ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-01-15
2.1.2 Percentage of computers connected to the Internet	32.65 % (16 / 49)  2008-01-15

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2008-01-15
2.2.2 Types of connection and bandwidth	Connexion Boucle radio de 100Kb.  2008-01-15
2.2.3 Number of computers connected to the Internet This is the total number of computers in the institution(s), that are connected to the Internet.	16  2008-01-15

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	125  2008-01-15
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	49  2008-01-15
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.)	49  2008-01-15
2.3.4 Ratio of educators to computers	2.55 (125 / 49) educator(s) per computer  2008-12-24

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	995  2008-01-15
2.4.2 Number of computers in the institution available for learners This is the total number of functioning computers in the institution that are available for use by learners. Note: these computers could also be available for other users (teachers, administrators, etc.)	49  2008-01-15
2.4.3 Ratio of learners to computers	20.31 (995 / 49) student(s) per computer  2008-01-15

2.5 The presence of a technopedagogical assistant (or ICT advisor/technician) in education institutions

2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?" Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician.	Yes  2008-01-15
2.5.2 Description of the professional duties of the ICT advisor/technician "Description of the principal professional duties of the ICT advisor/technician." Describe, in 150 words, the responsibilities of the ICT advisor/technician. If the institution does not have an advisor/technician, explain why, provide context and describe any future plans.	Oui, il y un enseignant qui s'occupe de la formation des élèves et aide les enseignants qui veulent apprendre l'informatique.  2009-01-12

2.6 The types of software applications used in educational institutions

2.6.1 Names/types of software used in institution "Description of the various types of software applications used (for administration as well as educational purposes) in the institution (max. 150 words)." Provide a list of the names and types of software (computer “applications”) used in the institution, for administrative or educational purposes. If the institution does not have any application software, explain why, provide context and describe any future plans to acquire some.

Windows, les outils de bureautique Word, Excel, PowerPoint et Acces. Mais on utilise Word et Excel pour la formation des élèves de la formation modualire qui sont au nombre de 162. Les autres ont accès à la salle librement.  2008-01-15

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-11-27

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-11-27

3.11 Educators who have participated in continuing education / professional development, which included ICT integration

3.11.1 Number of educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	13  2008-12-24
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	13  2008-12-24
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	10.40 % (13 / 125)  2008-12-24
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	10.40 % (13 / 125)  2008-12-24
3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of female educators (teacher’s trainers) in the training institute who have achieved 1 to 50 hours of permanent training / professional development integrating ICT.	3  2008-01-15
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT	10  2008-01-15
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration "How many teachers have had more than 50 hours of professional development that included ICT training?" Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	3  2008-01-15
3.11.8 Number of male educators who have completed more than 50 hours of continuing education/professional development that included ICT integration "How many teachers have had more than 50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	10  2008-01-15
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	21.43 % (3 / 14)  2008-01-15
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	9.01 % (10 / 111)  2008-03-08
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	21.43 % (3 / 14)  2008-01-15
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	9.01 % (10 / 111)  2008-03-08

3.12 The rank of teacher-training institutions, by ICT-integration

3.12.1 ICT-integration index score	Data not available  2007-11-27

4.1 The frequency of ICT use by educators for academic purposes

4.1.1 Average ICT use by educators for academic purposes (hours per week)	2.0  2008-01-15
4.1.3 Average ICT use by female educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.)	2.0  2008-12-24
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	2.0  2008-12-24
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (2 / 2)  2008-01-15

4.2 The frequency of ICT use by learners for academic purposes

4.2.1 Average ICT use by learners for academic purposes (hours per week)	5.0  2007-11-27
4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by female learners/students for academic purposes.	5.0  2009-01-12
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	5.0  2009-01-12
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (5 / 5)  2007-11-27

4.3 The types of ICT use by educators

4.3.1 Types of ICT use by educators (e.g. Powerpoint presentation, Web resources, etc.) "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Summarize (in 150 words) different types of ICT application by educators (of the two varieties). If ICT is not utilized, explain why, provide context and describe any future plans.

Data not available 2007-11-27

4.3.2 Examples of ICT-based productions by teachers "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Attach documents, such as a lesson plan for a lesson that integrates ICT, or indicate URL of websites with pertinent production conceived by the educators.

Data not available  2007-11-27

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	Word Excel Naviguation sur Internet J’utilise l’ordinateur en utilisant démarrer, le logiciel comptable, le traitement de texte On travaille avec un Logiciel comptable, le traitement de texte, les fonctions de base et les fonctions avancées. On a utilisé le traitement de texte, logiciel comptable, les notions de base et avancées.   2009-01-12
4.4.2 Examples of ICT-based productions by students "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Attach a copy of ICT aided productions done by students.	Retard de livraison (2009-01-12) Articles épuisés (2009-01-12)   2009-01-12
4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	L’entretien avec 6 élèves a permis de comprendre les jeunes filles de cet établissement utilisent l’ordinateur à la maison en majorité en raison de deux heures par jour pour deux d’entre elles et la 4 autres utilisent en moyenne 2 heures par semaine à la maison. L’autre point d’accès est l’école avec 5 heures hebdomadaire pour les cours. Elles utilisent à la maison pour faire des exercices en rapport avec le cours fait à l’école. Certaines l’utilisent pour mieux maîtriser l’outil informatique. On constate que ce sont des novices car faute de compétences elles ne font que naviguer et faire du courriel sur le net. Quelques rares fois elles vont chercher des informations sur les autres cours.  2011-05-11
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	Les apprenants vont cybercafé pour avoir accès au net avec en raison de deux heures hebdomadaire et cela toujours pour faire des exercices et mieux comprendre les notions apprises en classe. Leur but c’est de mieux maîtriser l’outil informatique et la suite bureautique Microsoft qui est enseigné dans l’établissement. Ils vont dans les cybercafés afin de comprendre la comptabilité. Le point d’accès à l’ordinateur reste l’école avec une utilisation moyenne de 5 heures par semaine.  2011-05-11
4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Sur l’ensemble des apprenantes s interrogées une connait Facebook, mais l’utilise rarement car elle dit que son niveau en Informatique ne lui permet de faire grand-chose avec. Une autre sait que les réseaux sociaux existe et va sur le net pour chercher des informations mais dit qu’elle ne maîtrise pas très bien l’utilisation du net ce qui fait qu’elle n’a pas encore de compte sur facebook Les autres n’utilisent pas les réseaux sociaux et ne les connaissent pas.  2011-05-11
4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Sur l’ensemble des 6 apprenants interrogés aucun n’utilise les réseaux sociaux. Ils disent que ce n’est pas dans le programme et que les enseignants n’ont pas parlé des réseaux sociaux. Une fois au cybercafé ils se consacrent entièrement aux travaux pour mieux réussir au cours d’informatique et de comptabilité. En effet leur moyen étant limité ils consacrent les deux heurs aux travaux en lien avec leur programme afin de mieux maîtriser l’outil et que plus tard quand ils vont avancer dans la formation ils pourront voir d’autres outils sur le net qui pourront leur être utiles.  2011-05-11

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	18  2008-01-15
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	0  2007-11-27
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	Cours d'informatique bureautique pour les filières sécretariat, Excel pour la comptabilité.  2008-12-24
4.5.4 The percentage of courses taught using ICT	0.00 % (0 / 18)  2008-12-24

4.6 The factors supporting the use of ICT by educators

4.6.1 Stated (by educators) factors that support ICT use by educators (150 words) "What factors favour the integration of ICT in your courses?" Summarize in 150 words the factors that favor the use of ICT as indicated by the educators (Requires a discussions with 10 full-time teachers from the teacher-training institution). Include an audio file (MP3) with the interviewees answers.

Les facteurs favorables d'aider les enseignants pour une utilisation des TIC sont la formation, l'accès régulier aux ordinateurs et une bande passante suffisante. En effet nous sommes une école technique on connait l"importance des TIC dans nos disciplines surtout pour le dessin on n'a vu que les logiciels de dessin nous facilitent la tache, ensuite les informations importantes qu'on peut avoir sur le net tous cela doit nous motiver à travailler avec les ordinateurs.  2011-05-15

4.7 The challenges to the use of ICT by educators

4.7.1 Stated (by educators) factors that are challenges to ICT use by educators (150 words) "What challenges do you face in terms of integrating ICT in your courses?" Summarize in 150 words the factors indicated by the educators as constituting challenges to ICT use. Requires discussions with 10 full-time teachers from the teacher-training institution. Include an audio file (MP3) with the interviewees answers.

Les défis sont variables et divers, il y a le manque de temps car nous ne sommes pas nombreux au niveau de l'enseignement techniques et donc nous avons beaucoup d'heures de travail. Ce qui limite notre temps d'accès à l'outil. De plus la majorité d'entre nous n'avons pas fait de formation initiale en informatique et nous avons appris sur le tas. Il faut une bonne formation et sur des logiciels qui sont spécifiques à nos disciplines, or il se trouve que ces logiciels sont souvent chers et il n' y a pas souvent quelqu'un dans l'établissement qui peut nous former à cause de la disponibilité.  2011-05-15

4.8 The factors supporting the use of ICT by learners

4.8.1 Stated (by learners) factors that support ICT use by learners (150 words) "What factors support your use of computers in school and why? (number of computers, amount of computer time, appropriate instruction etc.)" Summarize in 150 words the factors favouring the ICT use as indicated by learners/students (homogenous groups of 12 persons maximum per forum). Also supply an audio file (MP3) with the answers of all the persons in the forum.

On utilise l’ordinateur pour mieux comprendre. On utilise l’ordinateur à l’école c’est un peu facile. Ce qui nous rend le travail c’est le logiciel comptable. Le travail est facilité par les logiciels, le professeur nous fait apprendre. Le fait de suivre les explications du professeur, et le travail pratique permettent de faciliter le travail à l’ordinateur. Il faut aussi procéder par une méthode   2009-01-12

4.9 The challenges to the use of ICT by learners

4.9.1 Stated (by learners) factors that are challenges to ICT use by learners (150 words) "What factors challenge/are barriers to your use of ICT in school?" In 150 words, describe the factors indicated as challenges to the use of ICT according to the learners/students. Also include an audio file (MP3) with the answers of the interviewees.	C’est le fait de ne pas comprendre les explications du professeur qui le rend difficile l'utilisation de l'ordinateur. Si on ne comprend pas les explications du professeur, le travail est très difficile. La compréhension et l’attention sont des éléments très important On a fait le tableur et les productions de documents c’est un peu difficile.   2009-01-12

4.10 The competencies required for ICT use (in education) by educators

4.10.1 Competencies required for ICT use (by educators) "What skills/competencies do you have and/or require to effectively integrate ICT in your teaching?" Summarize in 150 words the aptitudes necessary for the use of the ICT in a pedagogical context, as indicated by the educators.	Il faut une bonne formation de base sur l'outil et les logiciels. Il faut aussi un temps pour bien maîtriser les outils et les logiciels et il faut aussi suffisamment de machines car les effectifs sont élevés. Il faut aussi une bonne préparation. Il faut aussi être capable de bien découpé les séquences à enseigner et bien préparer les cours.   2011-05-15

4.11 The competencies required for ICT use (in education) by learners

4.11.1 Competencies required for ICT use (by learners) "What skills/competencies do you require to effectively use ICT in your learning?" Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum.	Il faut avoir des connaissances de base en informatique pour une utilisation efficace. On a besoin de souris. C’est la souris qui nous permet d’utiliser facilement l’ordinateur. On a besoin d’un temps très suffisant pour utiliser efficacement l’ordinateur et d’un bon formateur.   2009-01-12

4.12 ICT in education-related research publications

4.12.1 ICT in education-related research publications (reference and abstract; 150 words; document if available) Describe any “ICTs in education” related research publications produced by, or based on, this institution. What studies or assessments or evaluations, conducted by whom, when, and with what result, focused on the use of ICTs in teaching and learning at this school? (attach a copy, summary, or link to the publication).

Publication TIC et éducation (2011-05-11)   2011-05-11

4.12.2 Number of ICT in education-related research publications

1  2008-01-15

4.13 Pioneering initiatives in ICT in education

4.13.1 Pioneering initiative in ICT in education (description, including responsible parties; 150 words; document if available) Summarize, in 150 words, the institutions' “pioneering initiatives” related to the pedagogical integration of ICTs. What actions have been taken, with what result, in the use of ICTs for teaching and learning at the institution. Identify the main actors and attach documentation if possible.

Initiative pionnière (2011-05-11)   2011-05-11

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-11-27

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) "Describe any impact that ICT has had on your lesson planning (how you prepare for classes)." Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers.	On fait la recherche d’information technique sur le Web et sur Encarta qu’on met à la disposition des collègues. Avec les TIC, j’ai des informations financières sur la banque, la bourse, les relations économiques internationales et leur interdépendance. Ainsi j’ai pu actualiser mes connaissances et mes préparations. Les TIC m’ont aidé à produire des documents pour mes élèves. Les TIC peuvent bien améliorer nos connaissances en tant qu’éducateur car on est en contact avec le monde des connaissances. L’ordinateur est encore de nos jours considéré comme du luxe. Un grand nombre de maliens n’y ont pas accès malgré quelques actes posés par l’état : création des salles informatiques dans certains établissements, dotation ou équipement de certaines administrations d’outils informatiques. L’état doit renoncer aux taxes douanières sur le matériel informatiques pour que le plus grand nombre de maliens s’en procurent. Les coûts de connexion Internet à domicile ne sont pas à la portée des maliens malgré la publicité faite à ce sujet. La majorité des répondants ne se servent pas des TIC pour préparer.   2008-12-24
5.1.2 Stated impact (by educators) of ICT on in-class teaching (150 words) "Describe any impact that ICT has had on your in-class teaching (what you teach, how you teach it, etc.)" Summarize in 150 words the impact of ICT on classroom teaching within the institution, as indicated by educators. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	Les TIC ont simplifié mon travail. Chaque fois que je veux un éclaircissement ou une information c’est très rapide à vérifier. Il suffit que je cherche sur Internet et je trouve la réponse à mon interrogation. Ainsi je peux facilement améliorer mon cours et me mettre à jour. Toutefois la majorité des répondants n’utilise pas les TIC et disent qu’il n’y a aucun impact sur leur enseignement   2008-12-24
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	Pour la majorité des enseignants, les TIC n’ont aucun impact sur leurs méthodes d’évaluation pour le moment car ne ils ne sont pas formés à leur utilisation. Pour les rares qui utilisent les technologies ils ont pu poser des questions précises et compréhensibles pour les élèves  2008-12-24
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	Je donne souvent des sujets de réflexion en envoyant dans les boites respectives des élèves et ils me donnent les réponses par courrier électronique. Il y a moins de papier à utiliser. Pour les échanges par courrier aussi les enseignants ne se servent de ce mode de communication avec les élèves car ne pratiquent pas les TIC.   2008-12-24
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	Oui les TIC améliorent mon vocabulaire et m’aident à réfléchir sur mon enseignement. Avant je n’arrivai pas à expliquer certaines situations financières aujourd’hui avec les technologies, je n’ai aucun problème. On acquiert des nouvelles connaissances technologiques et autres.  2008-12-24

6.1 The impact of ICT on learning (in general)

6.1.1 Stated impact (by learners) of ICT on learning (150 words) "What, in general, has been the impact of ICT on your studies?" Summarize in 150 words the impact of ICT on learning as indicated by the learner. The interview should involve at least six students (if possible, a mix of girls and boys) in the institution. Provide an audio file (MP3) and a transcript of the forum.

L’ordinateur nous a facilité un peu la comptabilité. Autrefois on ne savait comment utiliser l’ordinateur, ici on a appris, à utiliser l’ordinateur, le traitement de texte, créer des répertoires et des fichiers. L’ordinateur nous a permis de connaître beaucoup de choses comme la saisie des textes, les lettres administratives, et la disposition/ correspondance etc. On appris beaucoup de chose, le traitement de texte, la comptabilité, et les lettres.   2009-01-12

6.1.2 Stated impact (by educators) of ICT on (learners) learning (150 words) "Please describe, in general, the impact that ICT has had on students’ learning." Summarize in 150 words the impact of ICT on learning as specified the educators. Attach an audio file (MP3) and the transcripts of individual interviews.

Data not available 2007-11-27

6.2 The impact of ICT on learner access to knowledge

6.2.1 Stated impact (by learners) of ICT on access to knowledge (150 words) "What has been the impact of ICT on your access to knowledge/information?" Summarize in 150 words the impact of ICT on access to knowledge as indicated by the learners. The discussion should involve at least six students (if possible, of different sex) in the institution. Provide an audio file (MP3) and the transcripts of the forum.

Grâce à l’ordinateur et Internet on peut faire des recherches et trouver beaucoup d’informations. Oui l’ordinateur nous a permis de saisir, de créer des répertoires. Sur l’Internet on peut avoir des nouvelles, donc on a accès à l’information. Dans notre salle ici on n’a pas la connexion Internet, mais dans la salle à côté est connectée ce qui permet de naviguer et chercher des informations.   2009-01-12

6.2.2 Stated impact (by educators) of ICT on (learners') access to knowledge (150 words) "Please describe, in general, the impact that ICT has had on students’ access to knowledge/information?" Summarize in 150 words the impact of ICT on the access to knowledge as indicated by the educators. The interviews should involve at least six educators within the institution. Attach an audio file (mp3) and the transcripts of individual interviews.

Avec les ressources accessibles sur le net, les facilités qu'offrent les logiciels de dessin techniques et les logiciels de calcul les tic ont permis un accès jusqu'à présent inégalés à la connaissance. EN effet avec un clic de souris on a accès à des ressources nombreuses et variées. Avec les logiciels de dessin on arrive à faire des dessins propres et très précis ce qui n'est pas possible avec le dessin à la main. Les calculs aussi se font rapidement et on peut faire plusieurs en un temps record.   2011-05-15

6.3 Documentation produced by learners using ICT

6.3.1 Stated impact (by learners) of ICT on documentation produced (150 words) "How has ICT helped you in producing documentation related to learning - written assignments etc? (Please provide examples or description of documents if possible – how did ICT help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners. (What is produced, how does it enhance learning, etc). Attach examples of the productions on which the analysis is based. The interview should involve at least six students (if possible, girls and boys) in the institution. Provide an audio file (MP3) of the group discussion.

Nous faisons des lettres commerciales sur l’ordinateur. Comme le camarade l’a dit on fait des lettres commerciales, on fait aussi le logiciel de comptabilité et le module 15 du programme qui permettent de produire des pièces comptables et des lettres, tout cela est possible grâce à l’ordinateur. On a des exemples de lettres qu’on fait.   Document joint : COMMANDE SOUS CONDITION.doc 2009-01-12

6.3.2 Stated impact (by educators) of ICT on (learners') documentation produced (150 words) "How has ICT helped your students in producing documentation related to learning - written assignments etc? (Please attach copies or descriptions of documents if possible - how ICT did help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners, as specified by the educators (what is produced, how does it foster learning, etc.). Attach examples of the documents on which the analysis is based.

A ce niveau les TIC permettent juste d'améliorer nos préparations en les actualisant et en les saisissant. Grâce aux TIC on a le format numérique de nos cours et il suffit d'actualiser chaque année. Le renouvellement devient facile et rapide.   2007-11-27

7.1 The number of institutions with ICT integration plans

7.1.1 Institution has ICT integration plan? "Does your institution have a plan for the integration of ICT?" Indicate by yes or no whether the institution has an ICT integration plan.

No  2008-01-15

7.1.2 Description of ICT integration plan (150 words, with document attached) "Attach a copy, and/or description, of the integration plan, if not, describe the context of absence of a plan." Write a summary of 150 words on the ICT integration plan. Attach the document if possible. If your institution does not have an ICT integration plan, explain why, provide context and describe any future plans.

Pas de plan d'intégration. L'informatique est seulement enseigné pour les élèves du cycle modulaire. Son enseignement n'est pa s généralisé pour toute l'école.  2007-11-27

7.2 The number of institutions with a strategy in place to maintain and renew their ICT equipment

7.2.1 Institution has a strategy in place to maintain and renew ICT equipment? "Does your institution/department have an ICT equipment maintenance and renewal plan?" Indicate by yes or no if the institution has a maintenance and renewal strategy for ICT equipments.

No  2008-01-15

7.2.2 Description of strategy in place to maintain and renew ICT equipment (150 words, with document attached) "Attach a copy, and/or description, of the maintenance and renewal plan." Write a summary of 150 words on the maintenance and renewal strategies of ICT equipments and attach documents if possible. In the case where no renewal and maintenance policy exists, explain why, provide context and describe any future plans.

Nous n'avons pas de plan de maintenance, mais c'est un plan global qui existe au niveau du Ministère en charge de l'enseignement secondaire général et professionnel. Ils ont signé un contrat avec un service d'entretien qui passe de temps en temps pour l'entretien. Le fournisseur d'accès aussi passe quand il y des problèmes de connexion.   2007-11-27

7.3 The number of institutions that provide access to their ICT infrastructure for the community

7.3.1 Institution provides access to their ICT infrastructure for the community? "Does the community outside the school have access to your ICT facilities/infrastructure?" Indicate by yes or no if the institution gives the community access to its ICT infrastructure.

Yes  2008-01-15

7.3.2 Description of types access provided by the institution for the community (150 words) "If yes, describe the kind of access the outside community has (who has access, why, when, at what cost?). If no, explain why not, provide context and describe any future plans." Write a summary of 150 words on the various modes of access offered to the community by the institution, or the reasons why access is denied.

Accès à l'Internet Formation de base en informatique.  2008-01-15

7.4 The number of managers (in education institutions) trained to use ICT

7.4.1 Number of managers	4  2008-01-15
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	Managers encadreurs des élèves; Mangers encadreurs des formateurs  2008-01-15
7.4.3 Number of managers trained to use ICT	0  2007-11-27
7.4.4 Description of training received by managers trained to use ICT in education (150 words) "Briefly describe the kind of training in ICT you have had." Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans.	Les managers n'ont rçu aucune formation.  2008-03-08
7.4.5 Percentage of managers trained to use ICT (in education)	0.00 % (0 / 4)  2008-01-15
7.4.6 Number of female managers (total for the institution) "Total number of female managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of female managers (Directors, managers, administrative personnel, etc) in the institution.	1  2008-01-15
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	3  2008-01-15
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	0  2007-11-27
7.4.9 Number of male managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	0  2007-11-27
7.4.10 Percentage of female managers in the institution	25.00 % (1 / 4)  2008-01-15
7.4.11 Percentage of male managers in the institution	75.00 % (3 / 4)  2008-01-15
7.4.12 Percentage of females managers trained to use ICT in the institution	0.00 % (0 / 1)  2008-01-15
7.4.13 Percentage of male managers trained to use ICT in the institution	0.00 % (0 / 3)  2008-01-15

7.5 The impact of ICT on education management practices

7.5.1 Stated impact (by managers) of ICT on education management practices (150 words) "Describe the impact of ICT on education management practices at your institution." Summarize in 150 words the impacts of ICT on the management educative practices as indicated by managers.	Le manager ne donne aucune information.  2008-03-08

7.6 The impact of ICT on which curriculum is taught (mathematics, science, language, arts, etc.)

7.6.1 Stated impact (by managers) of ICT on which curriculum is taught (150 words) "Describe the impact ICT has had on teaching and learning in your institution (particularly on curriculum choices by educators)." Summarize in 150 words the impacts of ICT on teaching programs (mathematics,sciences, arts, etc) as indicated by the managers.	Aucune information n'est donné par la manager.  2008-03-08

7.7 The impact of ICT on continuing education/professional development programs

7.7.1 Stated impact (by managers) of ICT on continuing education/professional development programs (150 words) "Describe the impact of ICT on professional development/continuing education programs for employees from your institution." Summarize in 150 words the impact of ICT on teacher-training, as specified by the managers.	Aucune information n'est donné par le manager.  2008-03-08

7.8 The ability of managers to use ICT (basic skills)

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	1  2008-03-08
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) "List the various ICT skills/competencies that you consider you have mastered." Summarize in 150 words the ICT skills/competencies of institution managers.	Aucune information n'est donné, mais dès l'instant où il possède une adresse électronique, ce qu'il utilise les TIC donne il dispose aumoins des compétences de base.  2008-03-08
7.8.3 Percentage of managers with email addresses	25.00 % (1 / 4)  2008-01-15

7.9 The major barriers (as identified by managers) hindering the achievement of their institution's ICT-related goals for learners

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution's ICT-related goals for learners (600 words) "In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?" Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives.	Equipements appropriés à fournir; Formation adéquates à l'utilisation des TIC.  2008-01-15

7.10 Leadership and best practices in ICT integration in education

7.10.1 Description of "success stories" in ICT-integration (what, by whom, how, with what result; 300 words) "Describe any particular “success stories”, “pioneering initiatives”, or “best practices”, in the integration of ICT at your institution (what was done, by whom, how, with what results etc.)" Summarize in 300 words the «success stories » (what, by who, how and with which results). Attach examples if possible.

Nous avons pu introduire l'informatique dans le programme de formation des élèves qui suivent le cours modulaire. Tous les élèves utilisent l'ordinateur et font aussi de la recherhce d'information pour compléter les cours. Un professeur échange avec eux par courrier pour discuter sur des thèmes.  2008-12-24

9.1 The number of female learners who have access to computers

9.1.1 Number of male learners in institution "Number of male students." Indicate the number of male students in the institution.	650  2008-03-08
9.1.2 Number of male learners who have access to computers "Number of male students who have access to computers." Indicate the number of male students who have access to the institution's computers.	300  2008-03-08
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	345  2008-03-08
9.1.4 Number of female learners who have access to computers "Number of female students who have access to computers." Indicate the number of female students who have access to the institution's computers.	125  2008-03-08
9.1.5 Percentage of male learners who have access to computers	46.15 % (300 / 650)  2007-11-27
9.1.6 Percentage of female learners who have access to computers	36.23 % (125 / 345)  2008-12-24

9.2 Number of female teachers who have access to computers

9.2.1 Number of male teachers "Number of male educators." Indicate the number of male teachers in the institution.	111  2008-03-08
9.2.2 Number of male teachers who have access to computers "Number of male educators who have access to computers." Indicate the number of male teachers who have access to the institution's computers.	66  2008-03-08
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	14  2011-05-11
9.2.4 Number of female teachers who have access to computers "Number of female educators who have access to computers." Indicate the number of female teachers who have access to the institution's computers.	8  2008-03-08
9.2.5 Percentage of male teachers who have access to computers	59.46 % (66 / 111)  2007-11-27
9.2.6 Percentage of female teachers who have access to computers	57.14 % (8 / 14)  2008-03-08

10.1 The impact of ICT on the development of a variety of African educational content

10.1.1 Stated impact (by managers) on the development of African course content "What impact has integrating ICT had on the development of African course content?" Summarize in 150 words the impacts of the ICT on the development of African course contents as indicated by the managers. If course contents have not been affected, please explain why, provide context and describe any future plans to alter course content.

Pas d'impacts signalés, toutefois des enseignants trouvent que l'impact est important car ils apprennent beaucoup dans le domaine de la comptabilité et des finances.  2008-12-24

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	0  2007-11-27
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	0  2007-11-27
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	Pas d’apprenants ayant des besoins spéciaux.  2011-05-15
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-11-27

12.1 The relationship between ICT-in-education integration and local language(s)

12.1.1 Perception of educators of the relationship between the first language(s) of the learners and ICT-in-education "Please describe the relationship between the first language of learners and ICT in their education (for instance, do learners who are not fluent in English or French have more difficulties with ICTs)?" Summarize in 150 words the relationship between the local language and the ICT integration in education as perceived by the educators.

La langue maternelle est importante, mais dans le domaine technique il est très difficile de les utiliser. Il est important de développer les langues maternelles avant de les utiliser à notre niveau.  2011-05-15

12.1.2 Perception of parents (or community-members) of the relationship between the first language(s) of the learners and ICT-in-education Summarize in 150 words the relationship as indicated by parents (and/or members of the community) between the local language and ICT integration in education. Please attach an MP3 file of all the interviews.

Data not available 2007-11-27