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I nter n ation alTele communicationUnionUSE OF INFORMATION ANDCOMMUNICATION TECHNOLOGY BYTHE WORLD’S CHILDREN AND YOUTHA statistical compilationJune 2008
A statistical compilationPrefaceThe expansion of electronic and digital infrastructurehas given many millions of people the potential tolearn, publish and communicate on an unprecedentedscale. The rapidly declining real cost of the requisiteinformation and communication technologies,combined with vast changes to available infrastructure,have allowed many young people to take advantageof technology to do and achieve things unknown toearlier generations.people. ITU’s Youth Initiative identified the need todevelop global statistical indicators to measure use ofICT by children and youth (including by gender anddisabilities), as a follow-up project to the ITU YouthForum in 2006 (ITU, 2008). The publication is jointlyproduced by the ITU-D/SIS-Youth Initiative andITU-D STAT and will enable users and analysts tohave a better perspective on the evolution of the digitaldivide among youth and children.While access to technology and associated electroniccontent has significantly changed the lives of manyyoung people in wealthier economies, the same is notgenerally true of those in less developed economies.Need for this publication also arose from ITU’srecognition of the important relationships betweenICT use and young people including the role ofICT in enhancing the development of children,and the contributions that young people can maketo the development of an inclusive InformationSociety (World Summit on the Information Society,Tunis Commitment, articles 24 and 25). Thesewere emphasized by the resolution of, the WorldTelecommunication Development Conference(Resolution 38, 2006) which called upon ITU to“ promote the interests and capabilities of youthin ICT ” and “ develop and strengthen actionsto make ICTs accessible to children and youth,particularly the disadvantaged and marginalized,thereby bridging the digital divide.”The main purpose of this report is to shed light onthe current situation by presenting and describingstatistical information on the use of information andcommunication technology (ICT) by the children andyouth of the world.A secondary goal is to describe the limitations ofexisting statistics, and to present proposals to increasethe availability and comparability of statistics onyoung people’s use of ICT. An important limitation,affecting both the data and the conclusions presentedin this publication, is the small number of countriesfor which relevant data are available. While themajority of developed economies have rich datasets onindividual use of ICT, data availability is poor for mostdeveloping and transition economies, and particularlypoor for the least developed economies (only two ofwhich collect any individual ICT use data).This is the first ITU-D statistical report on use ofinformation and communication technology by youngThis report is expected to be updated every four years inorder to track use of ICT by the world’s young people.This will enable ITU member states and sector membersto monitor developments and to prepare a roadmap foractions and projects that would facilitate young people’sintegration into the Information Society.The report will be distributed to ITU member statesand made freely available on the ITU website.iii
AcknowledgementsThe report was prepared by Sheridan Roberts and Joel McFarlane, consultants to the Market Information and StatisticsDivision (STAT) of ITU Telecommunication Development Bureau, under the supervision of Esperanza Magpantay.Ms Vanessa Gray and Ms Asenath Mpatwa provided valuable comments, while Roxana Widmer-Iliescu ensured theproduction of the report.The data contained in the report were collected from national statistical offices by ITU or were compiled using other nationalstatistical sources. Eurostat data were used for the European countries for which Eurostat collects ICT use statistics.The Infocomm Development Authority of Singapore and the United Nations Economic Commission for Latin Americaand the Caribbean provided data especially for this report.Special thanks are due to Nathalie Rollet for the overall formatting of the report.The views expressed in this report are those of the authors and do not necessarily reflect the opinions of ITU or itsmembership.
A statistical compilationContentsPreface. hapter 1. Introduction and overview.1Background.1Objectives.1Structure and content of this report.1Chapter 2. Context.3Introduction.3A snapshot of the world’s young t.6ICT infrastructure.7Conclusion.8Chapter 3. How use of ICT by young people is measured. 11Introduction.11Core indicators on access to, and use of, ICT by households and individuals.13Chapter 4. Current statistical collection work and its limitations.15Introduction.15Collection of individual ICT use core indicators.15Limitations of existing statistics.15Data availability.15Data deficiencies.16Chapter 5. Use of ICT by the world’s children and youth.19Introduction.19Use of computers, the Internet and mobile phones by young people.19Gender differences in the use of ICT by young people.23The influence of other demographic factors on ICT use.23Use of ICT by young children.23Where young people use the Internet.24Access to ICT by households with or without children.27Use of ICT in education.27
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY BY THE WORLD’S CHILDREN AND YOUTHHow often young people use ICT.29The time spent by young people using ICT.30The nature of Internet use by young people.31Changes in young people’s use of ICT over time.33New styles of ICT use by young people.33History of the Internet and its applications.33Measuring changing styles of use.35Chapter 6. Summary and recommendations.41Introduction.41Main findings.41Policy implications of the findings.42Data limitations.43Recommendations for improving data.43Annex 1. Availability of data on use of ICT by young people.47Annex 2. Data tables.49Bibliography.81vi
A statistical compilationAbbreviationsAOLAmerica OnlineBBSBulletin board systemCVCoefficient of variationDNSDomain name systemDQAFData Quality Assessment Framework (IMF)DSLDigital Subscriber LineEUEuropean UnionGSMGlobal system for mobile communicationsICQ‘I seek you’ (a type of instant messaging software)ICT Information and communication technologyICTs Information and communication technologiesIP Internet protocolIRC Internet relay chatISC Internet Systems ConsortiumISDNIntegrated services digital networkISP Internet service providerIT Information technologyITUInternational Telecommunication UnionKbit/sKilobits per secondMbit/sMegabits per secondMSN Microsoft networkNSONational statistical officeOECDOrganisation for Economic Co-operation and DevelopmentPDAPersonal digital assistantSEStandard errorUNESCO Institute for StatisticsUISUNCTADUnited Nations Conference on Trade and DevelopmentUNECAUnited Nations Economic Commission for AfricaUNECLACUnited Nations Economic Commission for Latin America and the CaribbeanUNESCAPUnited Nations Economic and Social Commission for Asia and the PacificUNESCOUnited Nations Educational, Scientific and Cultural OrganizationUNESCWAUnited Nations Economic and Social Commission for Western AsiaUnited Nations Statistical CommissionUNSCUNSDUnited Nations Statistics DivisionURLUniform resource locatorWPIISWorking Party on Indicators for the Information Society (OECD)WSISWorld Summit on the Information SocietyWWWWorld Wide Webvii
A statistical compilationChapter 1. Introduction and overviewBackground1. The benefits that information and communicationtechnology can bring to societies and theirinhabitants have been widely acknowledged. Ina broad sense, the benefits arise from societalimprovements based on economic growth andother developments, such as improvements ineducation or the processes of government. At theindividual level, ICT may assist people to gainmore meaningful jobs, to communicate moreeasily with others and to do a range of day-to-daytasks more quickly and efficiently.by information from National Statistical Offices(NSOs) and the United Nations EconomicCommission for Latin America and theCaribbean.Structure and content of this report5. Chapter 2 provides some context, with astatistical overview of the world’s young people,in terms of population, education, literacy andemployment, as well as background informationon the state of ICT infrastructure by level ofeconomic development.2. The role of young people in the InformationSociety is an important one. They are potentialbeneficiaries of increased access to ICT, forinstance, through improvements in education.They may also play an important role in thedevelopment of information societies, throughtheir ability to learn to use ICT and its applications.This should create an impetus to use ICT that willspread to older community members.6. Chapter 3 looks at the international statisticalstandards used for measuring access to, anduse of, ICT. These standards consist of 13 coreindicators developed by the global Partnershipon Measuring ICT for Development.1 Six of theindicators deal with use of ICT by individuals.This report is largely based on these coreindicators, disaggregated by age (and genderwhere possible).Objectives7. Chapter 4 discusses statistical collection workbeing done in this area and the limitationsof existing statistics. The latter include dataavailability and various data deficienciessuch as data accuracy and poor internationalcomparability.3. The objectives of this report are to present relevantand reliable data on the use of ICT by the world’syoung people, to describe the limitations ofexisting data, and to present proposals to increaseand improve data on young people’s use of ICT.4. The report uses data and metadata on ICT usecollected by ITU and Eurostat, supplemented8. Chapter 5 presents available statistics on useof ICT by young people. The main sourcesare official statistics, collected by national
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY BY THE WORLD’S CHILDREN AND YOUTHstatistical offices. Some non-official statistics arealso included, although limited data on youngpeople’s use of ICT are available from suchsources. Most of the official data presented inthe chapter are based on the core ICT indicatorsdeveloped by the Partnership and described inChapter 3.1 9. Chapter 6 summarizes the findings, brieflyexplores their policy implications and makessuggestions for improving statistical informationon the use of ICT.10. The report concludes with annexes showing dataavailability and detailed data tables.Partnership, 2005, CoreICTIndicators.pdf.
A statistical compilationChapter 2. ContextIntroduction11. A number of factors influence use of ICT. Forinstance, use of ICT is more likely amongstindividuals who are employed and amongstthose who are educated. It is also more prevalentwhere supported by existing and affordableinfrastructure. This chapter provides somecontext to the statistics that follow by presentinga snapshot of the world’s young people andtheir ICT environment. The first section looks atstatistical information on population, education,literacy and employment. The second presentssome of the available data on ICT infrastructurein different regions of the world.A snapshot of the world’s young peoplePopulation12. Global population data are shown for threeyears, 1996, 2001 and 2007. These are split intodeveloped and less developed economies, maleand female, and two age categories: 5-14 and15-24. World totals are also included.13. In the most recent (2007) data set, shown inTable 1, the 5-14 age group accounts for 20 percent of developing economies’ population, butonly 11 per cent for developed economies.This is due to a higher birth rate in developingeconomies, as well as a higher mean agein developed economies, given higher lifeexpectancy.14. However, in both developed and developingeconomies, the proportion of the population in the5-14 age group declined substantially in the 19962007 period, indicating probable life expectancyincreases and/or birth rate decreases.15. Youth in the 15-24 age group also account fora higher proportion of the population of lessdeveloped economies compared with developedeconomies (in 2006, 19 per cent compared to13 per cent). The proportion of the populationin this age group has been fairly stable overtime (for the world, 18 per cent in both 1996and 2007).16. Between 1996 and 2007, the sex ratio in the5-14 age group has changed more in lessdeveloped than in developed economies.For the overall world total in 2007, the ratiowas 106.4 males to 100 females for childrenaged 5-14 compared with 105.1 for youthaged 15-24.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY BY THE WORLD’S CHILDREN AND YOUTHTable 1. Population by age and gender, 1996, 2001 and 2007, millions5-145-14 talTotalRatio(M:100F)5-14: totalratio15-24:total lopedaLess Developed ��576103.30.230.192001WorldDevelopedLess Developed1996WorldDevelopedLess DevelopedNote: a. Based on classifications provided by the IDB. Consists of the countries of Europe (including transition economies), NorthernAmerica, Australia, Japan and New Zealand (the transition economies are as shown in the UN Statistics Division’s Standard countryor area codes for statistical use, see http://unstats.un.org/unsd/methods/m49/m49.htm, 31 January 2008 revision).b. Based on classifications provided by the IDB. Consists of developing economies, least developed economies and the transitioneconomies of Asia (as shown in the UN Statistics Division’s Standard country or area codes for statistical use,see http://unstats.un.org/unsd/methods/m49/m49.htm, 31 January 2008 revision).Source: International Data Base (IDB), U.S. Census Bureau, Population Division, 2008.1Education17. Education is an important indicator, both economicand social, especially in school-age populations.Educational enrolment and outcomes are twoways of gauging the educational circumstancesof a population.18. International data on enrolments of children ofprimary-education age are available as part of theUN’s indicators of the Millennium DevelopmentGoals (Goal 2, Target 3 “Ensure that, by 2015,children everywhere, boys and girls alike, willbe able to complete a full course of primaryschooling”).2 The enrolment ratio is a typicalmeasure, and is a ratio of the number of enrolledchildren to the number of children of appropriateage to be enrolled at a particular school level (e.g.primary, secondary).19. Table 2 shows the enrolment ratio for children ofprimary enrolment age for the years 1991, 1999and 2005, and the percentage change between1991 and 2005 for a given level of development or geographical region. The greatest increasesin enrolment naturally come from those withthe lowest initial enrolment rates in 1991. Thegeographical regions of Northern and Sub-SaharanAfrica and Southern Asia show large increases(16 per cent, 31 per cent and 21 per cent) from1991, with the least developed economic groups alsoshowing a very large increase (LDCs 39 per cent).Literacy20. Coupled with increasing enrolment figures, theglobal increase in youth literacy rates (4.7 per centworldwide), shown in Table 3, demonstrates somesuccess by national governments and internationalorganizations in challenging poor education ineconomically disadvantaged areas. The mostnotable changes in literacy rates across the twoperiods, 1984-1994 and 1995-2004, are amongwomen in these areas. A 39 per cent increase inNorthern Africa, 36 per cent in Southern Asia, and16 per cent across all the LDCs shows that thistraditionally disadvantaged group is reaping thebenefits of more accessible education.
A statistical compilationTable 2. Primary- and secondary-level enrolees per 100 children of primary-education enrolmentage, 1991, 1999 and 2005Level of development and regiona199119992005Percentage change1991-2005World82.585.088.87.64Northern Africa82.089.995.316.22Sub-Saharan Africa53.757.470.431.10Latin America and the Caribbean86.893.896.711.41Eastern Asia98.699.094.9-3.75Southern Asia74.581.390.020.81South-Eastern Asia93.891.893.80.00Western ealth of Independent States90.387.191.71.55Developing Regions80.283.587.99.60Developed Regions97.397.396.6-0.72Least Developed Countries (LDCs)53.059.273.638.87bca. The definition of regions is shown here http://mdgs.un.org/unsd/mdg/Host.aspx?Content Data/RegionalGroupings.htm.b. Based on classifications provided by the UNSD. Comprises Belarus, Republic of Moldova, Russian Federation and Ukraine in Europe,and Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan, in Asia.c. Based on classifications provided by the UNSD. Comprises Europe (except CIS countries but including transition countries in Europe),Australia, Canada, Japan, New Zealand and the United States.Source: The Millennium Development Goals Report 2007, United Nations Statistics Division 2007.3Note:Table 3. Literacy rate of 15-24 year-olds, women and men, percentage of the population aged15-24 years who can both read and write41984-1994Level of development and regionaTotal1995-2004Men WomenTotalPercentage changeMen WomenTotalMen n ran Africa64.471.058.467.872.263.85.31.79.2Latin America and the Caribbean93.793.394.296.095.696.52.52.52.4Eastern Asia94.597.191.898.999.298.54.72.27.3Southern ern Asia94.995.993.996.296.496.01.40.52.2Western .370.672.874.970.5-0.3-0.5-0.1Developing th of 2Developed Regionsc98.799.499.499.499.499.40.70.00.0Least Developed a. The definition of regions is shown here http://mdgs.un.org/unsd/mdg/Host.aspx?Content Data/RegionalGroupings.htm.b. Based on classifications provided by the UNSD. Comprises Belarus, Republic of Moldova, Russian Federation and Ukraine in Europe,and Armenia, Azerbaijan, Georgia, Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan, in Asia.c. Based on classifications provided by the UNSD. Comprises Europe (except CIS countries but including transition countries in Europe),Australia, Canada, Japan, New Zealand and the United States.Source: The Millennium Development Goals Report 2007, United Nations Statistics Division 2007.3Note:
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY BY THE WORLD’S CHILDREN AND YOUTHTable 4. Unemployment rate for youth, aged 15-24 years, rld121312131313Developed economies and European Union151516131312Central and South-Eastern Europe (non-EU) andCIS countries201920191918East Asia896896South-East Asia and the Pacific10910171617South Asia101011101010Latin America and the Caribbean151219171422North Africa292634262334Sub-Saharan Africa181817181817Middle East252232252231Level of development and regionSource: International Labour Organization, Key Indicators of the Labour Market (KILM), 2007.5Employment21. For most regions, the youth unemployment rate6was similar between 1996 and 2006. The mostsignificant exception was the South-East Asiaand Pacific region, where youth unemploymentrose by 7 percentage points. For all world youth,the rate in 2006 was 13 per cent. Overall, 2006regional rates ranged from 8 per cent for East Asiato 26 per cent for North Africa.22. For all regions, the unemployment rate for youthis much higher than it is for adults (for the worldtotal, by a factor of 3 in 2006). Most regions aresimilar to the overall world average, except forSouth-East Asia and the Pacific, where the youthunemployment rate is 5 times the adult rate.23. In most regions in 2006, female youthunemployment was similar to the rate for maleyouth. However, in the Latin America andthe Caribbean, North Africa and Middle Eastregions, there were particularly large differencesin unemployment rates, with the female ratebeing around 10 percentage points higher ineach case.Table 5. Ratio of youth to adult unemployment rate19962006World2.93.0Developed economies and European Union2.42.3Central and South-Eastern Europe (non-EU) and CIS countries2.52.7East Asia2.82.8South-East Asia and the Pacific5.54.8South Asia3.62.7Latin America and the Caribbean2.62.7North Africa3.23.5Sub-Saharan Africa3.33.0Middle East3.13.1Source: International Labour Organization, Key Indicators of the Labour Market (KILM), 2007.5
A statistical compilationICT infrastructure24. The data presented in this section provide a pictureof the state of ICT infrastructure and its affordabilityin developed and less developed economies, anddifferent regions. The data are collected by theInternational Telecommunication Union (ITU)and published in the World Telecommunication/ICT Indicators Database (ITU, 2007a).7 Theyare defined in the Telecommunication IndicatorsHandbook (ITU, 2007b). The indicators presentedhere are the core ICT indicators A1 to A9adopted by the Partnership on Measuring ICT forDevelopment.25. The indicators in Table 6 show that fixedtelephone lines are uncommon in least developedeconomies. Access to mobile phones is thereforelikely to be more important to individuals in sucheconomies. There were 10 mobile subscribersper 100 inhabitants in 2006 in least developedeconomies; while this is low compared to otherlevels of development, it represents significantgrowth in recent years (there were 0.3 mobilesubscribers per 100 inhabitants in 2000).26. Access to computers and to the Internet,especially broadband, is markedly higher fordeveloped economies than for less developedeconomies. Importantly, the cost of ICT access(mobile phones and Internet) is much higher as aproportion of per capita income in less developedeconomies, with the least developed economiesparticularly disadvantaged (Table 7).Table 6. Availability of ICT infrastructure, aggregate values,8 latest year available9Level of developmentand regionDeveloped etpersubscribers Computers subscribers subscribersinhabitantNumber per 100 inhabitants(bits)Percentageof populationcoveredby 211’038100Europe491075024176’24599Northern 698Transition 6869Latin America andthe Caribbean1855125333590Oceania49740.55074Least developedeconomies0.9100.70.20.0759Developing economies0.780.60.30.0848Asia1130.90.20.0576Latin America andthe Note: a. This category consists of one country only.Source: ITU.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY BY THE WORLD’S CHILDREN AND YOUTHTable 7. The cost of ICT infrastructure, median values,8 latest year available9Internet accesstariffs, in US Level of development and regionDeveloped economiesaAsiaInternet accesstariffs, as apercentage of percapita income20 hours per monthMobile cellulartariffs, in US Mobile cellulartariffs, as apercentage of percapita income100 minutes of use per month161302140.5522Europe191282Northern Americanana12naOceania170.9432Transition rica31212014Asia123133Latin America andthe Caribbean2411269Oceania2553226Deve
This is the first ITU-D statistical report on use of information and communication technology by young people. ITU's Youth Initiative identified the need to develop global statistical indicators to measure use of ict by children and youth (including by gender and disabilities), as a follow-up project to the ITU Youth Forum in 2006 (ITU, 2008).
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