ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-04-21
2.1.2 Percentage of computers connected to the Internet	75.00 % (90 / 120)  2008-09-05

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2008-04-21
2.2.2 Types of connection and bandwidth	The college has a wireless Internet connectivity of 128kbps.   2009-02-08
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.	90  2008-04-21

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	116  2008-04-21
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	120  2008-04-21
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.)	18  2008-04-21
2.3.4 Ratio of educators to computers	6.44 (116 / 18) educator(s) per computer  2009-02-08

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	870  2008-04-21
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.)	90  2008-04-21
2.4.3 Ratio of learners to computers	9.67 (870 / 90) student(s) per computer  2008-09-05

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  2008-04-21
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.	The main duties / responsibilities of the ICT advisor are: 1. Maintainance of ICT equipment 2. Network administration 3. Advisor on the purchase of ICT equipment 4. Support all departments in hardware and software issues.  2009-02-08

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.

The following are the software used in the college: 1. MS office 2. MS quick books 3. Autocards 4. Visual basics 5. SPSS  2008-04-21

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	0.0  2008-03-11

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	0.0  2008-03-11

3.1 The number of teacher-training institutions

3.1.1 Description of teacher-training institution "Description of teacher-training institution." Describe, in 150 words, the teacher-training institution. If there is no teacher training institution, explain why, provide context and describe any future plans.	This is a technical-teacher training institution which offers diplomas and higher diploma level in education management. The students who graduate from the college are posted to the secondary schools and technical institutions to teach technical and business subjects.   2009-02-08

3.2 The number of teacher-trainers per institution

3.2.1 Number of teacher trainers in institution	870  2008-03-11
3.2.3 Number of teacher-trainers (females) in the institution "Number of teacher-trainers in institution." Indicate the number of full-time female teacher-trainers in the institution.	388  2008-04-21
3.2.4 Number of teacher-trainers (males) in the institution "Number of teacher-trainers in institutions." Indicate the number of full-time male teacher-trainers in the institution.	482  2008-04-21
3.2.5 Percentage of female teacher-trainers in the institution	44.60 % (388 / 870)  2008-03-11
3.2.6 Percentage of male teacher-trainers in the institution	55.40 % (482 / 870)  2008-03-11

3.3 The number of teacher-trainers who have their own email address

3.3.1 Number of teacher trainers in the institution with email addresses	37  2008-03-11
3.3.2 Percentage of teacher trainers with email addresses	4.25 % (37 / 870)  2008-03-11
3.3.4 Number of female teacher-trainers who have email addresses "Number of female teacher-trainers in the institution with a personal email address." Indicate the number of female teacher-trainers who have their own email address.	15  2008-03-11
3.3.5 Number of male teacher-trainers who have email addresses "Number of male teacher-trainers in the institution with a personal email address." Indicate the number of teacher-trainers who have their own email address.	22  2008-03-11
3.3.6 Percentage of female teacher-trainers in the institution who have an email address	3.87 % (15 / 388)  2008-03-11
3.3.7 Percentage of male teacher-trainers in the institution who have an email address	4.56 % (22 / 482)  2009-02-08

3.4 The ability of teacher-trainers to use ICTs (basic skills)

3.4.1 The ability of teacher-trainers to use ICTs (150 words) "List the various ICT skills/competencies that you consider you have mastered." List, or summarize in not more than 150 words, the ICT talents/competencies of teacher-trainers. This certainly requires a dialogue with the head of the institution (by telephone, electronic mail or physical contact). If the teacher-trainers have no ICT skills/competencies, explain why, provide context and describe any future plans.

All the teacher-trainees are expected to be computer literate. Therefore, the College offers all of them computer- literacy skills training. There are computer laboratories that are open to the teacher-trainees.It is mandatory for the teacher-trainee to do all their assignments using the computers. The main software used by the teacher trainees are: -MS WORD -MICROSOFT POWER POINT - INTERNET USE - PROBLEM -SOLVING - WEB-QUESTS  2009-02-08

3.5 The number of teacher trainers who use ICTs to train educators

3.5.1 Number of teacher trainers in the institution who use ICTs	116  2008-03-11
3.5.3 Number of female teacher-trainers who use ICTs to train educators "Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers)." Indicate the number of female trainers in the institution who use ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field.	45  2008-03-11
3.5.4 Number of male teacher-trainers who use ICTs to train educators "Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers)." Indicate the number of male trainers in the institution who use the ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field.	71  2008-03-11
3.5.5 Percentage of female teacher-trainers in the institution who use ICTs to train educators	11.60 % (45 / 388)  2008-11-03
3.5.6 Percentage of male teacher-trainers in the institution who use ICTs to train educators	14.73 % (71 / 482)  2008-03-11

3.6 The number of preservice educators

3.6.1 Number of preservice educators in institution	116  2008-03-11
3.6.3 Number of female preservice educators	45  2008-07-12
3.6.4 Number of male preservice educators	71  2008-07-12
3.6.5 Percentage of female preservice educators Indicate the number of female educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field.	38.79 % (45 / 116)  2008-11-03
3.6.6 Percentage of male preservice educators  Indicate the number of male educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field.	61.21 % (71 / 116)  2008-03-11

3.7 The percentage of preservice educators who have their own email address

3.7.1 Number of preservice educators in the institution with an email address	116  2008-03-11
3.7.2 Percentage of preservice educators with email addresses	100.00 % (116 / 116)  2008-03-11
3.7.4 Number of female preservice educators with email addresses "Number of preservcie educators (student teachers) in the institution who have their own email address." Indicate the number of female educators undergoing initial training in the institution who have an electronic mail address.	45  2008-07-12
3.7.5 Number of male preservice educators with email addresses "Number of preservcie educators (student teachers) in the institution who have their own email address." Indicate the number of male educators in the institution in the course of initial training having a electronic mail address.	71  2008-07-12
3.7.6 Percentage of female preservice educators with an email address	100.00 % (45 / 45)  2008-11-03
3.7.7 Percentage of male preservice educators with an email address	100.00 % (71 / 71)  2008-03-11

3.8 The presence of ICT in teacher-training curriculum

3.8.1 ICT in initial (pre-service) teacher-training curriculum? "Is ICT present in the initial (pre-service) teacher-training program curriculum?" Indicate either by yes or no if the teacher’s training institution includes ICTs in some of its initial training programs.	Yes  2008-03-11
3.8.2 Description of ICT in initial (pre-service) teacher-training curriculum (150 words) "Description of the presence of ICT in initial (pre-service) teacher-training curriculum." Summarise in 150 words the manner in which the ICTs are integrated (ICT courses and/or ICT application in the teaching of other disciplines) in the teachers’ initial training programs. Indicate if the ICT exists in other forms. If ICT is not present, explain why, provide context and describe any future plans.	All trainee teachers are supposed to pay for computers and hence they all use the computers. The students who take business studies subjects have computer as one of the curriculum subjects. The use of computers is encouraged in all the curriculum subjects. The College in partnership with the belgium government   2009-02-08
3.8.3 ICT in educator professional development (continuing education)? "Is ICT present in «in-service teacher professional development» (continuing education) program curriculum?" Indicate by yes or no if the ICT exists (ICT courses and/or the application of ICT in the teaching of other disciplines) in the professional permanent/development programs of educators.	Yes  2008-03-11
3.8.4 Description of ICT in educator professional development (continuing education) (150 words) "Description of the presence of ICT in «in-service teacher professional development» (continuing education) program curriculum." Summarise in 150 words the way in which the teachers’ professional permanent/development programs integrate the use of ICT (describe the ICT courses and the application of ICTs in the teaching of other disciplines). If ICTs are not present, explain why, provide context and describe any future plans.	Heads of Departments and their deputies are taught ICT integration every Wednesday. The main focus of the training is n basic computer operations, use of computers in record keeping and use of the Internet.  2008-04-27

3.9 The ICT resources (types of equipment?) made available to pre-service educators, and their trainers, during teacher-training

3.9.1 Types of ICT equipment, connectivity, and other resources (list) "The types of ICT equipment, connectivity, and other resources made available to pre-service student-teachers, and their trainers, during teacher-training (list types of equipment)." Describe the available ICT resources during the training of teachers (equipments, connections and other resources) in not more than 150 words. If there are no resources available, explain why, provide context and describe any future plans.

The following are the types of ICT equipment used in the college: 1. LCDS 2.Laptops 3. Smart boards 4.Internet The equipment is used particularly when the teacher trainees are taking their micro-teaching in preparation of their teaching practice sessions in schools.  2008-04-27

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	39  2008-03-11
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	39  2008-03-11
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	33.62 % (39 / 116)  2008-03-11
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	33.62 % (39 / 116)  2008-03-11
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.	17  2008-03-11
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	22  2008-03-11
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.	17  2008-03-11
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.	22  2008-03-11
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	37.78 % (17 / 45)  2009-02-08
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	30.99 % (22 / 71)  2009-02-08
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	37.78 % (17 / 45)  2009-02-08
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	30.99 % (22 / 71)  2009-02-08

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

3.12.1 ICT-integration index score	0.0  2008-03-11

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)	17.5  2008-03-11
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.)	15.0  2010-04-23
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.)	20.0  2010-04-23
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.75 (15 / 20)  2008-04-27

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)	4.0  2008-04-21
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.	4.0  2008-12-11
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.	4.0  2008-12-11
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (4 / 4)  2008-04-21

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.

The educators in the college usually use power point to present lesson content. They also search for teaching materials from the Internet for teaching materials . Specifically, the following are the types of ICT use by educators in the college: 1.They also train teachers and students the basic computer literacy lessons. 2.Preparation of schemes of work for the teachers who are computer literate. 3.Typing of examinations. 4.Preparation of lesson plans by about 50% of the teachers. A number of teachers have been trained in ICT integration and they in turn have been training other teachers on the use of computers for teaching.   2009-02-08

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  2008-03-11

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.	The following is are the types of ICT use by the learners: 1.Writing short notes and saving them. 2. Retrieving information. 3. Making programmes for open days, entertainments. The Package used include MS-WORD, MS-EXCEL, MS Power-point.   2009-02-08
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.	Data not available  2008-03-11
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.	6 girls were involved in this discussion. Indicator 4.4. 3. Female learners’ points of access to computers/ Internet 1(a) Where do you get access to computers for learning (pedagogical) purposes (Probe: home, school and internet cafes, etc.) The college has two labs and all the students access computers in the college (b) When do you get access to computers for learning purposes (Probe: home, school, internet cafes, etc.) The computers were available from 8-5pm every day and learners could access them whenever they were free. (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; All the 6 girls reported that college was the best point of access Asked for the reason they said it is because the school computers were mostly connected to the internet. (d) How do you use computers for learning purposes? The girls gave the following 3 ways in which they use computers for learning purposes: • Google for information for all their subjects (e) Are there challenges/ problems/ hindrances you face as girls in as far as the various points of access are concerned? (Probe: home, school environment and Internet cafes) The following were cited as challenges in the different points of access. HOME: • Viruses that sometimes rub everything done • Power blackouts SCHOOL • Congestion such that a student has only 1 hour to himself at a time • Ltd time • Low internet speed (f) Where do you get access to Internet for learning purposes? For learning purposes all girls reported that they accessed the college (g) When do you get access to Internet for learning purposes? Accessibility at the college and cybers when on holidays.. (h) Which is the most common/convenient point of access for the Internet? Explain why this is the most common/convenient point of access; School was reported as the most convenient point of access (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) • Google for information for all their subjects (j) Are there challenges/problems/hindrances you face as girls as far as accessing Internet for learning purposes is concerned   2010-07-27
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.	5 boys were involved in this discussion. Indicator 4.4. 4. male learners’ points of access to computers/ Internet 1(a) Where do you get access to computers for learning (pedagogical) purposes (Probe: home, school and internet cafes, etc.) All the 5 students said that they accessed computers in the college and at home. However one boy said he accessed the computers from the cyber cafes. (b) When do you get access to computers for learning purposes (Probe: home, school, internet cafes, etc. The students reported that the college computers were accessible whenever they were free (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; All the boys said that college was the most convenient point. This was because of the unlimited access. (d) How do you use computers for learning purposes? The boys gave the following ways in which they use computers for learning purposes: • Google for information for all their subjects (e) Are there challenges/ problems/ hindrances you face as boys in as far as the various points of access are concerned? (Probe: home, school environment and Internet cafes) The following were cited as challenges in the different points of access. HOME: • Power failure SCHOOL • Low internet speed • Ltd time because of congested curriculum INTERNET CAFES • Congestions • Low internet speed • Its expensive (f) Where do you get access to Internet for learning purposes? For learning purposes all the 5 boys reported that they accessed internet at the college and cyber only over the holidays. (g) When do you get access to Internet for learning purposes? They access in the college (h) Which is the most common/convenient point of access for the Internet? Explain why this is the most common/convenient point of access; college was reported as the most convenient point of access. The reasons given for this was that the college computers were mostly connected to the internet (i) How do you use the Internet for learning purposes (probe: email; searching for information related to academics, etc) • Google for information for all their subjects especially the Wikipedia. • Write emails to other students • Visit online libraries. (j) Are there challenges/problems/hindrances you face as boys as far as accessing Internet for learning purposes is concerned? They did not report any problem.   2010-07-27
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?	Indicator 4.4.5 Female learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? All the girls have heard about facebook • MySpace? 5/6 girls have heard about myspace • Twitter? All girls have heard about it • Hi-5 4/6 girls have heard about it • MSN 5/6 girls have heard about it • Yahoo-messenger all have heard about it • You-tube 4/6 have heard about it (b) Have you ever used any of the following: • Facebook?- all girls use the face book • MySpace? 5/6 use it • Twitter? 4/6 use it • Hi-5 2/6 • MSN 2/6 • Yahoo-messenger 4/6 have used it • You-tube all have used it (c) For those who have used any of the above, explain how you have used it All the girls agreed that facebook was for socializing only. . (d) Which of the above mentioned is convenient for learning purposes? Why? 12/17 girls agreed that facebook was the most convenient for learning because of the following reasons: • It is known by many people • It is cheap (e) Are there challenges/ problems/ hindrances you face as girls while participating in any of the above mentioned Internet-based social networking categories? Please explain your responses. The following were cited as major challenges faced by the girls in using the social networks: • Costly • No secrets kept   2010-07-27
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?	Indicator 4.4.6 male learners’ participation in Internet- based social networking 2(a) Have you ever heard about the following: • Facebook? All boys have heard about facebook • MySpace? All have heard about myspace • Twitter? All boys have heard about it • Hi-5 all boy has heard about it • MSN all the boys have heard about it • Yahoo-chat all have heard about it • You-tube all have heard about it • Free card none of the boys (b) Have you ever used any of the following: • Facebook?- all use the face book • MySpace? all use it • Twitter? All use it • Free card none • Afros meet 3/5 boys use it • Hi-5 2/5 use it • MSN 3/5 use • Yahoo-chat all boys • Gmail 3/5 use it • Prodigit none • You-tube 4/5 use it (c) For those who have used any of the above, explain how you have used it Most of the boys agreed that it was for social purposes only. (d) Which of the above mentioned is convenient for learning purposes? Why? All the 5 boys agreed that facebook was the most convenient for learning because It is known by many people (e) Are there challenges/ problems/ hindrances you face as boys while participating in any of the above mentioned Internet-based social networking categories? Please explain your responses. The following were cited as major challenges faced by the girls in using the social networks: • It is addictive. • It is costly   2010-07-27

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.	8  2008-04-21
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).	Data not available  2008-03-11
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).	All the teacher trainees undertaking a diploma in technical teacher education are expected to take the following courses: 1. Curriculum development 2. Psychology 3. Foundations of education 4. Sociology of education 5. Contemporary studies In all of them, the teacher trainee are suppose d to search information from the Internet and type set the work using computers before handing in. The teacher(lecturers) use the learning resource Center to produce power point presentations  2008-09-05
4.5.4 The percentage of courses taught using ICT	Data not available  2008-09-21

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.	The factors that would favour the use of ICT by educators include: 1.Deliberate emphasis, by the management, on ICT integration. 2Policy or program to be developed that would motivate teachers to learn computers and be able to integrate ICT in teaching. 3.Provision of resources like more computers, more laptops and LCD projectors that can be used in teaching.   2009-02-08

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.

The challenges that educators encounter in the use of ICT in teaching are: 1.Lack of enough resources –computers and LCD projectors 2.Maintenance of the existing machines. 3.Computer illiteracy of both the learners and students hence not aware of benefits. 4. Techno-phobia. That is the fear of technology. 5.Lack of strong policy on ICT integration in teaching or use of computers. 6.Output and storage devices. They are not always made available by the management. 7. Internet connectivity that is efficient . Currently , the Internet speed is low.   2009-02-08

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.

Factors that support use of computers in school by learners. those factors include: 1.Availability of computers .Each student has a computer to use during the lesson. 2. Computer teacher who helps students even during free time. This motivates the learners. 3.The College Principal encourages students to use computer. He acts as a change agent by offering practical leadership. 4. The need to keep pace with new developments in ICT. The rate of development of new hardware and software is so high that one must update their skills and knowledge. otherwise they are left behind! 5.Teachers have been trained on computer integration hence effective usage in teaching 6.Use of smart boards. As trainee -teachers , they find the Smart board technology fascinating.   2009-02-08

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.

The following are the Challenges/ barriers to the use of ICTT in college: 1.Internet connection that is adequate. 2.Need of bigger computer room with enough furniture. 3.Limited time as only a few students can use computers at any one time. 4. Need to increase the computers to enable the students access them when they come during the residential sessions. 5.Maintenance –many computer are not operational. 6.Restriction of storage devices like diskette due to virus problems. 7.Need for more computer teachers. 8. Provide equipment to enable us use computers in teaching of other lessons   2009-02-08

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.	The educators indicated that they would use ICT better if they had the following competencies: 1Computer skills to enable the teachers and students use computers effectively 2.ICT integration skills to all teachers 3.Learn relevant packages 4.Skills on handling the equipment-computers and LCDs projectors   2009-02-08

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.	The following are the competencies the learners stated as required to effectively use of ICT: 1.Computer literacy skills 2.Internet browsing skills 3.Knowledge on how to search for more information   2009-02-08

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).

Research and publications (2011-05-14)   2011-05-14

4.12.2 Number of ICT in education-related research publications

1  2008-04-21

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.

Pioneering Initiatives in ICT in education (2011-05-15)   2011-05-15

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	0.0  2008-03-11

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.	The following is the impact ICT has on lesson planning, according to the educators: 1.It has improved preparation of the lessons. The teachers can type and save the lesson plan. This means that they can use the same lesson-plan the following year for the same class and subject with a bit of updating. Time and money is eventually saved! The teachers become more efficient and effective because the time that could have been spent on lesson planning is used for searching for more information. 2.More interesting presentations to the learners. The teacher can use multi-media in teaching. This improve the quality of the lesson and acquisition of knowledge by learners. 3. Storing and retrieval of information is easier.  2009-02-08
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.	The following is the impact of ICT integration on class teaching as stated by the educator: 1.Students seem to enjoy the teaching of the lessons.ICT offers opportunity to use multi-media in teaching. The teacher can therefore vary the teaching methods to appeal to the different learning styles of the learners. 2.The teacher enjoy teaching more than when they were not using ICT. The fact that storing and retrieval of information is easy makes the teaching easier and enjoyable. 3. There is more updated information and especially in problem-based learning. The lessons are more interesting. The teachers becomes more constructive and learning is learner- centered. The role of the teacher has become more of a mentor.  2009-02-08
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.	The following are tghe stated impact, by the educator, of ICT on eveluation: 1.Firstly, the teacher can now type the examinations for themselves unlike before when they had to rely on the school secretary. The quality of examination has improved. There are less errors because the teacher corrects them immediately using the spell-check tool. 2. Secondly, the analysis of the marks is easier. Computation of the necessary indices is much easier because they are available in the computer. A lot of time is hence saved and results are released on time enabling quick feedback to the learners. 3. Presentation of the results is better because the teacher can use multi-media to process and present the results to the learners, parents and the management. The teacher indicated that he/she has come to realize that set standards may not work as students have information from different sources  2009-02-08
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.	The educator stated the following impact of the ICT on educator-learner communication 1.The teacher is able to communicate with the learners by email 2. The students are given assignments which they answer and send by e-mail especially during the holidays hence ensuring that learning takes place asynchronously.  2008-04-27
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.	The following is the impact of ICT on reflection of teaching as stated by the educator: 1.It helps to plan ahead and think of creative ways of presentation 2.Internet gives unlimited information unlike the textbooks where one is limited to only several books 3.A teacher is more innovative and creative in lesson preparation. 4. Teaching materials are diverse as the resources are available on the Internet.  2008-04-27

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.

The impact of ICT on students learning  Due to use of computer to produce neat examinations, students want to learn computers to make their work as neat.  They use excel in learning mathematics and this makes the subject more appealing  In co-curricular activities, they use computers in making banners, announcement and promotes more learning to improve these adverts or banners etc Impact of ICT on studies (6.1.1)  Can learn some subjects using computers using CDs  Through internet- can do more research  Can download information from relevant sources  Can make co-curricular activities more interesting   2008-11-03

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.

It was reported that as s result of the use of computers for teaching and learning the quality of students class work had improved. There is evidence that students were researching on the internet before writing assignments. Thus, students were learning more and performing better in course work  2008-12-11

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.

The learners indicated the following impact of ICT on access to Knowledge: 1.That ICT has enabled them access more and current information. This helps them to update their information on all the subjects. 2.Learning has become easier and enjoyable because its is interactive particularly due to the use of multi-media 3.The learners are able to do and complete their assignment on time. 4. They produce neat work than before. 5.They quality of their assignments has improved because they can exchange ideas by e-mail even during holidays.Cyber cafes are available in most towns in the country and therefore access is not a major problem.   2009-02-08

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.

The educator (teacher/ lecturer) indicated the following as the impact of ICT on student’s access to information: 1.Students can use the available CDs to access information on the particular subject. 2.Use of encyclopedia has greatly helped to improve the learners quality of assignments because they can counter check the information from the encyclopedia. 3.English language learning through the use of in built dictionary. 4. The learners are able to search for information from the Internet. In some cases, the learners are ahead of the teacher. It means that the teacher must also keep on updating themselves on their subject rest they be embarrassed in class. Eventually , this has led to the improvement of the quality of learning and teaching in the college.   2009-02-08

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.

The learners indicated the following as the impact of ICT documentation produced for learning: 1.Can write short notes for revision. 2.Do computers assignments, which the teachers assesses on the screen without printing. 3. Prepare program for schools major events.   2008-03-11

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.

Student’s use of ICT in producing their work (indicator 6.3.2)  The school does not have output devices like printers hence no assignment can be produced but can be stored in various storage devices  Use the limited printing material they have produced programs for ceremonies and entertainments.   2008-03-11

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.

Yes  2008-04-21

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.

The college has an ICT integration plan which is highly supported by the Government and funded by the Belgium Government. The college is the only one in the country that trains technical teachers and the plan is to ensure that secondary schools get a supply of highly qualified teachers in such areas. ICT has been integrated in the teaching of engineering related subjects and business courses. In the plan, strategies for acquiring and installing ICT infrastructure, maintenace, renewal and training of trainers in its use is well outlined and has been implemented. Some of the modern ICT teaching aids in place is the smartboard.  2008-03-11

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.

Yes  2008-04-21

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.

The maintenance is conducted by different companies like RICO and Access Kenya.  2008-03-11

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  2008-04-21

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.

The college allows the outside community to access ICT facilities at a cost of Ks. 2.50 for photocopying and Ksh. 10 for scanning per copy.  2008-09-05

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

7.4.1 Number of managers	13  2008-09-05
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).	The college has the following hierarchy of managers: At the top is the College Principal who is assisted by a Deputy Principal. Below is the Heads of Departments (both academic and administrative). Then we have the teachers and the support staff.  2008-09-05
7.4.3 Number of managers trained to use ICT	13  2008-09-05
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.	All the school managers are offered training every Wednesday on computer skills, record keeping and on the use of Internet.  2008-04-27
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (13 / 13)  2008-09-05
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.	8  2008-04-21
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.	5  2008-04-21
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.	8  2008-04-21
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.	5  2008-04-21
7.4.10 Percentage of female managers in the institution	61.54 % (8 / 13)  2008-09-21
7.4.11 Percentage of male managers in the institution	38.46 % (5 / 13)  2008-09-05
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (8 / 8)  2008-09-21
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (5 / 5)  2008-03-11

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.	The following is the impact of ICT on education management practices in the Institution: 1.It has enabled faster access to information hence improving on the efficiency and effectiveness of the managers. 2. Due to access to timely information , the managers are able to make informed decision. Therefore decision making has become easier.  2008-09-21

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.

It was reported that as a result of the use of computers for teaching and learning, the quality of students class work had improved. There is evidence that students were researching on the internet before writing assignments. Thus, students were learning more and performing better in course work. This also evident in engineering courses as it enabled demonstration of machines parts that could not be dismantled.   2008-12-11

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.

Heads of departments and and their deputies are taught ICT integration every wednesday. They are also use of computers in record keeping and internet. They use equipment like lCDs and computers in their micro-teaching practice. This has improved the teaching of many subjects leading to better performance by learners in their final examinations. The teachers continue communicating with the learners even during holidays through the internet hence facilitating self-directed learning asynchronously.  2008-12-11

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.	Data not available  2008-03-11
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.	The managers are all trained in basic skills which include computer packages like MS word, Ms excel, use of Internet. The managers use the computers for management of financial records, student records, evaluation and assessment of courses and student perfromance and communication with publics of the college.  2008-12-11
7.8.3 Percentage of managers with email addresses	Data not available  2008-09-05

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.

The main barriers the college faces are: 1. The computers, though they look many, are relatively few compared to the over 870 students in the college. 2. The ICT technology is constantly changing and this calls for updating which is expensive. 3. Some of the teachers are still not using the computers to teach their subjects. this is because not all are comfortable with the technology. 4. Frequent power blackout that makes it difficult to use the computers. However, the college has installed a generator for backup but it is expensive to maintain it. 5. Computer viruses that corrupt the computer software and loss of information.  2008-09-05

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.

Some of the "success stories" in ICT- integration include, the following: 1. The support for the Installation of the ICT center by the Belgium Government for the funding. The Belgian Government has also sponsored several lecturers and ICT staff for training on the ICT integration. 2. All teacher trainees are trained on how to use ICT in teaching. Therefore the graduate teachers from this college are computer literate. 3. The college has extended its training to primary school teachers on ICT integration in teaching and learning. 4. By using ICT in teaching the student teachers have enjoyed the learning process, especially on problem-solving learning. 5. Learners have been able to communicate with the lecturers by using e-mail for answering the assignments. This ensures continued communication with the learners even when they are on vacation.   2008-09-05

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.	482  2008-03-11
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.	482  2008-03-11
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	388  2008-03-11
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.	388  2008-03-11
9.1.5 Percentage of male learners who have access to computers	100.00 % (482 / 482)  2008-03-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (388 / 388)  2008-03-11

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.	71  2008-03-11
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.	71  2008-03-11
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	45  2008-03-11
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.	45  2008-03-11
9.2.5 Percentage of male teachers who have access to computers	100.00 % (71 / 71)  2008-03-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (45 / 45)  2008-11-03

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.

The manager had no idea of the impact of integrating ICT on the development of African course content.  2008-04-21

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.	1  2008-03-11
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  2008-03-11
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.	The college does not have special needs learners.  2008-12-11
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 1)  2008-04-21

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.

Relationship between the learners’ first language and ICT in their education. (Indicator 12.1.1)  The learners have had good background of English language hence their first language does not significantly interfere with ICT in their Education.   2008-11-03

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.

The community members have a similar opinion with teachers that since the learners have had good background of English language,their first language does not significantly interfere with ICT in their Education. English is the language instruction in Kenya at all levels beginning from kindergarten.   2008-12-11