ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-06-19
2.1.2 Percentage of computers connected to the Internet	0.00 % (0 / 12)  2008-06-26

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	No  2008-06-19
2.2.2 Types of connection and bandwidth	The school does not have an Internet connectivity. The school does not also have the funds to subscribe to an Internet Service Provider (ISP). Secondly even if they had, it would be difficult to sustain because the school does not generate sufficient income and relies on government funding, which does not cater for computer and Internet facilities.   2008-12-11
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  2008-06-19

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	25  2008-06-19
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	12  2008-06-19
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.)	0  2008-06-19
2.3.4 Ratio of educators to computers	0.00 (25 / 0) educator(s) per computer  2008-06-19

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	1345  2008-06-19
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.)	10  2008-06-19
2.4.3 Ratio of learners to computers	134.50 (1345 / 10) 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.	No  2008-06-19
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 ICT technician in the school has been hired by the private partner who owns the computers. His duties includes: 1. instructing the willing pupils and teachers in computer literacy skills. 2. Simple maintenance of the computers.  2008-06-19

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 school, Microsoft word, Excel, Access, and Corel Draw.   2008-12-11

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2008-06-19

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2008-06-19

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	0  2008-06-19
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0  2008-06-19
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 25)  2008-06-19
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 25)  2008-06-19
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.	0  2008-06-19
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	0  2008-06-19
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  2008-06-19
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.	0  2008-06-19
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 20)  2008-11-19
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 5)  2008-06-19
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 / 20)  2008-11-19
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 5)  2008-06-19

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

3.12.1 ICT-integration index score	Data not available  2008-06-19

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)	Data not available  2008-06-19
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.)	Data not available  2008-06-19
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.)	Data not available  2008-06-19
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	Data not available  2008-06-19

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)	1.0  2008-06-19
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.	1.0  2008-09-06
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (1 / 1)  2008-06-19

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 reported that pupils are taught how to operate the computers, how to use the programmes to perform operations like word processing, drawing, spell checking and playing games.   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  2008-06-19

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.	Pupils in the school learn how to operate computers and how to use the programmes, packages and CD materials. They play games on computers, draw pictures, write letters and check spellings.   2008-12-11
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  2008-06-19
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.	5 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.) 1/5 girls reported that she accesses a computer at home while none access in the school since the owner of the computers withdrew them from the school. One other girl access it at home. (b) When do you get access to computers for learning purposes (Probe: home, school, internet cafes, etc.) Accessibility is only at home which is only over the holidays whenever they want. (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; The only girl whose parents had a computer said home was the best point which was more convenient than any other. (d) How do you use computers for learning purposes? The girls gave the following 3 ways in which they use computers for learning purposes: • There is the Microsoft Encarta from which they research • Google for information for all their subjects • There is also a Bible program which they use. (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 • Boredom (f) Where do you get access to Internet for learning purposes? For learning purposes 1/5 girls said it was accessed at home. (g) When do you get access to Internet for learning purposes? Accessibility at home and is only over the weekends and over the 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; Home was reported as the most convenient point of access to the internet since the school had no computers • It was limitless in terms of time. (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? • None was reported   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.	8 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.) 6/8/ boys reported that they access computers at home while none access in the school since the owner of the computers withdrew them from the school. None of the boys access it at school or at home. (b) When do you get access to computers for learning purposes (Probe: home, school, internet cafes, etc.) Accessibility is only at home which is only over the weekends and over the holidays whenever they want. (c) Which is the most common/convenient point of access? Explain why this is the most common/convenient point of access; The reasons given were that there were no queues at home and that it was cheaper since their parent paid for it. (d) How do you use computers for learning purposes? • There is the Microsoft Encarta from which they research • Google for information for all their subjects • There is also a Bible program which they use. (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: • Poor network • Viruses that sometimes rub everything done • Power blackouts (f) Where do you get access to Internet for learning purposes? For learning purposes6/8 boys said it was accessed at home. (g) When do you get access to Internet for learning purposes? Accessibility at home and is only over the weekends and over the 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; Home was reported as the most convenient point of access to the internet since the school had no computers • It was limitless in terms of time. • There are no computers in the school (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 boys as far as accessing Internet for learning purposes is concerned? • None was reported   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 5girls have heard about facebook • MySpace? None • Twitter? none • Hi-5 none • MSN none • Yahoo-messenger none • You-tube 2/5 have heard about it • Yahoo chat 1/5 has heard about it (b) Have you ever used any of the following: • Facebook?- none • MySpace? none • Twitter? none • Hi-5 None • MSN None • Yahoo-messenger none • You-tube none (c) For those who have used any of the above, explain how you have used it None had used any of the social networks (d) Which of the above mentioned is convenient for learning purposes? Why? One girl agreed it was the facebook was the most convenient because it seems the most familiar.. (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. • It is addictive. A girl reported that she can stay on the facebook for ever • Costly • There are sometimes imposters who want to chat with you and can fall in their traps.   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 the 8 boys have heard about it • MySpace? 2/8 have heard • Twitter? 6/8 have heard • Hi-5 1/8 • MSN none • Yahoo-messenger 1/8 • You-tube 7/8 have heard about it • Yahoo chat 1/8 has heard about it (b) Have you ever used any of the following: • Facebook?- 1/8 • MySpace? none • Twitter? none • Hi-5 None • MSN None • Yahoo-messenger none • You-tube 3/8 • Yahoo chat 1/8 (c) For those who have used any of the above, explain how you have used it None had used any of the social networks (d) Which of the above mentioned is convenient for learning purposes? Why? They all agreed it was the facebook was the most convenient because it seems the most familiar.. (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. • It is addictive. • Costly • There are sometimes imposters who want to chat with you and can fall in their traps.   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.	0  2008-06-19
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	0  2008-06-19
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).	There is no curriculum subject which is taught using any form of ICT. The computers are used to offer basic computer training to the learners and teachers who are willing to pay. The teachers do not use the computers for any academic purposes.  2008-12-11
4.5.4 The percentage of courses taught using ICT	0.00 % (0 / 0)  2008-06-19

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 felt that they would integrate the use of computers in teaching if they could be provided with the necessary computer skills through formal in-service training. They also suggested that the Ministry of Basic Education should prepare a curriculum that integrates the use of computer in primary schools. This would provide the motivation to equip schools with computers and expose pupils to a structured way to computer work. Furthermore, they believed that a better arrangement for now would be for the school to buy its own computers which teachers could access freely rather than the current one where the computers are owned by a private firm and operated by a private tutor who is not part of the schools teaching staff. 4.6.1  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.

The challenges facing the use of computers for teaching in the school include lack of computers for teachers, a disconnect between the computer facility and the teachers, lack of computer accessories like printers even for teachers who have their own computers which they can use at home to do school work.   2008-12-11

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 which support the use of computers by pupils for learning include availability of PCs in the school, support by a computer instructor, support by the administration and awareness of parents, teachers and pupils of the advantages of having computer skills and access to learning resources.   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 in the school include lack of school’s own computers, lack of computer skills by some teachers and pupils, lack of computer studies' curriculum by the Ministry of Basic Education and inadequate computers provided by the private firm. The firm also did not have adequate printers nor internet connection. It was also reported that some parents were not able to pay fees for their children to attend computer lessons.   2008-12-11

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 reported that most of them lack computer skills and would like to be exposed to training so as to gain the competence required to use the machines 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.	It was reported further that teachers and pupils need computer skills to be able to use computers for teaching and learning, respectively.  2008-09-06

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  2008-06-19

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  2008-06-19

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.	Teachers reported that most of them lack computer skills and would like to be exposed to training so as to gain the competence required to use the machines for teaching. Although the teachers have the potential to use ICT for lesson planning they are unable to do so due to lack of computers.   2008-11-19
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.	Teachers felt that the use of computers has had a positive impact in the learning process. They noted that pupils who took computer lessons had a broader knowledge base in class than their counterparts who did not.   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 impact of ICT on evaluation especially processing of examination results is minimal. One teacher stated that she had processed marks for her class using a personal computer but since it was not a practice in the school it could not be sustained as it appeared odd to other teachers in the school.   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.	Due to lack of sufficient computers and internet connectivity, ICT - based communication is non-existent. Teachers and pupils also do not present their work in printed or electronic form.  2008-11-19
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.	Since ICT has not been entrenched in the teaching and learning processess in the school, the impact of ICT on reflection on teaching is minimal.  2008-11-19

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.	Pupils reported that the use of computers had a positive impact on their learning. It made them computer literate and gave them a foundation that will assist them to use computers effectively in their future careers. It has also encouraged them to open emails, visit cyber cafes or use their parents computers to access inforamtion on the internet.   2008-12-11
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 felt that the use of computers have had a positive impact in the learning process. They noted that pupils who took computer lessons had a broader knowledge base in class than their counterparts who did not.   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.

Exposure to computers has enabled learners to take interest in computers as a source of information. The stated that they visit cyber cafes more frequently to browse for information related to their school subjects. This, they feel has contributed to abetter perfromance in their studies.   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.

Teachers felt that the use of computers has had a positive impact in the learning process. They noted that pupils who took computer lessons had a broader knowledge base in class than their counterparts who did not.  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.

Pupils are not required to present their work in print or electronic form. Thus, there are no documents that they have prepared in those forms.   2008-06-19

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.

Teachers and pupils do not present their work in printed or electronic form and so the teaching and learning processes are still manual.   2008-06-19

7.1 The number of institutions with ICT integration plans

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

No  2008-06-19

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 school does not have an ICT integration plan. This can be attributed to the fact that the computers in the school are privately owned and therefore no ownership on the side of the school. The computer adviser who is employed by the private owner does not have any ICT plan because it is not clear for how long the arrangement will last.  2008-06-19

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  2008-06-19

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 strategy . This can be explained by the fact that the computers are privately owned and that the school seems overwhelmed by the number of students(1345) due to the Government's free primary school policy.   2008-06-19

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  2008-06-19

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 allow access to their computers by the community The computers in the school are privately owned.   2008-06-26

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

7.4.1 Number of managers	10  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 school is headed by a Head-teacher and assisted by a Deputy Head-teacher. The two are in charge of the management and administrative affairs of the school. Below them is the senior teacher who acts as the dean of studies in charge of academic activities. There are six heads of panels: the English panel, the maths panel, the Kiswahili panel, the science panel. the social science panel and the Christian Religious Education (CRE) panel. The teachers then follow in the hierarchy. The school has a bursar, a school's cateres and a secretary.  2008-09-05
7.4.3 Number of managers trained to use ICT	0  2008-06-19
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.	The managers have not been trained to use ICT except the Head-teacher who has been trained on basic computer skills. The school has 12 computers, 10 of which are in the school under an arrangement between the school management and a private owner. The other 2 computers are used for the administrative activities by the secretary and the school bursar. It was noticeable that the secretary uses the computer for typing letters and not on pure academic matters. The bursar uses the computer as a database for financial records.  2008-09-05
7.4.5 Percentage of managers trained to use ICT (in education)	0.00 % (0 / 10)  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.	5  2008-06-26
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  2008-06-26
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	0  2008-06-19
7.4.9 Number of male managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	0  2008-06-19
7.4.10 Percentage of female managers in the institution	50.00 % (5 / 10)  2008-09-05
7.4.11 Percentage of male managers in the institution	50.00 % (5 / 10)  2008-09-05
7.4.12 Percentage of females managers trained to use ICT in the institution	0.00 % (0 / 5)  2008-06-19
7.4.13 Percentage of male managers trained to use ICT in the institution	0.00 % (0 / 5)  2008-06-19

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.

It is apparent that there is very minimal direct impact of ICT on education management practices in the school. This is because the two computers for administrative purposes(one with the secretary and the other with the bursar) are used for record keeping and communication purposes. The deputy Head-teacher indicated that it was now more efficient to keep the school records. It is also easier to store and retrieve administrative information about the students and teachers.  2008-12-11

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 computers in the school are not used for academic purposes and therefore there is no ICT integration in the curriculum. The teachers basically are aware of the great potentials of ICT integration in teaching and learning. However, they cannot use the computers because they are privately owned and they are expected to pay for their use. They indicated that if the school management would purchase computers for them they would be eager to use them in teaching and learning.  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.

There is no impact of ICT on continuing education/ professional development programmes. Three teachers indicated that they were enrolled in continuing education courses in local universities. However, the programmes do not incorporate ICT integration in education. However, the Deputy Head-teacher indicated that training in local institutions should ensure that the trainee teachers should be exposed to ICT integration in their curriculum so that they can have the skills to use in teaching.  2008-09-05

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.	0  2008-06-19
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 headteacher has basic computer skills. She can comfortably work with MSWORD.She can type using the key board.   2008-06-26
7.8.3 Percentage of managers with email addresses	0.00 % (0 / 10)  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 following are the barriers hindering the school's achievement of ICT related goals: 1.The 10 computers in the computer laboratory are privately owned and managed hence no sense of ownership among the teachers.The teachers are not free to use them unless they pay. 2. The teachers do not feel free to encourage the pupils to pay because they fear parents may suspect that they have an interest in the arrangement. 3.The training given to the teachers is on basic computer literacy and not on how to integrate it in teaching and learning. 4.Acess to the computers by the learners is creating disparity in access to knowledge between those who can afford to pay and those who cannot. 5.The ICT instructor is not highly qualified and his training is limited to basic computer skills. The instruction he gives is not related to the school curriculum. 6. ICT is not factored in the school time table because it is not part of the national curriculum for primary schools. As a result , teachers have no motivation to find time to learn and use computers. 7.The parents are not willing to contribute money to buy computers because of the Free Primary Policy.The believe that it is the responsibility of the government to supply them. 8.Parents of pupils in upper classes feel that computers are a distraction to their studies and are unwilling to pay. 8.Some parents have computers at home and they do not need to pay for their children to use those in school. 9.The heavy teaching load for the teachers. This situation does not allow them any extra time to learn or use computers in the school.   2008-12-11

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 following are the successes of ICT integration in the school: 1.The private-school management partnership is an innovative, imaginative and creative idea. This arrangement filled the gap in access to ICT skills to the school community. 2. The partnership has created an opportunity for children with no access to computers at home to acquire ICT skills in the school. 3.The children who have access to computers at home or through cybercafes,or in the school seem to perform relatively better academically because they have more varied access to information compared to those who have never interacted with computers. 4.It was apparent that all the teachers, without exception, understand the benefits of ICT integration in education . They articulated clearly how ICT can be integrated in their various subjects.The teachers felt that if the school provided a few computers to them,it would help in preparing schemes of work, lesson plans and processing of marks considering the very large classes of 60 pupils each. 5. The level of ICT knowledge is very high relative to that of the teachers. Therefore, if ICTs were to be intergrated in teaching and learning in the school, it would be an icing on the cake.   2008-12-11

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.	661  2008-09-18
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.	661  2008-09-18
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	684  2008-09-18
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.	684  2008-09-18
9.1.5 Percentage of male learners who have access to computers	100.00 % (661 / 661)  2008-06-19
9.1.6 Percentage of female learners who have access to computers	100.00 % (684 / 684)  2008-06-19

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.	5  2008-09-18
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.	5  2008-09-18
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	20  2008-09-18
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.	20  2008-09-18
9.2.5 Percentage of male teachers who have access to computers	100.00 % (5 / 5)  2008-06-19
9.2.6 Percentage of female teachers who have access to computers	100.00 % (20 / 20)  2008-11-19

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 managers have very scanty information about the integration of ICT in the development of African course content. The managers have very basic skills and knowledge about ICT integration hence it is difficult for them to fathom its actual or potential impacts.  2008-12-11

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  2008-06-19
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  2008-06-19
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 ant "special needs'" students .   2008-06-26
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2008-06-19

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.

Teachers reported that first language did not present a barrier to the use of computers by pupils.   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.

Similarly parents felt that first language did not present a barrier to the use of computers by pupils because it is the language of instruction in Kenyan schools.  2008-12-11