Cross-country Analysis of ICT and Education Indicators: An Exploratory Study

This paper explores the relationship between world ICT and education indicators by using the latest available data from World Bank and UNESCO in range of 2011-2014 with the help of different exploratory methods such as principal component analysis (PCA), factor analysis (FA), cluster analysis, and ordinary least square (OLS) regression. After dealing with all missing values, 119 countries were included in the final dataset. The findings show that most ICT and education indicators are highly associated with income of the respective country and therefore confirm the existence of digital divide in ICT utilization and participation gap in education between rich and poor countries. It also indicates that digital divide and participation gap is highly associated with each other. Finally, the findings also support the idea of reverse causality between ICT and education; higher participation rate in education increases technology utilization, which in turn helps promote better outcomes of education.