136-252), Ireland (2 across 31-43), Italy 
(18  across  188-352),  Norway  (2  across 55-69),  Poland  (16  across 182-387),  Portugal  (5  across 79-169), 
Slovenia (12 across 33-81), Sweden (2 across 19-25) and Turkey (7 across 38-153).  

49 

 
                                                 
Table  20-  Application  of  non-responses  weights,  strata  with  sufficient  schools 
responses 

Country 

ISCED1  

ISCED2 

ISCED3a 

ISCED3b 

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 

Czech 
Republic 
Denmark 

Estonia 

Finland 

France 

Germany 

Greece 

Hungary 

Iceland 

Ireland 

Italy 

Latvia 

Lithuania 

Luxembourg 

Malta 

Norway 

Netherlands 

Poland 

Portugal 

Romania 

Slovakia 

Slovenia 

Spain 

Sweden 

Turkey 

UK 

Urban/rural (2 
cells) 

Urban/rural (2 
cells) 

- 

Language (2 
cells) 

Language (2 
cells) 

Language (2 
cells) 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

Urban/rural (2 
cells) 

Urban/rural (2 
cells) 

Urban/rural (2 
cells) 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

Region (5 cells)  Region (5 cells)  Region (5 cells) 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

Urban/rural (2 
cells) 

Urban/rural (2 
cells) 

Public/private 
(2 cells) 

Public/private 
(2 cells) 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

Public/private 
(2 cells) 

Public/private 
(2 cells) 

Public/private 
(2 cells) 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

- 

50 

Head teacher non-response adjustment (step 3) 

This school-level weight was included in the head teacher dataset. It involved scaling the 
schools weight so that  the weighted head teacher base  size equalled  the weighted  total 
number of schools. This was done at the country/ISCED level.  

Student weight (steps 4 and 5)  

In the previous survey this weight consisted of two stages. As in each school a single class 
was chosen for participation, out of those available in the target grade, the probability of 
selection of the class is one divided by the number of classes in the grade. Similarly, an 
adjustment was made for student participation. For example, if 20 out of 30 students in 
class (a) completed the survey, and 25 out of 30 students in class (b) completed it, this 
adjustment gave a greater weight to the students in class (a) so that their total contribution 
(at this weighting step) was equal to that of class (b). These weights have the effect that 
the  sum  of  weighted  student  interviews  is  equal  to  the  total  number  of  students  in  the 
applicable  target  grade  in  the  school.  And  so,  when  combined  with  the  school  selection 
weight, the sum of student weights in a particular country and ISCED level is equal to the 
total number of students in the applicable target grade in that country.  

For  the  new  survey  it  was  decided  to  base  the  student  weights  on  the  total  number  of 
students  in  the  ISCED  level  (rather  than  target  grade)  in  each  school,  because  this 
information  was  considered  more  reliable  (coming  as  it  did  from  the  head  teacher 
interview) and also had less missing information. This second issue arose because, for the 
current survey, in order to maximise the number of responses to each survey, a decision 
was taken to accept ‘partial data’, whereby the data for a particular survey was retained 
irrespective of whether the other survey types were completed or not. For example, if a 
school provided a head teacher interview only, that data point was used, even though the 
teacher,  student  and  parent  surveys  were  absent.  This  scenario  (of  a  head  teacher 
complete only) was particularly widespread in ISCED level 1. This approach is different to 
the previous survey, where the cases that were used were  only those from schools with 
the full set of surveys. However, information on the number of classes and students in the 
target grade (as opposed to full ISCED level) was collected from the ‘school coordinator’ 
during a ‘registration interview’, and this was completed less often that the head teacher 
interview  was,  informing  the  decision  to  use  ISCED  numbers.  Furthermore,  a  school 
coordinator was potentially less qualified to know this information than the head teacher. 
In the small number of cases where the head teacher interview was missing the average 
number of students of the applicable ISCED/country was used in the weighting.  

This approach has no affect on the comparability of the two surveys given it is a matter of 
scaling, which is expected to be consistent. To elaborate, within a given country and ISCED 
level  the  difference  in  the  size  of  the  student  weights  between  the  two  surveys  is  the 
number  of  grades  in  the  ISCED  level  in  that  country,  a  factor  that  is  consistent  across 
schools.  When  considering  averages  across  countries  it  is  possible  that  some  variation 
might  be  introduced,  if  an  ISCED  level  consists  of  different  numbers  of  grades  across 
countries,  however  the  effect  on  the  average  will  be  minor,  dwarfed  as  it  is  by  the 
differences in country sizes.  

The  student  weight  was  calculated  by  multiplying  the  school’s  weight  by  the  number  of 
students in the ISCED level of each school. Given that there is large variation in the sizes 
of the schools, which would result in large variation in the weights and reduced precision, 
the numbers of students were first capped at the 97.5 percentile of the distribution within 
each country/ISCED level. This was then used to derive student population totals at the 
country/ISCED level. Each of the surveys includes a student weight, to be used for analyses 
at the student level. For the head teachers survey the weighted totals were scaled (within 
ISCED/country)  to  match  the  student  population  totals,  thus  adjusting  for  head  teacher 
non-response. For the student, teacher and parents surveys the weighted total for each 
school was divided by the number of data points and the same weight given to each case 
(e.g.  in  a  school  with  30  student  interviews  the  total  student  weight  for  the  school  was 

51 

 
divided by 30 and the same weight attached to each student interview). Thereafter, the 
weighted totals were scaled (within ISCED/country) to match the student population totals, 
adjusting  for  school-level  non-response.  This  means  that  the  weighted  country/ISCED 
student totals are the same, across all the datasets, even though the applicable surveys 
were not completed by all schools.  

52 

 
6.  Cluster analyses 

We performed several cluster analyses based on the strategy applied in the previous wave. 
To  begin,  missing  values  were  imputed  using  SPSS’  “multiple  imputations”  algorithm, 
which generates random values to those missing based on the values reported in similar 
cases. Following this, a two-step cluster analysis was applied, using a “best-fit” strategy. 
Looking at the clusters suggested as well as the clusters established in the previous wave 
of this study, the optimum number of clusters was determined.    

The aim of the cluster analysis was to identify groups of schools, teachers, and students 
with similar characteristics according to a number of preselected variables. The criteria and 
process used to establish each cluster is explained below.  

6.1 Cluster analysis: The digitally equipped and connected school 

This clustering was based on the survey of head teachers, and used the following variables:  

•  SC08Q01: 

Equipment fully operational; 

•  SC11Q01: 

Broadband speed at school;  

•  SC12Q011 - SC12Q017 

Main means of Internet access; 

•  SC14Q01 - SC14Q15  

Indicators of connectedness (Available at school); 

•  SC07  (SC07_01,  SC07_03,  SC07_07,  and  SC07_08):  Number  of  digital  items 
provided  by  the  school  (desktop  computer,  laptop  or  notebook,  interactive 
whiteboard, digital camera)  

From these variables we were able to derive the following two cluster groups. Note that 
the percentages attributed to each cluster are based on the non-weighted results from all 
countries: 

•  1: Highly digitally equipped and connected schools (3813 cases, 43.6%);  

•  2: Partially digitally equipped and connected schools (4936 cases, 56.4%); 

The name of the variable of this cluster analysis is:  

•  TSC_1120. DIGITALLY EQUIPPED SCHOOLS 

Table 21 below provides an overview of a number of different connectivity indicators by 
the two groups established above (1- Highly digitally equipped and connected schools; 2- 
Partially digitally equipped and connected schools).  

 
 
 
 
Table 21- Digitally equipped and connected schools cluster 

Group  SC07Q01i 
Desktops: 
N per 100 
students 

SC07Q03i 
Laptops: 
N per 100 
students 

SC07Q07i 
Interactive 
whiteboards: 
N  per  100 
students 

SC07Q08i 
Digital 
cameras: N 
per 
100 
students 

SC08Q01 
Equipment 
fully 
operational 
less 
(1: 
than  50% 
to  4:  more 
than 90%) 

SC11Q01 
Broadband 
speed 
at 
school 
(1: 
to 
highest) 

lowest 
6: 

of 

SC12Q011 
Main 
means 
Internet 
access: 
ADSL 
(0: 
No; 1: Yes) 

of 

SC12Q012 
Main 
means 
Internet 
access: 
CABLE  (0: 
No; 1: Yes) 

of 

SC12Q013 
Main 
means 
Internet 
access: 
FIBRE 
OPTIC  (0: 
No; 1: Yes) 

of 

SC12Q014 
Main 
means 
Internet 
access: 
WIRELESS 
LAN (0: No; 
1: Yes) 

SC14 
Indicators 
of 
connected-
(1: 
ness 
Available at 
school;  2: 
Not 
available) 

ISCED1 

ISCED2 

ISCED3
A 

ISCED3
B 

1 

2 

1 

2 

1 

2 

1 

2 

14.3 

11.7 

16.6 

12.0 

22.0 

13.7 

28.9 

16.0 

17.4 

6.2 

15.7 

5.6 

15.8 

5.5 

17.8 

5.4 

4.3 

2.6 

3.4 

2.1 

3.0 

1.7 

2.9 

1.5 

2.2 

0.8 

1.6 

0.6 

1.2 

0.5 

1.3 

0.5 

3.7 

3.2 

3.7 

3.2 

3.7 

3.4 

3.7 

3.4 

4.8 

3.7 

4.8 

3.9 

5.0 

4.1 

5.0 

4.1 

0.1 

0.4 

0.1 

0.4 

0.1 

0.3 

0.1 

0.3 

0.3 

0.3 

0.3 

0.3 

0.3 

0.3 

0.3 

0.4 

0.5 

0.2 

0.6 

0.3 

0.7 

0.3 

0.7 

0.3 

0.5 

0.3 

0.5 

0.3 

0.4 

0.3 

0.4 

0.3 

1.1 

1.5 

1.1 

1.5 

1.1 

1.5 

1.1 

1.5 

 
 
 
6.2  Cluster  analysis:  Schools’  policies  and  support  of  ICT  use  in  teaching  and 
learning 

This clustering was also based on the survey of head teachers, and looked at the following 
variables: 

Policy variables: 

•  SC18: Existing school strategies to use ICT in T&L 

•  SC19: Incentives to reward teachers using ICT 

•  SC31: Whether teachers and students are allowed to access the internet at school 

from their own device by using the school network 

Support variables: 

•  SC15:  Percentage  of  school  teachers  that  have  undertaken  professional 

development in the past two school years 

•  SC16: The availability of an ICT coordinator 

•  SC29-SC30: Use of personal devices within school premises and during lessons 

Through this clustering, we were able to identify the following four cluster profiles:  

•  Strong policy, strong support (2697 cases, 30.8 %); 

•  Weak policy, strong support (2213 cases, 25.3 %); 

•  Strong policy, weak support (1585 cases, 18.1 %); 

•  Weak policy, weak support (2215 cases, 25.3 %); 

•  System missing: 39 cases not categorized; 

The names of the variables of this cluster analysis are:  

•  TSC_4595: DIGITALLY SUPPORTIVE SCHOOL Cluster Analysis 1 (Policy) 

•  TSC_5305: DIGITALLY SUPPORTIVE SCHOOL Cluster Analysis 2 (Support) 

•  dig_support: DIGITALLY SUPPORTIVE SCHOOL Groups 

The tables below provide an overview of responses to a series of questions from the 
school coordinator survey according to the four cluster profiles established above, and 
by ISCED level.  

 
 
 
Table 22- School cluster depending on schools’ policies and support of ICT use in teaching and learning, by ISCED level  

ISCED1 

1 - 
Strong 
policy, 
strong 
support 
Mean 

2 - 
Weak 
policy, 
strong 
support 
Mean 

3 - 
Strong 
policy, 
weak 
support 
Mean 

4 - 
Weak 
policy, 
weak 
support 
Mean 

SC18 Existing school strategies to use ICT in T&L (1 = High availability; 2 = Low availability) 
SC19 Incentives to reward teachers using ICT (1 = High availability; 2 = Low availability) 
SC31 Accessing the Internet at school from personal devices by using the school network (1 = Allowed; 2 
= Not allowed) 
SC15 Professional development of teachers (1 = Lowest level; 4 = Highest level) 

SC16 ICT coordinator in school (1 = High availability; 2 = Low availability) 

SC29 Devices allowed to use within the school premises (1 = Allowed; 2 = Not allowed) 

1.3 
1.7 
1.2 

2.4 

1.3 

1.1 

1.8 
1.9 
1.2 

1.9 

1.5 

1.1 

1.4 
1.8 
1.5 

2.2 

1.4 

1.9 

SC30 Devices allowed to use during lesson (1 = Highest level of support; 5 = Lowest level of support) 

3.7 

3.8 

3.9 

1.8 
1.9 
1.5 

1.7 

1.6 

1.9 

4.0 

ISCED2 

SC18 Existing school strategies to use ICT in T&L (1 = High availability; 2 = Low availability) 

SC19 Incentives to reward teachers using ICT (1 = High availability; 2 = Low availability) 
SC31 Accessing the Internet at school from personal devices by using the school network (1 = Allowed; 2 
= Not allowed) 
SC15 Professional development of teachers (1 = Lowest level; 4 = Highest level) 

SC16 ICT coordinator in school (1 = High availability; 2 = Low availability) 

SC29 Devices allowed to use within the school premises (1 = Allowed; 2 = Not allowed) 

SC30 Devices allowed to use during lesson (1 = Highest level of support; 5 = Lowest level of support) 

1 -
Strong 
policy, 
strong 
support 
Mean 

2 -
Weak 
policy, 
strong 
support 
Mean 

3 -
Strong 
policy, 
weak 
support 
Mean 

4 -
Weak 
policy, 
weak 
support 
Mean 

1.4 

1.7 
1.1 

2.3 

1.3 

1.1 

3.7 

1.8 

1.9 
1.2 

1.9 

1.4 

1.1 

3.8 

1.4 

1.8 
1.4 

2.2 

1.3 

1.9 

3.9 

1.8 

1.9 
1.5 

1.8 

1.5 

1.9 

4.0 

 
 
  
 
  
ISCED3A 

SC18 Existing school strategies to use ICT in T&L (1 = High availability; 2 = Low availability) 
SC19 Incentives to reward teachers using ICT (1 = High availability; 2 = Low availability) 
SC31 Accessing the Internet at school from personal devices by using the school network (1 = Allowed; 2 
= Not allowed) 
SC15 Professional development of teachers (1 = Lowest level; 4 = Highest level) 

SC16 ICT coordinator in school (1 = High availability; 2 = Low availability) 

SC29 Devices allowed to use within the school premises (1 = Allowed; 2 = Not allowed) 

SC30 Devices allowed to use during lesson (1 = Highest level of support; 5 = Lowest level of support) 

ISCED3B 

SC18 Existing school strategies to use ICT in T&L (1 = High availability; 2 = Low availability) 
SC19 Incentives to reward teachers using ICT (1 = High availability; 2 = Low availability) 
SC31 Accessing the Internet at school from personal devices by using the school network (1 = Allowed; 2 
= Not allowed) 
SC15 Professional development of teachers (1 = Lowest level; 4 = Highest level) 

SC16 ICT coordinator in school (1 = High availability; 2 = Low availability) 

SC29 Devices allowed to use within the school premises (1 = Allowed; 2 = Not allowed) 

SC30 Devices allowed to use during lesson (1 = Highest level of support; 5 = Lowest level of support) 

1 -
Strong 
policy, 
strong 
support 
Mean 

2 -
Weak 
policy, 
strong 
support 
Mean 

3 - 
Strong 
policy, 
weak 
support 
Mean 

4 -
Weak 
policy, 
weak 
support 
Mean 

1.3 
1.7 
1.1 

2.4 

1.3 

1.1 

3.6 

1.8 
1.9 
1.2 

1.9 

1.4 

1.0 

3.8 

1.3 
1.8 
1.3 

2.4 

1.3 

1.8 

4.0 

1.8 
1.9 
1.4 

1.9 

1.5 

1.9 

4.2 

1 -
Strong 
policy, 
strong 
support 
Mean 

2 -
Weak 
policy, 
strong 
support 
Mean 

3 -
Strong 
policy, 
weak 
support 
Mean 

4 -
Weak 
policy, 
weak 
support 
Mean 

1.3 
1.8 
1.1 

2.3 

1.3 

1.1 

3.7 

1.8 
1.9 
1.2 

1.8 

1.4 

1.0 

3.8 

1.4 
1.8 
1.3 

2.2 

1.4 

1.9 

3.7 

1.8 
1.9 
1.4 

1.8 

1.5 

1.9 

4.1 

57 

  
 
  
 
 
6.3 Cluster analysis: The digitally active, confident and supported teacher 

This  clustering  was  based  on  the  survey  with  teachers,  and  looked  at  the  following 
variables:  

•  TE04Q02 - ICT is integrated in my subject because I choose to do so 

•  TE07Q01 - Computer/Internet use in class in the past 12 months 

•  TE14Q01- TE14Q11 - Professional development in: 

•  TE15Q01 - Time investment in professional development 

•  TE20Q01 - TE20Q20: Use of ICT affected by: 

•  TE22Q01 - TE22Q35: Teacher able to…. 

•  TE24Q01 - TE24Q011: ICT should be used… / ICT use… 

•  TE09Q01 - TE09Q09: Availability of: 

•  TE10Q01 - TE10Q02: School provided laptop or a notebook / a tablet to teacher 

•  TE30Q01 - Percentage of usage ICT by students in class in the past 12 months 

•  TE33Q01 - TE33Q03: Teacher able to: 

Again, this clustering resulted in the following three cluster profiles: 

•  1. Highly digitally active, confident and supported teachers (2670 cases, 26.9 %); 

•  2. Highly digitally active and confident teachers with a rather low level of support 

(2656  cases, 26.8 %); 

•  3. Less digitally active, confident and supported teachers (4589 cases, 46.2 %); 

• 

system missing: 12 cases not categorized; 

The name of the variable of this cluster analysis is: 

•  TSC_ 7477: Digitally active, confident and supported teacher Cluster Groups 

Table  23  below  provides  responses  to  a  series  of  questions  from  the  teacher  survey 
according to the three cluster profiles established, and by ISCED level.  

 
 
 
 
 
 
 
Table 23- The digitally active, confident and supported teacher cluster  

1 - ISCED1 

2 - ISCED2 

1 Highly 
digitally 
active, 
confident 
and 
supported 
teachers   

Mean 

2 Highly 
digitally 
active and 
confident 
teachers with 
a rather low 
level of 
support  
Mean 

3 Less digitally 
active, 
confident and 
supported 
teachers 

1 Highly 
digitally 
active, 
confident 
and 
supported 
teachers   

Mean 

Mean 

2 Highly 
digitally 
active and 
confident 
teachers with 
a rather low 
level of 
support  
Mean 

3 Less 
digitally 
active, 
confident 
and 
supported 
teachers 

Mean 

TE04: ICT is integrated in my subject because I choose to do so (1 = Yes; 
2 = No) 
TE10 School provided laptop/tablet to teacher (1 = Yes; 2 = No) 

TE14 Professional development (1 = Higher prof. dev.; 2 = Lower prof. 
dev.) 
TE07 Computer/Internet use in class in the past 12 months (1 = Highest 
use; 7 = Lowest use) 
TE09 ICT Availability (1 = Lowest availability; 3 = Highest availability) 

TE15 Time investment in professional development (1 = Lowest; 5 = 
Highest) 
TE20 Use of ICT affected by different obstacles (1 = Highest obstacles' 
influence; 4 =Lowest obstacles' influence) 
TE22 Teacher able to perform ICT tasks (1 = Highest ability; 4 = Lowest 
ability) 
TE24 Possitive attitute to ICT use in teaching and learning (1 = Highest; 4 
= Lowest) 
TE30 Percentage of usage ICT by students in class in the past 12 months 
(1 = Highest; 7 = Lowest) 
TE33 Confidence in teacher's ability to teach internet safety, privacy and 
opportunities (1 = Highest; 4 = Lowest) 

1.2 

1.5 

1.6 

2.6 

2.1 

4.0 

3.5 

1.8 

1.8 

3.5 

1.5 

1.2 

1.7 

1.6 

2.8 

1.9 

3.9 

2.3 

1.7 

1.8 

3.9 

1.5 

1.4 

1.7 

1.8 

3.8 

1.8 

3.3 

2.6 

2.7 

2.0 

4.6 

2.2 

1.2 

1.6 

1.6 

2.6 

2.1 

4.1 

3.5 

1.8 

1.8 

3.4 

1.6 

1.2 

1.8 

1.6 

3.0 

1.9 

4.1 

2.3 

1.7 

1.9 

3.9 

1.5 

1.4 

1.8 

1.8 

3.6 

1.8 

3.4 

2.6 

2.6 

2.1 

4.5 

2.3 

 
 
 
 
  
  
  
  
 
  
3 - ISCED3a 

4 - ISCED3b 

Total 

1 Highly 
digitally 
active, 
confident 
and 
supported 
teachers   

Mean 

2  Highly 
digitally 
active and 
confident 
teachers 
with a 
rather low 
level of 
support  
Mean 

3 Less 
digitally 
active, 
confident 
and 
supported 
teachers 

1 Highly 
digitally 
active, 
confident 
and 
supported 
teachers   

Mean 

Mean 

2  Highly 
digitally 
active and 
confident 
teachers 
with a 
rather low 
level of 
support  
Mean 

3 Less 
digitally 
active, 
confident 
and 
supported 
teachers 

1 Highly 
digitally 
active, 
confident 
and 
supported 
teachers   

Mean 

Mean 

2  Highly 
digitally 
active and 
confident 
teachers 
with a 
rather low 
level of 
support  
Mean 

3 Less 
digitally 
active, 
confident 
and 
supported 
teachers 

Mean 

1.2 

1.6 

1.5 

2.5 

2.0 

4.2 

3.5 

1.7 

1.8 

3.4 

1.2 

1.7 

1.5 

2.9 

1.9 

4.1 

2.3 

1.7 

1.9 

3.8 

1.4 

1.8 

1.7 

3.6 

1.8 

3.5 

2.6 

2.6 

2.1 

4.6 

1.3 

1.6 

1.6 

2.3 

2.1 

4.2 

3.5 

1.7 

1.7 

3.0 

1.3 

1.8 

1.6 

2.7 

1.9 

4.0 

2.2 

1.6 

1.8 

3.4 

1.4 

1.8 

1.8 

3.3 

1.8 

3.5 

2.7 

2.6 

2.1 

4.1 

1.2 

1.6 

1.5 

2.5 

2.1 

4.1 

3.5 

1.8 

1.8 

3.4 

1.2 

1.7 

1.6 

2.9 

1.9 

4.1 

2.3 

1.7 

1.9 

3.8 

1.4 

1.8 

1.8 

3.6 

1.8 

3.4 

2.6 

2.6 

2.1 

4.5 

1.7 

1.6 

2.5 

1.6 

1.6 

2.5 

1.6 

1.5 

2.4 

TE04: ICT is integrated in my subject because 
I choose to do so (1 = Yes; 2 = No) 
TE10 School provided laptop/tablet to teacher 
(1 = Yes; 2 = No) 
TE14 Professional development (1 = Higher 
prof. dev.; 2 = Lower prof. dev.) 
TE07 Computer/Internet use in class in the 
past 12 months (1 = Highest use; 7 = Lowest 
use) 
TE09 ICT Availability (1 = Lowest availability; 
3 = Highest availability) 
TE15 Time investment in professional 
development (1 = Lowest; 5 = Highest) 
TE20 Use of ICT affected by different 
obstacles (1 = Highest obstacles' influence; 4 
=Lowest obstacles' influence) 
TE22 Teacher able to perform ICT tasks (1 = 
Highest ability; 4 = Lowest ability) 
TE24 Possitive attitute to ICT use in teaching 
and learning (1 = Highest; 4 = Lowest) 
TE30 Percentage of usage ICT by students in 
class in the past 12 months (1 = Highest; 7 = 
Lowest) 
TE33 Confidence in teacher's ability to teach 
internet safety, privacy and opportunities (1 = 
Highest; 4 = Lowest) 

60 

 
  
  
  
  
  
  
 
  
6.4 The digitally active and supported student   

This clustering was based on the survey of students, and looked at the following variables: 

•  ST03Q01 - ST03Q16: Which of the following are available for you to use at home, 

or outside school? 

•  ST05Q01 - ST05Q25: How often do you take part in the following activities in your 

free time, at home or any place other than school? 

•  ST11Q09  -  ST11Q11:  How  often  do  you  use  the  following  for  learning  purpose 

during lessons? 

•  ST13Q01 - ST13Q21: How often do you do the following learning activities during 

lessons? 

•  ST16Q01  -  ST16Q07:  Do  you  consider  using  ICT  during  lessons  has  a  positive 

impact on the following? 

This clustering resulted in the following two cluster profiles: 

•  1. Highly digitally active and supported students (20209 cases, 41.4 %); 

•  2. Less digitally active students with a rather moderate / low level of support (28186 

cases, 57.7 %); 

• 

system missing: 440 cases not categorized; 

The name of the variable of this cluster analysis is:  

•  TSC_8934: Digitally active and supported student Cluster Groups 

 
 
 
 
 
 
 
Table 24- The digitally active and supported student cluster 

Group 

st03.  Which of the 
following are 
available for you to 
use at home, or 
outside school (1 = 
Low availability; 4 = 
High availability) 

2 ISCED2 

3 ISCED3a 

4 ISCED3b 

Total 

1 
2 
1 
2 
1 
2 
1 
2 

2.7 
2.0 
2.7 
2.1 
2.6 
1.9 
2.7 
2.0 

st05.  How often do 
you take part in the 
following activities 
in your free time, at 
home or any place 
other than school? 
(1 = Never; 4 = 
Every day) 
2.9 
2.3 
2.9 
2.4 
2.9 
2.2 
2.9 
2.3 

st11.  How often do 
you use the 
following for 
learning purpose 
during lessons? (1 = 
Low frequency; 4 = 
High frequency) 

st13.  How often do 
you do the following 
learning activities 
during lessons? (1 = 
Low frequency; 4 = 
High frequency) 

st16.  Do you 
consider using ICT 
during lessons has a 
positive impact on 
the following? (1 = 
Negative impact; 4 
= Positive impact) 

2.1 
1.5 
2.3 
1.7 
2.3 
1.7 
2.2 
1.5 

2.4 
1.5 
2.5 
1.6 
2.6 
1.6 
2.5 
1.5 

3.2 
2.9 
3.1 
2.8 
3.1 
2.9 
3.2 
2.9 

 
 
 
 
  
  
  
  
7.  Data delivery  

With fieldwork complete, Ipsos delivered a full dataset to Deloitte and the European 
Commission. This chapter provides details on which documents were delivered, and what 
they contain.    

Table 25- Overview of delivered data 

WinZip file 
name 

Tables_ICT_
perc_06071
8 

File name 

Description 

ICT_HT_Ban2_perc_060
718.xlsx 

All of the files in this section refer to the Head 
Teacher survey. The data is non-weighted.  

ICT_HT_Ban2_ISCED3b_
perc_060718.xlsx 

ICT_HT_Ban2_ISCED3a_
perc_060718.xlsl 

ICT_HT_Ban2_ISCED3_p
erc_060718.xlsl 

ICT_HT_Ban2_ISCED2_p
erc_060718.xlsl 

ICT_HT_Ban2_ISCED1_p
erc_060718.xlsl 

ICT_HT_BAN1_perc_060
718.xlsl 

ICT_HT_Ban1_ISCED3b_
perc_060718.xlsl 

ICT_HT_Ban1_ISCED3a_
perc_060718.xlsl 

ICT_HT_Ban1_ISCED3_p
erc_060718.xlsl 

ICT_HT_Ban1_ISCED2_p
erc_060718.xlsl 

ICT_HT_Ban1_ISCED1_p
erc_060718.xlsl 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks). 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Number of teachers in the school (1-

15; 16-30;>30) 

•  Type of community of school location 

(rural; urban) 

•  Presence of an ICT coordinator (yes; 

no) 

•  Policy regarding BYOD Personal 

computer (yes; no) 

•  Policy regarding BYOD Personal mobile 

phone or smartphone (yes; no) 

•  Policy regarding BYOD Teachers (yes; 

no) 

•  Policy regarding BYOD Students (yes; 

no) 

The files “ICT_HT_Ban2_perc_060718.xlsx” and 
“ICT_HT_BAN1_perc_060718.xlsl” present 
results aggregated across all ISCED levels.  

Files which contain an ISCED level in the name 
refer specifically to that ISCED level.  

 
 
Tables_ICT_
HT_wtg_SC
_perc_0607
18 

ICT_HT_Ban2_ISCED3b_
wgt_SC_perc_060718.xl
sl 

All of the files in this section refer to the Head 
Teacher survey. The data is weighted on the 
total number of schools in the country.  

ICT_HT_Ban2_ISCED3a_
wgt_SC_perc-
060718.xlsl 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

ICT_HT_Ban2_ISCED2_
wgt_SC_perc_050718.xl
sl 

ICT_HT_Ban2_ISCED1_
wgt_SC_perc_050718.xl
sl 

ICT_HT_Ban1_ISCED3b_
wgt_SC_perc_060718.xl
sl 

ICT_HT_Ban1_ISCED3a_
wgt_SC_perc_060718.xl
sl 

ICT_HT_Ban1_ISCED2_
wgt_SC_perc_050718.xl
sl 

ICT_HT_Ban1_ISCED1_
wgt_SC_perc_050718.xl
sl 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Number of teachers in the school (1-

15; 16-30;>30) 

•  Type of community of school location 

(rural; urban) 

•  Presence of an ICT coordinator (yes; 

no) 

•  Policy regarding BYOD Personal 

computer (yes; no) 

•  Policy regarding BYOD Personal mobile 

phone or smartphone (yes; no) 

•  Policy regarding BYOD Teachers (yes; 

no) 

•  Policy regarding BYOD Students (yes; 

no) 

Tables_ICT_
HT_wtg_ST
_perc_0607
18 

ICT_HT_Ban2_ISCED3b_
wgt_ST_perc_060718.xls
l 

All of the files in this section refer to the Head 
Teacher survey. The data is weighted on the 
total number of students in the country.   

ICT_HT_Ban2_ISCED3a_
wgt_ST_perc-
060718.xlsl 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

ICT_HT_Ban2_ISCED2_
wgt_ST_perc_050718.xls
l 

ICT_HT_Ban2_ISCED1_
wgt_ST_perc_050718.xls
l 

ICT_HT_Ban1_ISCED3b_
wgt__ST_perc_060718.x
lsl 

ICT_HT_Ban1_ISCED3a_
wgt_ST_perc_060718.xls
l 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Number of teachers in the school (1-

15; 16-30;>30) 

•  Type of community of school location 

(rural; urban) 

•  Presence of an ICT coordinator (yes; 

no) 

•  Policy regarding BYOD Personal 

computer (yes; no) 

•  Policy regarding BYOD Personal mobile 

phone or smartphone (yes; no) 

64 

 
ICT_HT_Ban1_ISCED2_
wgt_ST_perc_050718.xls
l 

ICT_HT_Ban1_ISCED1_
wgt_ST_perc_050718.xls
l 

•  Policy regarding BYOD Teachers (yes; 

no) 

•  Policy regarding BYOD Students (yes; 

no) 

Tables_ICT_
PA_perc_06
0718 

ICT_Pa_Ban2_perc_0607
18.xlsx 

All of the files in this section refer to the Parent 
survey. The data is non-weighted.  

ICT_PA_Ban2_ISCED3b_
perc_060718.xlsx 

ICT_PA_Ban2_ISCED3a_
perc_060718.xlsx 

ICT_PA_Ban2_ISCED2_p
erc_060718.xlsx 

ICT_PA_Ban2_ISCED1_p
erc_060718.xlsx 

ICT_PA_Ban1_perc_060
718.xlsx 

ICT_PA_Ban1_ISCED3b_
perc_060718.xlsx 

ICT_PA_Ban1_ISCED3a_
perc_060718.xlsx 

ICT_PA_Ban1_ISCED2_p
erc_060718.xlsx 

ICT_PA_Ban1_ISCED1_p
erc_060718.xlsx 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Grade of the child (ISCED 1;2;3A;3B) 

•  Number of children (1;2;3;3+) 

•  Level of confidence in ability to recognise 
fake news (confident; not confident) 

•  Age (Less than 30 or 30-35; 36-45;46+) 

•  Highest level of education (Low; 

intermediate; high) 

•  Awareness of child online behaviour 

(aware; not aware) 

•  Level of ICT usage (none or little; basic; 

intermediate; high)  

The files “ICT_Pa_Ban2_perc_060718.xlsl” and 
“ICT_PA_Ban1_perc_060718.xlsl” present 
results aggregated across all ISCED levels.  

Files which contain an ISCED level in the name 
refer specifically to that ISCED level. 

Tables_ICT_
PA_wgt_ST
_perc_0607
18 

ICT_PA_Ban2_ISCED3b_
wgt_ST_perc_060718.xls
x 

All of the files in this section refer to the Parent 
survey. The data is weighted on the total 
number of students in the country.   

ICT_PA_Ban2_ISCED3a_
wgt_ST_perc_060718.xls
x 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

ICT_PA_Ban2_ISCED3_w
gt_ST_perc_060718.xlsx 

Files labelled “Ban1” present data using the 
following sub-categories: 

ICT_PA_Ban2_ISCED2_w
gt_ST_perc_060718.xlsx 

•  Grade of the child (ISCED 1;2;3A;3B) 

•  Number of children (1;2;3;3+) 

65 

 
ICT_PA_Ban2_ISCED1_w
gt_ST_perc_060718.xlsx 

•  Level of confidence in ability to recognise 
fake news (confident; not confident) 

ICT_PA_Ban1_ISCED3b_
wgt_ST_perc_060718.xls
x 

ICT_PA_Ban1_ISCED3a_
wgt_ST_perc_060718.xls
x 

•  Age (Less than 30 or 30-35; 36-45;46+) 

•  Highest level of education (Low; 

intermediate; high) 

•  Awareness of child online behaviour 

(aware; not aware) 

ICT_PA_Ban1_ISCED3_w
gt_ST_perc_060718.xlsx 

•  Level of ICT usage (none or little; basic; 

intermediate; high)  

ICT_PA_Ban1_ISCED2_w
gt_ST_perc_060718.xlsx 

ICT_PA_Ban1_ISCED1_w
gt_ST_perc_060718.xlsx 

Tables_ICT_
ST_perc_06
0718 

ICT_ST_Ban2_perc_060
718.xlsx 

All of the files in this section refer to the 
Student survey. The data is non-weighted.  

ICT_ST_Ban2_ISCED3b_
perc_060718.xlsx 

ICT_ST_Ban2_ISCED3a_
perc_060718.xlsx 

ICT_ST_Ban2_ISCED2_p
erc_060718.xlsx 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Grade (ISCED 1;2;3A;3B) 

ICT_ST_Ban1_perc_060
718.xlsx 

•  Tools used at school for learning (never 
or almost never; often; very often) 

ICT_ST_Ban1_ISCED3b_
perc_060718.xlsx 

•  Gender (female; male) 

•  Age (<15 years; 15-18 years; >18 

ICT_ST_Ban1_ISCED3a_
perc_060718.xlsx 

years) 

ICT_ST_Ban1_ISCED2_p
erc_060718.xlsx 

•  Level of education parents (low; 

intermediate; high) 

•  Confidence level in ICT (basic; 

intermediate; high) 

The files “ICT_ST_Ban2_perc_060718.xlsx” and 
“ICT_ST_Ban1_perc_060718.xlsx” present 
results aggregated across all ISCED levels.  

Files which contain an ISCED level in the name 
refer specifically to that ISCED level. 

Tables_ICT_
ST_wgt_ST
_perc_0607
18 

ICT_ST_Ban2_ISCED3b_
wgt_ST_perc_060718.xls
x 

All of the files in this section refer to the 
Student survey. The data is weighted on the 
total number of students in the country.   

ICT_ST_Ban2_ISCED3a_
wgt_ST_perc_060718.xls
x 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

66 

 
Files labelled “Ban1” present data using the 
following sub-categories: 

•  Grade (ISCED 1;2;3A;3B) 

•  Tools used at school for learning (never 
or almost never; often; very often) 

•  Gender (female; male) 

•  Age (<15 years; 15-18 years; >18 

years) 

•  Level of education parents (low; 

intermediate; high) 

•  Confidence level in ICT (basic; 

intermediate; high) 

ICT_ST_Ban2_ISCED3_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban2_ISCED2_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban1_ISCED3b_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban1_ISCED3a_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban1_ISCED3_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban1_ISCED2_
wgt_ST_perc_060718.xls
x 

Tables_ICT_
TC_perc_06
0718 

ICT_TC_Ban2_perc_060
718.xlsx 

All of the files in this section refer to the 
Teacher survey. The data is non-weighted.  

ICT_TC_Ban2_ISCED3b_
perc_060718.xlsx 

ICT_TC_Ban2_ISCED3a_
perc_060718.xlsx 

ICT_TC_Ban2_ISCED3_p
erc_060718.xlsx 

ICT_TC_Ban2_ISCED2_p
erc_060718.xlsx 

ICT_TC_Ban2_ISCED1_p
erc_060718.xlsx 

ICT_TC_Ban1_perc_060
718.xlsx 

ICT_TC_Ban1_ISCED3b_
perc_060718.xlsx 

ICT_TC_Ban1_ISCED3a_
perc_060718.xlsx 

ICT_TC_Ban1_ISCED3_p
erc_060718.xlsx 

ICT_TC_Ban1_ISCED2_p
erc_060718.xlsx 

ICT_TC_Ban1_ISCED1_p
erc_060718.xlsx 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Time spent in ICT training (no time; 
quite some time; a lot of time) 

•  Gender (female; male) 

•  Time of experiences in teaching the 

school (3 years or less; 4-20 years; 21-
40 years; more than 40 years; 30 years 
or less) 

•  Age (31-45 years; 46-60 years) 

•  Teacher confidence for participating in 

social networks (very; quite; not 
confident) 

•  Teacher confidence (no or little ICT 

usage; basic ICT usage; intermediate 
ICT usage; high ICT usage)  

The files “ICT_TC_Ban2_perc_060718.xlsx” and 
“ICT_TC_Ban1_perc_060718.xlsx” present 
results aggregated across all ISCED levels.  

Files which contain an ISCED level in the name 
refer specifically to that ISCED level. 

67 

 
Tables_ICT_
TC_wgt_ST
_perc_0607
18 

ICT_TC_Ban2_ISCED3b_
wgt_ST_perc_060718.xls
x 

All of the files in this section refer to the 
Student survey. The data is weighted on the 
total number of students in the country.   

ICT_TC_Ban2_ISCED3a_
wgt_ST_perc_060718.xls
x 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Time spent in ICT training (no time; 
quite some time; a lot of time) 

•  Gender (female; male) 

•  Time of experiences in teaching the 

school (3 years or less; 4-20 years; 21-
40 years; more than 40 years; 30 years 
or less) 

•  Age (31-45 years; 46-60 years) 

•  Teacher confidence for participating in 

social networks (very; quite; not 
confident) 

Teacher confidence (no or little ICT usage; basic 
ICT usage; intermediate ICT usage; high ICT 
usage) 

ICT_TC_Ban2_ISCED3_
wgt_ST_perc_060718.xls
x 

ICT_TC_Ban2_ISCED2_
wgt_ST_perc_060718.xls
x 

ICT_TC_Ban2_ISCED2_
wgt_ST_perc_060718.xls
x 

ICT_TC_Ban2_ISCED1_
wgt_ST_perc_060718.xls
x 

ICT_TC_Ban1_ISCED3b_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban1_ISCED3a_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban1_ISCED3_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban1_ISCED2_
wgt_ST_perc_060718.xls
x 

ICT_ST_Ban1_ISCED1_
wgt_ST_perc_060718.xls
x 

ICT_HT_ISC
ED3_wgt_p
erc_180718 

ICT_HT_Ban2_ISCED3_
wgt_ST_perc_180718.xls
x 

All of the files in this section refer to the Head 
Teacher survey. They are filtered to only show 
aggregated ISCED 3 data (ISCED 3A and ISCED 
3B). 

ICT_HT_Ban2_ISCED3_
wgt_SC_perc_180718.xl
sx 

ICT_HT_Ban1_ISCED3_
wgt_ST_perc_180718.xls
x 

In the files 
“ICT_HT_Ban2_ISCED3_wgt_ST_perc_180718.x
lsx” and 
“ICT_HT_Ban1_ISCED3_wgt_ST_perc_180718.x
lsx” the data is weighted on the total number of 
students in the country. 

68 

 
 
 
ICT_HT_Ban1_ISCED3_
wgt_SC_perc_180718.xl
sx 

ICT_HEAD_
extra DP 
Spec_v2_17
072018 

In the files 
“ICT_HT_Ban2_ISCED3_wgt_SC_perc_180718.
xlsx” and 
“ICT_HT_Ban1_ISCED3_wgt_SC_perc_180718.
xlsx” the data is weighted on the total number 
of schools in the country. 

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Number of teachers in the school (1-

15; 16-30;>30) 

•  Type of community of school location 

(rural; urban) 

•  Presence of an ICT coordinator (yes; 

no) 

•  Policy regarding BYOD Personal 

computer (yes; no) 

•  Policy regarding BYOD Personal mobile 

phone or smartphone (yes; no) 

•  Policy regarding BYOD Teachers (yes; 

no) 

•  Policy regarding BYOD Students (yes; 

no) 

This excel file provides further updated table 
specifications for the head teacher survey data. 
It requests the following computations: 

•  Number of students per computer 

(desktop, laptop, notebook, tablets) 

•  Number of students per tablets (with or 

without internet) 

•  Number of students per tablet with 

internet  

•  Number of students per digital reader 

with internet 

•  Number of students per interactive 

whiteboard with internet 

•  Share of students in schools where 

computers are located in the classroom 

•  Percentage of students in schools with 

broadband 

69 

 
•  Broadband speed 

•  Percentage of students in schools 
without a website, external email 
addresses for teachers and students, and 
a wired or wireless local area network 

The files in the section provide the additional 
computations requested in the tab spec form. 
Data is weighted on the total number of schools 
in the country. 

Files labelled “Ban2” present this additional data 
on a country-by-country level (countries are in 
the cross-breaks) 

Files labelled “Ban1” present this additional data 
using the following sub-categories: 

•  Number of teachers in the school (1-

15; 16-30;>30) 

•  Type of community of school location 

(rural; urban) 

•  Presence of an ICT coordinator (yes; 

no) 

•  Policy regarding BYOD Personal 

computer (yes; no) 

•  Policy regarding BYOD Personal mobile 

phone or smartphone (yes; no) 

•  Policy regarding BYOD Teachers (yes; 

no) 

Policy regarding BYOD Students (yes; 
no) 

ICT_HT_wgt
_SC_perc_e
xtra_20072
018 

ICT_HT_Ban2_ISCED3b_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban2_ISCED3a_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban2_ISCED3_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED3b_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED3a_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED3_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED2_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED1_
wgt_SC_perc_extra_200
718.xlsx 

ICT_HT_wgt
_ST_perc_e
xtra_20071
8 

ICT_HT_Ban2_ISCED3b_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban2_ISCED3a_
wgt_ST_perc_extra_200
718.xlsx 

The files in the section also provide the 
additional computations requested in the tab 
spec form, this time weighted on the total 
number of students in the country.  

Files labelled “Ban2” present data on a country-
by-country level (countries are in the cross-
breaks) 

70 

 
ICT_HT_Ban2_ISCED3_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED3b_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED3a_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED3_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED2_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban1_ISCED1_
wgt_ST_perc_extra_200
718.xlsx 

Files labelled “Ban1” present data using the 
following sub-categories: 

•  Grade (ISCED 1;2;3A;3B) 

•  Tools used at school for learning (never 
or almost never; often; very often) 

•  Gender (female; male) 

•  Age (<15 years; 15-18 years; >18 

years) 

•  Level of education parents (low; 

intermediate; high) 

Confidence level in ICT (basic; intermediate; 
high) 

Files labelled “Ban2” present this additional data 
on a country-by-country level (countries are in 
the cross-breaks) 

Files labelled “Ban1” present this additional data 
using the following sub-categories: 

•  Number of teachers in the school (1-

15; 16-30;>30) 

•  Type of community of school location 

(rural; urban) 

•  Presence of an ICT coordinator (yes; 

no) 

•  Policy regarding BYOD Personal 

computer (yes; no) 

•  Policy regarding BYOD Personal mobile 

phone or smartphone (yes; no) 

•  Policy regarding BYOD Teachers (yes; 

no) 

Policy regarding BYOD Students (yes; no) 

This excel file provides a further updated table 
specifications for the student survey data. It 
requests the following computations: 

•  How often do you use the following at 
school for learning? - Computer (e.g. 
desktop, laptop or notebook) 

•  How often do you use the following at 

school for learning? – Tablet 

•  How often do you use the following at 
school for learning? – Smartphone 

71 

ICT_STUDE
NT_extra 
DP 
Spec_v1_17
072018 

 
•  How often do you use the following at 

school for learning? – Internet 

•  How often do you use the following in 
lessons? - Digital books and textbooks 

•  How often do you use the following in 
lessons? - Exercise software, online 
quizzes and tests 

•  How often do you use the following in 
lessons? - Learning applications on a 
smartphone or  a tablet 

•  How often do you use the following in 

lessons? - Text edition tools (e.g. Word) 

•  How often do you use the following in 
lessons? - Image edition tools (e.g. 
Photoshop, GIMP) 

•  How often do you use the following in 
lessons? - Multimedia production tools 
(e.g. PowerPoint, video editing, digital 
recording) 

•  How often do you use the following in 
lessons? - Broadcasting tools (publish 
podcast, upload to a video-sharing 
platform, etc.) 

•  How often do you use the following in 
lessons? - Data logging tools (e.g. 
temperature rise) 

•  How often do you use the following in 
lessons? - Computer simulations 
(interactive programme simulating real 
world phenomena in which you can make 
changes and see the consequences) 

•  How often do you use the following in 
lessons? - Digital learning games, 
computer/video games 

•  How often do you use the following for 

learning purpose during lessons? - Your 
own laptop or notebook brought from 
home 

•  How often do you use the following for 

learning purpose during lessons? - Your 
own tablet brought from home 

•  How often do you use the following for 

learning purpose during lessons? - Your 
own mobile phone or smartphone 
brought from home 

72 

ICT_S_wgt_
ST_perc_ex
tra_200718 

ICT_ST_Ban2_ISCED3b_
wgt__ST_perc_extra_20
0718.xlsx 

The files in this section provide the additional 
computations as requested in the updated table 
specifications above. Data is weighted on the 
total number of students in the country. 

ICT_ST_Ban2_ISCED3a_
wgt__ST_perc_extra_20
0718.xlsx 

ICT_ST_Ban2_ISCED3_
wgt__ST_perc_extra_20
0718.xlsx 

ICT_ST_Ban2_ISCED2_
wgt__ST_perc_extra_20
0718.xlsx 

ICT_ST_Ban1_ISCED3b_
wgt__ST_perc_extra_20
0718.xlsx 

ICT_ST_Ban1_ISCED3a_
wgt__ST_perc_extra_20
0718.xlsx 

ICT_ST_Ban1_ISCED3_
wgt__ST_perc_extra_20
0718.xlsx 

ICT_ST_Ban1_ISCED2_
wgt__ST_perc_extra_20
0718.xlsx 

ICT_TEACH
ER_extra 
DP 
Spec_v1_17
072018 

This excel file provides further updated table 
specifications for the student survey data. It 
requests the following computations: 

•  For what percentage of time have you 
used computers and/or the Internet in 
class in the past 12 months? 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Browse / search the 
Internet to collect information to prepare 
lessons 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Browse or search the 
Internet to collect learning material or 
resources to be used by students during 
lessons 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Evaluate digital learning 
resources in the subject you teach 

•  How often do you do the following 

activities in relation to teaching to the 

73 

 
 
target class? -Download/upload/browse 
material from the school’s website or a 
virtual learning environment / learning 
platform 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Communicate with 
students by email 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Communicate with 
students using mobile applications on a 
smartphone or a tablet (e.g. WhatsApp, 
Telegram) 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Use online tools/ platforms 
on a computer (e.g. Showbie) to 
communicate with students 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Post home work for 
students on the school website, a 
learning platform or a cloud storage 
service (e.g. Dropbox, Google Drive) 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Use applicationsto prepare 
presentations for lessons 

•  How often do you do the following 

activities in relation to teaching to the 
target class? -Create your own digital 
learning materials for students (e.g. 
prepare digital labs exercises, record 
your own lectures for students to refer to 
later) 

How often do you do the following activities in 
relation to teaching to the target class? -
Prepare standard exercises and tasks for 
students (e.g. use Word to prepare exercises 
and print the document to then distribute to 
students) 

The files in this section provide the additional 
computations as laid out above. Data is 
weighted on the total number of students in the 
country. 

74 

ICT_TC_wgt
_ST_perc_e
xtra_20071
8 

ICT_TC_Ban2_ISCED3b_
wgt_ST_perc_extra_200
718.xlsx 

ICT_TC_Ban2_ISCED3a_
wgt_ST_perc_extra_200
718.xlsx 

 
ICT_TC_Ban2_ISCED3_
wgt_ST_perc_extra_200
718.xlsx 

ICT_TC_Ban2_ISCED2_
wgt_ST_perc_extra_200
718.xlsx 

ICT_TC_Ban2_ISCED1_
wgt_ST_perc_extra_200
718.xlsx 

ICT_TC_Ban1_ISCED3b_
wgt_ST_perc_extra_200
718.xlsx 

ICT_TC_Ban1_ISCED3a_
wgt_ST_perc_extra_200
718.xlsx 

ICT_TC_Ban1_ISCED3_
wgt_ST_perc_extra_200
718.xlsx 

ICT_TC_Ban1_ISCED2_
wgt_ST_perc_extra_200
718.xlsx 

ICT_TC_Ban1_ISCED1_
wgt_ST_perc_extra_200
718.xlsx 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_ST_perc_extra
_v2_24072018.xlsx 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_SC_perc_extra
_230718.xlsx 

ICT_HT_Ban1_TOTAL_IS
CED_wgt_ST_perc_extra
_v2_240718.xlsx 

ICT_HT_Ban1_TOTAL_IS
CED_wgt_SC_perc_extra
_230718.xlsx 

ICT_HT_TO
TAL_ISCED
_wgt_perc_
extra_v2_2
40718 

ICT_HEAD_
second 
extra DP 
Spec_v1_22
082018 

These files provide all of the additional 
computations as laid out above.  

The files 
“ICT_HT_Ban2_TOTAL_ISCED_wgt_ST_perc_ex
tra_v2_24072018.xlsx” and 
“ICT_HT_Ban1_TOTAL_ISCED_wgt_ST_perc_ex
tra_v2_240718.xlsx” are weighted on the total 
number of students in the country. 

The files 
“ICT_HT_Ban2_TOTAL_ISCED_wgt_SC_perc_ex
tra_230718.xlsx” and 
“ICT_HT_Ban1_TOTAL_ISCED_wgt_SC_perc_ex
tra_230718.xlsx” are weighted on the total 
number of schools in the country.  

This excel file provides a further updated table 
specifications for the head teacher survey data. 
It requests the following new computations: 

•  Number of students per computer 

(desktop, laptop, notebook, tablets) in 
ISCED 3 only schools 

75 

 
 
•  Number of students per tablets (with or 

without internet) in ISCED 3 only schools 

•  Number of students per tablets with 
internet in ISCED 3 only schools 

•  Number of students per digital reader in 

ISCED 3  only schools 

•  Number of students per interactive 

whiteboard in ISCED 3  only schools 

•  By which of the following means does 
your school mainly have access to the 
Internet? 

•  Which broadband speed best describes 

that which your school receives from the 
telecom provider? 

•  Approximately, what proportion of this 

equipment (computers, interactive white 
boards, laptops, mobile devices) is fully 
operational this school year (2017-
2018)? 

•  Does your school have an ICT 

coordinator? 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT should be 
used for students to do exercises and 
practice 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT should be 
used for students to retrieve information 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT should be 
used for students to work and learn in a 
collaborative way 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT should be 
used for students to work and learn in an 
autonomous way 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT should be 
used for students to solve problems 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT use in 

76 

teaching and learning positively impacts 
on students’ motivation 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT use in 
teaching and learning positively impacts 
on students’ achievements 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT use in 
teaching and learning positively impacts 
on students’ higher order thinking skills 
(critical thinking, analysis, problem 
solving) 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT use in 
teaching and learning positively impacts 
on student’s competence in transversal 
skills (learning to learn, social 
competences, etc.) 

•  To what extent do you disagree or agree 
with the following statements about the 
use of ICT at school? - ICT use in 
teaching and learning is essential to 
prepare students to live and work in the 
21st century 

ICT_HT_wgt
_perc_extra
2_280818 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_SC_perc_extra
2_280818.xlsx 

These files provide the new computations, as 
laid out above. Data is weighted on the total 
number of schools in the country.  

ICT_HT_Ban2_ISCED3b_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_ISCED3a_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_ISCED3_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_TOTAL_IS
CED_wgt_SC_perc_extra
2_280818.xlsx 

77 

 
ICT_HT_wgt
_ST_perc_e
xtra2_2808
18 

ICT_HT_Ban1_ISCED3b_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_ISCED3a_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_ISCED3_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_ISCED2_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_ISCED1_
wgt_SC_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_ST_perc_extra
2_280818.xlsx 

ICT_HT_Ban2_ISCED3b_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_ISCED3a_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_ISCED3_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_TOTAL_IS
CED_wgt_ST_perc_extra
2_280818.xlsx 

ICT_HT_Ban1_ISCED3b_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_ISCED3a_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_ISCED3_
wgt_ST_perc_extra2_28
0818.xlsx 

These files also provide all of the additional 
computations to the head teacher survey data 
as laid out above, however the data is weighted 
on the total number of students in the country.  

78 

ICT_HT_Ban1_ISCED2_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_HT_Ban1_ISCED1_
wgt_ST_perc_extra2_28
0818.xlsx 

ICT_STUDE
NT_second 
extra DP 
Spec_v1_21
082018 

This file provides a further updated table 
specifications for the student survey data. It 
requests the following computations: 

•  Have you used a desktop computer, a 

laptop or notebook at school in the last 3 
months? 

•  How often do you use the following in 
lessons? - Digital books and textbooks 

•  How often do you use the following in 
lessons? - Exercise software, online 
quizzes and tests 

•  How often do you use the following in 
lessons? - Learning applications on a 
smartphone or a tablet 

•  How often do you use the following in 

lessons? - Text edition tools (e.g. Word) 

•  How often do you use the following in 
lessons? - Image edition tools (e.g. 
Photoshop, GIMP) 

•  How often do you use the following in 
lessons? - Multimedia production tools 
(e.g. PowerPoint, video editing, digital 
recording) 

•  How often do you use the following in 
lessons? - Broadcasting tools (publish 
podcast, upload to a video-sharing 
platform, etc.) 

•  How often do you use the following in 
lessons? - Data logging tools (e.g. 
temperature rise) 

•  How often do you use the following in 
lessons? - Computer simulations 
(interactive programme simulating real 
world phenomena in which you can make 
changes and see the consequences) 

•  How often do you use the following in 
lessons? - Digital learning games, 
computer/video games 

•  Do you consider using ICT (computers, 

tablets, smartphones) during lessons has 

79 

 
a positive impact on the following? - You 
concentrate more on what you’re 
learning 

•  Do you consider using ICT (computers, 

tablets, smartphones) during lessons has 
a positive impact on the following? - You 
try harder in what you are learning 

•  Do you consider using ICT (computers, 

tablets, smartphones) during lessons has 
a positive impact on the following? - You 
feel more independent in your learning 

•  Do you consider using ICT (computers, 

tablets, smartphones) during lessons has 
a positive impact on the following? - You 
understand more easily what you’re 
learning 

•  Do you consider using ICT (computers, 

tablets, smartphones) during lessons has 
a positive impact on the following? - You 
remember more easily what you’ve 
learnt 

•  Do you consider using ICT (computers, 

tablets, smartphones) during lessons has 
a positive impact on the following? - ICT 
enables you to work better with other 
students on tasks 

•  Do you consider using ICT (computers, 

tablets, smartphones) during lessons has 
a positive impact on the following? - ICT 
improves the atmosphere in class 
(students are more engaged, there is 
less disruption) 

•  Thinking about your experience with 

computers: to what extent do you agree 
with the following statements? - It is 
really important for me to work with a 
computer for learning 

•  Thinking about your experience with 

computers: to what extent do you agree 
with the following statements? - Using a 
computer for learning is really fun 

•  Thinking about your experience with 

computers: to what extent do you agree 
with the following statements? - I use a 
computer for learning because I'm very 
interested in computers   

•  Thinking about your experience with 

computers: to what extent do you agree 
with the following statements? - I lose 

80 

track of time when I'm learning with the 
computer 

•  Thinking about your experience with 

computers: to what extent do you agree 
with the following statements? - It's 
really worth using a computer because it 
will help me in the future 

•  Thinking about your experience with 

computers: to what extent do you agree 
with the following statements? - I use a 
computer to learn as it will help me in 
the work that I want to do later on 

•  Thinking about your experience with 

computers: to what extent do you agree 
with the following statements? - I learn 
things using computers that will help me 
to get a job 

•  Thinking about your experience with 

computers: to what extent do you agree 
with the following statements? - 
Learning with computer is important for 
me because I need it for what I want to 
study later on 

These files provide the new computations 
regarding the student survey, as laid out above. 
Data is weighted on the total number of 
students in the country.   

81 

ICT_ST_wgt
_ST_perc_e
xtra2_2708
18 

ICT_ST_Ban2_ISCED3b_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_ST_Ban2_ISCED3a_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_ST_Ban2_ISCED3_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_ST_Ban2_ISCED2_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_ST_Ban1_ISCED3b_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_ST_Ban1_ISCED3a_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_ST_Ban1_ISCED3_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_ST_Ban1_ISCED2_
wgt_ST_perc_extra2_27
0818.xlsx 

 
ICT_TEACH
ER_second 
extra DP 
Spec_v1_21
082018 

This file provides a further updated table 
specifications for the student survey data. It 
requests the following computations: 

•  For how many years have you been 

using computers and/or the Internet at 
any school? 

• 

• 

Is participation in ICT training on digital 
technologies compulsory for a teacher in 
your subject? 

In total, how much time have you been 
involved during the past two school 
years in the above professional 
development opportunities? 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Browse / search the 
Internet to collect information to prepare 
lessons 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Browse or search the 
Internet to collect learning material or 
resources to be used by students during 
lessons 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Evaluate digital learning 
resources in the subject you teach 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Download/upload/browse 
material from the school’s website or a 
virtual learning environment / learning 
platform 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Communicate with 
students by email 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Communicate with 
students using mobile applications on a 
smartphone or a tablet (e.g. WhatsApp, 
Telegram) 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Use online tools/ 
platforms on a computer (e.g. Showbie) 
to communicate with students 

82 

 
•  How often do you do the following 

activities in relation to teaching to the 
target class? - Post home work for 
students on the school website, a 
learning platform or a cloud storage 
service (e.g. Dropbox, Google Drive) 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Use applications to 
prepare presentations for lessons 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Create your own digital 
learning materials for students (e.g. 
prepare digital labs exercises, record 
your own lectures for students to refer to 
later) 

•  How often do you do the following 

activities in relation to teaching to the 
target class? - Prepare standard 
exercises and tasks for students (e.g. 
use Word to prepare exercises and print 
the document to then distribute to 
students) 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - I 
present, demonstrate and explain to the 
whole class 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - I 
support and explain things to individual 
students 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 
Students work in groups 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 
Students work on exercises or tasks 
individually 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 
Students work on projects 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 

83 

Students give presentations to the whole 
class 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 
Students process and analyse data 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 
Students participate in assessing their 
work 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 
Students take tests and assessments 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 
Students are engaged in inquiry-based 
activities 

•  To what extent do the following apply to 
you, when it comes to teaching methods 
and practices (with or without ICT)? - 
Students discuss ideas with other 
students and the teacher 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT 
should be used for students to do 
exercises and practise 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT 
should be used for students to retrieve 
information 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT 
should be used for students to work in a 
collaborative way 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT 
should be used for students to learn in 
an autonomous way 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT 

84 

should be used for students to learn to 
use them to solve problems 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT use 
in teaching and learning positively 
impacts on students’ motivation 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT use 
in teaching and learning positively 
impacts on students’ achievement 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT use 
in teaching and learning positively 
impacts on students’ higher order 
thinking skills (critical thinking, analysis, 
problem solving) 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT use 
in teaching and learning positively 
impacts on students’ competence in 
transversal skills (learning to learn, 
social competences, etc.) 

•  To what extent do you disagree or agree 
with each of the following statements 
about the use of ICT at school? - ICT use 
in teaching and learning is essential to 
prepare students to live and work in the 
21st century 

These files provide the new computations 
regarding the teacher survey, as laid out above. 
Data is weighted on the total number of 
students in the country.   

85 

ICT_TC_wgt
_ST_perc_e
xtra2_2708
18 

ICT_TC_Ban2_ISCED3b_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_TC_Ban2_ISCED3a_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_TC_Ban2_ISCED3_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_TC_Ban2_ISCED2_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_TC_Ban2_ISCED1_
wgt_ST_perc_extra2_27
0818.xlsx 

 
 
ICT_TC_Ban1_ISCED3b_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_TC_Ban1_ISCED3a_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_TC_Ban1_ISCED3_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_TC_Ban1_ISCED2_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_TC_Ban1_ISCED1_
wgt_ST_perc_extra2_27
0818.xlsx 

ICT_PA_wgt
_ST_perc_2
61018 

ICT_PA_Ban2_ISCED3b_
wgt_ST_perc_261018.xls
x 

These files provide parent survey data. Data is 
weighted on the total number of students in the 
country.   

ICT_PA_Ban2_ISCED3a_
wgt_ST_perc_261018.xls
x 

ICT_PA_Ban2_ISCED3_w
gt_ST_perc_261018.xlsx 

ICT_PA_Ban2_ISCED2_w
gt_ST_perc_261018.xlsx 

ICT_PA_Ban2_ISCED1_w
gt_ST_perc_261018.xlsx 

ICT_PA_Ban1_ISCED3b_
wgt_ST_perc_261018.xls
x 

ICT_PA_Ban1_ISCED3a_
wgt_ST_perc_261018.xls
x 

ICT_PA_Ban1_ISCED3_w
gt_ST_perc_261018.xlsx 

ICT_PA_Ban1_ISCED2_w
gt_ST_perc_261018.xlsx 

ICT_PA_Ban1_ISCED1_w
gt_ST_perc_261018.xlsx 

ICT_TC_wgt
_ST_perc_2
61018 

ICT_TC_Ban2_ISCED3b_
wgt_ST_perc_extra2_26
1018.xlsx 

86 

 
 
ICT_TC_Ban2_ISCED3b_
wgt_ST_perc_extra1_26
1018.xlsx 

ICT_TC_Ban2_ISCED 
3b_wgt_ST_perc_26101
8.xlsx 

ICT_TC_Ban2_ISCED 
3a_wgt_ST_perc_extra2
_261018.xlsx 

ICT_TC_Ban2_ISCED 
3a_wgt_ST_perc_extra1
_261018.xlsx 

ICT_TC_Ban2_ISCED 
3a_wgt_ST_perc_26101
8.xlsx 

ICT_TC_Ban2_ISCED 
2_wgt_ST_perc_extra2_
261018.xlsx 

ICT_TC_Ban2_ISCED 
2_wgt_ST_perc_extra1_
261018.xlsx 

ICT_TC_Ban2_ISCED 
2_wgt_ST_perc_261018.
xlsx 

ICT_TC_Ban2_ISCED 
1_wgt_ST_perc_extra2_
261018.xlsx 

ICT_TC_Ban2_ISCED 
1_wgt_ST_perc_extra1_
261018.xlsx 

ICT_TC_Ban2_ISCED 
1_wgt_ST_perc_261018.
xlsx 

ICT_TC_Ban1_ISCED3b_
wgt_ST_perc_extra2_26
1018.xlsx 

ICT_TC_Ban1_ISCED3b_
wgt_ST_perc_extra1_26
1018.xlsx 

ICT_TC_Ban1_ISCED 
3b_wgt_ST_perc_26101
8.xlsx 

ICT_TC_Ban1_ISCED 
3a_wgt_ST_perc_extra2
_261018.xlsx 

87 

ICT_TC_Ban1_ISCED 
3a_wgt_ST_perc_extra1
_261018.xlsx 

ICT_TC_Ban1_ISCED 
3a_wgt_ST_perc_26101
8.xlsx 

ICT_TC_Ban1_ISCED 
2_wgt_ST_perc_extra2_
261018.xlsx 

ICT_TC_Ban1_ISCED 
2_wgt_ST_perc_extra1_
261018.xlsx 

ICT_TC_Ban1_ISCED 
2_wgt_ST_perc_261018.
xlsx 

ICT_TC_Ban1_ISCED 
1_wgt_ST_perc_extra2_
261018.xlsx 

ICT_TC_Ban1_ISCED 
1_wgt_ST_perc_extra1_
261018.xlsx 

ICT_TC_Ban1_ISCED 
1_wgt_ST_perc_261018.
xlsx 

ICT_PA_wgt
_ST_perc_e
xtra1_3110
18 

ICT_PA_Ban2_TOTAL_IS
CED_wgt_ST_perc_wgt_
ST_perc_extra1_311018
.xlsx 

These files provide additional computation 
regarding the parent survey. Data is weighted 
on the total number of student in the country. 
The additional computations are: 

ICT_PA_Ban2_ISCED3b_
wgt_ST_perc_extra1_31
1018.xlsx 

ICT_PA_Ban2_ISCED3b_
wgt_ST_perc_261018.xls
x 

ICT_PA_Ban2_ISCED3a_
wgt_ST_perc_extra1_31
1018.xlsx 

ICT_PA_Ban2_ISCED3_w
gt_ST_perc_extra1_311
018.xlsx 

ICT_PA_ban2_ISCED2_w
gt_ST_perc_extra1_311
018.xlsx 

•  What type of Internet connection do you 

have at home? 

•  How often do you do the following? - 

Talk to your child about what s/he does 
with ICT or the Internet 

•  How often do you do the following? - 

Stay nearby when your child uses ICT or 
the Internet 

•  How often do you do the following? - Sit 
with your child while s/he uses ICT or 
the Internet 

•  How often do you do the following? - Do 

activities together with ICT or the 
Internet (e.g. play games, watch online 
videos, use social networks) 

ICT_PA_ban2_ISCED1_w
gt_ST_perc_extra1_311
018.xlsx 

•  How often do you do the following? - 

Assist your child in benefiting from the 
opportunities offered by ICT and the 

88 

ICT_PA_Ban1_TOTAL_IS
CED_wgt_ST_perc_extra
1_311018.xlsx 

Internet (e.g. learning, communication, 
entertainment, creativity, self-expression 
and civic participation) 

ICT_PA_Ban1_ISCED3b_
wgt_ST_perc_extra1_31
1018.xlsx 

•  How often do you do the following? - 
Encourage your child to explore and 
learn things on the Internet 

ICT_PA_Ban1_ISCED3a_
wgt_ST_perc_extra1_31
1018.xlsx 

ICT_PA_Ban1_ISCED3_w
gt_ST_perc_extra1_311
018.xlsx 

ICT_PA_Ban1_ISCED2_w
gt_ST_perc_extra1_311
018.xlsx 

ICT_PA_Ban1_ISCED1_w
gt_ST_perc_extra1_311
018.xlsx 

•  Are you confident doing the following? - 

Number of 'Yes' answers 

•  Do you consider that the use of ICT at 
school has a positive impact on the 
following? - My child understands more 
easily what s/he learns 

•  Do you consider that the use of ICT at 
school has a positive impact on the 
following? - My child remembers what 
s/he has learnt more easily 

•  Do you consider that the use of ICT at 
school has a positive impact on the 
following? - My child concentrates better 

•  Do you consider that the use of ICT at 
school has a positive impact on the 
following? - My child is more motivated 
to learn 

•  Do you consider that the use of ICT at 
school has a positive impact on the 
following? - My child can learn at his/her 
own pace 

•  Do you consider that the use of ICT at 
school has a positive impact on the 
following? - Students collaborate better 

•  Do you consider that the use of ICT at 
school has a positive impact on the 
following? - Students and teachers 
communicate better 

•  Do you consider that the use of ICT at 
school has a positive impact on the 
following? - Learning to use ICT and 
Internet will later help my child finding a 
job in the labour market 

ICT_ST_wgt
_ST_perc_e
xtra3_0111
18 

ICT_ST_Ban2_TOTAL_IS
CED_wgt_ST_perc_extra
3_011118.xlsx 

ICT_ST_Ban2_ISCED3b_
wgt_ST_perc_extra3_01
1118.xlsx 

These files provide additional computations 
regarding the student survey. Data is weighted 
by the total number of student in the country. 
The additional computations are: 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Reading and watching the news online 

89 

 
ICT_ST_Ban2_ISCED3a_
wgt_ST_perc_extra3_01
1118.xlsx 

ICT_ST_Ban2_ISCED3_
wgt_ST_perc_extra3_01
1118.xlsx 

ICT_ST_Ban2_ISCED2_
wgt_ST_perc_extra3_01
1118.xlsx 

ICT_ST_Ban2_ISCED1_
wgt_ST_perc_extra3_01
1118.xlsx 

I 

ICT_ST_Ban1_ISCED3b_
wgt_ST_perc_extra3_01
1118.xlsx 

ICT_ST_Ban1_ISCED3a_
wgt_ST_perc_extra3_01
1118.xlsx 

ICT_ST_Ban1_ISCED3_
wgt_ST_perc_extra3_01
1118.xlsx 

ICT_ST_Ban1_ISCED2_
wgt_ST_perc_extra3_01
1118.xlsx 

ICT_ST_Ban1_ISCED1_
wgt_ST_perc_extra3_01
1118.xlsx 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Searching online for practical information 
(e.g. seats at a match/concert, 
shopping, train times, health) 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Searching different sources online for 
information and learning about a 
particular topic you’re interested in 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Watching video clips, downloading 
music, games, software from the 
Internet 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Searching online about job opportunities 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Sending and reading emails 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Participating in social networks (e.g. 
Facebook, Instagram, Twitter, Snapchat, 
Ask.fm, etc.) 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Chatting online (e.g.  WhatsApp, Viber, 
Google Hangouts, Facebook messenger, 
Skype messenger, etc.) 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Using a word processor, spreadsheet or 
presentation programme (e.g. Word, 
Excel, PowerPoint) 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Maintaining your own website, blog 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 

90 

 
 
Coding/programming apps, programmes 
and/or robots 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Checking your privacy settings (e.g. on a 
social networking site) 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Updating the operating system and 
applications of your computer, tablet or 
smartphone 

•  How often do you take part in the 

following activities in your free time, at 
home or any place other than school? - 
Learning with educational software, 
games, apps and quizzes 

•  How often do you do the following 

learning activities during lessons? - 
Search the Internet to collect 
information 

•  How often do you do the following 

learning activities during lessons? - 
Download/upload/ browse material from 
your school’s website 

•  How often do you do the following 

learning activities during lessons? - Send 
or read email messages 

•  How often do you do the following 

learning activities during lessons? - Chat 
online for school work 

•  How often do you do the following 

learning activities during lessons? - Use 
a word processing, spreadsheet or 
presentation programme (e.g. Word, 
Excel, PowerPoint) 

•  How often do you do the following 

learning activities during lessons? - 
Code/programming apps, programmes 
and/or robots 

•  How often do you do the following 

learning activities during lessons? - Use 
computers to conduct experiments 
(collecting data and/or images, storing 
them, documenting observation, etc. 

•  How often do you do the following 

learning activities during lessons? - Use 
smartphones or tablets to conduct 

91 

experiments (collecting data and/or 
images, storing them, documenting 
observation, etc.) 

•  How often do you do the following 

learning activities during lessons? - Use 
computers when working in groups 

•  How often do you do the following 

learning activities during lessons? - 
Participate in online training programmes 

•  How often do you do the following 

learning activities during lessons? - 
Learning with educational software, 
games, apps and quizzes 

• 

• 

• 

• 

• 

• 

• 

• 

• 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- We all listen to teacher presentation or 
explanation 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- We all listen to a student presentation 
or explanation 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- We all read books or look at films or 
videos at the same time 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- We all do exercises and tasks 
individually or collectively 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- We work on school projects 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- We work in small groups 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- We investigate and explore issues 
individually or in small groups and 
search for information about it 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- We try to solve problems 

In lessons, how often are you engaged in 
the following (whether using ICT or not)? 
- Students help each other to better 
understand and learn 

92 

These files provide the head teacher survey 
data weighted by the total number of schools in 
the country, after having removed countries 
which were outliers.  

These files also provide head teacher survey 
data after having removed the countries which 
are outliers. However, these are weighted on 
the total number of students in the country.  

These files provide the student survey data 
weighted on the total number of students in the 
country, after having removed countries which 
were outliers.  

ICT_HT_Ba
n2_wgt_SC
_perc_extra
3_071118 

ICT_HT_Ba
n2_wgt_ST
_perc_extra
3_071118 

ICT_ST_wgt
_ST_perc_e
xtra4_0811
18 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_SC_perc_extra
3_071118.xlsx 

ICT_HT_Ban2_ISCED3_
wgt_SC_perc_extra3_07
1118.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_SC_perc_extra3_07
1118.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_SC_perc_extra3_07
1118.xlsx 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_ST_perc_extra
3_071118.xlsx 

ICT_HT_Ban2_ISCED3_
wgt_ST_perc_extra3_07
1118.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_ST_perc_extra3_07
1118.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_ST_perc_extra3_07
1118.xlsx 

ICT_ST_Ban2_ISCED3b_
wgt_ST_perc_extra4_08
1118.xlsx 

ICT_ST_Ban2_ISCED3a_
wgt_ST_perc_extra4_08
1118.xlsx 

ICT_ST_Ban2_ISCED3_
wgt_ST_perc_extra4_08
1118.xlsx 

ICT_ST_Ban2_ISCED2_
wgt_ST_perc_extra4_08
1118.xlsx 

ICT_ST_Ban1_ISCED3b_
wgt_ST_perc_extra4_08
1118.xlsx 

ICT_ST_Ban1_ISCED3a_
wgt_ST_perc_extra4_08
1118.xlsx 

ICT_ST_Ban1_ISCED3_
wgt_ST_perc_extra4_08
1118.xlsx 

93 

ICT_TC_wgt
_ST_perc_e
xtra3_0811
18 

ICT_HT_Ba
n2_wgt_SC
_perc_Clust
er1_141118 

ICT_ST_Ban1_ISCED2_
wgt_ST_perc_extra4_08
1118.xlsx 

ICT_TC_Ban2_ISCED3b_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban2_ISCED3a_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban2_ISCED3_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban2_ISCED2_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban2_ISCED1_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban1_ISCED3b_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban1_ISCED3a_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban1_ISCED3_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban1_ISCED2_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_TC_Ban1_ISCED1_
wgt_ST_perc_extra3_08
1118.xlsx 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_SC_perc_Clust
er1_141118.xlsx 

ICT_HT_Ban2_ISCED3b_
wgt_SC_perc_Cluster1_1
41118.xlsx 

ICT_HT_Ban2_ISCED3_
wgt_SC_perc_Cluster1_1
41118.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_SC_perc_Cluster1_1
41118.xlsx 

These files provide teacher survey data 
weighted on the total number of students in the 
country, after having removed the countries 
which were outliers.  

These files provide results of the cluster 
analysis derived from the head teacher survey 
by country, weighted on the total number of 
schools in the country.  

94 

ICT_HT_Ban2_ISCED1_
wgt_SC_perc_Cluster1_1
41118.xlsx 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_ST_perc_Clust
er1_141118.xlsx 

ICT_HT_Ban2_ISCED3b_
wgt_ST_perc_Cluster1_1
41118.xlsx 

ICT_HT_Ban2_ISCED3a_
wgt_ST_perc_Cluster1_1
41118.xlsx  

ICT_HT_Ban2_ISCED3_
wgt_ST_perc_Cluster1_1
41118.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_ST_perc_Cluster1_1
41118.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_ST_perc_Cluster1_1
41118.xlsx 

ICT_ST_Ban2_TOTAL_IS
CED_wgt_ST_perc_Clust
er1_141118.xlsx 

ISCED_ST_Ban2_ISCED
3b_wgt_ST_perc_Cluster
1_141118.xlsx 

ISCED_ST_Ban2_ISCED
3a_wgt_ST_perc_Cluster
1_141118.xlsx 

ISCED_ST_Ban2_ISCED
3_wgt_ST_perc_Cluster1
_141118.xlsx 

ISCED_ST_Ban2_ISCED
2_wgt_ST_perc_Cluster1
_141118.xlsx 

ICT_TC_Ban2_TOTAL_IS
CED_wgt_ST_perc_Clust
er1_141118.xlsx 

ICT_TC_Ban2_ISCED3b_
wgt_ST_perc_Cluster 
1_141118.xlsx 

ICT_HT_Ba
n2_wgt_ST
_perc-
Cluster1_14
1118 

ICT_ST_Ban
2_wgt_ST_
perc_Cluste
r1_141118 

ICT_TC_Ban
2_wgt_ST_
perc_Cluste
r1_141118 

These files provide results of the cluster 
analysis derived from the head teacher survey 
by country, weighted on the total number of 
students in the country. 

These files provide results of the cluster 
analysis derived from the head teacher survey 
by country, weighted on the total number of 
students in the country. 

These files provide results of the cluster 
analysis derived from the teacher survey by 
country, weighted on the total number of 
students in the country. 

95 

 
ICT_TC_Ban2_ISCED3a_
wgt_ST_perc_Cluster 
1_141118.xlsx 

ICT_TC_Ban2_ISCED3_
wgt_ST_perc_Cluster 
1_141118.xlsx 

ICT_TC_Ban2_ISCED2_
wgt_ST_perc_Cluster 
1_141118.xlsx 

ICT_TC_Ban2_ISCED1_
wgt_ST_perc_Cluster 
1_141118.xlsx 

ICT_HT_Ba
n3_TOTAL_I
SCED_abs_
perc_05121
8 

ICT_HT_Ba
n3_TOTAL_I
SCED_wgt_
SC_abs_per
c_051218 

ICT_HT_Ba
n3_TOTAL_I
SCED_wgt_
ST_abs_per
c_051218 

ICT_ST_Ban
3_TOTAL_IS
CED_abs_p
erc_061218 

ICT_ST_Ban
3_TOTAL_IS
CED_wgt_S
T_abs_perc
_061218 

ICT_TC_Ban
3_TOTAL_IS
CED_abs_p
erc_061218 

ICT_TC_Ban
3_TOTAL_IS
CED_wgt_S
T_abs_perc
_061218 

ICT_HT_Ba
n2_wgt_per

This excel file is the result of crossing each 
question from the head teacher survey with the 
cluster analysis, in order to demonstrate the 
impact of each question on the outcome of the 
cluster analysis. This data is not weighted. 

This excel file is the result of crossing each 
question from the head teacher survey with the 
cluster analysis. This data is weighted on the 
total number of schools across all countries.  

This excel file is the result of crossing each 
question from the head teacher survey with the 
cluster analysis. This data is weighted on the 
total number of students across all countries.  

This excel file is the result of crossing each 
question from the student survey with the 
cluster analysis. This data is not weighted. 

This excel file is the result of crossing each 
question from the student survey with the 
cluster analysis. This data is weighted on the 
total number of students across all countries.  

This excel file is the result of crossing each 
question from the teacher survey with the 
cluster analysis. This data is not weighted. 

This excel file is the result of crossing each 
question from the teacher survey with the 
cluster analysis. This data is weighted on the 
total number of students across all countries.  

ICT_HT_Ban2_TOTAL_IS
CED_wgt_ST_perc_extra
4_071218.xlsx 

These files provide data from the head teacher 
survey, after having removed countries which 
were outliers. Data is weighted either on the 
total number of students in the country 

96 

 
 
 
 
 
 
 
c_extra4_0
71218 

ICT_HT_Ban2_TOTAL_IS
CED_wgt_SC_perc_extra
4_071218.xlsx 

(wgt_ST) or on the total number of schools in 
the country (wgt_SC).  

ICT_HT_Ban2_ISCED3b_
wgt_ST_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED3b_
wgt_SC_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED3a_
wgt_ST_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED3a_
wgt_SC_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED3_
wgt_ST_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED3_
wgt_SC_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_ST_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED2_
wgt_SC_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_ST_perc_extra4_07
1218.xlsx 

ICT_HT_Ban2_ISCED1_
wgt_SC_perc_extra4_07
1218.xlsx 

In addition to this, a number of datafiles were provided in SPSS format. The table below 
provides information on these.  

97 

 
 
 
 
 
Table 26- Delivered SPSS data 

Folder 
name 

Custom SPSS 
file name 

Description 

Head 
Teacher 

Custom_SPSS_
ICT_Head_Teac
her_12112018 

This SPSS datafile contains head teacher survey data, 
aggregated as well as broken down by ISCED level. The 
data is weighted both by total number of students in the 
country, and by total number of schools in the country.  

Parents 

Custom_SPSS_
ICT_Parents_04
072018 

This SPSS datafile contains parent survey data, 
weighted on the total number of students in the 
country.   

Students 

Custom_SPSS_
ICT_Students_1
7102018 

This SPSS datafile contains student survey data, 
weighted on the total number of students in the 
country. 

Teachers 

Customs_SPSS
_ICT_Teachers
_17102018 

This SPSS datafile contains teacher survey data, 
weighted on the total number of students in the 
country. 

98 

 
 
 
8. 

Feedback and suggestions for improvement  

8.1  Main reasons for refusals or no response   

Following closure  of fieldwork, feedback  was collected  from network  partners to provide 
local contextualisation to the project, and notably to understand what the main reasons 
for refusals or no response were. The following responses were provided, and have been 
ranked below according to prevelance. After each point, the specific countries in which the 
point was raised by the local agencies are listed.   

•  Response  rate  would  have  been  much  higher  if  ministries  had  made  the  survey 

mandatory.  

•  Schools are overwhelmed with requests from the government, municipalities, for-
profit and non-for-profit agencies to complete surveys, some of which are on similar 
topics as ICT in Schools. They tend to prioritise the ones which are mandatory or 
perceived  as  most  important.  Something  which  may  help  with  this  is  incentives. 
(Comment  made  by  local  agencies  in  the  Czech  Republic,  Slovakia,  Slovenia, 
Ireland, Estonia, France, Netherlands, and Latvia)   

•  Lack of time and capacity. Many headteachers assumed that the survey would take 
up too much of their time or their teachers’ time. This feeling was emphasized by 
the lack of an incentive to take part. (Comment made by local agencies in Ireland, 
UK, Hungary, Lithuania, Latvia, Estonia) 

•  Students from certain education levels were preparing national exams, the timings 
of which coincided with ICT fieldwork. As a result of this, head teachers did not want 
to take time away from their students’ revisions. (Comment made by local agencies 
in Ireland, Hungary, Greece, and UK)  

•  The selection process could have been simpler. One  solution would have been to 
ask school coordinators to provide information on classes in which the average age 
of students was that in which we were interested (for example: all classes where 
students  are  on  average  13.5  years  old),  as  opposed  to  the  last  year  of  each 
relevant ISCED level. We also made note of certain country-specific reasons for low 
participation:  

o 

o 

In  Poland,  there  was  confusion  due  to  recent  reforms  in  the  education 
system.  These  reforms  led  to  intensified  school  programes  and  an 
insufficient number of teachers, and were a widely publicised national issue.  

In Ireland, perhaps due to the sample having been drawn too early prior to 
fieldwork, a number of head teachers no longer worked at the school which 
we  were  aiming  to  survey.  In  the  rare  case  where  these  headteachers 
forwarded  the  email  to  the  new  headteacher,  this  person  was  unlikely  to 
complete the survey considering it had not initially been addressed to them.  

• 

• 

• 

Issues with hyperlinks to the survey within the invitation emails were encountered 
in Latvia. In order to address this problem, the hyperlink was replaced with a full 
link which could be copied and pasted into a web browser.  

In Latvia, a school reform is planned for the near future, and schools in rural areas 
with  small  numbers  of  students  are  being  closed  or  merged.  This  led  to  some 
refusals to participate.  

In Iceland, it was difficult to reach students from ISCED 3. This is because students 
in this level were no longer in class during fieldwork, which required that the school 
coordinator send each student a unique link and password by email. However, due 

99 

 
to the organisation of the Icelandic schooling system, classes in this level often have 
over one hundred students each, making it a huge task for school coordinators to 
send them individual emails. What more, because students generally no longer live 
at  home  by  the  time  they  reach  ISCED  3,  it  was  decided  not  to  send  out  parent 
invitation letters, as these could not be completed.  

• 

In  France,  some  schools  did  not  want  to  participate  out  of  principle  because  the 
survey was not commissioned by the French government.  

8.2  Network partner feedback and suggestions for improvement 

In  addition  to  providing  information  on  the  response  rate,  network  partners  were  also 
invited  to  provide  feedback  on  the  project,  and  share  any  suggestions  for  improvement 
that they have. These include:  

•  Due  to  the  fact  that  the  selection  of  respondents  was  done  in  real  time  with  the 
information provided in the registration survey and the school coordinator survey, 
there was no  way of including a “back” button in the surveys.  This caused  some 
frustration  on  the  part  of  respondents.  In  order  to  counter  this  problem,  the 
selection process  could have been  simplified, and more  explanations provided by 
email to the respondents regarding the overall survey process.  In particular, school 
head teachers and coordinators could have been provided with an idea of the types 
of  questions  they  would  be  asked  in  the  survey,  giving  them  the  opportunity  to 
prepare their answers in advance.   

•  Providing schools with incentives 

• 

• 

• 

• 

It was unclear to school coordinators who needed to participate (the definitions of 
eligible teachers and classes was confusing) 

It was not made clear to school head teachers that they could register their refusal 
by  clicking  on  the  link  (this  felt  counter-intuitive  to  them).  Therefore,  many 
complained about receiving far too many reminder emails.  

It would have been helpful to include links to the previous report so as to increase 
the  perceived  credibility  of  the  survey  and  create  a  sense  of  “higher  good”  in 
participating. One suggestion was to include a short summary in the local language 
with a few charts.  

It would have been helpful for head teachers and school coordinator to be provided 
with a list of questions prior to completing the survey, so that they could discuss 
these  with  colleagues  (especially  considering  they  could  not  go  back  and  amend 
their answers).  

•  There  needed  to  be  more  clarity  on  deadlines.  Network  partners  gave  incorrect 
information to schools because there was a lack of clarity on when fieldwork would 
close. This was caused by multiple instances of postponing deadlines closure due to 
low response rate.    

• 

In Poland and Norway,  a postal approach  was  not ideal - invitations should have 
been sent out by email from the start as per the other countries. The decision to 
send invitations by post was due to the fact that the sample frames did not contain 
email addresses. As such, a postal approach was found to be the most efficient way 
of contacting schools. However, a lower response rate was observed in Poland and 
Norway than in countries where email invitations had been sent. Consequentially, 
in  order  to  boost  response  rate,  the  decision  was  made  to  look  up  school  email 
addresses online and contact by email those which had not responded to the postal 
invitation.  

100 

 
• 

• 

• 

• 

In  countries  where  we  experienced  a  delayed  fieldwork  start  date,  many  schools 
were  preparing  for  exams  by  the  time  the  survey  was  launched  and  it  was  bad 
timing  for  such  a  time-consuming  survey.  It  has  been  recommended  to  start 
fieldwork  at  the  start  of  the  academic  year  (September)  in  all  countries  so  that 
schools can plan their participation earlier on in the year.  

It  would  have  been  more  straightforward  for  school  coordinators  to  receive  the 
manual by email, rather than having it combined in one link with the monitoring 
platform. If the manual were sent by email, the link could be used solely to access 
the monitoring platform.  

It would be good to make contact with ministries far earlier in the process. 

It  would  have  been  helpful  to  inform  schools  of  the  survey  a  few  weeks  before 
sending them the invitation email, such that they could plan it into their schedule 
and familiarise themselves with the study.  

101 

 
 
9.  Recommendations for future waves  

Based  on  our  experience  of  the  project  and  the  feedback  collected  from  our  network 
partners, we put forward the following key recommendations to improve the next waves 
of this research.  

•  Switching  from  an  online  approach  to  face  to  face  in-school  interviews  would 
drastically improve response rates. It would also prevent confusion on which classes 
and teachers are eligible, as the interviewer could provide support, as well as on 
the functionality of the monitoring platform, which would no longer be necessary.  

•  We suggest beginning fieldwork earlier; schools should be informed of the survey 
from  the  beginning  of  the  school  year  (preferably  from  the  ministry  itself),  and 
fieldwork should begin as soon thereafter as possible, with fieldwork ideally ending 
before the Christmas holidays. In this wave, fieldwork ending before the summer 
holidays  coincided  with  end  of  year  examinations,  a  bad  timing  for  teachers  and 
students to answer a survey.    

•  Where  required,  the  process  of  obtaining  ministry  approval  should  be  initiated  a 

year before the start of fieldwork. 

•  We suggest providing schools with an incentive for participating. This would ensure 
that the ICT in Schools survey would have priority over other optional surveys.   

102 

 
 
Annex 1 

Questionnaires (English version) 

All questionnaires can be found below. Items highlighted in the left column indicate that 
the question is new to this wave. Similarly, there are two items highlighted in blue in the 
student questionnaire- these are questions which are not new to this wave but have been 
amended and are therefore not comparable with the last wave’s results.  

A1.1 

Head teacher questionnaire 

HEAD TEACHER SURVEY 

Questi
on ID 

INSTRUC
TION 

SC01Q
01A 

Please 
fill 
in  the  box 
for 
each 
item. 

MAIN 
QUESTIO
N LABEL 
is 
What 
the 
total 
number  of 
students 
this  school 
year 
( 
2017-
2018) 
your 
school,  by 
education 
level  and 
gender? 

in 

SC01Q
01B 

SC01Q
02A 

SC01Q
02B 

SC01Q
03A 

SUB 
QUESTION 
LABEL 

VAL
UE 
COD
ES 

SINGL
E/ 
MULTI
PLE 

ROTAT
ION 

VALUE 
LABEL 

of 
at 

of 
at 

of 
at 

 Number 
boys 
<<INSERT 
LOCAL  ISCED 
variables 
1 
provided 
in 
excel fie>> 
 Number 
girls 
<<INSERT 
LOCAL  ISCED 
variables 
1 
provided 
in 
excel fie>> 
 Number 
boys 
<<INSERT 
LOCAL  ISCED 
variables 
2 
provided 
in 
excel fie>> 
 Number 
girls 
<<INSERT 
LOCAL  ISCED 
variables 
2 
provided 
in 
excel fie>> 
of 
 Number 
boys 
at 
<<ISCED  3 
level 
academic>> 

of 
at 

0-
9999 

0-
9999 

SINGLE 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

0-
9999 

SINGLE 

SINGLE 

103 

 
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC01Q
03B 

SC01Q
04A 

SC01Q
04B 

SC04Q
01 

fill 
Please 
in the box. 

SC06Q
01 

Please 
select  one 
answer. 

all 

this 

How  many 
teachers 
does  your 
school 
have 
school 
year 
(2017-
2018)  (full 
time 
equivalent
/FTE) 
education 
levels 
together? 
Which  of 
the 
following 
definitions 
best 
describes 
the 
communit
y  in  which 
your 
school 
located? 

is 

 Number 
of 
at 
girls 
<<ISCED  3 
level 
academic>> 
of 
 Number 
boys 
at 
<<ISCED  3 
level 
vocational>> 
of 
 Number 
girls 
at 
<<ISCED  3 
level 
vocational>> 

0-
9999 

0-
9999 

0-
9999 

SINGLE 

SINGLE 

SINGLE 

0-
9999 

SINGLE 

SINGLE 

A 
village, 
hamlet 
or  rural 
( 
area 
less 
than  3 
000 
people)
; 
A  small 
town  (3 
to  
000 
less 
than  15 
000 
people) 

1 

2 

104 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC12Q
01 

Please 
select  all 
answers 
that apply. 

By  which 
of 
the 
following 
means 
does  your 
school 
mainly 
have 
access 
the 
Internet? 

to 

to  

A  town 
(15  000 
to    less 
than 
100.000 
people) 
A 
city 
(100 
000 
less 
than  1 
000 000 
people) 
A  large 
city 
(over  1 
000 000 
people)
;   
Don’t 
know/Pr
efer  not 
to say 

3 

4 

5 

999 

1 
2 

3 

4 
5 

996 

999 

ADSL 
Cable 
Fibre 
optic 
Wireles
s LAN 
Satellite 
None  of 
these, 
my 
school 
does 
not 
have 
access 
to 
the 
Internet 
Don’t 
know/Pr
efer  not 
to say 

MULTIP
LE 

SC11Q
01 

Please 
select  one 
answer. 

Which 
broadband 
speed best 
describes 
that  which 

SINGLE 

105 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
your 
school 
receives 
from 
telecom 
provider? 

the 

1 

2 

3 

4 

5 

6 

999 

less 

less 

SINGLE 

SINGLE 

144kbp
s to less 
than 
2mbps 
2mbps 
to 
than 
5mbps 
5mbps 
to 
than 
10mbps  SINGLE 
10mbps 
to 
less 
30mbps   SINGLE 
30mbps 
to 
less 
100mbp
s  
More 
than 
100mbp
s 
Don’t 
know/Pr
efer  not 
to say 

SINGLE 

SINGLE 

SINGLE 

your 

In 
school, 
this  school 
year 
(2017-
2018), 
how  many 
the 
of 
devices 
below  are 
provided 
by 
the 
school  for 
education
al 
purposes? 
[ONLY 
SHOW 
MORE 
THAN  ONE 
IN 
LEVEL 
SCHOOL]  
(if possible 
state 
the 
numbers 
by 

IF 

[ONLY  SHOW 
FOR 
LOCAL 
ISCED 
LEVELS 
TICKED 
Q9 
REGISTRATI
ON SURVEY] 

AT 
IN 

0-
9999 

RANDO
MISE 
ITEMS 

SINGLE 

106 

IF 

[ONLY 
SHOW 
MORE 
THAN  ONE 
LEVEL 
IN 
SCHOOL] 
fill 
Please 
in  the  box 
each 
for 
level. 
If 
not 
possible, 
please 
provide 
the 
number. 

total 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
education 
level, 
otherwise 
for 
levels 
together)  

all 

SC07Q
01A  

SC07Q
01B 

SC07Q
01C 

SC07Q
01D 

SC07Q
01E 

SC07Q
03A 

SC07Q
03B 

Desktop 
computer  
[INSERT 
LOCAL  ISCED 
levels 
1 
provided 
in 
excel file] 
Desktop 
computer  
[INSERT 
LOCAL  ISCED 
levels 
2 
in 
provided 
excel  
Desktop 
computer  
[INSERT 
LOCAL  ISCED 
levels 
3a 
provided 
in 
excel filel] 
Desktop 
computer 
[INSERT 
LOCAL  ISCED 
levels 
3b 
provided 
in 
excel filel] 
[ONLY  SHOW 
MORE 
IF 
ONE 
THAN 
LEVEL 
IN 
SCHOOL]  
Desktop 
computer  
[All levels] 
Laptop 
notebook 
[INSERT 
LOCAL  ISCED 
levels 
1 
provided 
in 
excel file] 
Laptop 
notebook 
[INSERT 
LOCAL  ISCED 
levels 
2 
provided 
in 
excel file] 

or 

or 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

107 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC07Q
03C 

SC07Q
03D 

SC07Q
03E 

SC07Q
13A 

SC07Q
13B 

SC07Q
13C 

SC07Q
13D 

SC07Q
13E 

or 

or 

Laptop 
notebook 
[INSERT 
LOCAL  ISCED 
levels 
3a 
in 
provided 
excel filel] 
Laptop 
notebook  
[INSERT 
LOCAL  ISCED 
levels 
3b 
provided 
in 
excel filel] 
[ONLY  SHOW 
MORE 
IF 
ONE 
THAN 
IN 
LEVEL 
SCHOOL] 
Laptop,      or 
notebook  [All 
levels] 
Tablet 
without 
Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
1 
in 
provided 
excel file] 
Tablet 
without 
Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
2 
in 
provided 
excel file] 
Tablet 
without 
Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
3a 
provided 
in 
excel filel] 
Tablet 
without 
Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
3b 
provided 
in 
excel filel] 
[ONLY  SHOW 
MORE 
IF 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 
0-
9999 

SINGLE 

SINGLE 

108 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
ONE 
IN 

THAN 
LEVEL 
SCHOOL] 
Tablet 
without 
Internet 
access    [All 
levels] 
Tablet  with 
Wi-Fi Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
1 
provided 
in 
excel file] 
Tablet  with 
Wi-Fi Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
2 
provided 
in 
excel file] 
Tablet  with 
Wi-Fi Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
3a 
provided 
in 
excel filel] 
Tablet  with 
Wi-Fi Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
3b 
in 
provided 
excel filel] 
[ONLY  SHOW 
MORE 
IF 
ONE 
THAN 
LEVEL 
IN 
SCHOOL] 
Tablet  with 
Wi-Fi Internet 
access    [All 
levels] 
Tablet  with 
mobile 
Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
1 
provided 
in 
excel file] 
Tablet  with 
mobile  

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 
0-
9999 

SINGLE 

SINGLE 

109 

SC07Q
14A 

SC07Q
14B 

SC07Q
14C 

SC07Q
14D 

SC07Q
14E 

SC07Q
11A 

SC07Q
11B 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC07Q
11C 

SC07Q
11D 

SC07Q
11E 

SC07Q
05A 

SC07Q
05B 

Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
2 
in 
provided 
excel file] 
Tablet  with 
mobile 
Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
3a 
provided 
in 
excel filel] 
Tablet  with 
mobile 
Internet 
access  
[INSERT 
LOCAL  ISCED 
levels 
3b 
provided 
in 
excel filel] 
[ONLY  SHOW 
MORE 
IF 
ONE 
THAN 
LEVEL 
IN 
SCHOOL] 
Tablet  with 
mobile 
Internet 
access    [All 
levels] 
Digital  reader 
(portable 
device 
to 
read  books, 
newspapers, 
etc. 
screen) 
[INSERT 
LOCAL  ISCED 
levels 
1 
provided 
in 
excel file] 
Digital  reader 
(portable 
device 
to 
read  books, 
newspapers, 
etc. 
screen) 
[INSERT 
LOCAL  ISCED 
levels 
2 
provided 
in 
excel file] 

on 

on 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

110 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC07Q
05C 

SC07Q
05D 

SC07Q
05E 

SC07Q
07A 

SC07Q
07B 

SC07Q
07C 

SC07Q
07D 

on 

on 

Digital  reader 
(portable 
device 
to 
read  books, 
newspapers, 
etc. 
screen) 
[INSERT 
LOCAL  ISCED 
levels 
3a 
provided 
in 
excel filel] 
Digital  reader 
(portable 
device 
to 
read  books, 
newspapers, 
etc. 
screen) 
[INSERT 
LOCAL  ISCED 
levels 
3b 
provided 
in 
excel filel] 
[ONLY  SHOW 
MORE 
IF 
ONE 
THAN 
LEVEL 
IN 
SCHOOL] 
Digital  reader 
(portable 
device 
to 
read  books, 
newspapers, 
etc. 
screen) 
levels] 
Interactive 
whiteboard 
[INSERT 
LOCAL  ISCED 
levels 
1 
in 
provided 
excel file] 
Interactive 
whiteboard 
[INSERT 
LOCAL  ISCED 
levels 
2 
provided 
in 
excel file] 
Interactive 
whiteboard 
[INSERT 
LOCAL  ISCED 
levels 
3a 
provided 
in 
excel filel] 
Interactive 
whiteboard 

on 
[All 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 
0-
9999 

SINGLE 

SINGLE 

111 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
[INSERT 
LOCAL  ISCED 
levels 
3b 
provided 
in 
excel filel] 
[ONLY  SHOW 
MORE 
IF 
ONE 
THAN 
LEVEL 
IN 
SCHOOL] 
Interactive 
whiteboard 
[All levels] 
Digital 
camera 
[INSERT 
LOCAL  ISCED 
levels 
1 
provided 
in 
excel file] 
Digital 
camera 
[INSERT 
LOCAL  ISCED 
levels 
2 
in 
provided 
excel file] 
Digital 
camera 
[INSERT 
LOCAL  ISCED 
levels 
3a 
provided 
in 
excel filel] 
Digital 
camera 
[INSERT 
LOCAL  ISCED 
levels 
3b 
provided 
in 
excel filel] 
[ONLY  SHOW 
MORE 
IF 
ONE 
THAN 
LEVEL 
IN 
SCHOOL] 
Digital 
camera 
levels] 

[All 

0-
9999 

SINGLE 

0-
9999 

SINGLE 

0-
9999 

0-
9999 

SINGLE 

SINGLE 

0-
9999 

SINGLE 

SC07Q
07E 

SC07Q
08A 

SC07Q
08B 

SC07Q
08C 

SC07Q
08D 

SC07Q
08E 

SC08Q
01 

Please 
select  one 
answer. 

Approxima
tely,  what 
proportion 
of 
this 
equipment 
(computer
s, 
interactive 
white 
boards, 
laptops, 

Less 
than 
50% 

1 

SINGLE 

112 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
mobile 
devices,  ) 
is 
fully 
operationa
l 
this 
school 
year 
(2017-
2018)?  

How  many 
desktop 
computers 
are 
installed 
for 
education
al 
purposes 
for  pupils 
to 
use 
either 
or 
alone 
a 
with 
teacher  in 
the 
following 
places? 

Please 
fill 
in  the  box 
each 
for 
item. 

Please 
select  one 
answer  for 
each item. 

Who 
maintains 
the 
ICT 
equipment 
in 
your 
school? 

SC09Q
01 
SC09Q
02 
SC09Q
03 

SC09Q
04 

SC13Q
01 

SC13Q
02 

SC13Q
03 

In  computer 
laboratories 

In classrooms 

In  the  school 
library 
other 
In 
locations  that 
are accessible 
to students in 
the school 

The  school’s 
own staff 

An  external 
company 
contracted by 
the school 
An  external 
unit  arranged 
by 

to 

to 

50 
75%; 
76 
90%;  
More 
than 
90% 
Don’t 
know/Pr
efer  not 
to say 

2 

3 

4 

999 

0-
9999 
0-
9999 
0-
9999 

0-
9999 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

2  No 

SINGLE 

Don't 
know/ 
Prefer 

999 

SINGLE 

113 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
  
  
  
  
  
  
  
  
  
  
  
 
  
  
  
  
  
  
educational 
authorities 
(at 
regional 
level, etc.) 

local, 

Other 

Its 
own 
homepage  or 
website, 
publicly 
accessible  

SC13Q
04 

SC14Q
01 

Please 
select  one 
answer  for 
each item. 

This 
school 
year 
(2017-
2018), 
does  your 
school 
have  any 
of 
the 
following? 

student 

School  email 
addresses  for 
than 
more 
50% 
of 
teachers  
School  email 
addresses  for 
than 
more 
of 
50% 
students 
A 
data 
management 
system 
A 
learning 
environment 
(i.e.  platform 
or  knowledge 
management 
system, etc.)    
platform 
A 
used 
for 
online school-
home 
communicati
on 
A  LAN  (local 
area 
network)  

virtual 

SC14Q
02 

SC14Q
03 

SC14Q
11 

SC14Q
06 

SC142
Q13 

SC14Q
04 

SC14Q
05 

Please 
select  one 
answer. 

 Is 
this 
LAN  also 
wireless 
(Wi-Fi)? 

to 

not 
say 

SINGLE 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

1  Yes 
2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

114 

  
  
  
  
  
  
 
 
  
 
 
  
 
 
  
 
  
 
  
 
  
 
 
  
 
  
 
 
  
 
  
  
  
  
  
  
  
  
 
  
  
  
  
 
  
  
  
  
  
  
  
  
SC141
Q12 

Please 
select  one 
answer  for 
each item. 

SC141
Q10 

SC142
Q07 

Please 
select  one 
answer  for 
each item. 

SC142
Q08 

SC142
Q09 

SC15Q
01 

Please 
select  one 
answer  for 
each item. 

In the past 
two  school 
years 
( 
2015-17), 
what 
percentag
e  of  your 
teachers 
have 
undertake
n 
profession
al 
developm
ent  in  the 

the 

Can 
virtual 
learning 
environmen
t be accessed 
outside 
school hours?  
Can 
the 
virtual 
learning 
environmen
t be accessed 
from  outside 
school 
the 
premises ?  

the 

Can 
virtual 
learning 
environmen
t be accessed 
from  outside 
the  school  by 
the students?  
Can 
the 
virtual 
learning 
environmen
t be accessed 
from  outside 
the 
school 
premises  by 
the teachers?  
Can 
the 
virtual 
learning 
environmen
t be accessed 
from  outside 
the  school  by 
the parents? 

Introductory 
courses 
on 
internet  use 
and  general 
applications 
(basic  word-
processing, 
spreadsheets
, 
presentations
,  databases, 
etc.) 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

1  None 

SINGLE 

RANDO
MISE 
ITEMS 

115 

 
  
  
  
  
  
  
  
  
  
 
  
  
  
  
  
  
following 
areas? 

SC15Q
02 

SC15Q
03 

SC15Q
04 

SC15Q
05 

SC15Q
06 

SC15Q
07 

SC15Q
08 

on 

on 

Advanced 
courses 
applications 
(advanced 
word-
processing, 
complex 
relational 
databases, 
Virtual 
Learning 
Environment, 
etc.) 
Courses 
on 
Internet  use 
(creating 
websites/web
pages,  video 
conferencing, 
etc.) 
Equipment-
specific 
training 
(interactive 
whiteboard, 
laptop, etc.) 
Courses 
the 
pedagogical 
use  of  ICT  in 
teaching  and 
learning 
Subject-
specific 
training 
learning 
applications 
(tutorials, 
simulations, 
etc.) 
Course 
multimedia 
(using  digital 
video,  audio 
equipment, 
etc.) 
Participation 
in 
learning 
communities, 
teacher 
networks  or 
group  work 
other 
with 
teachers 

peer 

on 

on 

25%  of 
fewer 

2 

SINGLE 

3  26-50%  SINGLE 

More 
than 
50% 

4 

SINGLE 

Don’t 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

116 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
about the use 
for 
ICT 
of 
learning  and 
teaching 
Other 
professional 
development 
opportunities 
related to ICT 

SC15Q
09 

SC16Q
01 

Please 
select  one 
answer. 

Does  your 
school 
have 
ICT 
coordinato
r? 

an 

SINGLE 

RANDO
MISE 
ITEMS 

1  Yes 
2  No 

SINGLE 
SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

SC17Q
01 

Please 
select  one 
answer  for 
each item. 

Is  this  ICT 
coordinato
r: 

Available  full 
time? 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

Please 
select  one 
answer  for 
each item. 

Does  your 
school 
the 
have 
following? 

SC17Q
02 

SC17Q
03 

SC18Q
01 

SC18Q
02 

SC18Q
09 

own 

Rewarded  for 
such 
a 
function 
concretely 
(e.g. increase 
in 
salary, 
reduction  of 
workload, 
prizes, etc.)? 
Responsible 
for  providing 
support 
in 
pedagogical 
ICT use? 
Its 
written 
statement 
about the use 
of ICT  
Its 
written 
statement 
specifically 
about the use 
of 
for 
ICT 
pedagogical 
purposes 
A 
and/or 
actions to use 
Open 
Educational 
Resources 
and/or 
MOOCs 

policy 

own 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

117 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
policy 

teaching 

(massive 
open  online 
course 
– 
online  course 
which  can  be 
attended  by 
anyone 
via 
the  web)  for 
teaching 
and/or 
learning 
A 
and/or 
to 
actions 
participate  in 
communities 
of 
practitioners 
for 
and/or 
learning  (e.g. 
eTwinning) 
Regular 
discussions 
with  teaching 
about 
staff 
ICT  use  for 
pedagogical 
purposes 
A 
policy 
programme 
to 
students 
responsible 
Internet 
behaviour 
A 
specific 
policy  about 
using 
social 
networks 
(Facebook, 
Twitter, 
Instagram, 
Snapchat, 
etc.) 
in 
teaching  and 
learning 
A 
policy 
promoting 
cooperation 
and 
collaboration 
among 
teachers 
Scheduled 
time 
teachers 
meet 

prepare 
for 

specific 
or 

specific 
to 

for 
to 
to 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

118 

SC18Q
10  

SC18Q
04 

SC18Q
05 

SC18Q
06 

SC18Q
07 

SC18Q
08 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
or 

for 
to 
to 

share, 
evaluate 
develop 
instructional 
materials and 
approaches 
Specific 
space 
teachers 
meet 
share, 
evaluate 
develop 
instructional 
materials and 
approaches 
A 
and/or 
to 
actions 
assess 
the 
outcomes  of 
using  ICT  for 
teaching  and 
learning 

policy 

or 

Does  your 
school 
reward 
teachers 
for  using 
in 
ICT 
teaching 
and 
learning 
(whether 
not 
or 
related  to 
‘good 
teaching’ 
awards)? 

Financial 
incentives 
(bonus, 
increase 
salary) 

in 

Reduced 
number 
teaching 
hours 

of 

Competitions 
and prizes 

(e.g. 

leader 

Honorary 
titles 
awarding 
team 
role) 
Additional 
training hours 
Additional 
ICT 
equipment 
for 
classroom 

the 

SC18Q
12 

SC18Q
13 

SC19Q
01 

Please 
select  one 
answer  for 
each item. 

SC19Q
02 

SC19Q
03 

SC19Q
07 

SC19Q
04 

SC19Q
05 

SINGLE 

SINGLE 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

119 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC19Q
06 

Other 

SINGLE 

SC20Q
01 

Please 
select  one 
answer  for 
each item. 

Does  your 
school 
have 
following 

the 

SC20Q
02 

SC20Q
04 

SC20Q
03 

official 

An 
policy 
statement 
about 
innovation 
the 
within 
school 
in 
teaching  and 
learning 
methods 
and/or  school 
organisation 
more 
generally 
Initiatives  to 
encourage 
such 
innovations 
within 
the 
school  (even 
in  absence  of 
policy 
statement) 
A 
strategy 
promote 
formative 
assessment 
(e.g.  ongoing 
assessment, 
qualitative 
feedback) 
Change 
management 
training 
programme 
(any 
during 
last 
years) 

time 
the 
three 

specific 
to 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SC29Q
01 

Please 
select  one 
answer  for 
each item. 

Are 
students 
allowed  to 
use 
the 
following 
personal 
devices 
within  the 
school 
premises? 

SC29Q
02 

SC29Q
03 

Personal 
laptop 
notebook 

or 

RANDO
MISE 
ITEMS 

Personal 
tablet 

Personal 
mobile  phone 
or 
smartphone 

1  Yes 

SINGLE 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

120 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC30Q
01 

Please 
select  one 
answer  for 
each item. 

What 
is 
the  school 
policy  on 
the  use  of 
the 
following 
personal 
devices  by 
students 
during 
lessons? 

Personal 
laptop 
notebook 

or 

Require
d  for  all 
lessons 

1 

SINGLE 

RANDO
MISE 
ITEMS 

SC30Q
02 

SC30Q
03 

Personal 
tablet 

Personal 
mobile  phone 
or 
smartphone 

2 

3 

4 

5 

999 

to 

the 

Require
d 
punctua
lly 
accordi
ng 
the 
needs 
of 
lessons  SINGLE 
Always 
allowed 
during 
lessons  SINGLE 
Allowed 
punctua
lly 
accordi
ng 
the 
needs 
of 
lessons  SINGLE 
Banned 
from 
lessons  SINGLE 
Don’t 
know/Pr
efer  not 
to say 

SINGLE 

the 

to 

SC31Q
01 

Please 
select  one 
answer  for 
each item. 

Are 
teachers 
and 
students 
allowed  to 
access  the 
Internet at 
school 
from  their 
own 
device  by 
using  the 
school 
network? 

Teachers 

SC31Q
02 

Students 

RANDO
MISE 
ITEMS 

1  Yes 

SINGLE 

2  No 

SINGLE 

Don't 
know/ 
Prefer 

999 

SINGLE 

121 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC32Q
01 

Please 
select  one 
answer  for 
each item. 

SC32Q
02 

SC21Q
01 

Please 
select  one 
answer  for 
each item. 

any 

Is 
online 
content 
filtered 
(e.g. 
sexually 
explicit 
content  ) 
on 
social 
media 
and/or 
video-
sharing 
platforms 
such 
as 
Wikipedia, 
Facebook, 
YouTube? 

agree 
the 

To  what 
extent  do 
you 
disagree 
or 
with 
following 
statement
s 
about 
the  use  of 
ICT 
at 
school? 

SC21Q
02 

SC21Q
03 

SC21Q
04 

SC21Q
11 

to 

not 
say 

For teachers 

RANDO
MISE 
ITEMS 

1  Yes 

SINGLE 

For students 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

ICT should be 
for 
used 
students 
to 
do  exercises 
and practice 

ICT should be 
for 
used 
students 
to 
retrieve 
information 
ICT should be 
for 
used 
to 
students 
work 
and 
learn 
in  a 
collaborative 
way 
ICT should be 
for 
used 
to 
students 
and 
work 
learn 
in  an 
autonomous 
way 
ICT should be 
for 
used 

Strongl
y 
disagre
e 

1 

RANDO
MISE 
ITEMS 

SINGLE 

Disagre
e 

2 

SINGLE 

3  Agree 

SINGLE 

Strongl
y agree  SINGLE 
Don't 
know/ 

SINGLE 

4 

999 

122 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
to 

on 

on 

on 

students 
solve 
problems 
ICT  use 
in 
teaching  and 
learning 
positively 
impacts 
students’ 
motivation 
ICT  use 
in 
teaching  and 
learning 
positively 
impacts 
students’ 
achievements 
in 
ICT  use 
teaching  and 
learning 
positively 
impacts 
students’ 
higher  order 
thinking skills 
(critical 
thinking, 
analysis, 
problem 
solving) 
ICT  use 
in 
teaching  and 
learning 
positively 
impacts 
student’s 
competence 
in  transversal 
skills 
(learning 
to 
learn,  social 
competences, 
etc.) 
ICT  use 
in 
teaching  and 
is 
learning 
to 
essential 
prepare 
students 
to 
live  and  work 
in  the  21st 
century 
School 
management 
related  tasks 
(budgeting, 
planning, 
timetabling, 
etc.) 

on 

SC21Q
05 

SC21Q
06 

SC21Q
07 

SC21Q
08 

SC21Q
09 

SC22Q
01 

Please 
select  one 
answer  for 
each item. 

Do 
you 
use  your 
computer 
for  any  of 
the 
following? 

Prefer 
not 
say 

to 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

123 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC22Q
02 

SC22Q
03 

SC22Q
04 

SC22Q
05 

SC22Q
06 

SC23Q
01A 

Please 
select  one 
answer  for 
each item. 

is 

Regarding 
your 
school, 
who 
mainly 
responsibl
e  for  the 
following? 
Procuring 
ICT 
infrastruct
ure 

SC23Q
01B 

SC23Q
01C 

SC23Q
01D 

SC23Q
01E 

SC23Q
02A 

Please 
select  one 
answer  for 
each item. 

Regarding 
your 
school, 
who 
mainly 
responsibl
e  for  the 

is 

2  No 

SINGLE 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SINGLE 

SINGLE 

Searching  for 
information 

Making 
presentations 

Communicati
ng online with 
teachers 
(email,  web 
site 
announceme
nts, etc.) 
Communicati
ng online with 
parents 
(email,  web 
site 
announceme
nts, etc.) 
Communicati
ng online with 
educational 
authorities 
local, 
(at 
regional,  or 
central level) 

Teachers 

1  Yes 

SINGLE 

School head 

2  No 

SINGLE 

RANDO
MISE 
ITEMS 

Don't 
know/ 
prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SINGLE 

School 
governing 
body 

education 

Regional/loca
l 
authority 
National 
education 
authority       

Teachers 

1  Yes 

SINGLE 

RANDO
MISE 
ITEMS 

124 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
following?  
Determini
ng  course 
content 
(i.e. 
curriculum
)  

is 

Regarding 
your 
school, 
who 
mainly 
responsibl
e  for  the 
following? 
Choosing 
teaching 
methods 

SC23Q
02B 

SC23Q
02C 

SC23Q
02D 

SC23Q
02E 

SC23Q
03A 

Please 
select  one 
answer  for 
each item. 

SC23Q
03B 

SC23Q
03C 

SC23Q
03D 

SC23Q
03E 

is 

Regarding 
your 
school, 
who 
mainly 
responsibl
e  for  the 
following? 
Deciding 
about 
teacher 
training 

SC23Q
04A 

Please 
select  one 
answer  for 
each item. 

SC23Q
04B 

School head 

2  No 

SINGLE 

Don't 
know/ 
prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SINGLE 

School 
governing 
body 

education 

Regional/loca
l 
authority 
National 
education 
authority       

Teachers 

1  Yes 

SINGLE 

School head 

2  No 

SINGLE 

RANDO
MISE 
ITEMS 

Don't 
know/ 
prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SINGLE 

School 
governing 
body 

education 

Regional/loca
l 
authority 
National 
education 
authority       

Teachers 

1  Yes 

SINGLE 

School head 

2  No 

SINGLE 

RANDO
MISE 
ITEMS 

125 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
SC23Q
04C 

SC23Q
04D 

SC23Q
04E 

SC23Q
05A 

Please 
select  one 
answer  for 
each item. 

is 

Regarding 
your 
school, 
who 
mainly 
responsibl
e  for  the 
following? 
Choosing 
learning 
resources 

SC23Q
05B 

SC23Q
05C 

SC23Q
05D 

SC23Q
05E 

Don't 
know/ 
prefer 
not 
say 

to 

999 

SINGLE 

SINGLE 

SINGLE 

School 
governing 
body 

education 

Regional/loca
l 
authority 
National 
education 
authority       

Teachers 

1  Yes 

SINGLE 

School head 

2  No 

SINGLE 

RANDO
MISE 
ITEMS 

Don't 
know/ 
prefer 
not 
say 

to 

999 

School 
governing 
body 

education 

Regional/loca
l 
authority 
National 
education 
authority       

SINGLE 

SINGLE 

SINGLE 

A1.2 

Teacher questionnaire 

TEACHER QUESTIONNAIRE 

Quest
ion 
ID 

INSTRUC
TION 

MAIN 
QUESTI
ON 
LABEL 

SUB 
QUESTION 
LABEL 

VAL
UE 
COD
ES 

What 
subjects 
you 
do 
to 
teach 
the target 
class? 

Please 
select  all 
answers 
that 
apply. 

TE02
Q01 

1 

ROTAT
ION 

VALUE 
LABEL 

All 
subjects 
or 
almost 
(early 
stages 
of 
compuls
ory 
educatio
n) 

SINGL
E/ 
MULTI
PLE 
MULTI 
CODE 
FOR 
VALUE
S  2-4. 
SINGL
E 
CODE 
FOR 
VALUE
S 
995, 

1, 

126 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
 
  
  
AND 
999 

SINGL
E 

RANDO
MISE 
ITEMS 

Mathem
atics 
Science
s 
Langua
ge 
(mother 
tongue, 
not 
foreign 
languag
es) 

2 

3 

4 

995  Other 
Don’t 
know/Pr
efer  not 
to say 

999 

1  Yes 

2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

SINGL
E 

RANDO
MISE 
ITEMS 

1  Yes 

2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

127 

Please 
select  one 
answer for 
each item. 

is 

How 
ICT 
taught  to 
the target 
class? 

Have  you 
used  ICT 
for 
the 
following 
activities 
in the last 
3  
months?   

Please 
select  one 
answer for 
each item. 

ICT  is  taught  as 
separate 
a 
subject 

ICT is integrated 
in  my  subject 
because 
I 
choose to do so 

ICT is integrated 
in  my  subject 
because 
of 
curriculum 
requirements 

Preparing 
lessons 
Creating/modifyi
digital 
ng 
content 
(e.g. 
video  file,  audio 
file, 
file, 
text 
PowerPoint 
presentation) 

Class teaching in 
front of/with the 
students 

Provide personal 
and 
feedback 

TE04
Q01 

TE04
Q02 

TE04
Q03 

TE05
Q01 

TE05
Q03 

TE05
Q02 

TE05
Q04 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
TE05
Q05 

support 
students 

to 

Communicate 
with parents 

For  how 
many 
years 
have  you 
been 
using 
computer
s  and/or 
the 
Internet 
at 
school? 

any 

TE06
Q01 

Please 
select  one 
answer. 

For  what 
percentag
e  of  time 
have  you 
used 
computer
s  and/or 
the 
Internet 
in class in 
the  past 
12 
months? 

Please 
select  one 
answer. 

TE07
Q01 

SINGL
E 

Less 
than  1 
year 
Betwee
n 1 to 3 
years 
Betwee
n 4 to 6 
years 
More 
than  6 
years 
Don’t 
know/Pr
efer  not 
to say 

1 

2 

3 

4 

999 

SINGL
E 

More 
than 
75%  of 
all 
lessons 
51 
to 
75%  of 
all 
lessons 
25 
to 
50%  of 
all 
lessons 
11 
to 
24%  of 
all 
lessons 
6 
to 
10%  of 
all 
lessons 

1 

2 

3 

4 

5 

128 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
For  what 
percentag
e  of  your 
lessons 
have 
students 
used  ICT 
in class in 
the  past 
12 
months  

Please 
select  one 
answer. 

TE30
Q01 

SINGL
E 

1  to  5% 
all 
of 
lessons 
Less 
than 1% 
all 
of 
lessons 
Don’t 
know/Pr
efer  not 
to say 

6 

7 

999 

More 
than 
75%  of 
all 
lessons 
51 
to 
75%  of 
all 
lessons 
25 
to 
50%  of 
all 
lessons 
11 
to 
24%  of 
all 
lessons 
6 
to 
10%  of 
all 
lessons 
1  to  5% 
of 
all 
lessons 
Less 
than 1% 
of 
all 
lessons 
Don’t 
know/Pr
efer  not 
to say 

1 

2 

3 

4 

5 

6 

7 

999 

Under 
which 
condition
s  do  you 
have 
access  to 
the 
following 
in lessons 
the 
with 

Please 
select  one 
answer for 
each item. 

TE09
Q01 

Desktop 
computer 
without  Internet 
access 

No 
access 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

129 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
target 
class? 

the 

Has 
school 
provided 
you  with 
the 
following  
for  your 
own  use 
this 
school 
year? 

the 

Has 
school 
provided 
students 
with 
the 
following  
their 
for 
own  use 

TE09
Q02 

TE09
Q03 

TE09
Q04 

TE09
Q05 

TE09
Q06 
TE09
Q07 
TE09
Q08 
TE09
Q09 

TE10
Q01 
TE10
Q02 

Please 
select  one 
answer for 
each item. 

Please 
select  one 
answer for 
each item. 

TE11
Q01 

Access 
on 
demand 

2 

Perman
ent 
access 

3 

995  Other 
Don’t 
know/Pr
efer  not 
to say 

999 

Desktop 
computer  with 
Internet access 
Non-internet-
connected 
laptop  or,  tablet 
PC,  netbook  or 
mini  notebook 
computer  
Internet-
connected 
laptop, 
tablet 
PC,  netbook  or 
mini or notebook 
computer  

Mobile 
phone 
provided  by  the 
school 
E-reader 
(a 
device  to  read 
and 
books 
newspapers  on 
screen) 
Interactive 
whiteboard 
Digital 
or camcorder 
Computer 
laboratory  

camera 

SINGL
E 

RANDO
MISE 
ITEMS 

A  laptop  or  a 
notebook 

A tablet 

1  Yes 

2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

A  laptop  or  a 
notebook 

1  Yes 

SINGL
E 

RANDO
MISE 
ITEMS 

130 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
this 
school 
year (1 to 
1  type  of 
initiatives
)? 

Is 
participati
on  in  ICT 
training 
on  digital 
technolog
ies 
compulso
ry  for  a 
teacher in 
your 
subject? 

In 
the 
past  two 
school 
years, 
have  you 
undertak
en 
professio
nal 
developm
ent in the 
following 
areas? 

TE11
Q02 

TE13
Q01 

Please 
select  one 
answer. 

Please 
select  one 
answer for 
each item. 

TE14
Q01 

TE14
Q02 

TE14
Q03 

A tablet 

2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

SINGL
E 

1  Yes 
2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

Introductory 
courses 
on 
internet use and 
general 
applications 
(basic 
processing, 
spreadsheet, 
presentations, 
databases, etc.) 

word-

SINGL
E 

RANDO
MISE 
ITEMS 

1  Yes 

on 

Advanced 
courses 
applications 
(advanced 
word-
processing, 
complex 
relational 
databases, 
Virtual  Learning 
Environment, 
etc.) 
Advanced 
courses 
Internet 
(creating 
websites/webpa

on 
use 

2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

131 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
video 

ges, 
conferencing, 
etc.) 

on 

Equipment-
specific  training 
(interactive 
whiteboard, 
laptop, etc.) 
Courses  on  the 
pedagogical  use 
in 
of 
ICT 
teaching 
and 
learning 
Subject-specific 
training 
on 
learning 
applications 
(tutorials, 
simulations, 
etc.) 
Course 
multimedia 
digital 
(using 
video, 
audio 
equipment, etc.) 
in 
Participate 
online 
communities 
(e.g. 
lists, 
blogs) 
professional 
discussions  with 
other teachers 
ICT 
provided 
school staff 
Participate 
teacher 
networks 
collaboration 
projects 
and 
(e.g. eTwinning) 
Personal 
learning  about 
ICT  in  your  own 
time 
Other 
professional 
development 
opportunities 
related to ICT 

mailing 
twitter, 
for 

training 
by 

for 

in 

Please 
select  one 
answer. 

total, 

In 
how 
much 
time have 
you  been 
involved 
during 
the  past 

No  time 
at all 

SINGL
E 

1 

TOP-
BOTTO
M/ 
BOTTO
M-TOP 
rotation 

132 

TE14
Q04 

TE14
Q05 

TE14
Q06 

TE14
Q07 

TE14
Q08 

TE14
Q09 

TE14
Q12 

TE14
Q10 

TE14
Q11 

TE15
Q01 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
 
two 
school 
years 
in 
the above 
professio
nal 
developm
ent 
opportuni
ties? 

for code 
1 to 5 

Less 
than  1 
day 
1-3 
days 
4-6 
days 
More 
than  6 
days 
Don’t 
know/Pr
efer  not 
to say 

2 

3 

4 

5 

999 

Rarely/
never 
used 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

2 

3 

4 

Mostly 
technica
l 
support 
Mostly 
pedago
gical 
support 
Both 
technica
l 
and 
pedago
gical 
support 
Don’t 
know/Pr
efer  not 
to say 

133 

you 

When 
using  ICT 
in 
lessons, 
do 
benefit 
from 
technical 
or 
pedagolo
gical 
support 
from  the 
following? 

Please 
select  one 
answer for 
each item. 

more 
/ 

A 
experienced 
knowledgeable 
teacher 

Team teaching  / 
in-school 
collaboration 
with 
teachers 

other 

School 
ICT/technology 
coordinator 

Other 
staff 

school 

Experts 
outside 
school 

from 
the 

An 
helpdesk, 

online 

999 

TE16
Q01 

TE16
Q06 

TE16
Q02 

TE16
Q03 

TE16
Q04 

TE16
Q05 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
How often 
do you do 
the 
following 
activities 
in relation 
to 
teaching 
to 
target 
class? 

the 

Please 
select  one 
answer for 
each item. 

community 
website 

or 

Browse  /  search 
the  Internet  to 
collect 
information 
to 
prepare lessons 

Browse 
or 
search 
the 
Internet 
to 
collect 
learning 
or 
material 
resources  to  be 
used 
by 
students  during 
lessons 
Evaluate  digital 
learning 
resources  in  the 
you 
subject 
teach  
Download/uploa
d/browse 
from 
material 
the 
school’s 
website  or  a 
learning 
virtual 
/ 
environment 
learning 
platform 
Communicate 
with students by 
email 

Communicate 
students 
with 
using 
mobile 
applications on a 
smartphone or a 
(e.g. 
tablet 
WhatsApp, 
Telegram) 

Use online tools/ 
platforms  on  a 
computer  (e.g. 
Showbie) 
to 
communicate 
with students  
Post  home  work 
for  students  on 
school 
the 
a 
website, 

(Almost
) never 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

2 

Several 
times  a 
month 

3 

At  least 
once  a 
week 

4 

(Almost
)  every 
day 

997 

Not 
applicab
le 

999 

Don’t 
know/Pr
efer  not 
to say 

134 

TE18
Q01 

TE18
Q02 

TE18
Q08 

TE18
Q10 

TE18
Q12 

TE18
Q13 

TE18
Q14 

TE18
Q06 

 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
TE18
Q03 

TE18
Q04 

TE18
Q05 

TE19
Q01 

TE19
Q02 

Which  of 
the 
following 
types  of 
digital 
materials 
have  you 
used 
when 
teaching 
thetarget 
class  with 
the  aid  of 
ICT ? 

Please 
select  one 
answer for 
each item. 

learning 
platform  or  a 
storage 
cloud 
service 
(e.g. 
Dropbox, Google 
Drive) 
Use 
applicationsto 
prepare 
presentations 
for lessons 
Create your own 
learning 
digital 
for 
materials 
students 
(e.g. 
prepare  digital 
labs  exercises, 
record your  own 
lectures 
for 
students to refer 
to later) 

and 
for 
(e.g. 
to 

Prepare 
standard 
exercises 
tasks 
students 
use  Word 
prepare 
and 
exercises 
the 
print 
document 
to 
then  distribute 
to students) 

that 

Material 
you’ve 
researched 
online 

SINGL
E 

RANDO
MISE 
ITEMS 

1  Yes 

Existing  online 
material 
from 
established 
educational 
sources 

2  No 

135 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
TE19
Q05 

TE19
Q03 

TE19
Q04 

TE34
Q01 

TE31
Q01 

Please 
select  one 
answer. 

How often 
do 
you 
use ICT to 
provide 
feedback 
and/or 
assess 
students’ 
learning? 

Please 
select  one 
answer. 

When you 
use 
do 
ICT 
to 
provide 
feedback 
and/or 
assess 
student’s 
learning, 
do you do 
it  via  the 
school 
website 
or 
learning 
platform? 

a 

Don’t 
know/Pr
efer  not 
to say 

999 

Educational 
applications on a 
smartphone or a 
tablet 

Material  that  is 
available  on  the 
school’s 
computer 
network 
database 

or 

Electronic offline 
material 
(e.g. 
DVD ) 

SINGL
E 

(Almost
) never 
Several 
times  a 
month 
At  least 
once  a 
week 
(Almost
)  every 
day 
Don’t 
know/Pr
efer  not 
to say 

1 

2 

3 

4 

999 

SINGL
E 

1  Yes 
2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

136 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
How often 
you 
do 
use 
the 
following 
means  of 
communi
cation  to 
contact 
students’ 
parents? 

Please 
select  one 
answer for 
each item. 

to 

To  what 
extent  do 
the 
following 
apply 
you, 
when 
it 
comes  to 
teaching 
methods 
and 
practices 
(with  or 
without 
ICT)? 

Please 
select  one 
answer for 
each item. 

Emails 
Mobile 
applications on a 
smartphone  or 
(e.g. 
tablet 
WhatsApp, 
Telegram) 
Online 
tools/ 
platforms  on  a 
computer  (e.g. 
Showbie) 
to 
contact parents 

present, 

I 
demonstrate 
and  explain  to 
the whole class 
I  support  and 
explain things to 
individual 
students  

Students work in 
groups  
Students  work 
on  exercises  or 
tasks 
individually  

Students  work 
on projects 
Students 
give 
presentations  to 
the whole class 

TE32
Q03 

TE32
Q01 

TE32
Q02 

TE21
Q01 

TE21
Q02 

TE21
Q04 

TE21
Q05 

TE21
Q12 

TE21
Q06 

(Almost
) never 

1 

SINGL
E 

Several 
times  a 
month 

2 

At  least 
once  a 
week 
(Almost
)  every 
day 
Don’t 
know/Pr
efer  not 
to say 

3 

4 

999 

A lot 

1 

Somew
hat 

2 

3  A little 

Not  at 
all 
Don’t 
know/Pr
efer  not 
to say 

4 

999 

SINGL
E 

RANDO
MISE 
ITEMS 

137 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
Is 
your 
use of ICT 
in 
teaching 
and 
learning 
adversely 
affected 
by 
the 
following? 

Please 
select  one 
answer for 
each item. 

TE21
Q14 

TE21
Q11 

TE21
Q07 

TE21
Q08 

TE21
Q09 

TE20
Q01 

TE20
Q02 

TE20
Q22 

TE20
Q03 

TE20
Q04 

TE20
Q05 

TE20
Q06 

TE20
Q07 

TE20
Q08 

and 

take 
and 

in 
their 

Students 
process 
analyse data 
Students 
participate 
assessing 
work  
Students 
tests 
assessments 
Students 
engaged 
inquiry-based 
activities 
Students discuss 
ideas  with  other 
students and the 
teacher  

are 
in 

of 

of 

Insufficient 
number 
computers 
Insufficient 
number 
internet-
connected 
computers 
Insufficient 
number 
of 
tablets  provided 
by the school 

of 

of 

or 

Insufficient 
Internet 
bandwidth 
speed 
Insufficient 
number 
interactive 
whiteboards 
Insufficient 
number 
laptops/noteboo
ks 
School 
computers  out 
of  date  and/or 
needing repair 
Lack 
of 
adequate  skills 
of teachers 
Insufficient 
technical 
support 
teachers 

for 

A lot 

SINGL
E 

RANDO
MISE 
ITEMS 

1 

2  Partially 

3  A little 

Not  at 
all 
Don’t 
know/Pr
efer  not 
to say 

4 

999 

138 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
TE20
Q09 

TE20
Q10 

TE20
Q11 

TE20
Q12 

TE20
Q13 

TE20
Q14 

TE20
Q15 

TE20
Q16 

TE20
Q17 

TE20
Q18 

TE20
Q21 

TE20
Q19 

TE20
Q20 

TE22
Q08 

of 

of 

for 

Insufficient 
pedagogical 
support 
teachers 
Lack 
adequate 
content/material 
for teaching 
Lack  of  content 
national 
in 
language  
Too  difficult  to 
ICT 
integrate 
the 
into 
use 
curriculum 
Lack 
pedagogical 
models  on  how 
to  use  ICT  for 
learning 
School 
organisation 
(fixed 
time, etc.) 
School 
organisation 
(classroom  size 
and 
furniture, 
etc.) 
Pressure 
prepare 
students 
for 
exams and tests 
Most parents not 
in  favour  of  the 
use  of  ICT  at 
school 

lesson 

space 

time 

to 

Most 
teachers 
not  in  favour  of 
the use of ICT at 
school 
in 
Using 
and 
teaching 
learning 
not 
being  a  goal  in 
our school  

ICT 

Lack  of  interest 
of teachers 
No  or  unclear 
benefit  to  use 
ICT for teaching 
Save and store a 
file  on  a  hard 
drive/cloud 
platform 

To  what 
extent 
are 
you 
confident 
in 
the 
following? 

Please 
select  one 
answer for 
each item. 

SINGL
E 

RANDO
MISE 
ITEMS 

1  A lot 

139 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
TE22
Q17 

TE22
Q07 

TE22
Q31 

TE22
Q15 

TE22
Q01 

TE22
Q03 

TE22
Q04 

TE22
Q05 

TE22
Q06 

TE22
Q09 

TE22
Q10 

TE22
Q11 

TE22
Q12 

TE22
Q14 

TE22
Q20 

or 

or 

for 

Download 
upload 
curriculum 
resources 
from/to 
websites 
learning 
platforms 
students to use 
Email  a  file  to 
someone, 
another  student 
or teacher 
Participate  in  a 
discussion forum 
on the Internet 
Participate 
social networks 

in 

a 

a 

a 

links 

Produce  a  text 
using  a  word 
processing 
programme 
Capture and edit 
photos, 
digital 
movies  or  other 
graphics  
Edit  text  online 
containing 
internet 
and images  
Create 
database 
Edit 
questionnaire 
online 
Use 
spreadsheet 
programme  
Use 
spreadsheet 
plot a graph 
Create 
presentation 
with 
animation 
functions 
Create 
presentation 
with  video  or 
audio clips 
Create 
and 
maintain  blogs 
or websites 
Prepare 
materials  to  use 
with 
an 
interactive 
whiteboard/with 

simple 

a 
to 

a 

a 

Somew
hat 

2 

SINGL
E 

3  A little 

Not  at 
all 
Don’t 
know/Pr
efer  not 
to say 

4 

999 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 
SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

140 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
to 

ICT 

fake 

apps, 

the 
school 
equipment  (e.g. 
interactive 
whiteboard, 
beamers etc.) 
Code/programm
e 
programmes 
and/or robots 
Use the Internet 
safely  to  protect 
your privacy and 
online 
reputation 
Recognise 
news 
(intentional 
spread  of  false 
information) 
Download 
and 
install  software 
on a computer  
Use 
conduct 
experiments 
(collecting  data 
images, 
and/or 
storing 
them, 
documenting 
observation, 
etc.) 
Teach  students 
how  to  behave 
online  
safely 
(e.g. 
prevent 
cyberbullying) 
Teach  students 
how  to  behave 
safely  to  protect 
their privacy 
Teach  students 
how  to  manage 
digital 
their 
identity 
and 
reputation  
Teach  students 
how  to  behave 
ethically online 
Assist  students 
benefiting 
in 
the 
from 
opportunities 
offered  by  ICT 
and the Internet 
learning, 
(e.g. 
communication, 
entertainment, 
creativity,  self-
expression  and 

TE22
Q23 

TE22
Q34 

TE22
Q35 

TE22
Q16 

TE22
Q30 

TE33
Q01 

TE33
Q02 

TE22
Q18 

TE22
Q19 

TE33
Q03 

Please 
select  one 
answer for 
each item. 

How 
confident 
you 
are 
doing  the 
following? 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

RANDO
MISE 
ITEMS 

1  A lot 

Somew
hat 

2 

SINGL
E 

3  A little 

SINGL
E 

Not  at 
all 

SINGL
E 

4 

Don’t 
know/Pr
efer  not 
to say 

SINGL
E 

999 

141 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
you 

Do 
consider 
ICT  use 
during 
lessons 
has 
positive 
impact on 
the 
following? 

a 

civic 
participation) 

feel 

Students 
concentrate 
more  on  their 
learning 
Students 
try 
harder  in  what 
they 
are 
learning 
Students 
more 
in 
autonomous 
their 
learning 
(they can repeat 
if 
exercises 
needed,  explore 
in  more  detail 
topics  that  they 
are 
interested 
in, etc.) 
Students 
understand 
more 
what they learn 
Students 
remember  more 
easily 
what 
they’ve learnt 
ICT 
collaborative 
work 
students 
ICT 
improves 
the class climate 
(students 
are 
more  engaged, 
less disturbing) 

facilitates 

between 

easily 

SINGL
E 

RANDO
MISE 
ITEMS 

1  A lot 

Somew
hat 

2 

SINGL
E 

3  A little 

Not  at 
all 
Don’t 
know/Pr
efer  not 
to say 

4 

999 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

Please 
select  one 
answer for 
each item. 

TE23
Q01 

TE23
Q02 

TE23
Q03 

TE23
Q04 

TE23
Q05 

TE23
Q06 

TE23
Q07 

To  what 
extent  do 
you 
disagree 
or  agree 
with  each 
the 
of 
following 
statemen
ts  about 
the use of 

Please 
select  one 
answer for 
each item. 

TE24
Q01 

ICT  should  be 
used 
for 
students  to  do 
exercises 
and 
practise 

Strongly 
disagre
e 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

142 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
ICT 
school? 

at 

ICT  should  be 
for 
used 
students 
to 
retrieve 
information 
ICT  should  be 
used 
for 
students to work 
in 
a 
collaborative 
way 
ICT  should  be 
used 
for 
students to learn 
an 
in 
autonomous 
way 

on 

on 

use 

in 
and 

in 
and 

ICT  should  be 
used 
for 
students to learn 
to  use  them  to 
solve problems 
ICT 
teaching 
learning 
positively 
impacts 
students’ 
motivation 
ICT 
use 
teaching 
learning 
positively 
impacts 
students’ 
achievement 
ICT 
teaching 
learning 
positively 
on 
impacts 
students’  higher 
thinking 
order 
skills 
(critical 
thinking, 
analysis, 
problem solving) 
in 
ICT 
use 
and 
teaching 
learning 
positively 
impacts 
students’ 
competence 

in 
and 

use 

on 

in 

Disagre
e 

2 

SINGL
E 

3  Agree 

SINGL
E 

Strongly 
agree 

SINGL
E 

4 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

143 

TE24
Q02 

TE24
Q03 

TE24
Q04 

TE24
Q11 

TE24
Q05 

TE24
Q06 

TE24
Q07 

TE24
Q08 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
use 

transversal skills 
to 
(learning 
learn, 
social 
competences, 
etc.)  
ICT 
teaching 
learning 
essential 
prepare 
students  to  live 
and  work  in  the 
21st century 

in 
and 
is 
to 

TE24
Q09 

TE25
Q01 

TE26
Q01 

Please 
select  one 
answer. 

Are you 

Please 
select  one 
answer. 

Including 
this 
school 
year, how 
long  have 
you  been 
teaching 
(at 
school)? 

any 

TE27
Q01 

Please 
select  one 
answer. 

What 
is 
your age? 

SINGL
E 

SINGL
E 

SINGL
E 

1  Female 
2  Male 

Prefer 
not 
say 

to 

999 

Less 
than  1 
year 
1-3 
years 
4-10 
years 
11-20 
years 
21-30 
years 
31-40 
years 
More 
than  40 
years 
Don't 
know/ 
Prefer 
not 
say 

to 

1 

2 

3 

4 

5 

6 

7 

999 

or 

30 
less 
1 
2  31-35 
3  36-45 
4  46-55 

More 
than 55 
Prefer 
not 
say 

to 

5 

999 

144 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
Please 
select  one 
answer. 

Please 
select  one 
answer. 

or 

Do 
you 
use    ICT 
to  update 
your 
subject 
knowledg
e 
undertak
e 
personal 
or 
professio
nal 
developm
ent in any 
subject 
(i.e. 
whether 
or 
not 
related  to 
the 
subject 
you 
teach)? 

How often 
do 
you 
use    ICT 
for 
activities 
other 
than work 
(e.g. 
shopping, 
organisin
g  photos, 
socialisin
g, 
entertain
ment, 
booking  a 
hotel, 
contactin
g 
and 
friends)? 

family 

TE29
Q01 

TE28
Q01 

SINGL
E 

1  Yes 
2  No 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGL
E 

2 

1  Never 
A 
few 
times  a 
year 
Almost 
3 
monthly 
4  Weekly 
5  Daily 

145 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
Don’t 
know/Pr
efer  not 
to say 

999 

A1.3 

Student questionnaire 

STUDENT SURVEY 

Quest
ion 
ID 

ST25
Q01 

INSTRU
CTION 

MAIN 
QUESTION 
LABEL 

SUB 
QUESTION 
LABEL 

VAL
UE  
CO
DES 

VALUE 
LABEL 

SINGL
E/ 
MULT
IPLE 

ROTAT
ION 

Please 
select one 
answer. 

In 
grade 
you? 

which 
are 

1 

2 

3 

4 

2 

1 

<<ISCE
D 
level>> 
<<ISCE
D 
level>> 
<<ISCE
D 3 level 
academi
c>> 
<<ISCE
D 3 level 
vocation
al>> 

the 

At  home,  do 
you 
normally 
speak 
same 
language  as 
the one used 
the 
in 
present 
questionnair
e? 

ST22
Q01 

Please 
select one 
answer. 

SINGL
E 

1  Yes 
2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

you 
the 

Have 
used 
following 
devices 
outside 
school  (i.e. 
at  home,  at 
or 
friends' 
family 
member's 
home,  in  a 
public 
library, 

an 

Please 
select one 
answer 
for  each 
item. 

ST01
Q01 

A computer or 
laptop/notebo
ok 

1  Yes 

SINGL
E 

RANDO
MISE 
ITEMS 

146 

  
  
  
  
  
  
 
 
  
  
  
  
  
  
 
 
 
  
  
  
 
 
 
  
  
  
  
  
  
  
 
  
  
 
  
  
 
  
  
 
  
  
  
Internet 
café, etc.) in 
the 
last  3 
months?  

Have 
you 
been  on  the 
Internet 
outside 
school  (i.e. 
at  home,  at 
friends' 
or 
family 
member's 
home,  in  a 
public 
library, 
Internet 
café, etc.) in 
the 
last  3 
months? 

an 

Which of the 
following are 
available  for 
you to use at 
home, 
or 
outside 
school  (e.g. 
at friends' or 
family 
member's 
home,  in  a 
public library 
or 
an 
Internet 
café)?  

ST01
Q03 

ST01
Q04 

ST02
Q01 

Please 
select one 
answer. 

Please 
select one 
answer 
for  each 
item. 

ST03
Q01 

ST03
Q02 

ST03
Q05 

ST03
Q06 

A tablet 

2  No 

A smartphone 

999 

Don’t 
know/Pr
efer  not 
to say 

SINGL
E 

1  Yes 
2  No 

Don’t 
know/Pr
efer  not 
to say 

999 

Never  or 
almost 
never 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

Several 
times  a 
month 

2 

SINGL
E 

least 
a 

At 
once 
week 
Every 
day 
almost 

or 

3 

4 

SINGL
E 

SINGL
E 

147 

Computer 
(e.g.  desktop, 
or 
laptop, 
notebook) 
without 
Internet 
access 
Computer 
(e.g.  desktop, 
laptop, 
or 
notebook) 
with    Internet 
access 
Digital  reader 
(portable 
for 
device 
reading  books 
on screen) 
Video  gaming 
(e.g. 
system 
Xbox, 

  
 
  
 
  
  
  
  
  
  
  
  
 
  
  
 
  
  
  
  
  
  
  
 
 
  
 
 
  
 
 
PlayStation, 
Wii) 
Handheld 
games console 
(e.g. 
PSP, 
Nintendo DS) 
Mobile  phone 
or smartphone 
without 
Internet 
access 
Smartphone 
with  Internet 
access 
Tablet  without 
Internet 
access 
Tablet 
Internet 
access 
Camcorder  or 
digital  camera 
(to 
record 
video) 
Wearable 
devices  (e.g. 
smartwatch) 

with 

every 
day 
Don’t 
know/Pr
efer  not 
to say 

999 

<<Lang
uage 
used  at 
school>
> 
Your 
mother 
tongue 
English 
[if 
mother 
tongue 
or 
languag
e used at 
school] 

not 

1 

2 

3 

995  Other 

<<Lang
uages 
option 
set>>  

995  Other 

ST03
Q07 

ST03
Q08 

ST03
Q09 

ST03
Q14 

ST03
Q13 

ST03
Q11 

ST03
Q16 

ST27
Q01 

Please 
select  all 
answers 
that 
apply. 

Which 
language(s) 
you 
do 
usually  use 
when  going 
online? 

ST31
Q01A 

Please 
select one 
answer. 

What is your 
mother 
tongue? 

ST32
Q01A 

Please 
select  all 
answers 

You 
mentioned 
that you use 
another 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

MULTI
PLE 

YES 

MULTI  YES 

148 

  
 
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
  
  
  
  
  
  
  
  
 
  
  
 
  
  
 
  
  
 
  
  
  
  
  
  
  
  
  
  
  
  
 
  
 
  
 
  
  
  
  
  
  
  
  
  
that 
apply. 

language 
when  going 
online. 
Could 
please 
specify 
select) 
language?”  

(or 
the 

you 

How 
often 
do  you  take 
part  in  the 
following 
in 
activities 
free 
your 
time, 
at 
home or any 
place  other 
than school? 

Please 
select one 
answer 
for  each 
item. 

ST05
Q03 

ST05
Q05 

ST05
Q06 

ST05
Q12 

ST05
Q30 
ST05
Q01 

<<Lang
uages 
option 
set>>  

995  Other 

Never  or 
almost 
never 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

Several 
times  a 
month 

2 

SINGL
E 

least 
a 

A 
once 
week 

3 

SINGL
E 

or 

Every 
day 
almost 
every 
day 
Don’t 
know/Pr
efer  not 
to say 

4 

999 

SINGL
E 

SINGL
E 
SINGL
E 

149 

for 

Reading  and 
watching 
the 
news online 
Searching 
online 
practical 
information 
(e.g.  seats  at 
a 
match/concert
shopping, 
, 
train 
times, 
health) 
Searching 
different 
sources  online 
for 
information 
and 
about 
particular 
topic 
interested in 
Watching 
video 
downloading 
music, games, 
software  from 
the Internet 
Searching 
online  about 
job 
opportunities 
Sending  and 
reading emails 

learning 
a 

you’re 

clips, 

  
  
 
  
 
  
 
  
  
 
  
  
 
  
  
 
  
 
  
  
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
(e.g.  

Participating 
social 
in 
networks (e.g. 
Facebook, 
Instagram, 
Twitter, 
Snapchat, 
Ask.fm, etc.) 
Chatting 
online 
WhatsApp, 
Viber,  Google 
Hangouts, 
Facebook 
messenger, 
Skype 
messenger, 
etc.) 
Using  a  word 
processor, 
spreadsheet 
or 
presentation 
programme 
(e.g.  Word, 
Excel, 
PowerPoint) 
Maintaining 
your 
own 
website, , blog 
Coding/progra
mming  apps, 
programmes 
and/or robots 
Checking  your 
privacy 
settings  (e.g. 
on  a  social 
networking 
site) 
Updating 
operating 
and 
system 
applications  of 
your 
computer, 
tablet 
smartphone 
Learning  with 
educational 
software, 
games,  apps 
and quizzes 

the 

or 

Please 
select one 
answer 
for  each 
item. 

Where 
do 
you get your 
news from? 

Social 
networks (e.g. 
Facebook, 
Twitter) 
Free 
newspapers 

1  Yes 

2  No 

ST05
Q16 

ST05
Q02 

ST05
Q18 

ST05
Q13 

ST05
Q22 

ST05
Q24 

ST05
Q25 

ST05
Q07 

ST29
Q01 
ST29
Q02 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 
SINGL
E 

RANDO
MISE 
ITEMS 

150 

  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
  
  
  
  
  
 
 
Don't 
know/ 
Prefer 
not 
say 

to 

999 

daily 

Paid 
newspapers/p
eriodicals 
Digital 
newspapers 
Video-sharing 
platforms 
(e.g. YouTube, 
Dailymotion) 

Television 

Wikipedia 

Radio 
Your 
and family 

friends 

Other 

Please 
select one 
answer 
for  each 
item. 

How  do  you 
know 
the 
information 
you  read  is 
reliable? 

the 

I 
trust 
news sources 
I double check 
with  another 
source 

1  Yes 

2  No 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

SINGL
E 
SINGL
E 

SINGL
E 
SINGL
E 
SINGL
E 
SINGL
E 
SINGL
E 
SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 
SINGL
E 
SINGL
E 
SINGL
E 

RANDO
MISE 
ITEMS 

ST29
Q06 
ST29
Q10 

ST29
Q03 
ST29
Q04 
ST29
Q05 
ST29
Q07 
ST29
Q08 
ST29
Q09 

ST30
Q01 

ST30
Q02 

ST30
Q03 
ST30
Q04 
ST30
Q05 
ST30
Q06 

trust  my 

I 
intuition 
I 
parents 
I 
teachers 

ask  my 

ask  my 

Other 

the 
for 

Search 
Internet 
information 
for schoolwork 
Check  school 
announcemen
ts 
download, 
upload 
browse 
learning 
material 
on 
your  school’s 
website 

and 

or 

How 
often 
do  you  do 
the following 
school-
related 
activities  at 
home 
or 
locations 
other 
schools? 

than 

Please 
select one 
answer 
for  each 
item. 

ST06
Q02 

ST06
Q09 

Never  or 
almost 
never 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

Several 
times  a 
month 

2 

SINGL
E 

151 

  
 
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
 
  
 
 
  
 
  
 
 
  
 
  
  
  
  
  
  
 
 
ST06
Q04 

ST06
Q05 

ST06
Q18 
ST06
Q06 

ST06
Q07 

ST06
Q19 

other 

Email 
students 
about 
schoolwork 
Use 
other 
online tools on 
a  computer  ( 
e.g. 
Viber, 
Google 
Hangouts, 
Facebook, 
Skype, etc.) to 
contact  other 
students 
about 
schoolwork 
Use  mobile 
applications 
on 
a 
smartphone or 
a 
tablet 
(WhatsApp, 
Viber, 
Telegram, 
Google 
Hangouts, 
Facebook 
messenger, 
etc.) 
to 
contact  other 
students 
about 
schoolwork 

Email teachers 
Use 
other 
online tools on 
a  computer  ( 
Viber, 
e.g. 
Google 
Hangouts, 
Facebook, 
Skype, etc.) to 
contact 
teachers 
about 
schoolwork 
Use  mobile 
applications 
on 
a 
smartphone or 
a 
tablet 
(WhatsApp, 
Viber, 
Telegram, 
Google 
Hangouts, 
Facebook 
messenger, 
etc.) 

to 

least 
a 

A 
once 
week 

3 

SINGL
E 

or 

Every 
day 
almost 
every 
day 

4 

SINGL
E 

Don’t 
know/Pr
efer  not 
to say 

999 

SINGL
E 
SINGL
E 

SINGL
E 

SINGL
E 

152 

  
 
 
  
 
 
  
 
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
contact 
teachers 
about 
schoolwork 

Use  a  word 
processing, 
spreadsheet 
or 
presentation 
programme 
(e.g.  Word, 
Excel, 
PowerPoint) 
Code/program
me 
apps, 
programmes 
and/or  robots 
of 
part 
as 
school 
projects 
Do  homework 
the 
on 
computer 
Work 
with 
other students 
on  trying  to 
solve 
a 
problem  using 
ICT 
Use 
computers, 
smartphones 
or  tablets  to 
conduct 
experiments 
(collecting 
data 
images, 
storing  them, 
documenting 
observation, 
etc.) 
Learning  with 
educational 
software, 
games,  apps 
and quizzes 
Participate 
in 
online learning 
programmes 

and/or 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

ST06
Q20 

ST06
Q25 

ST06
Q01 

ST06
Q26 

ST06
Q27 

ST06
Q29 

ST06
Q15 

you 
a 

Have 
used 
desktop 
computer,  a 
or 
laptop 
notebook  at 
school in the 
last 
3 
months? 

ST08
Q01 

Please 
select one 
answer. 

Never  or 
almost 
never 

1 

153 

  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
  
 
  
 
  
 
 
  
 
  
 
 
  
 
  
  
  
  
  
  
  
  
2 

3 

4 

999 

1 

2 

3 

4 

999 

Please 
select one 
answer 
for  each 
item. 

How 
often 
do  you  use 
the following 
at school for 
learning? 

Computer 
(e.g.  desktop, 
laptop 
or 
notebook) 

Tablet 

Smartphone 

Internet 

least 
a 

Several 
times  a 
month 
A 
once 
week 
Every 
day 
almost 
every 
day 
Don’t 
know/Pr
efer  not 
to say 

or 

least 
a 

Never  or 
almost 
never 
Several 
times  a 
month 
A 
once 
week 
Every 
day 
almost 
every 
day 
Don’t 
know/Pr
efer  not 
to say 

or 

Please 
select one 
answer 
for  each 
item. 

For  which 
subjects 
is 
ICT  used  at 
school? 

Mathematics 
Natural 
Sciences 

1  Yes 

2  No 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

at 

Social studies 
<<Language 
used 
school>> 
Foreign 
language 
Physical 
education  and 
health 
Religion/ethic
s/moral 
education 

ST33
Q01 

ST33
Q02 

ST33
Q03 

ST33
Q04 

ST34
Q01 
ST34
Q02 

ST34
Q03 

ST34
Q04 
ST34
Q05 

ST34
Q06 

ST34
Q07 

RANDO
MISE 
ITEMS 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

"NONE
" 
SHOUL
D  BE 
EXCLU
SIVE 

RANDO
MISE 
ITEMS 

154 

  
  
 
  
  
 
  
  
 
  
  
 
  
  
 
  
  
 
  
  
  
  
  
  
  
 
 
  
 
 
  
 
 
  
  
  
  
  
  
  
 
  
 
  
 
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
How 
often 
do  you  use 
the following 
for  learning 
purpose 
during 
lessons? 

Please 
select one 
answer 
for  each 
item. 

Please 
select one 
answer 
for  each 
item. 

often 
How 
do  you  use 
the following 
in lessons? 

ST34
Q08 
ST34
Q09 

ST34
Q10 
ST34
Q11 

ST11
Q09 

ST11
Q11 

ST11
Q10 

ST12
Q01 

ST12
Q02 

ST12
Q08 

ST12
Q09 

ST12
Q10 

Information 
and 
communicatio
n technologies 
(ICT) 

Technology 
Vocational 
training 
subject(s) 

Other 

from 

own 
or 

Your 
laptop 
notebook 
brought 
home 
Your 
own 
tablet  brought 
from home 
Your 
own 
mobile  phone 
or smartphone 
from 
brought 
home 

Digital  books 
and textbooks 
Exercise 
software, 
online  quizzes 
and tests 
Learning 
applications 
on 
a 
smartphone or  
a tablet 

edition 
(e.g. 

Text 
tools 
Word) 
Image  edition 
tools 
(e.g. 
Photoshop, 
GIMP) 

1 

2 

3 

4 

999 

1 

2 

3 

4 

999 

RANDO
MISE 
ITEMS 

Never  or 
almost 
never 
Several 
times  a 
month 

or 

least 
a 

A 
once 
week 
Every 
day 
almost 
every 
day 
Don’t 
know/Pr
efer  not 
to say 

RANDO
MISE 
ITEMS 

Never  or 
almost 
never 

Several 
times  a 
month 

or 

least 
a 

A 
once 
week 
Every 
day 
almost 
every 
day 
Don’t 
know/Pr
efer  not 
to say 

155 

  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
  
 
  
 
  
 
  
 
  
  
 
  
  
 
  
  
  
  
  
  
  
  
 
  
 
  
 
  
 
  
 
  
 
  
 
  
 
, 

(e.g. 

to  a 

logging 
(e.g. 

Multimedia 
production 
tools 
PowerPoint, 
video  editing, 
digital 
recording) 
Broadcasting 
tools  (publish 
podcast, 
upload 
video-sharing 
platform 
etc.) 
Data 
tools 
temperature 
rise) 
Computer 
simulations 
(interactive 
programme 
simulating real 
world 
phenomena  in 
which you can 
make  changes 
and  see  the 
consequences
) 
Digital 
learning 
games, 
computer/vide
o games 

How 
often 
do  you  do  
the following 
learning 
activities 
during 
lessons? 

Please 
select one 
answer 
for  each 
item. 

the 
to 

Search 
Internet 
collect 
information 
Download/upl
oad/  browse 
material  from 
your  school’s 
website  
Send  or  read 
email 
messages  

Chat online for 
school work  
Use  a  word 
processing, 
spreadsheet 
or 
presentation 

Never  or 
almost 
never 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

least 
a 

Several 
times  a 
month 
A 
once 
week 
Every 
day 
almost 
every 
day 

or 

2 

3 

4 

SINGL
E 

SINGL
E 

SINGL
E 

Don’t 
know/Pr
efer  not 
to say 

SINGL
E 

999 

156 

ST12
Q03 

ST12
Q04 

ST12
Q05 

ST12
Q06 

ST12
Q07 

ST13
Q03 

ST13
Q04 

ST13
Q01 

ST13
Q02 

ST13
Q14 

  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
  
  
  
  
  
  
 
 
  
 
 
  
 
 
  
 
 
and/or 

programme 
(e.g.  Word, 
Excel, 
PowerPoint)  
Code/program
apps, 
ming 
programmes 
and/or robots  
Use 
computers  to 
conduct 
experiments 
(collecting 
data 
images, 
storing  them, 
documenting 
observation, 
etc.)  
Use 
smartphones 
or  tablets  to 
conduct 
experiments 
(collecting 
data 
images, 
storing  them, 
documenting 
observation, 
etc.)  
Use 
computers 
when  working 
in groups  
Participate 
in 
online  training  
programmes  
Learning  with 
educational 
software, 
games,  apps 
and quizzes  

and/or 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

In 
lessons, 
how 
often 
are 
you 
in 
engaged 
the following 
(whether 
using  ICT  or 
not)? 

Please 
select one 
answer 
for  each 
item. 

We all listen to 
teacher 
presentation 
or explanation 
We all listen to 
a 
student 
presentation 
or explanation 
We  all  read 
books  or  look 
at 
films  or 
videos  at  the 
same time  

Never  or 
almost 
never 

SINGL
E 

RANDO
MISE 
ITEMS 

Several 
times  a 
month 

SINGL
E 

1 

2 

least 
a 

A 
once 
week 

3 

SINGL
E 

157 

ST13
Q19 

ST13
Q07 

ST13
Q20 

ST13
Q06 

ST13
Q10 

ST13
Q21 

ST14
Q01 

ST14
Q02 

ST14
Q03 

  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
  
  
  
  
  
 
 
  
 
 
ST14
Q04 

ST14
Q13 
ST14
Q06 

ST14
Q08 

ST14
Q09 

ST14
Q11 

ST15
Q07 

ST15
Q17 

ST15
Q31 

ST15
Q26 

ST15
Q06 

ST15
Q32 

Please 
select one 
answer 
for  each 
item. 

How 
confident 
are 
doing 
following 
tasks? 

you 
the 

We 
do 
all 
exercises  and 
tasks 
individually  or 
collectively 

in 

We  work  on 
school 
projects 
We  work 
small groups 
We investigate 
and 
explore 
issues 
individually  or 
small 
in 
and 
groups 
for 
search 
information 
about it 
We 
solve 
problems 
Students  help 
each  other  to 
better 
understand 
and learn 

try 

to 

and 

find 

File  electronic 
documents  in 
computer 
folders 
sub-folders 
Identify  online 
sources 
of 
reliable 
information 
Check  if  the 
information 
that 
I 
online is true 
Find  websites 
advertising 
jobs on offer 
Email  a  file  to 
someone/anot
her student or 
teacher 
Use 
other 
online tools on 
computer 
a 
(e.g. 
Viber, 
Google 
Hangouts, 
Facebook, 
Skype, etc.) to 
contact 
someone 

or 

Every 
day 
almost 
every 
day 
Don’t 
know/Pr
efer  not 
to say 

4 

999 

SINGL
E 

SINGL
E 
SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

RANDO
MISE 
ITEMS 

1  A lot 

Somewh
at 

2 

3  A little 

4  Not at all 
Don’t 
know/Pr
efer  not 
to say 

999 

158 

  
 
 
  
 
 
  
 
 
  
 
  
 
 
  
 
  
 
 
  
 
  
  
  
  
  
  
  
 
 
 
  
 
 
 
  
 
 
 
  
 
 
 
  
 
 
  
 
 
in 

to 

Use  mobile 
applications 
on 
a 
smartphone or 
a 
tablet 
(WhatsApp, 
Viber, 
Telegram, 
Google 
Hangouts, 
Facebook 
messenger, 
etc.) 
contact 
someone 
Participate 
social 
networks  and 
use  most  of 
their  features 
(e.g. 
Facebook, 
Instagram, 
Twitter, 
Snapchat, 
Ask.fm, etc.) 
Use 
information 
found  on  the 
internet 
without 
plagiarising 
(e.g. 
copy/paste  in 
homework) 
Interacting 
with 
other 
people  online 
in  a  respectful 
and 
polite 
manner 
Create  blogs 
or  websites 
and  maintain 
them 
Produce 
text 
using  a  word 
processing 
programme 
(e.g. Word) 
Use 
spreadsheet 
programmes 
(e.g. Excel) 
Create 
presentation 
(e.g. 
PowerPoint) 
Edit 
photographs 

digital 

a 

ST15
Q33 

ST15
Q15 

ST15
Q23 

ST15
Q34 

ST15
Q13 

ST15
Q01 

ST15
Q08 

ST15
Q10 
ST15
Q02 

159 

  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
or 

other 

or 
graphic 
images, 
videos 
Code/program
apps, 
me 
programmes 
and/or robots 
Change  your 
privacy 
settings  (e.g. 
on  a  social 
networking 
site) 
Run  a  virus 
scan  on  your 
computer 
to 
detect 
malware 
Use 
the 
Internet safely 
protect 
to 
yourself 
against 
bullying 
Use ICT safely 
to protect your 
health  against 
the 
risks  of 
technologies 
overuse  (e.g. 
insomnia, 
back 
computer 
addiction) 
Update 
operating 
system 
and 
applications  of 
your 
computer, 
tablet 
smartphone 
Learning  with 
educational 
software, 
games,  apps 
and quizzes 
Participate 
in 
online  training 
programmes 

pain, 

the 

or 

you 

Do 
consider 
using 
ICT 
(computers, 
tablets,smar
tphones 
during 
lessons  has 
positive 
a 

) 

You 
concentrate 
more  on  what 
you’re 
learning 

1  A lot 

SINGL
E 

RANDO
MISE 
ITEMS 

160 

ST15
Q35 

ST15
Q37 

ST15
Q38 

ST15
Q18 

ST15
Q39 

ST15
Q14 

ST15
Q43 

ST15
Q27 

Please 
select one 
answer 
for  each 
item. 

ST16
Q01 

  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
on 

impact 
the 
following? 

Thinking 
about 
the 
use of ICT in 
your  school: 
what 
to 
do 
extent 
agree 
you 
the 
with 
following 
statements? 

Please 
select one 
answer 
for  each 
item. 

ST16
Q02 

ST16
Q03 

ST16
Q04 

ST16
Q05 

ST16
Q06 

ST16
Q07 

ST35
Q01 

ST35
Q02 

ST35
Q03 

your 

easily 
you’re 

You try harder 
in  what  you 
are learning  
You  feel  more 
independent 
in 
learning 
You 
understand 
more 
what 
learning 
You remember 
more 
easily 
what 
you’ve 
learnt 
enables 
ICT 
you  to  work 
better 
with 
other students 
on tasks 
ICT  improves 
the 
atmosphere  in 
class 
(students  are 
more 
engaged, 
there  is  less 
disruption) 

school 

school 

My 
encourages 
me  to  use  my 
digital  skills  in 
a  variety  of 
learning 
activities 
My 
promotes 
responsible 
online 
behaviours 
(e.g. 
privacy…) 
My 
encourages 
me to use ICT 
to 
learn  by 
doing  instead 
just 
of 
to 
listening 
lectures 

safety, 

school 

Somewh
at 

2 

SINGL
E 

3  A little 

SINGL
E 

4  Not at all 
Don’t 
know/Pr
efer  not 
to say 

999 

SINGL
E 

SINGL
E 

SINGL
E 

SINGL
E 

Strongly 
disagree 

SINGL
E 

1 

RANDO
MISE 
ITEMS 

2  Disagree 

SINGL
E 

3  Agree 

SINGL
E 

161 

  
 
 
  
 
 
  
 
 
  
 
 
  
 
 
  
 
  
  
  
  
  
  
 
 
  
 
 
Thinking 
about  your 
experience 
with 
computers: 
to 
extent 
you 
with 
following 
statements? 

what 
do 
agree 
the 

Please 
select one 
answer 
for  each 
item. 

ST35
Q04 

ST17
Q01 

ST17
Q02 

ST17
Q03 

ST17
Q04 

ST17
Q05 

ST17
Q06 

ST17
Q07 

My 
school 
expects  me  to 
use 
learning 
technologies 
for 
collaborating 
with 
other 
students  and 
teachers 

SINGL
E 

Strongly 
agree 
Don't 
know/ 
Prefer 
not 
say 

to 

4 

999 

in 

I'm 

a 
for 

a 
for 
is 

really 
for 
to  work 
a 
for 

It 
is 
important 
me 
with 
computer 
learning 
Using 
computer 
learning 
really fun 
use 
I 
computer 
learning 
because 
very 
interested 
computers   
I  lose  track  of 
time when I'm 
learning  with 
the computer 
It's 
really 
worth  using  a 
computer 
because  it  will 
help me in the 
future 
a 
use 
I 
computer 
to 
learn  as  it  will 
help me in the 
I 
that 
work 
want 
to  do 
later on 
I  learn  things 
using 
computers 
that  will  help 
me  to  get  a 
job 

RANDO
MISE 
ITEMS 

Strongly 
disagree 

1 

2  Disagree 

3  Agree 

Strongly 
agree 

4 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

162 

  
 
 
  
  
  
  
  
  
  
  
 
 
 
  
 
 
 
  
 
 
 
  
 
 
 
  
 
 
  
 
 
  
 
 
  
 
 
Learning  with 
is 
computer 
important 
for 
me  because  I 
need 
for 
what I want to 
study later on 

it 

the 
Discuss 
of 
risks 
Internet  with 
your parents? 
support 
Get 
your 
from 
parents  when 
doing 
homework, 
which  require 
the  use  of 
ICT? 
support 
Get 
your 
from 
brother(s)  or 
sister(s)  when 
doing 
homework, 
which  require 
the use of ICT 
(if applicable)? 

Please 
select one 
answer 
for  each 
item. 

How 
do you... 

often 

ST17
Q08 

ST36
Q01 

ST36
Q02 

ST36
Q03 

ST18
Q01 

Please 
select one 
answer. 

Are you 

ST19
Q01 

Please 
select one 
answer. 

When  were 
you born? 

Never  or 
almost 
never 

1 

SINGL
E 

RANDO
MISE 
ITEMS 

Several 
times  a 
month 

2 

SINGL
E 

or 

least 
a 

At 
once 
week 
Every 
day 
almost 
every 
day 
Don’t 
know/Pr
efer  not 
to say 

3 

4 

999 

1  Female 
2  Male 

Prefer 
not 
say 

to 

999 

Before 
1 
2000  
2  2000 
3  2001 
4  2002 
5  2003 
6  2004 
7  2005 
After 
2005 
Prefer 
not 
say 

8 

to 

999 

SINGL
E 

SINGL
E 

SINGL
E 

163 

  
  
  
  
  
  
  
 
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
  
  
 
  
 
 
  
  
  
  
  
  
  
  
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
  
  
  
  
ST19
Q02 

Please 
select one 
answer. 

Month 

SINGL
E 

1  January 
2  February 
3  March 
4  April 
5  May 
6  June 
7  July 
8  August 

Were 
you 
born  in  the 
same 
country  as 
your present 
school is in? 

ST20
Q01 

Please 
select one 
answer. 

long 
you 
living 
the 

How 
have 
been 
in 
country 
where 
you 
now  go  to 
school? 

ST40
Q01 

Please 
select one 
answer. 

ST39
Q01 

Please 
select one 
answer. 

Who  do  you 
live 
with 
most  of  the 
time? 

9 

Septemb
er 
10  October 
Novemb
er 
Decemb
er 

12 

11 

SINGL
E 

1  Yes 
2  No 

Don't 
know/ 
Prefer 
not 
say 

to 

999 

1 

Less 
than 
year  
Betwee
n  1  and 
5 years 
Between 
6 and 10 
years 
More 
than  10 
years 
Prefer 
not 
say 
Mother 
and 
father 
together 
Only 
mother 
Mother 
and 
stepfath
er 

to 

1 

2 

3 

4 

999 

1 

2 

3 

SINGL
E 

SINGL
E 

164 

  
  
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
  
  
  
  
  
  
  
  
 
  
 
 
  
  
  
  
  
  
  
  
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
  
  
  
  
  
  
  
  
 
  
 
 
  
  
 
  
 
 
Only 
father 
Stepmot
her  and 
father 
Sometim
es  with 
mother 
and 
sometim
es  with 
father 
Other 
relative 
Guardian 
or  foster 
parent 
Alone  or 
with 
friends 
Prefer 
not 
say 

to 

<<ISCE
D 6>> 
<<IISCE
D 5A>> 
<<ISCE
D 5B>> 
<<ISCE
D 4>> 
<< 
ISCED 
3A>> 
<<ISCE
D 3B>> 
<<ISCE
D 3C>> 
<<ISCE
D 2>> 
<<ISCE
D 1>> 
Don’t 
know/Pr
efer  not 
to say 
Humaniti
es,  arts 
and 
educatio
n 
Educatio
n 
Humaniti
es 
and 
arts  

4 

5 

6 

7 

8 

9 

999 

1 

2 

3 

4 

5 

6 

7 

8 

9 

999 

1 

2 

3 

SINGL
E 

SINGL
E 

165 

What  is  the 
highest level 
of  education 
completed 
by . 

Please 
select one 
answer. 

ST21
Q01 
ST21
Q03 

Your mother 

Your father 

ST24
Q01 

Please 
select one 
answer. 

Which  of  the 
following 
branches 
is 
closest  to  the 
one you’re in? 

  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
  
  
  
  
  
  
 
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
  
  
  
  
  
  
  
  
 
  
 
 
  
  
 
  
 
 
4 

Health 
and 
welfare  
Social 
sciences, 
business 
5 
and law  
6  Services  

9 

Engineer
ing, 
manufac
turing 
and 
construc
7 
tion  
8  Sciences 
Life 
sciences 
Physical 
sciences 
Mathem
atics and 
statistics 
Computi
ng 
Agricultu
re  
Don’t 
know/Pr
efer  not 
to say  

10 

11 

12 

13 

999 

A1.4 

Parent questionnaire  

PARENT QUESTIONNAIRE 

QUEST
ION ID 

INSTR
UCTIO
N  

PA01Q
01 

Please 
select 
one 
answer. 

MAIN 
QUEST
ION 
LABEL 

At  what 
school 
grade is 
your 
child 
who 
particip
ates  in 
the 
survey? 

SUB 
QUESTIO
N LABEL 

VALUE 
CODES 

VALUE LABEL 

SING
LE/ 
MUL
TIPL
E 

ROTA
TION 

<<ISCED  1 

level>> 

1 

<<ISCED  2 

2 

level>> 

<<ISCED  3 

level 
academic>> 

3 

166 

  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
 
  
 
 
  
  
  
  
  
  
 
 
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
How 
many 
children 
do  you 
have? 
What 
type  of 
Interne
t 
connect
ion  do 
you 
have  at 
home? 

PA02Q
01 

Please 
select 
all 
answers 
that 
apply. 

PA03Q
01 

the 

Which 
of 
followin
g 
devices 
do  you 
and 
your 
child 
have 
access 
to 
home? 

at 

Please 
select 
one 
answer 
for  each 
item. 

PA04Q
01 

PA04Q
02 
PA04Q
03 
PA04Q
04 

PA04Q
05 

PA04Q
06 

PA04Q
07 

<<ISCED  3 

level 
vocational>> 

4 

0-9999 

1 
2 
3 
4 
5 
996 

999 

ADSL 
Cable 
Fibre optic 
Wireless LAN 
Satellite 
None 
Don’t 
know/ 
Prefer not to say 

SING
LE 

MULT
IPLE 

SING
LE 

1  Yes 

2  No 

Don't 
know/ 
Prefer not to say 

999 

Computer 
(e.g. 
desktop, 
laptop,  or 
notebook) 

Tablet 

Mobile 
phone 
Smartphon
e 
E-reader 
(a  device 
read 
to 
books  and 
newspaper
s 
screen) 
Video 
gaming 
system 
(e.g. Xbox, 
PlayStation
, Wii) 
Handheld 
games 
console 

on 

167 

  
  
  
  
  
  
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
(e.g.  PSP, 
Nintendo 
DS) 
Wearable 
devices 
(e.g. 
smartwatc
h) 

for 

for 

Reading 
and 
watching 
the  news 
online 
Searching 
online 
practical 
informatio
n 
(e.g. 
seats  at  a 
match/con
cert, 
shopping, 
train 
times, 
health) 
Searching 
different 
sources 
online 
informatio
n 
learning 
about 
particular 
topic 
you’re 
interested 
in 
Watching 
video clips, 
downloadi
ng  music, 
games, 
software 
from 
Internet 
Searching 
online 
job 
opportuniti
es 
Sending 
and 

and 

the 

for 

a 

PA04Q
08 

PA05Q
01 

Please 
select 
one 
answer 
for  each 
item. 

in 

How 
often 
do  you 
take 
part 
the 
followin
g 
activitie
at 
s 
home? 

PA05Q
02 

PA05Q
03 

PA05Q
04 

PA05Q
20 

PA05Q
05 

Never or almost 
never 

SING
LE 

1 

RAND
OMIS
E 

ITEMS 

Several  times  a 
month 

SING
LE 

2 

At  least  once  a 
week 

SING
LE 

3 

Every  day  or 
every 
almost 
day 

4 

SING
LE 

Don't 
know/ 
Prefer not to say 

999 

SING
LE 
SING
LE 

168 

  
  
  
  
  
  
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
  
  
a 

use 
of 

reading 
emails 
Participatin
g  in  social 
networks 
and 
most 
their 
features 
(e.g. 
Facebook, 
Instagram, 
Twitter, 
Snapchat, 
Ask.fm, 
etc.) 
Chatting 
online  
Using 
online 
banking  
and 
governme
nt services 
Doing 
online 
shopping  
Using 
word 
processing
, 
spreadshe
et 
presentati
on 
programm
e 
Word, 
Excel, 
PowerPoint
) 
Maintainin
g your own 
website  or 
blog  
Coding/pro
gramming 
apps, 
programm
es  and/or 
robots 
Checking 
your 
privacy 
settings 
(e.g.  on  a 
social 
networking 
site) 

(e.g. 

or 

PA05Q
08 

PA05Q
06 

PA05Q
10 

PA05Q
12 

PA05Q
13 

PA05Q
14 

PA05Q
15 

PA05Q
17 

SING
LE 
SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

169 

  
  
 
  
  
  
  
 
  
  
  
  
 
  
  
  
  
 
  
  
  
  
 
  
  
  
  
 
  
  
  
  
 
  
  
  
  
 
  
  
PA05Q
18 

PA05Q
19 

Please 
select 
one 
answer. 

PA24Q
02 

PA07Q
01 

Please 
select 
one 
answer. 

How 
confide
nt  are 
you 
in 
your 
ability 
to 
recogni
se  fake 
news 
(intenti
onal 
spread 
of  false 
informa
tion)? 

When 
your 
child  is 
online, 
do  you 
know 
what 
s/he  is 
doing 
(e.g. 
school 
work, 
playing 
games, 
browsin
g 
the 
Interne
t) 

or 

Update  the 
operating 
system 
and 
application
s  of  your 
computer, 
tablet 
smartphon
e 
Learning 
with 
educationa
l  software, 
games, 
apps  and 
quizzes  

SING
LE 

SING
LE 

SING
LE 

1  A lot  
2  Somewhat 
3  A little 
4  Not at all 
Don't 
know/ 
Prefer not to say 

999 

feel  I 

Yes,  I 
know enough 
two 
One 
things, 
but 
there are a lot of 

or 

1 

2 

SING
LE 

170 

  
  
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
things  I  am  not 
aware of 
I  don’t  know  as 
much as I would 
like to about my 
child’s computer 
use 
I  don’t  know 
anything  about 
child’s 
my 
computer use 
Don't 
know/ 
Prefer not to say 

3 

4 

999 

1  Daily 

2  Weekly 

3  Monthly 

RAND
OMIS
E 
ITEMS 

SING
LE 

SING
LE 

SING
LE 

Less  than  once 
a month 

SING
LE 

4 

5  Never 

SING
LE 

171 

Please 
select 
one 
answer 
for  each 
item. 

How 
often 
do  you 
the 
do 
followin
g? 

PA08Q
01 

PA08Q
02 

PA08Q
03 

PA08Q
04 

PA08Q
05 

to 
Talk 
your  child 
about what 
s/he  does 
with ICT or 
the 
Internet 
Stay 
nearby 
when  your 
child  uses 
ICT  or  the 
Internet 
Sit 
with 
your  child 
while  s/he 
uses ICT or 
the 
Internet 
Do 
activities 
together 
with ICT or 
the 
Internet 
(e.g.  play 
games, 
watch 
online 
videos, use 
social 
networks) 
Assist  your 
in 
child 
benefiting 
from 
opportuniti
es  offered 
by ICT and 
the 
Internet 
(e.g. 
learning, 
communic
ation, 
entertainm
ent, 

the 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
  
  
 
  
  
 
  
  
 
  
creativity, 
self-
expression 
and 
civic 
participatio
n) 
Encourage 
your  child 
to  explore 
learn 
and 
things  on 
the 
Internet 

From you 

From 
his/her 
brother(s) 
or sister(s) 
Other 
relative 

Teach your 
child  how 
to  behave 
safely 
online  
(e.g. 
prevent 
cyberbullyi
ng) 
Teach your 
child  how 
to  behave 
safely 
to 
protect 
his/her 
privacy 

PA08Q
06 

PA09Q
01 

PA09Q
02 
PA09Q
03 

PA06Q
01 

PA06Q
02 

How 
often 
does 
your 
child 
get 
support 
in doing 
homew
ork, 
which 
require
s 
the 
use  of 
ICT 
(e.g.  a 
comput
er  or  a 
tablet)? 

Please 
select 
one 
answer 
for  each 
item. 

Please 
select 
one 
answer 
for  each 
item. 

Are  you 
confide
nt 
doing 
the 
followin
g? 

998  I don't know 
999  Prefer not to say 

SING
LE 

1  Daily 

2  Weekly 

3  Monthly 

Less  than  once 
a month 

4 
5  Never 

998  I don't know 
999  Prefer not to say 

1  Yes 

2  No 

RAND
OMIS
E 

ITEMS 

RAND
OMIS
E 

ITEMS 

SING
LE 

SING
LE 
SING
LE 

SING
LE 

SING
LE 

172 

  
 
  
  
  
  
  
  
  
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
  
 
  
Teach your 
child  how 
to  manage 
their digital 
identity 
and 
reputation  

Phone call 

SMS 

E-mail 

Instant 
messaging 
(e.g. 
WhatsApp, 
Viber, 
Telegram, 
Google 
Hangouts, 
Facebook 
messenger
, etc.) 
Internet 
audio call 
Video  call 
(e.g. 
Skype, 
FaceTime) 

Emails 

PA06Q
03 

PA10Q
01 

Please 
select 
one 
answer 
for  each 
item. 

When 
not 
togethe
r,  how 
often 
do  you 
commu
nicate 
with 
your 
child 
using 
the 
followin
g 
means: 

PA10Q
02 
PA10Q
03 

PA10Q
04 

PA10Q
05 

PA10Q
06 

PA11Q
01 

Please 
select 
one 
answer 
for  each 
item. 

How 
often 
do  you 
use  the 
followin
g 
means 
of 
commu
nication 
to 
contact 
your 
child’s 
teacher

know/ 
Don't 
Prefer not to say 

SING
LE 

999 

RAND
OMIS
E 

ITEMS 

SING
LE 
SING
LE 
SING
LE 

SING
LE 
SING
LE 

SING
LE 

1  Daily 

2  Weekly 

3  Monthly 

Less  than  once 
a month 

4 

5  Never 

998  I don't know 
999  Prefer not to say 

1  (Almost) never 

SING
LE 

173 

  
  
  
 
  
 
  
  
 
  
  
 
  
  
 
  
  
 
  
  
  
  
  
  
  
  
s  (e.g. 
regardi
ng 
homew
ork, 
deadlin
es, 
child’s 
behavio
at 
ur 
school)
? 

PA11Q
02 

PA11Q
03 

PA12Q
01 

Please 
select 
one 
answer 
for  each 
item. 

Do  you 
think 
that 
your 
child  is 
compet
ent 
doing 
the 
followin
g? 

PA12Q
02 

PA12Q
03 

PA12Q
04 

a 

Mobile 
application
s 
on 
smartphon
e  or  tablet 
(e.g. 
WhatsApp, 
Telegram) 
Online 
tools/ 
platforms 
on 
computer 
(e.g. 
Showbie) 
to  contact 
parents 

a 

to 

the 

Use 
Internet 
safely 
protect 
him/hersel
f 
cyberstalki
ng 

against 

to 

the 

the 

Use 
Internet 
safely 
protect 
his/her 
privacy 
Use 
Internet 
safely 
protect 
his/her 
online 
reputation 
Use 
the 
Internet 
safely 

to 

to 

Several  times  a 
month 

SING
LE 

2 

SING
LE 

At  least  once  a 
week 
(Almost)  every 
day 
Don't 
know/ 
Prefer not to say 

3 

4 

999 

RAND
OMIS
E 

ITEMS 

SING
LE 

SING
LE 

1  Yes 

2  No 

Don't 
know/ 
Prefer not to say 

SING
LE 

999 

SING
LE 

174 

  
 
  
  
 
  
  
  
 
  
  
  
  
  
  
  
  
  
 
  
 
  
  
 
  
  
 
 
  
  
protect 
his/her 
health 
against the 
risks 
of 
technology 
overuse 
(e.g. 
insomnia, 
back  pain, 
computer 
addiction) 
Take 
measures 
to  protect 
the 
environme
nt  when 
using 
ICT 
(e.g.  avoid 
printing, 
turn 
your 
computer) 

off 

Cyberbullyi
ng 

Privacy-
related 
risks  (e.g. 
identity 
theft) 
Online 
reputation 
risks  (e.g. 
posting  a 
personal 
photo  on  a 
public 
blog, 
sexting) 
Fake  news 
(intentiona
l  spread  of 
false 
informatio
n) 
Risks 
being 
exposed  to 

of 

PA12Q
05 

PA13Q
01 

Please 
select 
one 
answer 
for  each 
item. 

How 
often 
do  you 
discuss 
the 
followin
g 
ICT-
related 
safety 
issues 
with 
your 
child: 

PA13Q
02 

PA13Q
03 

PA13Q
06 

PA13Q
04 

RAND
OMIS
E 

ITEMS 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

175 

1  Very often 

2  Often 

3  Sometimes 

4  Rarely 

5  Never 

  
  
  
  
  
 
  
 
  
  
 
  
  
 
  
  
 
  
inappropri
ate content 
online 
Health 
issues 
caused  by 
technology 
overuse 
(e.g. 
insomnia, 
back  pain, 
computer 
addiction) 

Internet 

Computer 
(desktop, 
laptop, 
notebook) 

Smartphon
e 

Tablet 
Handheld 
games 
console 
(e.g.  PSP, 
Nintendo 
DS) 
Video 
gaming 
system 
(e.g. Xbox, 
PlayStation
, Wii) 

Please 
select 
one 
answer 
for  each 
item. 

Which 
rules 
have 
you  put 
in  place 
at 
home 
regardi
the 
ng 
use  of 
the 
followin
g 
your 
child? 

by 

PA13Q
05 

PA15Q
01 

PA15Q
02 

PA15Q
03 

PA15Q
04 

PA15Q
05 

PA15Q
06 

RAND
OMIS
E 
ITEMS 

Don’t 
know/ 
Prefer not to say 

SING
LE 

999 

No special rule 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

1 

2 

3 

4 

5 

Allowed  at  any 
time  or  almost 
anytime without 
asking 
permission 
Allowed  at  any 
time  or  almost 
anytime but my 
child  needs  to 
ask permission 
Only allowed for 
certain activities 
(e.g. 
homework) 

Only  allowed  at 
certain 
times/hours 

Other 

995 

999 

Don’t 
know/Prefer not 
to say 

176 

  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
PA16Q
01 

Please 
select 
one 
answer 
for  each 
item. 

the 

Which 
of 
followin
g 
parenta
l control 
tools do 
you  use 
for your 
child? 

PA16Q
02 

PA16Q
03 

PA16Q
04 

PA16Q
05 
PA16Q
06 

Have 
you 
ever 
experie
nced 
the 
followin
g issues 
in 
relation 
to  your 
child’s 
use  of 
ICT and 
internet
? 

PA17Q
01 

Please 
select 
one 
answer 
for  each 
item. 

PA17Q
02 

Online 
content 
filters (e.g. 
adult-
related 
sites, 
illegal 
activity, 
social 
networking 
sites) 
Program 
blocker  to 
stop  your 
child  from 
running 
certain 
programs 
Tool 
limit 
spent 
the 
computer, 
tablet 
smartphon
e  
Geolocatio
n 
on 
child’s 
mobile 
device 
track 
his/her 
position 

to 
time 
on 

service 
your 

or 

to 

Other 

None 

RAND
OMIS
E 

ITEMS 

SING
LE 

SING
LE 

1  Yes 

2  No 

Don't 
know/ 
Prefer not to say 

SING
LE 

999 

SING
LE 
SING
LE 
SING
LE 

Cyberbullyi
ng 
Privacy-
related 
issues 
(e.g. 

1  Yes 

2  No 

RAND
OMIS
E 

ITEMS 

SING
LE 

SING
LE 

177 

 
  
 
  
  
 
  
  
 
 
  
  
  
 
 
  
  
  
  
  
  
  
 
  
 
  
identity 
theft) 
Online 
reputation 
risks  (e.g. 
posting  a 
personal 
photo  on  a 
public 
blog, 
sexting) 
 Your  child 
came 
across 
inappropri
ate  online 
content 
Health 
issues 
caused  by 
technology 
overuse 
(e.g. 
insomnia, 
back  pain, 
computer 
addiction) 
Your  child 
made 
a 
purchase 
using  your 
credit/debi
t 
without 
your 
permission 

card 

child 

My 
understan
ds  more 
easily what 
s/he learns 

child 

what 
has 

My 
remember
s 
s/he 
learnt 
more 
easily 
My 
concentrat
es better 

child  

PA17Q
03 

PA17Q
04 

PA17Q
05 

PA17Q
06 

PA19Q
01 

Please 
select 
one 
answer 
for  each 
item. 

Do  you 
conside
that 
r 
the  use 
of 
ICT 
at 
school 
has 
a 
positive 
impact 
on 
followin
g? 

the 

PA19Q
02 

PA19Q
03 

know/ 
Don't 
Prefer not to say 

SING
LE 

999 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

RAND
OMIS
E 

ITEMS 

178 

1  A lot 

2  Somewhat 

3  A little 

  
 
  
  
 
 
  
  
  
 
 
  
  
  
  
  
  
  
 
  
 
  
  
 
  
PA19Q
04 

PA19Q
05 

PA19Q
06 

PA19Q
07 

PA19Q
08 

Please 
select 
one 
answer. 

What  is 
your 
age? 

PA20Q
01 

What  is 
the 
highest 
level  of 
educati
on  you 
complet
ed?  

Please 
select 
one 
answer. 

PA21Q
01 

My  child  is 
more 
motivated 
to learn 
My 
child 
learn 
can 
at  his/her 
own pace 
Students 
collaborate 
better 
Students 
and 
teachers 
communic
ate better 
Learning to 
ICT 
use 
and 
Internet 
will 
later 
help  my 
child 
finding 
a 
job  in  the 
labour 
market 

4  Not at all 

SING
LE 

Don't 
know/ 
Prefer not to say 

SING
LE 

999 

SING
LE 

SING
LE 

SING
LE 

SING
LE 

1  30 or less 
2  31-35 
3  36-45 
4  46-55 
5  More than 55 
999  Prefer not to say 

SING
LE 

1  <<ISCED 6>> 
<<IISCED 
5A>> 

2 
3  <<ISCED 5B>> 
4  <<ISCED 4>> 

ISCED 

<< 
3A>> 

5 
6  <<ISCED 3B>> 
7  <<ISCED 3C>> 
8  <<ISCED 2>> 
9  <<ISCED 1>> 

Don't 
know/ 
Prefer not to say 

999 

179 

  
 
  
  
 
  
  
 
 
  
  
  
 
 
  
  
  
 
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
 
  
  
  
  
  
  
  
  
  
 
 
 
Annex 2 

Registration survey for head teachers 

 [PROG: TITLE OF PAGE – TO BE SHOWN FOR ALL QUESTIONS] 

REGISTRATION FORM – EUROPEAN WIDE SURVEY ON ICT IN SCHOOLS 

<program languages related to the country: 

Second 
language 

Dutch   

Swedish 

German 

English 

ICT country  Language  

Austria 

Belgium 

Bulgaria 

Croatia 

Cyprus 
Czech 
Republic 

Denmark 

Estonia 

Finland 

France 

German 

French 

Bulgarian 

Croatian 

Greek 

Czech 

Danish 

Estonian 

Finnish 

French 

Germany 

German 

Greece 

Greek 

Hungary 

Hungarian 

Iceland 

Ireland 

Italy 

Latvia 

Iceland 

English 

Italian 

Latvian 

Lithuania 

Lithuanian 

Luxembourg  French 

Malta 

Norway 

Maltese 

Norwegian 

Netherlands  Dutch   

Poland 

Portugal 

Romania 

Slovakia 

Slovenia 

Spain 

Sweden 

Turkey 

UK 

Polish 

Portuguese 

Romanian 

Slovakian 

Slovenian 

Spanish 

Swedish 

Turkish 

English 

[PROG: SHOW ONLY IN BELGIUM) 

QLANGUAGE_BE. Gelieve de taal te selecteren waarin u wenst verder te gaan. / Veuillez 
sélectionner la langue dans laquelle vous souhaitez continuer. 
[PROG: SINGLE] 
1: Nederlands [PROG: IF SELECTED → CONTINUE SCRIPT IN DUTCH] 

180 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
2: Français [PROG: IF SELECTED → CONTINUE SCRIPT IN FRENCH] 

[PROG: SHOW ONLY IN Luxembourg) 

QLANGUAGE_LUX. Veuillez sélectionner la langue dans laquelle vous souhaitez continuer / 
Please select the language in which you would like to continue. 
[PROG: SINGLE] 
1: Français [PROG: IF SELECTED → CONTINUE SCRIPT IN FRENCH] 
2: German [PROG: IF SELECTED → CONTINUE SCRIPT IN GERMAN] 

[PROG: SHOW ONLY IN MALTA) 

QLANGUAGE_MT. Please select the language in which you would like to continue/ Please 
select the language in which you would like to continue. 
[PROG: SINGLE] 
1: Maltese [PROG: IF SELECTED → CONTINUE SCRIPT IN MALTESE] 
2: English [PROG: IF SELECTED → CONTINUE SCRIPT IN ENGLISH] 

[PROG: SHOW ONLY IN FINLAND) 

QLANGUAGE_FI.  Please select the language in which you would like to  continue/ Please 
select the language in which you would like to continue. 
[PROG: SINGLE] 
1: Finnish [PROG: IF SELECTED → CONTINUE SCRIPT IN finnish] 
2: Swedish [PROG: IF SELECTED → CONTINUE SCRIPT IN Swedish] 

[PROG: intro) 

Welcome  to  the  registration  form  of  the  European  Survey  of  Schools:  Information  and 
Communication technologies (ICT) in Education, carried out by the European Commission. 
As indicated earlier, your school has been selected randomly from the list of all schools in 
your country and we would kindly like to invite your school to participate. 

As  part  of  the  survey,  we  aim  to  collect  data  from  schools  across  30  countries  (EU  28, 
Iceland and Turkey). In each school, we will aim to interview head teachers, class teachers, 
students (from lower secondary, upper secondary and upper secondary vocational levels) 
and  students’  parents  (from  primary,  lower  secondary,  upper  secondary  and  upper 
secondary vocational levels). 

[PROG: ASK ALL] 

Q1. Can you please confirm your role within the school? 

1.  Head teacher 
2.  Deputy head teacher 
3.  School secretary / Head of administration 
4.  Anything else 

 [PROG: ASK IF Q1=2, 3, 4] 

Q2. This registration form should be filled in by the school head teacher. Can you please 
provide us with the email address of the head teacher? We will automatically forward the 
invitation letter to him/her. 

181 

 
 
 
 
 
 
Please note that the head teacher’s email address will remain strictly confidential. We will 
only use this in order to send the survey invitation letter to him/her. 

[PROG: ALLOW BACK BUTTON TO MOVE BACK TO Q1] 

[PROG: OPEN 500 CHARACTERS] 

Enter email address: 

[PROG: IF EMAIL ADDRESS IS PROVIDED SHOW EXIT TEXT] 

Thank you for providing the head teacher’s email address. The invitation letter has been 
forwarded. 

[PROG: ASK IF Q1=1] 

Q3.  We  would  very  much  appreciate  the  participation  of  your  school  in  this  important 
international survey funded by the European Commission. Your school has been selected 
randomly from the list of all schools in your country.  For the accurateness of the results 
in your country, it is extremely important that your school takes part in the survey. 

Can you confirm that you agree with your school’s participation to the survey? 

1.  Yes 
2.  No 

[PROG: ASK IF Q3=2] 

Q4.    This  study  is  really  important,  as  its  outcomes  will  be  used  in  order  to  define  the 
conditions  of  an  effective  “highly  equipped  and  connected  classroom”  in  primary  and 
secondary education, and to estimate how much it would cost to equip and connect primary 
and secondary classrooms across Europe. [ADD FOR DE only: “All schools that participate 
in  the  study  will  be  emailed  the  results  of  the  study  for  Germany,  this  will  include  a 
classification  of  how  the  school  performs  on  a  number  of  indicators,  compared  to  other 
schools in Germany”]May we please ask you to reconsider your school’s participation? 

1.  Yes 
2.  No 

[PROG: IF Q4=2 SHOW EXIT TEXT AND CODE AS REFUSAL] 

Thank you very much for informing us. We have no further questions for you.   

[PROG: IF Q3 OR Q4 =1] 

Thank you very much for confirming that your school can take part in the survey.  It is 
much appreciated. Let’s continue with the registration. It will only take a couple of minutes. 

Q5. Can you please confirm you are working in the school below? 

[PROG: <take the name from sampling frame> 

1.  Yes 
2.  No 

[PROG: IF Q5 =2] 

Q6. Can you please provide the name of your school? 

182 

 
[PROG: OPEN 500 CHARACTERS] 

Q7. How many students currently attend the school? If you don’t know the exact number, 
please provide an estimation. 

[PROG: NUMERIC – 5 POSITIONS] 

Enter the number of students: 

Q9. Which of the following education levels are there in your school? 

[PROG: USE SEPARATE EXCEL FILE WITH COUNTRY SPECIFIC ISCED LISTS] 

Q10. In order to conduct this survey, we will need you to appoint a survey coordinator in 
your  school.  This  can  be  either  yourself,  as  head  teacher,  or  anyone  else  you  wish  to 
appoint (e.g. it can be either a class teacher, or a member of the school’s administrative 
staff). He/she will get access to a web platform to manage the completion of the surveys 
(head  teacher’s  survey,  teachers’  surveys  and  class  surveys).    The  school  coordinator 
would  need  to  spend  approx.  3-4  hours  during  the  entire  fieldwork  period  on  the 
coordination of data collection in the school (e.g. follow up with non-responses and respond 
to any queries). 

Can you please provide us with the email address of the person you would like to appoint 
as survey coordinator in your school? We will automatically forward instructions and access 
to the survey management platform to him/her. 

Please note that this person’s email address will remain strictly confidential. We will only 
use this in order to send the survey materials to him/her. 

 [PROG: OPEN 500 CHARACTERS] 

Q10b Please confirm email address. 

Please note that this person’s email address will remain strictly confidential. We will only 
use this in order to send the survey materials to him/her. 

[PROG: CHECK if text at Q10 = Q10b; if email address entered at Q10b ≠ Q10, show Q10b 
again in red and add error message: 

The email addresses you entered do not correspond. Please check and enter the correct 
email address. Thank you. 

[PROG: OPEN 500 CHARACTERS] 

Q11.  Can  you  please  also  provide  a  telephone  number  where  we  can  reach  the  survey 
coordinator of your school, in case this should be required? 

[PROG: question is not obligatory and can be skipped without answer] 

This number will be kept confidential and we will only be used in case we will need to (e.g. 
for communicating additional information, or to resolve any issues which may occur during 
the data collection process). 

[PROG: OPEN 500 CHARACTERS] 

Q12 Thank you very much. Your school’s participation in the survey is now registered. All 
necessary information about the project will be sent to the survey coordinator you have 
assigned. 

183 

 
As part of this survey the school’s head teacher shall also fill in a short questionnaire. It 
will only take you 15 minutes. Are you happy to fill in the survey now? 

1.  Yes, I would like to answer the survey now 
2.  No, I would prefer answering the survey later 

[PROG: IF Q12=1 START HEAD TEACHER SURVEY] 

[PROG: IF Q12=2 SHOW EXIT TEXT AND SEND SURVEY INVITATION BY EMAIL] 

Thank you for completing this registration form. We will send you an email invitation to 
provide you with the link to the head teacher’s survey. 

184 

 
 
 
 
 
Annex 3 

 School coordinator manual 

School Coordinator Instructions Manual 

Introduction and overview of the survey 

Thank  you  for  your  help  in  coordinating  this  important  survey,  conducted  by  Ipsos,  in 
collaboration with Deloitte, on behalf of the European Commission.  

In each school we will aim to interview one selected class of each the following educational 
levels: the last year of primary education, the last year of lower secondary education, the 
last  year  of  general  upper  secondary  education  and  the  last  year  of  upper  secondary 
vocational  education.  We  will  interview  the  school  head  teacher,  and,  for  each  selected 
class, we will interview  students (apart from those in primary education), teachers, and 
students’ parents. 

(FOR DE, Replace paragraph above with: The survey will collect data from one class in 
each  school.  We  will  interview  the  school  head  teacher,  students  (apart  from  those  in 
primary education), teachers, and students’ parents.) 

Your support is of crucial importance for the success of this survey! 

As school coordinator we will need your support in order to help us interview the following 
targets: 

•  Students  (of  lower  secondary,  upper  secondary  and  upper  secondary  vocational 

levels) from the selected class(es) in your school 

•  Parents of students from the selected classes 
•  Some of the teachers who teach the selected classes: 

Between  one  and  four  classes  may  be  selected  from  your  school.  All  interviews  will  be 
carried out online. 

In order to simplify your task, the survey has been automated as much as possible. You 
will  be  asked  to  provide  some  information  via  the  present  questionnaire.  Based  on  this 
information we will select which classes should participate in the survey.  We will also select 
the  teachers,  and  send  them  the  survey  link  via  email.  We  also  have  designed  a  user-
friendly platform on which you will be able to see progress of the survey in your school.  
An email with a link towards the platform will be sent to you.  

The present document includes all the information you need in order to know about how 
to use the platform, and how to manage the survey, so please read it carefully!  

We strongly recommend that you print this document for future reference. The manual will 
also be available on the platform (a link towards the platform will be sent to you via email). 

Description of tasks 

185 

 
 
 
 
 
 
As part of the survey administration process, we would like to kindly ask for your help with 
the following tasks: 

1. Complete the present questionnaire as accurately as possible. The answers you 
provide  will  enable  us  to  select  the  classes  and  teachers  who  should  be 
interviewed from your school. 

As part of the questionnaire, you will be asked to provide the names of all classes from the 
last grade of each selected level. Among these classes, the system will randomly select the 
classes which should be surveyed. You will also receive the list of selected classes by email.  

For each of the selected classes, you will be asked to provide the first name (or initials) of 
some of the teachers: 

•  Primary education: main teacher(s) 
•  Lower and upper general secondary education: teachers of mathematics, sciences 

and main language 

•  Vocational upper secondary education: the 3 teachers with the highest number on 

instructional hours 

Among these teachers (if several) through an algorithm, the system will select those who 
should take part in the survey. As part of the questionnaire you will also be asked to provide 
the  email  address(es)  of  the  selected  teacher(s).  Once  you  do  so,  we  will  automatically 
send them an email with the link to the questionnaire so that they can complete it.    

NOTE:  

-  When answering Q3 – please fill in only the names of the class of the last 

year (or last grade) from each requested level 

-  When answering Q4: please refer only to the “main” teacher(s) – and not 
those  who  have  a  small  number  of  instruction  hours  (e.g.  such  as  the 
sports teacher, music, art etc.). 

-  When asked to type in the email addresses of the selected teachers, please 
make  sure  these  are  accurate,  as  a  link  with  the  survey  will  be 
automatically sent to them. 

You do not need to complete the survey questionnaire in one go. You can re-access the 
survey questionnaire by clicking on the link. Any information provided earlier will not need 
to be re-entered. 

 Once you have finished filling out the questionnaire, an email will be sent to you, with a 
link to a platform, where you will have a list of all classes (students), teachers and parents 
who need to be interviewed as part of the project. 

In terms of next steps, your support will be requested in order to: 

-  Coordinate the survey administration for students from the selected class(es)  
-  Coordinate  the  survey  administration  for  parents  of  students  from  the  selected 

class(es) 

-  Remind the selected class teachers who have not completed the survey to do this 

More details about each step are provided below. 

2. Coordinate the class survey. 

As part of the survey we will need to interview all students from the selected class(es) – 
apart from those in primary education. 

186 

 
 
 
In order to do this, we will provide you with a number of unique web links (one for each 
student) which allow accessing the survey questionnaire. These links will be sent to you by 
email. 

The class survey will need to be administrated at the school premises, in a classroom which 
is equipped with sufficient computers to allow each student to fill out the questionnaire on 
a separate one. Each computer will need to be connected to the internet in order for the 
students to be able to fill out the questionnaire.  

Your support will be needed for the following tasks: 

-  Obtaining parental  approval for  students under the age of  X from the selected 
class(es).  For  this  purpose  we  have  drafted  the  Parental  approval  form  –  a  standard 
letter for each student’s parents presenting information about the survey, and asking 
for parent’s signed consent. This form can be found in the annex of this manual and will 
be available on the platform as well. You will need to: 

o 

Print the form in several copies (according to the number of students aged below 
X across the selected classes – one copy for each student) 

o  Give each student from the selected class(es) a copy of the letter, asking them to 
bring it to their parents to complete and sign, and then bring it back to school 
o  Collect the forms from the students, once these are completed and signed by the 
parents. You don’t need to send these to us, but you will need to keep them at the 
school premises during a minimum period of 2 years.  
For students aged below X, only those who’s parents have provided their approval 
can  take  part  in  the  survey.  For  all  others,  there  is  no  need  to  seek  parental 
approval – as children aged X and older can be interviewed in COUNTRY without 
parental consent.   

o 

-  Organising the student survey: 

For each selected class: 

o 

o 

Informing  the  students  that  they  will  take  part  in  a  survey  about  the  use  of 
computers and the internet in learning activities 
Finding a time when the students can all be present in the computer classroom. 
We advise you to organise a unique student session per selected class in order to 
reduce the loss of instruction time. However, several student sessions might be 
necessary  if  the  number  of  computers  with  internet  access  is  lower  than  the 
number of students in the selected class. 

You will be provided with an email containing a list of links and unique passwords towards 
the survey questionnaire for each selected class separately (a list with a unique password 
for each student). Before each class survey session, you will need to print out this list and 
then cut the page in pieces so that you can hand one link and unique password to each 
student. In order to be able to access the survey questionnaire, each student will need to 
type the unique link in their browser. Then they will need to select the country in which 
they  live  and  after  that  they  will  need  to  provide  their  unique  password  (so  that  every 
student can fill in its own questionnaire).   

If  your  schools  is  selected  for  more  than  one  class,  please  make  sure  that  you  use  the 
correct link and passwords for the class. They are different for each class in order to allow 
us to identify the class in which students are. 

Students  are  not  allowed  to  complete  the  survey  without  your  presence  in  the 
classroom. 

In terms of timings, the student questionnaire will take about 15 minutes to complete. 

187 

 
 
3. Coordinate the parent survey. 

As  part  of  the  study,  we  will  also  need  to  survey  parents  of  students  from  the  selected 
classes (including that of primary education, if selected). The parents will need to fill out 
an online 15-minute questionnaire. Please find below a brief description of the process, as 
well as of the tasks involved: 

-  You  will  receive  an  email  with  one  -  or  several  booklets  (according  to  the  number  of 
selected  classes  in  your  school)  called  Parent  survey  invitation  letters  containing  as 
many pages as the total number of students across the selected classes (one booklet 
per selected class). Each page will include an invitation letter, containing information 
about the survey, and inviting the parents to complete it, as well as a link and a unique 
password towards the survey. Your tasks will be to:  
Print out the entire document (one sided) 

o 

Hand out a page to each student from the selected class(es), asking them to bring it to 
their parents. The parents will be able to access and fill out the survey by typing in the link 
which is included in the Parent survey invitation letter, then selecting the country in which 
they  live  and  providing  their  password.  You  can  hand  out  the  Parent  survey  invitation 
letters to the students at the same time as the  Parental approval form (for those where 
this is needed).  

If  your  schools  is  selected  for  more  than  one  class,  please  make  sure  that  you  use  the 
correct booklet per class for the parent surveys.  They are different for each class and allow 
us to identify to which class the parents belong to.) 

Our objective is to interview at least one parent per selected class. If no parents answer 
the survey after a given time, a new booklet with reminders to complete the Parent survey 
will be provided to you. 

4. Remind class teachers who have not filled out the class teacher survey to do 
so.  

As mentioned previously, when filling out this questionnaire, you will be asked to provide 
email addresses of the teachers who will be selected to take part in this survey. Once you 
do this, an email with the survey link will be automatically forwarded to them. If after three 
weeks  they  have  still  not  completed  the  survey,  we  will  automatically  send  them  a 
reminder. 

If after this reminder, some of the teachers have still not completed the survey,  we will 
request  your  support  -  to  kindly  remind  them  (by  whichever  means  you  chose  to  -e.g. 
verbally, by email, or by phone) to complete the survey .  

Thank you very much in advance for your support. 

For any further information with regards to our survey, please don’t hesitate to get in touch 
with us by either email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 

188 

 
 
 
 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

189 

 
 
Annex 4  Parent approval form  

2nd Survey of Schools – ICT in Education  

PARENTAL PERMISSION LETTER 

Dear parent or guardian,  

I  am  writing  to  inform  you  that  the  school  and  class  attended  by  your  child  have  been 
selected  to  take  part  in  a  European  survey  on  the  use  of  computers  the  internet  in 
education. The Head Teacher has provided his/her approval for the school to take part in 
the survey. As part of the study we would like to invite your child (along with the 
other children from his/her class) to complete a 15-minute questionnaire.  

We would therefore like to kindly request your approval to interview your child 
as part of our survey.  

The  research  is  conducted  by  Ipsos,  an  independent  market  research  company,  in 
collaboration with Deloitte, the world’s largest consultancy firm, on behalf of the European 
Commission. The questionnaire aims to gather information on children’s use of technology 
for learning, and will be completed online, on the school premises. All information provided 
will remain strictly confidential, and will be used for research purposes only. Please note 
that all data collection procedures for this survey comply with the data protection law in 
[COUNTRY]. 

The  answers  will  be  used  in  order  to  provide  schools,  ministries  of  education  and  the 
European  Commission  with  information  to  assist  in  providing  high  quality  education  for 
young people in the 21st century. 

It would therefore be very important that your child takes part in our research. We would 
be grateful if you could please complete and sign this permission form, and hand it to your 
child so that he/she can bring it back to school. 

For any further information with regards to our survey, please don’t hesitate to get in touch 
with us by either email or telephone. 

Name of school: 
Name: 
Email: 
Telephone number: 

PARENTAL CONSENT FORM 

Please tick one of the two boxes below, and fill in the requested information  

  I agree for my child to take part in the 2nd Survey of Schools – ICT in 

Education  

  I don’t agree for my child to take part in the 2nd Survey of Schools – ICT 

in Education  

Name of child………………………………………………… 

Name of parent……………………………………………… 

Parent’s signature………………………………………….. 

Date……………………………………………………………….. 

190 

 
 
 
 
Annex 5  Head teacher email 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Ipsos, an independent market research company, in collaboration with Deloitte, the world’s 
largest  consultancy  firm,  have  been  commissioned  to  carry  out  the  second  Survey  of 
Schools  on  ICT  in  education.  The  survey  is  conducted  on  behalf  of  the  Directorate-
General  for  Communications  Networks,  Content  &  Technology  (“DG  CONNECT”)  of  the 
European Commission, and aims, on the one hand, to collect information with regards to 
the use of ICT in European schools, and, on the other hand, to identify recent progress in 
this area, by enabling comparisons with the outcomes of the first Survey of Schools - ICT 
in Education, carried out in 2012.   

Your school has been selected randomly from the list of all schools in your country.  For 
the accurateness of the results, it is extremely important that your school takes part in the 
survey.  

Through  this  letter  we  would  like  to  kindly  request  the  approval  of  the  Head 
Teacher  to  conduct  the  survey  in  your  school.  If  you  are  not  that  person,  may  we 
please ask you to forward this email to the school’s Head Teacher.   

As a first step, as School Head Teacher, we would like to kindly ask you to answer 
a short 5-minute questionnaire in order to register your school in the survey, by 
using the  link below. The  questionnaire  will  also  include  information about the 
survey as well as instructions on how it should be coordinated.  

[insert link] 

Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY]. 

Please find below some details about the survey: 

1.  Purpose of the study: The survey outcomes will be used in order to define the 

minimum conditions of an effective “highly equipped and connected classroom” in 
primary and secondary education, and to estimate how much it would cost to 
equip and connect primary and secondary classrooms in the countries where the 
survey will take place. 

2.  Coverage: the survey will be conducted in 30 countries (EU28, Turkey and 

Iceland). 

3.  Target population: we aim to interview 400 schools in each country (100 

schools in each of the following levels: primary, lower secondary, upper secondary 
and upper secondary vocational). In each school, we will conduct interviews with 
Head Teachers, Class Teachers (between one and three teachers per school), 
students (all students from one randomly selected class per level in each school 
– apart from primary level), and parents (whose children are attending the same 
grade as the randomly selected students will be invited for the survey). 

4.  Methodology: the survey will be conducted online, and questionnaire length will 

not go beyond 15 minutes. 

5.  Confidentiality: Please be assured that any information provided for this survey 

will be kept completely anonymous and treated in the strictest confidence. 
Information like names and addresses will not be retained, and it will not be 

191 

possible for any individual person to be identified from the survey findings as the 
information will be used by the researchers for statistical purposes only. 

Your support in this matter is key to the success of this initiative which would result in an 
updated,  comprehensive  analysis  of  the  conditions  and  barriers  for  the  uptake  of 
technologies to support learning. Your contribution will allow, on the one hand, European 
and national policy-makers to share practices and information on the adoption and use of 
ICT in schools, and, on the other hand, to understand new online phenomena that affect 
students such as fake news, filter bubbles or online risks.  

Once the survey is complete, we commit to sharing with you the survey report, which will 
consist of a detailed analysis of the results, as well as findings with regards to your school 
(such as where it ranks compared to other schools in your country and in the EU, in terms 
of ICT adoption and use of online technologies). 

For any further information with regards to our survey, please don’t hesitate to get in touch 
with us by either email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

192 

 
 
Annex 6  Head teacher reminder 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

The European Commission needs your help  

We  have  recently  contacted  you  about  the  2nd  Survey  of  Schools:  ICT  in  Education, 
conducted by Ipsos and Deloitte on behalf of the European Commission, and would like to 
remind you that it is extremely important for the accuracy of the results that your school 
takes part in our survey.  

Through  this  letter  we  would  like  to  kindly  request  the  approval  of  the  Head 
Teacher  to  conduct  the  survey  in  your  school.  If  you  are  not  that  person,  may  we 
please ask you to forward this email to the school’s Head Teacher.   

As a first step, as School Head Teacher, we would like to kindly ask you to answer 
a short 5-minute questionnaire in order to register your school in the survey, by 
using the link below. The questionnaire will also include information about the survey as 
well as instructions on how it should be coordinated.  

[insert link] 

Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY]. 

Ipsos, an independent market research company, in collaboration with Deloitte, the world’s 
largest  consultancy  firm,  have  been  commissioned  to  carry  out  the  second  Survey  of 
Schools on ICT in education. The survey is conducted on behalf of the Directorate-General 
for  Communications  Networks,  Content  &  Technology  (“DG  CONNECT”)  of  the  European 
Commission, and aims, on the one hand, to collect information with regards to the use of 
ICT in European schools, and, on the other hand, to identify recent progress in this area, 
by  enabling  comparisons  with  the  outcomes  of  the  first  Survey  of  Schools  -  ICT  in 
Education, carried out in 2012.   

Your  school  has  been  selected  randomly  from  the  list  of  all  schools  in  your 
country.   

Details about the survey: 

1.  Purpose of the study: The survey outcomes will be used in order to define the 

minimum conditions of an effective “highly equipped and connected classroom” in 
primary and secondary education, and to estimate how much it would cost to 
equip and connect primary and secondary classrooms in the countries where the 
survey will take place. 

2.  Coverage: the survey will be conducted in 30 countries (EU28, Turkey and 

Iceland). 

3.  Target population: we aim to interview 400 schools in each country (100 

schools in each of the following levels: primary, lower secondary, upper secondary 
and upper secondary vocational). In each school, we will conduct interviews with 
Head Teachers, Class Teachers (between one and three teachers per school), 
students (all students from one randomly selected class per level in each school 
– apart from primary level), and parents (whose children are attending the same 
grade as the randomly selected students will be invited for the survey). 

193 

4.  Methodology: the survey will be conducted online, and questionnaire length 

will not go beyond 15 minutes. 

5.  Confidentiality: Please be assured that any information provided for this 
survey will be kept completely anonymous and treated in the strictest 
confidence. Information like names and addresses will not be retained, and it will 
not be possible for any individual person to be identified from the survey findings 
as the information will be used by the researchers for statistical purposes only. 

Your  contribution  will  allow  European  and  national  policy-makers  to  share 
practices and information on the adoption and use of ICT in schools. 

Your support in this matter is key to the success of this initiative which would result in an 
updated,  comprehensive  analysis  of  the  conditions  and  barriers  for  the  uptake  of 
technologies to support learning. Your contribution will allow, on the one hand, European 
and national policy-makers to share practices and information on the adoption and use of 
ICT in schools, and, on the other hand, to understand new online phenomena that affect 
students such as fake news, filter bubbles or online risks.  

Once the survey is complete, we commit to sharing with you the survey report, which will 
consist of a detailed analysis of the results, as well as findings with regards to your school 
(such as where it ranks compared to other schools in your country and in the EU, in terms 
of ICT adoption and use of online technologies). 

For any further information with regards to our survey, please don’t hesitate to get in touch 
with us by either email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

194 

 
 
 
 
 
 
Annex 7  Head teacher survey invite 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Thank you for your willingness to take part in this important survey, conducted by Ipsos, 
in collaboration with Deloitte, on behalf of the European Commission.  

As part of the survey we would like to invite you to please complete the 
questionnaire for school Head Teachers, by clicking on the link below.  

[insert link] 

The questionnaire should take no longer than 15 minutes to complete, and includes 
questions on ICT infrastructure, and the use of ICT for educational purposes in your 
school. All information you provide is strictly confidential, and will be used for research 
purposes only. 

Please note that all data collection procedures for this survey comply with the data 
protection law in [COUNTRY]. 

For any further information with regards to our survey, please don’t hesitate to get in 
touch with us by either email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

Annex 8  Head teacher survey reminder 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Thank you for your willingness to take part in this important survey, conducted by Ipsos, 
in collaboration with Deloitte, on behalf of the European Commission.  

As  part  of  the  survey  we  would  like  to  remind  you  to  please  complete  the 
questionnaire for school Head Teachers, by clicking on the link below. 

[insert link] 

The  questionnaire  should  take  no  longer  than  15  minutes  to  complete,  and  includes 
questions on ICT infrastructure, and the use of ICT for educational purposes in your school. 
All information you provide is strictly confidential, and will be used for research purposes 
only. 

195 

 
 
 
 
 
Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY]. 

For any further information with regards to our survey, please don’t hesitate to get in touch 
with us by either email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

Annex 9  School coordinator invite 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

We are contacting you with regards to the 2nd Survey of Schools: ICT in Education, which 
is  being  carried  out  by  Ipsos  in  collaboration  with  Deloitte,  on  behalf  of  the  European 
Commission, and aims to collect information on the use of ICT in European schools.  

The Head Teacher in your establishment has accepted the school’s participation 
to the study, and has appointed you as survey coordinator.  This means that we will 
require your help with the survey implementation in your school. More specifically, you will 
be asked to coordinate email addresses and survey links via an online platform which we 
have set up specifically for the survey. 

We would like to thank you in advance for your support for conducting this important study, 
and remain at your disposal for any questions or help you may need throughout the survey 
process.  

Please  note  that  all  information  you  provide  is  strictly  confidential,  and  will  be  used  for 
research purposes only. 

Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY]. 

In order to access the survey platform, as well as the instructions manual, please click on 
the link below: 

[insert link] 

Please find below some more details with regards to our survey: 

Please find below some details about the survey: 

6.  Purpose of the study: The survey aims on the one hand, to collect information 
with regards to the use of ICT in European schools, and, on the other hand, to 

196 

 
 
 
 
identify recent progress in this area, by enabling comparisons with the outcomes 
of the first Survey of Schools - ICT in Education, carried out in 2012. The 
outcomes will be used in order to define the minimum conditions of an effective 
“highly equipped and connected classroom” in primary and secondary education, 
and to estimate how much it would cost to equip and connect primary and 
secondary classrooms in the countries where the survey will take place. 

7.  Coverage: the survey will be conducted in 30 countries (EU28, Turkey and 

Iceland). 

1.  Target population: we aim to interview 400 schools in each country (100 

schools in each of the following levels: primary, lower secondary, upper secondary 
and upper secondary vocational). In each school, we will conduct interviews with 
Head Teachers, Class Teachers (between one and three teachers per school), 
students (all students from one randomly selected class per level in each school 
– apart from primary level), and parents (whose children are attending the same 
grade as the randomly selected students will be invited for the survey). 

2.  Methodology: the survey will be conducted online, and questionnaire length will 

not go beyond 15 minutes. 

3.  Confidentiality: Please be assured that any information provided for this survey 

will be kept completely anonymous and treated in the strictest confidence. 
Information like names and addresses will not be retained, and it will not be 
possible for any individual person to be identified from the survey findings as the 
information will be used by the researchers for statistical purposes only. 

Your support in this matter is key to the success of this initiative which would result in an 
updated,  comprehensive  analysis  of  the  conditions  and  barriers  for  the  uptake  of 
technologies to support learning. Your contribution will allow, on the one hand, European 
and national policy-makers to share practices and information on the adoption and use of 
ICT in schools, and, on the other hand, to understand new online phenomena that affect 
students such as fake news, filter bubbles or online risks.  

For any further information with regards to our survey, as well as support for the 
survey coordination task, please don’t hesitate to get in touch with us by either 
email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

197 

 
 
 
 
Annex 10  School coordinator reminder 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

The European Commission needs your help  

We are contacting you with regards to the 2nd Survey of Schools: ICT in Education, which 
is being carried out by Ipsos in collaboration with Deloitte, on behalf of the European 
Commission, and aims to collect information on the use of ICT in European schools.  

We would like to remind you that the Head Teacher in your establishment has 
accepted the school’s participation to the study, and has appointed you as 
survey coordinator.  This means that we will require your help with the survey 
implementation in your school. More specifically, you will be asked to coordinate email 
addresses and survey links via an online platform which we have set up specifically for 
the survey. 

In order to access the survey platform, as well as the instructions manual, 
please click on the link below: 

[insert link] 

We would like to thank you in advance for your support for conducting this important 
study, and remain at your disposal for any questions or help you may need throughout 
the survey process.  

Please note that all information you provide is strictly confidential, and will be used for 
research purposes only. 

Please note that all data collection procedures for this survey comply with the data 
protection law in [COUNTRY]. 

Details about the survey: 

8.  Purpose of the study: The survey aims on the one hand, to collect information 
with regards to the use of ICT in European schools, and, on the other hand, to 
identify recent progress in this area, by enabling comparisons with the outcomes 
of the first Survey of Schools - ICT in Education, carried out in 2012. The 
outcomes will be used in order to define the minimum conditions of an effective 
“highly equipped and connected classroom” in primary and secondary education, 
and to estimate how much it would cost to equip and connect primary and 
secondary classrooms in the countries where the survey will take place. 

9.  Coverage: the survey will be conducted in 30 countries (EU28, Turkey and 

Iceland). 

1.  Target population: we aim to interview 400 schools in each country (100 

schools in each of the following levels: primary, lower secondary, upper secondary 
and upper secondary vocational). In each school, we will conduct interviews with 
Head Teachers, Class Teachers (between one and three teachers per school), 
students (all students from one randomly selected class per level in each school 
– apart from primary level), and parents (whose children are attending the same 
grade as the randomly selected students will be invited for the survey). 

198 

 
 
2.  Methodology: the survey will be conducted online, and questionnaire length 

will not go beyond 15 minutes. 

3.  Confidentiality: Please be assured that any information provided for this 
survey will be kept completely anonymous and treated in the strictest 
confidence. Information like names and addresses will not be retained, and it will 
not be possible for any individual person to be identified from the survey findings 
as the information will be used by the researchers for statistical purposes only. 

Your contribution will allow European and national policy-makers to share 
practices and information on the adoption and use of ICT in schools. 

Your support in this matter is key to the success of this initiative which would result in an 
updated, comprehensive analysis of the conditions and barriers for the uptake of 
technologies to support learning. Your contribution will allow, on the one hand, European 
and national policy-makers to share practices and information on the adoption and use of 
ICT in schools, and, on the other hand, to understand new online phenomena that affect 
students such as fake news, filter bubbles or online risks.  

For any further information with regards to our survey, as well as support for the survey 
coordination task, please don’t hesitate to get in touch with us by either email or 
telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

199 

 
 
 
 
 
Annex 11  Class teacher survey invitaton 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Ipsos, an independent market research company, in collaboration with Deloitte, the world’s 
largest  consultancy  firm,  have  been  commissioned  to  carry  out  the  second  Survey  of 
Schools on ICT in education. The survey is conducted on behalf of the Directorate-General 
for  Communications  Networks,  Content  &  Technology  (“DG  CONNECT”)  of  the  European 
Commission, and aims, on the one hand, to collect information with regards to the use of 
ICT in European schools, and, on the other hand, to identify recent progress in this area, 
by  enabling  comparisons  with  the  outcomes  of  the  first  Survey  of  Schools  -  ICT  in 
Education, carried out in 2012.   

Your  school  has  been  selected  randomly  from  the  list  of  all  schools  in  your 
country, and the Head Teacher has provided his/her approval for conducting the 
survey. You have been randomly selected among teachers in your school to take part in 
our survey. Your email address has been provided to us by the survey coordinator in your 
school, and will only be used for the purpose of this survey.  

As  part  of  the  survey  we  would  like  to  invite  you  to  please  complete  the 
questionnaire for class teachers, by clicking on the link below.  

The  questionnaire  should  take  no  longer  than  15  minutes  to  complete,  and  includes 
questions on ICT infrastructure, and teachers’ experience and attitudes with regards to the 
use of ICT in learning activities. All information you provide is strictly confidential, and will 
be used for research purposes only. 

[insert link] 

Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY]. 

For any further information with regards to our survey, please don’t hesitate to get in touch 
with us by either email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

200 

 
 
 
 
 
Annex 12  Class teacher survey reminder 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

The European Commission needs your help  

We  would  like  to  remind  you  to  please  complete  the  questionnaire  for  class 
teachers, by clicking on the link below.  

[insert link] 

Ipsos, an independent market research company, in collaboration with Deloitte, the world’s 
largest  consultancy  firm,  have  been  commissioned  to  carry  out  the  second  Survey  of 
Schools on ICT in education. The survey is conducted on behalf of the Directorate-General 
for  Communications  Networks,  Content  &  Technology  (“DG  CONNECT”)  of  the  European 
Commission. 

Your school has been selected randomly from the list of all schools in your country, and 
the  Head  Teacher  has  provided  his/her  approval  for  conducting  the  survey.  You  have 
been randomly selected among teachers in your school to take part in our survey. 
Your email address has been provided to us by the survey coordinator in your school, and 
will only be used for the purposes of this survey.  

Your  contribution  will  allow  European  and  national  policy-makers  to  share 
practices and information on the adoption and use of ICT in schools. 

The results of this survey aim, on the one hand, to collect information with regards to the 
use of ICT in European schools, and, on the other hand, to identify recent progress in this 
area, by enabling comparisons with the outcomes of the first Survey of Schools  - ICT in 
Education, carried out in 2012.   

The questionnaire should take no longer than 15 minutes to complete, and includes 
questions on ICT infrastructure, and teachers’ experience and attitudes with regards to the 
use of ICT in learning activities. 

Your information will be treated as confidential 

All information you provide is strictly confidential, and will be used for research purposes 
only. 

Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY] 

For any further information with regards to our survey, please don’t hesitate to get in touch 
with us by either email or telephone. 

Best regards, 

201 

 
 
 
 
 
 
[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

202 

 
 
 
Annex 13  School coordinator reminder for teachers 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Thank you for your support in coordinating this important survey, conducted by Ipsos, in 
collaboration with Deloitte, on behalf of the European Commission.  

We would like to inform you that some of the class teachers invited to take part 
in the survey have not yet completed the questionnaire. May we please ask you 
to log on to the platform to see which teachers have not completed the survey, 
and contact them directly in order to remind them to fill out the questionnaire. 

[insert link to platform] 

The class teacher questionnaire should take no longer than 15 minutes to complete, and 
includes  questions  on  ICT  infrastructure,  and  teachers’  experience  and  attitudes  with 
regards  to  the  use  of  ICT  in  learning  activities.  All  information  they  provide  is  strictly 
confidential, and will be used for research purposes only. 

Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY]. 

For any further information please don’t hesitate to get in touch with us by either email or 
telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

203 

 
 
 
 
 
 
Annex 14  School coordinator reminder for class 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Thank you for your support in coordinating this important survey, conducted by Ipsos, in 
collaboration with Deloitte, on behalf of the European Commission.  

We would like to remind you that one (or more) selected class(es) has/have not 
yet completed the survey. May we please ask you to log on to the platform and 
provide a new date for when the survey will be completed. 

[insert link to platform] 

The  students’  questionnaire  should  take  no  longer  than  15  minutes  to  complete,  and 
includes questions on ICT use for learning purposes. All information they provide is strictly 
confidential, and will be used for research purposes only. 

Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY]. 

For any further information, please don’t hesitate to get in touch with us by either email 
or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

204 

 
 
 
 
Annex 15  School coordinator letter for parents 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Thank you for your support in coordinating this important survey, conducted by Ipsos, in 
collaboration with Deloitte, on behalf of the European Commission.  

The attached document contains several letters, each containing a unique link to 
a survey which should be completed by students’ parents.  

May we please ask you to print these, and hand each of them to the students of 
the selected classes(s) in your school (one letter for each student) asking them 
to hand these to their parents so that they can complete the questionnaire.  

For any further information with regards to our survey, as well as support for the survey 
coordination task, please don’t hesitate to get in touch with us by either email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

Annex 16  School coordinator reminder for parents 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Thank you for your support in coordinating this important survey, conducted by Ipsos, in 
collaboration with Deloitte, on behalf of the European Commission.  

We would like to inform you that no parents have taken part in the survey. May 
we  please  ask  you  to  provide  them  with  the  attached  reminder  letters  asking 
them to fill out the questionnaire. 

For any further information with regards to our survey, as well as support for the survey 
coordination task, please don’t hesitate to get in touch with us by either email or telephone. 

205 

 
 
 
 
 
 
 
 
 
Best regards, 

[DP - INSERT LOCAL NAME] 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME] 

Annex 17  Attachment school coordinator letter for parents 

2nd Survey of Schools: ICT in Education 

Dear Sir, Madam, 

Ipsos, an independent market research company, in collaboration with Deloitte, the world’s 
largest  consultancy  firm,  have  been  commissioned  to  carry  out  the  second  Survey  of 
Schools on ICT in education. The survey is conducted on behalf of the Directorate-General 
for  Communications  Networks,  Content  &  Technology  (“DG  CONNECT”)  of  the  European 
Commission, and aims, on the one hand, to collect information with regards to the use of 
ICT in European schools, and, on the other hand, to identify recent progress in this area, 
by  enabling  comparisons  with  the  outcomes  of  the  first  Survey  of  Schools  -  ICT  in 
Education, carried out in 2012.   

The school attended by your child has been selected randomly from the list of all 
schools in your country, and the Head Teacher has provided his/her approval for 
conducting  the  survey.  You  have  been  randomly  selected  among  the  parents  to  take 
part in this survey.  

As  part  of  the  survey  we  would  like  to  invite  you  to  please  complete  the 
questionnaire for parents, by typing the link below in your web browser.  

The  questionnaire  should  take  no  longer  than  15  minutes  to  complete,  and  includes 
questions on parents’ experience and attitudes with regards to the use of ICT in learning 
activities. All information you provide is strictly confidential, and will be used for research 
purposes only. 

[insert link] 

Please  note  that  all  data  collection  procedures  for  this  survey  comply  with  the  data 
protection law in [COUNTRY]. 

For any further information with regards to our survey, please don’t hesitate to get in touch 
with us by either email or telephone. 

Best regards, 

[DP - INSERT LOCAL NAME] 

206 

 
 
 
 
 
 
[DP - INSERT LOCAL INSTITUTION] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (street)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (commune)] 
[DP - INSERT LOCAL INSTITUTION’s ADDRESS (country)] 
[DP - INSERT TELEPHONE LOCAL NAME] 
[DP - INSERT EMAIL LOCAL NAME]

207 

Annex 18  School universe by country and ISCED level 

School universe as found in the sample 
frames 

Adjusted school universe used for weighting 
purposes 

ISCED1 

ISCED2 

ISCED3a 

ISCED3b 

ISCED1 

ISCED2 

ISCED3a 

ISCED3b 

Country_n  1.00 Austria 

2.00 Belgium 

3.00 Bulgaria 

4.00 Croatia 

5.00 Cyprus 

6.00 Czech Republic 

7.00 Denmark 

8.00 Estonia 

9.00 Finland 

10.00 France 

11.00 Germany 

12.00 Greece 

13.00 Hungary 

14.00 Iceland 

15.00 Ireland 

16.00 Italy 

17.00 Latvia 

18.00 Lithuania 

19.00 Luxembourg 

3345 

4457 

1763 

886 

331 

4606 

336 

505 

2088 

1814 

1164 

1375 

886 

65 

4606 

2284 

455 

800 

873 

1142 

554 

405 

38 

1326 

285 

183 

384 

570 

46 

393 

15 

20 

320 

29 

96 

36028 

8435 

2836 

2448 

4513 

3535 

148 

3252 

1785 

6034 

138 

161 

1066 

2372 

29 

161 

17593 

15011 

7135 

200 

673 

154 

200 

658 

41 

200 

489 

27 

489 

25 

7135 

214 

81 

31 

3345 

4457 

1763 

886 

331 

4606 

2620 

505 

2088 

36028 

14800 

4513 

3535 

148 

3252 

1814 

1164 

1375 

886 

65 

4606 

2284 

455 

800 

8435 

10484 

1785 

6034 

138 

161 

873 

1142 

554 

405 

38 

1326 

285 

183 

384 

2836 

3371 

1066 

2372 

29 

161 

17593 

15011 

7135 

200 

673 

154 

200 

658 

41 

200 

489 

27 

570 

571 

393 

405 

15 

663 

320 

29 

96 

2448 

2692 

489 

2372 

25 

7135 

214 

81 

31 

 
 
 
 
  
  
  
  
  
  
  
  
20.00 Malta 

21.00 Norway 

22.00 Netherlands 

23.00 Poland 

24.00 Portugal 

25.00 Romania 

26.00 Slovakia 

27.00 Slovenia 

28.00 Spain 

29.00 Sweden 

30.00 Turkey 

31.00 UK 

103 

2746 

9429 

13501 

4320 

4528 

2180 

449 

13677 

3682 

23189 

18129 

55 

461 

2695 

7827 

1328 

4621 

2180 

448 

6483 

3691 

15824 

3527 

47 

126 

2695 

4416 

635 

1569 

732 

78 

3239 

1092 

5218 

3334 

49 

599 

4000 

243 

956 

16 

106 

243 

2826 

103 

2746 

9429 

13501 

4320 

4528 

2180 

449 

13677 

3682 

23189 

18129 

55 

461 

2695 

7827 

1328 

4621 

2180 

448 

6483 

3691 

15824 

3527 

47 

126 

2695 

4416 

635 

1569 

732 

78 

3239 

1092 

5218 

3334 

49 

599 

4000 

243 

956 

366 

106 

1620 

243 

2826 

209 

  
  
  
  
  
Annex 19  Screenshot of the survey platform  

 
 
 
European Commission 

2nd Survey of Schools: ICT in Education – Technical Report 
Luxembourg, Publications Office of the European Union 

2019 – 212 pages  

ISBN 978-92-79-99680-1 
doi: 10.2759/035445  

211 

 
 
 
 
 
 
 
K
K
-
0
3
-
1
9
-
0
7
2
-
E
N
-
N

   doi: 10.2759/035445              ISBN 978-92-79-99680-1 

212