ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-03-17
2.1.2 Percentage of computers connected to the Internet	0.00 % (0 / 30)  2008-03-16

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	No  2008-03-17
2.2.2 Types of connection and bandwidth	The school does not have Internet connectivity. However, the management is making arrangements for the connectivity.  2008-04-25
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.	0  2008-03-16

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	10  2008-04-08
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	30  2008-04-08
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.)	30  2008-04-08
2.3.4 Ratio of educators to computers	0.33 (10 / 30) educator(s) per computer  2008-04-25

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	100  2008-04-08
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.)	25  2008-04-08
2.4.3 Ratio of learners to computers	4.00 (100 / 25) student(s) per computer  2008-03-16

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.	No  2008-03-17
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 school does not have an ICT advisor/ technician.  2008-03-17

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 main types of software used in the school; 1. MS WORD 2. MS ACCESS 3. MS EXCEL 4. MS POWER POINT 5. MS ENCARTA  2008-09-05

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	0.0  2008-03-16

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	0.0  2008-03-16

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	10  2008-04-25
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	2  2008-03-17
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	100.00 % (10 / 10)  2008-04-25
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	20.00 % (2 / 10)  2008-04-25
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.	4  2008-03-17
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	6  2008-03-17
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.	0  2011-05-13
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.	2  2011-05-13
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	100.00 % (4 / 4)  2008-03-17
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	100.00 % (6 / 6)  2008-03-16
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 4)  2008-03-17
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	33.33 % (2 / 6)  2008-03-17

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

3.12.1 ICT-integration index score	Data not available  2008-03-16

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)	10.0  2008-04-25
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.)	10.0  2008-12-11
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.)	10.0  2008-12-11
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (10 / 10)  2008-04-25

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)	0.5  2008-03-16
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.	1.0  2008-09-06
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.	0.0  2008-03-16
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	0.00 (1 / 0)  2008-03-17

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.

Teachers use the computer to teach computer skills, process examinations and other data. They also assist students to use computers to prepare materials for Science Congress materials. They also assist students to access learning materials installed from CDs such as Encarta Encyclopedia.   2008-09-06

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  2008-03-16

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.	Students use computer to learn computer skills-that is- how to operate the machines, use programmes, packages and installed learning materials.   2008-09-06
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  2008-03-16
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.	Data not available 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.	Data not available 2011-05-13
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?	Data not available 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?	Data not available 2011-05-13

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.	12  2008-03-17
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).	12  2008-12-11
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 subjects taught in the school integrate ICT in one form or the other. However, the computer studies is taught more intensively using ICT as the computer is the object of studyin this case. This is an examinable subject at KCSE.   2008-12-11
4.5.4 The percentage of courses taught using ICT	100.00 % (12 / 12)  2008-12-11

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.	Teachers reported the factors that favour the use of computers for teaching in the school as availability of PCs, software programmes, packages and CD learning resources. Other supporting factors included Computer Studies course which is offered as an examinable subject, motivated staff and students and supportive school administration.   2008-09-06

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.

Challenges to the use of computers for teaching consisted of lack of competence by some teachers to use computers for teaching, breakdown of computers due to mishandling of the hardware by students and lack of interest in use of computers by some students.   2008-09-06

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.

The factors that support the use of computers for learning in the school were reported as availability of the hard ware and soft ware, motivated students, skilled computer teachers, awareness of the presence of learning resources in the computers, convenience of using computers for learning, the offering of computer studies as an examinable subject and supportive school administration.   2008-09-06

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.	Barriers to the use of computers for learning were also reported as overloading of computer server and printer and lack of internet connectivity. Lack of adequate skills to use computers without assistance from the teacher was also reported as a barrier by some students.   2008-09-06

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.	Teachers who did not have computer skills had enrolled for in-service computer courses and were expecting to gain competence and be able to use computers for teaching.   2008-09-06

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.	Learners need the following competemncies: Basic computer skills such as keyboard manipulation, Using the mouse, basic softwares such as MS Word and MS Excel. Internet and Email and how to search for information using the Ecyclopedia installed in the school computers.   2008-12-11

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).

Data not available  2008-03-16

4.12.2 Number of ICT in education-related research publications

0  2008-03-16

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.

Data not available  2008-03-16

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	0.0  2008-03-16

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 use of ICT has made the preparation of the lesson plan easy which has improved the storage and retrieval hence making it more efficient for the teacher to use it.  2008-03-17
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 impact of ICT on in-class teaching has made learning interesting and has motivated the learners to learn. By preparing the lesson plan using the computer, lesson presentation becomes easy. Teachers use the computer to teach computer skills, process examinations and other data. They also assist students to use computers to prepare materials for Science Congress materials. They also assist students to access learning materials installed from CDs such as Encarta encyclopaedia.   2008-12-11
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 evaluation process has been made easier especially with storage and retrieval of past examination questions and marking schemes and other information. A teacher is able to set good questions, vary the questions easily and mark and analyze the performance and make comparisons. This involves computing means, modes and meadians to capture in depth analysis of the class and individual student;s perfromance. This saves teaching time and students get quality feedback on performance in a shorter time. Report cards become more informative for both students and their guardians. This helps to understand trends and hence take the necessary remedial actions.  2008-12-11
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.	Communication is in the form of report forms, notices to guradians and students, newsletters etc. This has made communication flow easily and in timey manner. Feedback to the students is immediate. Neccessary inteventions in terms of remedial work or counseling is effective. However, The teacher does not use internet to communicate to the students because the school is yet to be connected to the Internet.  2008-12-11
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.	ICT helps the teacher to reflect on teaching because he/she can think clearly on what and how should be taught. ICT involves practical presentation of content and this requires preparation through reading, planning and designing of the teaching material. This therefore makes the teacher reflect on what to teach in advance. For example, preparing a Power point presentation requires a lot of reflection on the whole content before summarizing and then presenting. This process improves the quality of what is taught.   2008-09-05

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.	Students reported that the use of computers had a positive impact on their learning. They noted that their performance in the Science Congress competition had improved because of the resources they were able to use from the computers. They also reported that they were able to provide more information in their class work in all subjects.   2008-09-06
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.	Teachers believed that the use of computers impacted positively on the learning of students. They noted that since computers were introduced in the school, students have been able to perform better in Science Congress competitions and to display more information in the written assignments all subjects.   2008-09-06

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.

Students reported that the use of computers had a positive impact on their learning. They noted that their performance in the Science Congress competition had improved because of the resources they were able to access from the computers. They also reported that they were able to provide more information in their class work in all subjects. This is obtained from the ENCARTA Encyclopedia and stand alone CDs installed in the school computers. The students also indicated they access a lot of information in the internet through Cyber Cafes during the school holidays.They use the knowledge to enhance their learning in the classroom.  2008-12-11

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.

Since the school does not have Internet connectivity, the teachers conduct information search in cyber cafes. This enables them to update themselves with current knowledge. Besides, they are able to access the electronic Encyclopedia(MS Encarta) using the school computers.The learners produce quality work due to the extra information. Nevertheless, students were encouraged to prepare and print materials for the Science Congress competitions which were held once a year and their performance had improved due to the better quality materials they present.  2008-12-11

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.

Students of computer studies learn how to operate the machines, programmes and packages. Sometimes they work on projects like computerising the operations of institutions such as a hospital. They also work on projects of the Science Congress competition which takes place annually. Apart from students of computer studies, the other students were not yet required to present their work in printed form and so they did not word-process their assignments and class work.   2008-03-16

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.

Students were not yet required to present their class work in printed form and so there were no printed documents of that nature that had been prepared using computers. Nevertheless, students were encouraged to prepare and print materials for the Science Congress competitions which were held once a year and their performance had improved due to the better quality materials they present.  2008-03-16

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  2008-03-17

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 main focus of the plan is to increase the number of computers by purchasing more. Secondly, the school intends to have Internet connectivity and networking of all the computers.  2008-03-16

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  2008-03-17

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 school does not have an ICT equipment maintenance and renewal plan. They service and maintain their machines as and when required.   2008-03-16

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.

No  2008-03-17

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 school does not provide any ICT services to the community. This is because it is a private school.  2008-09-05

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

7.4.1 Number of managers	15  2008-03-16
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 following are the hierarchy of managers in the school. The Director The principal The deputy principal The director of studies The Heads of Departments The teaching staff The non-teaching staff.   2008-03-17
7.4.3 Number of managers trained to use ICT	15  2008-03-16
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.	There is no specific training that the managers have received on ICT other than the basic computer skills that they are expected to have as they join the school.  2008-09-05
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (15 / 15)  2008-03-16
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.	7  2008-03-17
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.	8  2008-03-17
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.	7  2008-03-17
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.	8  2008-03-17
7.4.10 Percentage of female managers in the institution	46.67 % (7 / 15)  2008-09-05
7.4.11 Percentage of male managers in the institution	53.33 % (8 / 15)  2008-09-05
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (7 / 7)  2008-09-05
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (8 / 8)  2008-09-05

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.

Computers have enabled the school to store information on teachers and students which makes it easy to retrieve it in future. The school management is able to make decisions through analyzing the data already stored and hence make informed decisions. This has made the management work easy , efficient and more effective. By analyzing student results and following the performance trends, the school is able to counsel students on areas that need improvement and future careers.   2008-09-05

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.

The use of ICT has the following impact on teaching and learning: 1. It has motivated the students to learn 2. It has made the work of the teachers easy, particularly the storing of records, and getting information through the "ENCARTA" that has enabled the teaching of geography more interesting and effective. However, the impact of ICT on KCSE performance cannot yet be measured because the use of ICT is quite newin Kenyan schools.   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.	The school does not have a formal program of professional training for the teachers. However, the teachers use the computers to update their computer knowledge. They even study from off-line programmes on areas of interest and personal development using the MS Encarta.  2008-04-25

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.	15  2008-03-17
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 school only employs individuals who are computer literate. They have basic computer skills. They can type, prepare lesson plans, lesson notes, mark sheets and evaluate the learners using the computers. The school also has a database. The school manager is able to manage school finances, student records, supplies and communication.   2008-12-11
7.8.3 Percentage of managers with email addresses	100.00 % (15 / 15)  2008-03-16

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 school faces in implementing their ICT-related goals include: 1. Lack of finances to buy more computers and for maintenance. 2. Installation of Internet connectivity is too expensive for the school. 3. Lack of money to purchase more and appropriate software 4. Lack of expertise within the school to network all the computers. 5. Lack of finances to build a modern computer laboratory. The current one is small and can only accommodate a few students at a time. 6. Computer viruses that threaten to corrupt the computer programs. 7. Power blackouts, which interrupt learning and the school does not have a generator back up.   2008-06-11

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.

The main success stories in ICT integration are: 1) The purchase of 30 computers for use by both students and teachers. This has made teaching and learning easy and interesting. 2) Since the school has only 10 teachers and 100 students, the computers are sufficient. It means we have a ratio of 1 computer to 4 students, which is high compared to other schools whose ratio is 1 to 20 or more. 3). The hiring of already computer literate teachers enhances ICT integration in teaching and learning. 4). The purchase and installation of the ENCARTA ENCYCLOPEDIA and other learning packages has increased the sources of information for both teachers and students. 5). All students have been exposed to computers skills. This has enhanced their ability to access information and improved their performance in all subjects.  2008-06-11

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.	0  2008-03-16
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.	0  2008-03-16
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	100  2008-03-17
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.	100  2008-03-17
9.1.5 Percentage of male learners who have access to computers	0.00 % (0 / 0)  2008-03-16
9.1.6 Percentage of female learners who have access to computers	100.00 % (100 / 100)  2008-03-16

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.	6  2008-03-17
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.	6  2008-03-17
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	4  2008-03-17
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.	4  2008-03-17
9.2.5 Percentage of male teachers who have access to computers	100.00 % (6 / 6)  2008-03-16
9.2.6 Percentage of female teachers who have access to computers	100.00 % (4 / 4)  2008-03-17

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 principal is of the opinion that Integrating ICT on development of African course content will enhance sharing of information. However, not much has been achieved so far.  2008-03-17

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  2008-03-16
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  2008-03-16
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 school does not have students with "special needs".  2008-03-17
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2008-03-16

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.

It was also reported by teachers that first language did not present a barrier to students in using computers.   2008-09-06

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.

Parents observed that first language is not hindrance to students in using computers for learning as English is the official language of instruction in Kenya.  2008-12-11