Page 32 - ITU Indicators for Smart Sustainable Cities – Pilot project Singapore

ITU Indicators for Smart Sustainable Cities – Pilot project Singapore
6. KPI Improvement Opportunities – Singapore Feedback

I 1.1.3 Fixed (wired) broadband subscriptions
per 100 inhabitants.

Change to / household as subscriptions for
fixed connections are taken out generally by
households and not individuals.

I 1.3.1 Proportion of people who were victims
of incidents, due to illegal system access,
unauthorized data storage or transmission,
unauthorized hardware and software
modifications, which lead to information
disclosure or financial loss.

It may not be meaningful to focus on numbers of incidents/breaches (large or small, is one too many; zero
doesn’t equate to success or high level of security/preparedness/assurance and may be due to an absence
of incidents).

A more a suitable indicator could be proportion of smart nation’s services and systems that obtain a
satisfactory rating for Information security audits.

I 2.5.4 Recycling of Waste

NEA proposes to rename this sub-dimension to ‘Waste Management’

I 4.1.1 Proportion of city inhabitants using e-learning systems.

I 4.1.2 Proportion of students/pupils with access to ICT capabilities in school.
All students in Singapore public schools have access to ICT capabilities in school through personal devices,
loan devices or shared devices in computer labs or mobile carts.

A 4.1.1 Proportion of students in primary and secondary schools having access to e-learning systems.

Singapore’s Ministry of Education’s view is that merely having more technology in the classroom will not
improve learning outcomes. It is the teachers that make the difference. In fact, a recent OECD report notes
that “technology can amplify great teaching; however, great technology cannot replace poor teaching”.

Nevertheless, all Singapore public schools use a range of e-learning tools and technologies, from learning
management systems to open source tools, to support students’ learning.
A 4.1.2 Proportion of students aiming at an academic degree performing their education mainly through
e-learning systems.

The courses offered by Singapore’s publicly-funded post-secondary education institutions comprise various
components such as e-learning, face-to-face instruction (i.e. lectures, tutorials, seminars, laboratories,
studios) as well as other forms of self-directed learning. The exact proportion of e-learning varies for different
courses depending on the nature of the course and difficult to ascertain as students would also utilise or be
exposed to ICT or e-learning systems during face-to-face instruction or when doing assignments, projects and
self-directed learning.

On a separate note, we would like to point out that the proposed KPI appears to be a narrow subset of the
indicator as it is focused only on those aiming for a degree.
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