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KYAMBOGO UNIVERSITY SCHOOL OF EDUCATION
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Informations générales
Description | This is a public higher institution of learning which is involved in training of teachers. It is located in Nakawa Division of Kampala district and admits both female and male students who want to undertake studies at Certificate, Diploma and Degree levels.
Kyambogo University (KYU) is Uganda’s third public university established by the Universities and Other Tertiary Institutions Act 2001. It is a merger of Uganda Polytechnic Kyambogo (UPK), the Institute of Teacher Education, Kyambogo (ITEK), and the Uganda National Institute of Special Needs Education (UNISE). Located 8kms from Kampala City Centre along Kampala-Jinja highway.
The university focuses on vocationalising education at all levels and it believes in the philosophy that knowledge is as important as skills.
Kyambogo has embraced the fields of Science, Technology, Education and Special needs and Community Rehabilitation as its core areas of Training and Research.
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Niveaux scolaires | tertiaire  |
Forme des maîtres ? | Oui |
Privé ? | Non |
Technique ? | Oui |
Genre des étudiants | Mixte |
Milieu | Urbain |
En vedette? | Oui |
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Équipement, connectivité et accès (8 sous-catégorie disponible; 6 contient des données, dont 0 document)
2.1 Nombre et pourcentage d'établissements possédant des ordinateurs
2.1.1 L'établissement a des ordinateurs ? | Oui 2008-10-21 |
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2.1.2 Pourcentage des ordinateurs branchés à Internet | Donnée non disponible 2008-10-09 |
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2.2 Nombre et pourcentage des établissements connectés sur Internet
2.2.1 L'établissement a une connexion Internet ? | Oui 2008-10-21 |
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2.2.2 Types de connexion et largeur de la bande passante | The institution uses both the VSAT and Broadband type of Internet connection.
The University approximately uses 128 kbps for their bandwidth. 2008-10-21 |
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2.2.3 Nombre d'ordinateurs branchés à Internet | 455 2008-10-21 |
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2.3 Ratio enseignant/ordinateur par établissement
2.3.1 Nombre d'éducateurs dans l'établissement | 68 2008-10-21 |
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2.3.2 Nombre total d'ordinateurs dans l'établissement  | 553 2008-10-21 |
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2.3.3 Nombre d'ordinateurs disponibles pour les éducateurs dans l'établissement  | 113 2008-10-21 |
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2.3.4 Ratio enseignant/ordinateur | 0,60 (68 / 113) enseignant(s) par ordinateur 2008-10-09 |
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2.4 Ratio élève/ordinateur par école
2.4.1 Nombre d'élèves dans l'établissement | 13971 2008-10-21 |
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2.4.2 Nombre d'ordinateurs disponibles pour les élèves dans l'établissement  | 440 2008-10-21 |
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2.4.3 Ratio élève/ordinateur | 31,75 (13971 / 440) élève(s) par ordinateur 2008-10-09 |
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2.5 Présence d'un assistant spécialiste en technopédagogie (ou d'un conseiller/technicien en TIC) dans les institutions éducatives
2.5.1 L'établissement a un conseiller/technicien en TIC ?  | Oui 2008-10-21 |
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2.5.2 Description du poste et/ou des fonctions professionnelles du conseiller/technicien en TIC  | The institution being a teacher training institution has got two lecturers who are responsible for facilitating computer / ICT courses to students. These lecturers plan, facilitate and evaluate learners according to the course outline standards. In addition to that they work hand in hand with the Computer lab attendant to ensure that all the available machines are in good working conditions, seek for external assistance when there is a breakdown or a technical problem which they are not able to handle internally. They install new software, do computer networking and other configurations that are deemed relevant in the facilitation of ICT learning in the university. Since the ratio of computer to student is very high, these two lecturers teach ICT in shifts for all three years so as to be more effective and make assessment for individual progress. They also handle individual cases where students consult them on how to handle certain tasks using ICT. 2008-10-21 |
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2.6 Types de logiciels d'application utilisés dans les établissements d'éducation
2.6.1 Noms/types de logiciels utilisés dans l'établissement  | The institution has several software which include Windows and Linux as operating systems, SPSS for statistical analysis, Microsoft office for management administration, Anti virus software, Internet for communication and research, as well as Multimedia software. It should be noted that the same software used for administrative purposes are also used for educational purposes. However, with administration emphasis is more on statistical software such as Microsoft Excel, Access, Word and Internet. Yet with educational, the emphasis is more on Internet for research and learning purposes, communication and general typing skills. 2008-10-21 |
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2.7 Rang de l'établissement dans la connexion TIC
2.7.1 Score de l'index de connexion-TIC | Donnée non disponible 2008-10-09 |
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2.8 Rang de l'établissement par rapport à leur capacité-TIC
2.8.1 Score de l'index de capacité-TIC | Donnée non disponible 2008-10-09 |
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Formation des enseignants (12 sous-catégorie disponible; 10 contient des données, dont 0 document)
3.1 Nombre d'établissements de formation des enseignants
3.1.1 Description de l'établissement de formation des enseignants  | Kyambogo University (KYU) is Uganda’s third public university established by the Universities and Other Tertiary Institutions Act 2001. It was formed through merging the Uganda Polytechnic Kyambogo (UPK), the Institute of Teacher Education, Kyambogo (ITEK), and the Uganda National Institute of Special Needs Education (UNISE)
The University is located 8kms from Kampala City Centre along Kampala-Jinja highway. Kyambogo's ITEK started as a Government Teacher Training College in 1948 at Nyakasura in Kabarole district, and in 1954 it was transferred to Kyambogo Hill as a National Teachers’ College and later became ITEK by Statute of Parliament in 1989.
The university is focused on vocationalising education at all levels and it believes in the philosophy that “knowledge is as important as skills”. It has also embraced the fields of Science, Technology, Education and Special Needs Education and Community Rehabilitation as its core areas of Training and Research.
2009-02-03 |
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3.2 Nombre de formateurs d'enseignants par établissement
3.2.1 Nombre des formateurs d'enseignants dans l'institution | 68 2008-10-09 |
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3.2.3 Nombre de formatrices (de sexe féminin) d’enseignants dans l’institution  | 20 2009-02-09 |
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3.2.4 Nombre de formateurs (de sexe masculin) d’enseignants dans l’institution  | 48 2009-02-09 |
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3.2.5 Pourcentage de formatrices (de sexe féminin) d'enseignants dans l'institution | Donnée non disponible 2008-10-09 |
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3.2.6 Pourcentage de formateurs (de sexe masculin) d'enseignants dans l'institution | Donnée non disponible 2008-10-09 |
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3.3 Nombre de formateurs d'enseignants possédant leur adresse personnelle de courrier électronique (email)
3.3.1 Nombre de formateurs d'enseignants dans l'institution avec des adresses de courrier électronique (email) | 68 2008-10-09 |
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3.3.2 Pourcentage de formateurs d'enseignants dans l'institution avec des adresses de courrier électronique (émail) | Donnée non disponible 2008-10-09 |
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3.3.4 Nombre de formatrices (de sexe féminin) d’enseignants avec des adresses de courrier électronique (émail)  | 20 2009-02-09 |
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3.3.5 Nombre de formateurs (de sexe masculin) d’enseignants avec des adresses de courrier électronique (émail)  | 48 2009-02-09 |
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3.3.6 Pourcentage des formatrices (de sexe féminin) d'enseignants dans l'institution qui possède une adresse de courrier électronique | Donnée non disponible 2008-10-09 |
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3.3.7 Pourcentage de formateurs (de sexe masculin) d'enseignants dans l'institution qui possèdent une adresse de courrier électronique | Donnée non disponible 2008-10-09 |
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3.4 Habiletés des formateurs d'enseignants
3.4.1 Description des habiletés des formateurs d'enseignants à utiliser les TIC  | A number of ICTs have been mastered and are being used in this institution. Examples of such ICTs include; Use of SPSS, Linux, Window operating system, Microsoft office suit (Word, Excel, Access and PowerPoint), Page Maker, using Anti virus soft ware as well as using Internet and other multi media equipment. Some lectures also had skills in editing materials and pictures. These skills were taught to the lecturers during staff training when the courses were being introduced but unfortunately those who do not have daily access to the computer tend to forget easily what they have been trained in. “You know, the more you stay on a computer the more new things you learn on your own. If you only rely on what you were taught…then you can not catch up with this ever changing technology and that is why our colleagues are lagging behind” Educator in an FGD. 2009-02-09 |
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3.5 Nombre de formateurs d'enseignants qui utilisent les TIC pour former des éducateurs
3.5.1 Nombre de formateurs dans l'institution qui utilisent les TIC | 60 2008-10-09 |
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3.5.3 Nombre de formatrices (de sexe féminin) d’enseignants qui utilisent les TIC pour former des éducateurs  | 15 2009-02-09 |
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3.5.4 Nombre de formateurs (de sexe masculin) d’enseignants qui utilisent les TIC pour former des éducateurs  | 45 2009-02-09 |
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3.5.5 Pourcentage de formatrices (de sexe féminin) d'enseignants dans l'institution qui utilisent les TIC pour former des éducateurs | Donnée non disponible 2008-10-09 |
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3.5.6 Pourcentage de formateurs (de sexe masculin d'enseignants dans l'institution qui utilisent les TIC pour former des éducateurs | Donnée non disponible 2008-10-09 |
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3.6 Nombre d'éducateurs en formation initiale
3.6.1 Nombre des éducateurs en formation initiale | 68 2008-10-09 |
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3.6.3 Nombre d’éducatrices (de sexe féminin) en formation initiale | 20 2009-02-09 |
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3.6.4 Nombre d’éducateurs (de sexe masculin) en formation initiale | 48 2009-02-09 |
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3.6.5 Pourcentage d'éducatrices (de sexe féminin) en formation initiale  | Donnée non disponible 2008-10-09 |
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3.6.6 Pourcentage d'éducateurs (de sexe masculin) en formation initiale  | Donnée non disponible 2008-10-09 |
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3.7 Pourcentage des éducateurs en formation initiale qui possèdent leur adresse personnelle de courrier électronique (email)
3.7.1 Nombre de d'éducateur possédant une adresse personnelle de courrier électronique dans l'institution | 60 2008-10-09 |
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3.7.2 Pourcentage d'éducateurs des institutions de formation initiale avec une adresse de courriel | Donnée non disponible 2008-10-09 |
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3.7.4 Nombre d’éducatrices (de sexe féminin) en formation initiale qui possèdent une adresse personnelle de courrier électronique  | 20 2009-02-09 |
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3.7.5 Nombre d’éducateurs de sexe masculin en formation initiale qui possèdent une adresse personnelle de courrier électronique  | 40 2009-02-09 |
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3.7.6 Pourcentage d'éducatrices (de sexe féminin) en formation initiale qui possèdent une adresse de courrier électronique | Donnée non disponible 2008-10-09 |
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3.7.7 Pourcentage d'éducateurs (de sexe masculin) en formation initiale qui possèdent une adresse de courrier électronique | Donnée non disponible 2008-10-09 |
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3.8 Présence des TIC dans le programme de formation des enseignants
3.9 Ressources TIC (types d'équipement ?) disponibles pour les éducateurs en formation initiale (pré professionnelle) et pour les formateurs pendant la formation des enseignants
3.9.1 Types d'équipements TIC, de connexion, et autres ressources (liste)  | The available ICT resources meant for teaching and learning at the institution include:
Projectors used for teaching courses by the teachers but they are only two and are competed for with other lecturers thus they are not effectively used
Printers used for printing work for both students and teachers but students pay a fee in order to get printing services which is a burden to them
Computers used for typing work, research and presentations but they are very inadequate.
Scanners used for digitizing content that is non digital.
Photocopiers used to avail other copies of documents without printing but students are not taught how to use photocopiers and those who have them use them as businesses.
Flash Disks used for saving and carrying digital content though viruses destroy them a lot and are still very expensive for students
CDs used for saving and carrying digital content but most computers do not have CD drives hence can not accept CDs.
2009-02-03 |
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3.11 Éducateurs qui ont participé à la formation permanente/au développement professionnel, avec l'intégration des TIC
3.11.1 Nombre d'éducateurs qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.2 Nombre d'éducateurs qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.3 Pourcentage des éducateurs qui ont participé à moins de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.4 Pourcentage (primaire, secondaire, tertiaire et professionnel) des éducateurs qui ont participé à plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.5 Nombre d’éducatrices (de sexe féminin) qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 15 2009-02-03 |
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3.11.6 Nombre d’éducateurs de sexe masculin qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 40 2009-02-03 |
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3.11.7 Nombre d’éducatrices (de sexe féminin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 5 2009-02-16 |
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3.11.8 Nombre d’éducateurs de sexe masculin qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC  | 8 2009-02-16 |
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3.11.9 Pourcentage d'éducatrices (de sexe féminin) qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.10 Pourcentage d'éducateurs (de sexe masculin qui ont accompli 1 à 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.11 Pourcentage d'éducatrices (de sexe féminin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.11.12 Pourcentage d'éducateurs (de sexe masculin) qui ont accompli plus de 50 heures de formation permanente/de développement professionnel intégrant les TIC | Donnée non disponible 2008-10-09 |
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3.12 Rang des établissements d'enseignants d'éducation par rapport à l'intégration des TIC
3.12.1 Score de l'index en intégration des TIC | Donnée non disponible 2008-10-09 |
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Utilisation/Usage des TIC (14 sous-catégorie disponible; 13 contient des données, dont 0 document)
4.1 Fréquence d'utilisation des TIC par les éducateurs pour des buts académiques
4.1.1 Moyenne des utilisations des TIC par les éducateurs pour des buts académiques (heures par semaine) | Donnée non disponible 2008-10-09 |
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4.1.3 Moyenne des utilisations des TIC par les éducatrices (de sexe féminin) pour des buts académiques (heures par semaine)  | 5 2009-02-09 |
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4.1.4 Moyenne des utilisations des TIC par les éducateurs de sexe masculin pour des buts académiques (heures par semaine)  | 5 2009-02-09 |
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4.1.5 Écart proportionnel des moyennes hommes/femmes d'utilisation des TIC pour des buts académiques par les éducateurs | Donnée non disponible 2008-10-09 |
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4.2 Fréquence d'utilisation des TIC par les apprenants/élèves pour des buts académiques
4.2.1 Moyenne des utilisations des TIC par les apprenants/élèves pour des buts académiques (heures par semaine) | Donnée non disponible 2008-10-09 |
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4.2.3 Moyenne des utilisations des TIC par les apprenantes/élèves (de sexe féminin) pour des buts académiques (heures par semaine)  | 6 2009-02-09 |
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4.2.4 Moyenne des utilisations des TIC par les apprenants/élèves de sexe masculin pour des buts académiques (heures par semaine)  | 7 2009-02-09 |
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4.2.5 Écart proportionnel des moyennes hommes/femmes d'utilisation des TIC pour des buts académiques par les apprenants | Donnée non disponible 2008-10-09 |
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4.3 Types d'utilisation des TIC par les éducateurs
4.3.1 Types d'utilisation des TIC par les éducateurs (p. ex., présentation PowerPoint, ressources sur Internet, etc.)  | The most common ICT used is a computer with a package of Internet which is used by educators for research purposes, communication between and among colleagues and students, preparation and refining of teaching contents, planning of tutorials as well as passing on relevant information and updates to their students. Open source application is also used because it allows free usage during the preparation of student notes and assignments. Projectors are also used when teaching using PowerPoint program especially the slides but this is more effective with smaller numbers as the projector and the computer lab can accommodate up to a maximum of twenty students at the same time. This forces the educators to divide the students into very many groups so that they can all benefit from the training. Microsoft software is used for notes preparation, record keeping and research typing work for both students and educators. 2009-02-09 |
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4.3.2 Exemples de productions avec les TIC par les enseignants  | 2008-10-09 |
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4.4 Types d'utilisation des TIC par les élèves
4.4.1 Types d'utilisation des TIC par les élèves (liste)  | Students in this institution use the following types of ICT. Computers for typing courseworks, research proposals and actual research reports, coursework done in groups are presented using PowerPoint program with the help of the projector, Use Internet for communication, surfing, comparing notes with other scholars, reading most recent educational articles and journals that can not be found in library, beefing up notes through getting free information from source free materials on the Internet. Students stated that they use ICT only when they are at the university as back in schools where they teach there are no such facilities and thus they were going through a forward and backward trend in using ICT when at the university and up country respectively. 2009-03-03 |
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4.4.2 Exemples de productions avec les TIC par les élèves  | 2008-10-09 |
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4.4.3 Points d’accès des apprenantes aux ordinateurs/à Internet (cybercafé, domicile, mobile, etc.)  | Female students stated that they assessed computers at campus though some noted that it was very difficult to access computers in spite of the fact that students pay ICT fee. There are very few computers for all the students and even if you got one the amount of time you spend on it is very short thereby limiting you to access the data you wanted or to do your work well. Accessing computers at campus also depends on the computer lab attendant because he has the right to let you in or to refuse and most of the time he is not around. Public points of access were preferred by the female students such as Internet cafes and secretarial bureaus only that the more time you spent there the more money you spend. Female students also noted that even at such places there was no privacy for one to do academic work and since they are also few they are occupied most of time. 2010-12-09 |
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4.4.4 Points d’accès des apprenants aux ordinateurs/à Internet (cybercafé, domicile, mobile, etc.)  | The male students of Kyambogo University Faculty of Education accessed computers majorly from the University computer centre followed by Internet cafes in and around campus, friends’ computers for those who have personal computers. Only one of the participants had a desk top computer. While at campus the computer centre would be accessed once a week during computer classes but most of the time students use the public secretarial bureaus and internet cafes since they are readily available though at a fee. This consequently made many students not to access computers for studying or learning purposes as the amount of time spent on the computer is very much dependant on one’s ability to pay for the time. additionally, the computer centre being free is always occupied by students and there is no secrecy since you cannot be seated a lone on a computer and once you are doing a course work and you are many you can be penalised of sharing and presenting the same information for marking which is not the case with public Internet cafes. Specifically, Internet services are accessed from Internet cafes in and around campus, mobile internet and on some telephones specifically those which can access Internet. 2010-12-09 |
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4.4.5 Participation des apprenantes aux réseaux sociaux virtuels (MySpace, Facebook, Twitter, etc.)  | Regarding the Internet Based social networking the female students did not show any knowledge about Facebook, Twitter or MySpace. The participants in this discussion noted that every time they had a chance to access Internet it would be business that is surfing information in relation to the assignment at hand and was never used for fun as it is with Facebook or Twitter. Additionally, since Internet services are paid for it is quite clear that very few students can afford to spend their money to discover new things which they have not yet learnt about. This is a very bad situation given that at the University one should have the ability to navigate, surf and chart but because of limited time, lack of money the female students are only left with the option of using Internet for only academic purposes. 2010-12-09 |
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4.4.6 Participation des apprenants aux réseaux sociaux virtuels (MySpace, Facebook, Twitter, etc.)  | Regarding Internet Social networking only three had heard and used Facebook and the rest had not heard about it. Those who knew about learnt of it from their friends while out of school in cafes. However they all used it as a tool for social purposes and did not have an idea of how it can be used in either teaching or learning. This confirms the fact that inadequate access to computers and Internet services lead to limited skills on how one can variously use computers in daily life. The fact that there are limited serving points for Internet in the university is also a factor leading to limited knowledge about network based learning form the Internet. Students did not seem to know whatsoever that one can use the Internet Social Networking for academic purpose. 2010-12-09 |
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4.5 Pourcentage de cours enseignés en utilisant les TIC
4.6 Facteurs favorisant l'utilisation des TIC par les éducateurs
4.6.1 Facteurs qui favorisent l'utilisation des TIC selon les éducateurs (150 mots)  | There are a number of factors that support the use of ICT which include; availability of Internet connection, the fact that educators are skilled, the fact that the present libraries for both at the University and department have outdated materials and educators are left with no option other than using ICT to update their work, use of ICT is a global trend and thus it is very fundamental at home and work place, the presence of the ICT policy as stated by the university and the Ministry of Education and Sports, the educators are trained in ICT and the possibility of integrating ICT in many programs taught by the University. The young/ junior lecturers seem to be more interested in integrating ICT in their courses and this is evidenced by their continuous search for relevant and current information from the computer laboratory which is not the same case with those educators who are a bit elderly. 2009-02-09 |
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4.7 Défis inhérents à l'utilisation des TIC par les éducateurs
4.7.1 Facteurs indiqués par les éducateurs comme défis à l'utilisation des TIC (150 mots)  | There are a number of challenges facing the integration of ICT by educators and those include; difficulty in getting Internet connectivity, high ratios of computer to students, strict entry requirements to computer laboratory which are also open for few hours during working days and closed during weekends yet that is when learners have to time to do their private reading and accessing the computer lab should be handy, the Bandwidth is slow and intermittent, limited support from top management of the university that is absence of a strong will and support for ICT related projects, unreliable power supply though some departments have standby generators, available facilities are not sufficient to train effectively all the trainees and students are grouped so as to enable them access computer laboratory at different times of the day, heavy workload of the lecturers also act as a challenging towards effective integration of ICT and this coupled with ICT trainers not being fully prepared discourages students to the extent of some students abandoning practical and concentrating on the theory part alone. 2009-02-09 |
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4.8 Facteurs favorisant l'utilisation des TIC par les apprenants
4.8.1 Facteurs qui favorisent l'utilisation des TIC selon les apprenants/élèves (150 mots)  | There are several factors which were put forward by the learners. They include the increased need to search for knowledge, the presence of Internet connection in the institution, students got training on how to use ICT and therefore they need to put in practice what they were taught, the nature of the course works they do as some require up-to-date and recent information which can not be got from the books in the library but only the Internet, the urgency of the information required as the Internet is the quickest way to get any information you want especially using Google search engines, presence of computers and the availability of power supply. 2009-03-03 |
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4.9 Défis inhérents à l'utilisation des TIC par les apprenants/élèves
4.9.1 Facteurs indiqués par les apprenants/élèves comme défis à l'utilisation des TIC (150 mots)  | The students listed a number of challenges that prohibit their effective use of ICT and such include the following; limited band-width which makes the Internet very slow, limited computers compared to the student numbers and this results to very restrictive measures to access such as each student being given one hour on the computer and then leave it for another, power interruptions and the absence of a standby generator, quite often the computers are infected with viruses which limits their usage, there are very limited space in all the computer laboratories in this institution which almost make students suffocate while they are using the computers, some students still lack the basic knowledge and skills to effectively use ICTs, limited sockets and other equipment like projectors, smart boards and big classes where by you find a class has like 380 students it becomes very challenging for the computer teachers to effectively facilitate lessons. 2009-03-03 |
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4.10 Compétences requises pour l'utilisation des TIC (dans l'éducation) par les éducateurs
4.10.1 Compétences requises pour l'utilisation des TIC selon les éducateurs  | At the moment, educators have skills on introduction to computers as they have been teaching it to students, surfing and research using the Internet and the use of Microsoft packages.
However, for educators to fully integrate ICT in their teaching they need to learn how to use other ICT equipment such as the beamers, acquire personal laptops for easy planning purposes, learn how to use projectors, develop a good and supportive attitude towards the use of ICT especially the elderly lecturers, a clear understanding of the potential of ICT is desirable in all areas, need to develop manipulative skills, ability to surf and select appropriate information and package it well for say Diploma students, Bachelors students, Masters students and those on Post graduate programs. 2009-02-09 |
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4.11 Compétences requises pour l'utilisation des TIC (dans l'éducation) par les apprenants/élèves
4.11.1 Compétences requises pour l'utilisation des TIC selon les apprenants/élèves  | Learners stated that much as they are trained to use ICT, they needed the following competencies in order to be more effective. The need for continuous practice as majority stated that after the training they go back to their upcountry districts and do not get any access to the computer and by the time they come back they have forgotten most of what they had learnt, they also need to get skills on video conferencing and teleconferencing so as to be able to facilitate qualitative classes, more skills are still needed in carrying out formatting, detailed training and not just introductions which are also taught to primary pupils, getting more skills on how to surf and get all the information wanted as quite often they fail to get what they want from the Internet. 2009-03-03 |
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4.12 Publications et recherches connexes relatives à l'intégration des TIC en éducation
4.12.1 Les TIC dans les publications de recherche liées à l’éducation (référence et résumé; 150 mots; document le cas échéant)  | 2008-10-09 |
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4.12.2 Nombre de publications et de recherches connexes portant sur les TIC en éducation | Donnée non disponible 2008-10-09 |
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4.13 Initiatives pionnières sur les TIC en éducation
4.13.1 Initiative pionnière en matière de TIC en éducation (description, incluant les parties responsables; 150 mots; document le cas échéant)  | 2008-10-09 |
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4.14 Classement de l'intégration des TIC par établissement
4.14.1 Score de l'index d'intégration des TIC | Donnée non disponible 2008-10-09 |
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Impact sur les éducateurs (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
5.1 Impact des TIC sur l'enseignement
5.1.1 Impact des TIC (indiqué par des éducateurs) sur la planification de la leçon (150 mots)  | The reported impact was in the areas of efficient utilization of time and accessing up to date information used to update teaching content. ICT has also helped them in preparation of students’ handouts which saves them time copying notes.
By searching for information through the internet educators reported that they are able to give students current information that is useful and practical for their day to day living.
Has used ICT in lesson preparation by extracting notes for class use in biology education;
For some courses all students must use internet (ICT) for research on the given topics which simplifies my teaching’.
2009-02-03 |
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5.1.2 Impact des TIC (indiqué par des éducateurs) sur l'enseignement en classe (150 mots)  | Educators reported that ICT has had an impact on their in-class teaching in that it has enabled them use updated teaching content, prepare by typing and printing hand outs which students access thus they spend less time on task since students get hand outs.
Some educators have integrated their notes with work they have surfed on the Internet making them more up-to date and relevant for the students
Use ICT mainly for research work and searches for current information that he passes on to students.
Uses ICT for research and typing, printing notes for use in class;
Uses a computer for typing and printing and internet for both research and digital content;
Searches for information to supplement his teaching on the internet and also print out his work;
2009-02-03 |
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5.1.3 Impact des TIC (indiqué par des éducateurs) sur les méthodes d'évaluation (examens, etc. ; 150 mots)  | Reported impact is mainly in the area of examination/test administration:
Most educators reported that they use ICT/computer to prepare tests and examination questions and the students hand in typed assignments.
This simplifies the marking process.
Sometimes the educators refer students to the internet to search for information to answer the questions/assignments.
2009-02-03 |
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5.1.4 Impact des TIC (indiqué par des éducateurs) sur la communication éducateur-élève (150 mots)  | Educators reported that ICT has not yet had an impact on their communication with students. They reported that generally, questions are asked in class during lectures and assignments are submitted on a particular day agreed upon during the lecture. However, students are encouraged to hand in typed work and not hand written one. Educators do not encourage students to use email for submission of assignments and asking related questions. This is so because as one educator stated “… I would allow students to communicate to me via email but I do not have access to Internet or even a computer on my desk office but if I owned one or a laptop I would allow them” another educator added that last semester he asked students to submit their coursework via email but it was so tiresome to mark 380 students and he vowed never to do it again. 2009-02-03 |
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5.1.5 Impact des TIC (indiqué par des éducateurs) sur la réflexion dans l'enseignement (150 mots)  | All respondents agreed that ICT helps them reflect on their teaching in the sense that it enables them look for current information on the Internet to update/ supplement teaching content/notes. Educators also added that when PowerPoint presentations are used learners follow very well as the points are well summarized and discussion flows naturally. Educators stated that it impacts them given the fact that the library has only books and most of the changes in ICT are well documented not in books but on the Internet. It was also revealed that during discussion, educators can easily notice where students have had difficulty in understanding and then do some revision before printing such work to be given to students. 2009-02-03 |
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6.2 Impact des TIC sur l'accès des apprenants à la connaissance
6.2.1 Impacts des TIC (indiqués par les apprenants) sur l'accès à la connaissance (150 mots)  | A lot of information and therefore knowledge has been accessed to through the use of Internet. It helps us to update our notes, help us when we are writing our research proposals and final reports and gives us a wide spectrum of valuable knowledge in form of research reports, surveys, journals, publications especially News papers which make us more informed on what is happening in the world.
However, it is unfortunate that we have very limited time to access ICT services as the lab is always occupied and sometimes the Internet is down and thus you can not use it to better your understanding of issues. Having access to ICT facilities helps us to gauge ourselves with other International student as you can get to learn how specific courses or subjects are taught in other universities. It is easy to compare course outlines and even the methodology of facilitation.
2009-03-03 |
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6.2.2 Impact des TIC (indiqués par les éducateurs) sur l'accès à la connaissance (150 mots)  | With the presence of the Internet students have got access to most recent and current educational materials, journals, researches reports and publications. Students are now able to access relevant websites especially those that does not require membership and those which does are still a challenge as the students have no money to pay for subscription. There is a web site called CurriculumNet which is interactive with over 8 colleges connected and for such colleges computers have been provided to facilitate the program. In order to increase access to ICT knowledge the educators need to introduce a Diploma course for teacher trainers so that they can be able to help their fellows. The challenge is that there is no enough time and many teachers still see ICT as a subject and not as a tool for teaching. 2009-02-09 |
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6.3 Documentation produite par les apprenants en utilisant les TIC
6.3.1 Impacts des TIC sur la documentation produite (indiqués par les apprenants)  | Here the impact is still minimal as very few people have done publications. It was only two students out of 8 who participate in this discussion who had produced documents using ICT and the computers at the school. However, they all agreed that with ICT in place it improves one’s quality of research as comparisons can be done and thorough analysis made possible with the help of some software like SPSS and Excel.
Learners argued that for the above to be realised, there is need to reduce computer student ratio, make computers cheaper for those who want to their own and help and provide ICT facilities to had to reach and live areas where some of the teachers trained work from.
2008-10-09 |
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6.3.2 Impacts des TIC sur la documentation produite (indiqués par les éducateurs)  | The impact of ICT on documentation has not be so much apart from for Master and PhD students who use the available ICT facilities while doing their research and publish the findings. At Bachelors and Diploma levels there has not been a lot of publication of materials though mandatory researches are done as it is a requirement before one graduates in some of the courses taught at this faculty. It is worth noting that most students who study ICT are able to work single handedly on their reports without involving secretaries which students claim is a big relief because it reduces their expenditure and develops their skills further. However, some students especially the working and mature ones still give their work either to fellow students or secretaries because they do not get the time to do it by themselves. 2008-10-09 |
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6.1 Impact des TIC sur l'apprentissage en général
6.1.1 Impacts des TIC spécifiés par les apprenants sur l'apprentissage (150 mots)  | students stated that one of the impact of ICt on their learning was improving the quality of their notes as they could supplement class work with information from the Internet, have improved their confidence especially when facilitating using PwerPoint program, they also believe that students will be more stimulated and interested when they integrate ICt in their classroom teaching, quick accessibility to global information in the area of education, increased performance in terms of class work, effective communication between themselves andtheir lecturers, knowledge trading among others. 2009-03-03 |
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6.1.2 Impacts des TIC spécifiés par les éducateurs sur l'apprentissage (150 mots)  | There are a number of impact that ICT has had on students learning which include the following; Many students are inspired to carry on ICT to further levels after the mandatory ICT classes, students can type their own course works, students can chat with their colleagues using the email communication, students do peer teaching and learning especially where a student has problems the others are willing to help him or her to catch up and consequently this has resulted to improving the quality of learning and teaching for students and educators respectively. 2009-02-09 |
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TIC et gestion de l'établissement (10 sous-catégorie disponible; 10 contient des données, dont 1 document)
7.1 Nombre des établissements possédant un plan d'intégration des TIC
7.1.1 L'institution a un plan d'intégration ?  | Oui 2008-10-21 |
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7.1.2 Description du plan d'intégration des TIC (150 mots et joindre le document en question)  | The institution has a strategic plan which mentions about the integration of ICT. The plan describes on how teachers will under go numerous training in ICT at higher levels (PhD), the development of the ICT technical staff who will be deployed within the institution, to install and maintain modern ICT infrastructure, utilize ICT to improve on the management of both resources and records. Much as the management acknowledges the fact that they need to integrate ICT in all its plans it is still far from being a reality as the institution lacks the financial and human resources to make it happen. Infrastructure in place is still inadequate and in sorry state which means there is need for overhauling everything which is not easy especially even more when the top management seem not to be bothered of whether ICT is integrated or not. Document joint : strat.plan.pdf 2008-10-21 |
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7.2 Nombre des établissements ayant mis en place une stratégie de maintenance et de renouvellement des équipements TIC
7.2.1 L'institution a mis en place une stratégie de maintenance et de renouvellement des équipements TIC ?  | Oui 2008-10-21 |
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7.2.2 Description des stratégies mises en place pour l'entretien et le renouvellement des équipements  | The maintenance and renew plan of ICT is directly embedded within the strategic plan of the university and includes acquiring new hardware for the different faculties, training technical people to be deployed within the faculties, making stock control of the ICT resources at a regular basis. However, even when it was categorically stated that there was a strategic plan it was not possible for the researchers to have access to it. 2008-10-09 |
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7.3 Nombre des établissements qui permettent à la communauté d'accéder à leurs infrastructures TIC
7.3.1 L'institution offre un accès à leurs infrastructures TIC à la communauté ?  | Oui 2008-10-21 |
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7.3.2 Description des types d'accès fournis par l'institution à la communauté (150 mots)  | The institution offers access to the community where people can come and use the computer to access the Internet at a fee, there are numerous trainings that offered to the community members or the public to learn ICT where packages such as Microsoft Word, Excel, Access, Oracle, Cisco Networking among others are taught at a fee and Certificates are offered. The public has been very positive to enroll for such short courses as such skills are demanded either at their place of work or for personal improvement in this globalised era. Such short courses are run parallel with the school program but most students are enrolled for weekend and evening programs and majority during holiday time when the students are in the field. The money generated from these short courses help in the maintenance of the ICT facilities as the managers quite often allocate very little funds for repair for such ICT facilities. 2008-10-21 |
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7.4 Nombre de managers (directeurs/gestionnaires/personnel administratif de l'école, etc.) formés pour utiliser les TIC (dans l'éducation)
7.4.1 Nombre de managers dans l'institution | 12 2008-10-21 |
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7.4.2 Description des types de gestionnaires  | The managers as described by the respondent at the Faculty of Education level include the followinig; Faculty Dean, five heads of department, five coordinators and a representative of the Academic registrar. Of the above, the Faculty Dean is the most leader of the rest of the managers, the coordinators and heads of department work hand in hand to manage the different programs which are taught by the faculty. However, the representative of the Academic registrar's office is responsible for for linking up the faculty with the Academic registrar's office of the University. 2008-10-21 |
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7.4.3 Nombre de managers formés pour l'utilisation des TIC (dans l'institution éducative) | 10 2008-10-21 |
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7.4.4 Description de la formation reçue par les managers pour utiliser les TIC en éducation (150 mots)  | The managers have received training in the Microsoft packages such as Word, Excel, PowerPoint, and Access to help them in the daily administration of the institution. They have also learnt how to use the Internet more effectively for communication, and search for appropriate content. Though the managers were trained those who do not have personal initiative and interest in ICT forgot long time but what is interesting is that most of them are increasingly becoming aware that in today’s world there is no way how you can run from ICT if you are to become a better and well informed manager regardless of the level of management. 2008-10-21 |
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7.4.5 Pourcentage des managers formés pour utiliser les TIC | 83,33 % (10 / 12) 2008-10-09 |
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7.4.6 Nombre de managers de sexe féminin dans l’institution  | 2 2009-02-16 |
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7.4.7 Nombre de managers de sexe masculin dans l’institution  | 10 2009-02-16 |
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7.4.8 Nombre de managers de sexe féminin formés pour l’utilisation des TIC (dans l’institution éducative)  | 2 2009-02-16 |
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7.4.9 Nombre de managers de sexe masculin formés pour l’utilisation des TIC (dans l’institution éducative)  | 8 2009-02-16 |
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7.4.10 Pourcentage de managers de sexe féminin dans l'institution | Donnée non disponible 2008-10-09 |
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7.4.11 Pourcentage de managers de sexe masculin dans l'institution | Donnée non disponible 2008-10-09 |
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7.4.12 Pourcentage de managers de sexe féminin formées pour l'utilisation des TIC dans l'institution | Donnée non disponible 2008-10-09 |
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7.4.13 Pourcentage de managers de sexe masculin formés pour l'utilisation des TIC dans l'institution | Donnée non disponible 2008-10-09 |
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7.5 Impact des TIC sur la gestion des pratiques éducatives
7.5.1 Impacts (indiqués par les managers) sur la gestion des pratiques éducatives (150 mots)  | Several improvements have been sighted in management practices where ICT is integrated. Students monitoring has greatly improved within the institution and by click of a button the administrators can obtain any students' details. Storage of information concerning the students, institution, finance has greatly improved and is more secure than before. There is great efficiency in the management practices at the institution and actually it has helped in creating office space by doing away with the many paper files and folders. Due to the fact that there is immediate access to required information, this has eased the process of decision making and quick implementation of policies decided upon by the management. Also it has helped in accessing the performance of the institution employees as it is for example easy to compute and tell how many hours each lecturer use for teaching in a semester. 2008-10-21 |
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7.6 Impact des TIC sur le programme d'enseignement (mathématiques, science, arts et lettres, etc.)
7.6.1 Impacts (indiqués par les managers) des TIC sur le programme d'enseignement  | The use of ICT has significantly attracted learners to the subjects that use ICT and also simplified learning. For example, use of PowerPoint presentations by the educators has simplified their teaching and saved a lot of time for them in terms of preparation, storage and retrieval. Update of the content is faster and easy. Where ICT is involved also participation of learners is high and their attention span is much more than when conventional methods of facilitation are used. 2008-10-21 |
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7.7 Impact des TIC sur la formation permanente/les programmes de développement professionnel
7.7.1 Impacts (indiqués par les managers) des TIC sur la formation permanente/le développement professionnel en éducation (150 mots)  | Through the use of ICT the teachers and administrators have been able to enroll on several online programs to increase on their professional development. Research for specific content can be undertaken much faster and easier hence improving on the already existing skills. With the computer in front of you and making use of it involves continuous learning especially when it connected to Internet. Many of our staff has succeeded in getting scholarships and research funds for further studies or on educational topics just through the Internet which without doubt has significantly contributed to the professional development of our staff. 2008-10-21 |
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7.8 Habiletés des directeurs d'écoles à utiliser les TIC (compétences de base)
7.8.1 Nombre des managers d'institution possédant une adresse de courriel (email)  | 12 2009-02-16 |
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7.8.2 Description des habiletés des managers à utiliser les TIC (compétences de bases) (150 mots)  | The managers can effectively use several Microsoft packages which include Word, PowerPoint, Access and Excel for undertaking management roles. They can use the projectors, interactive white boards, video conferencing and several Internet based programs. Some managers who are in big positions can not hesitate to learn ICT because quite often they find it in national and international meetings where it is the order of the day like all presentations being done using PowerPoint and this forces them also to put in more effort to acquire such skills. 2008-10-21 |
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7.8.3 Pourcentage des managers avec des adresses de courriel (email) | 100,00 % (12 / 12) 2008-10-09 |
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7.9 Obstacles majeurs (identifiés par les managers d'écoles) qui empêchent les élèves d'atteindre les objectifs d'apprentissage avec les TIC dans leurs écoles
7.9.1 Obstacles, tels qu'identifiés par les managers, qui freinent l'atteinte des objectifs TIC de l'institution pour les élèves (600 mots)  | There are several barriers that have been noted to hinder achievement of ICT goals and these include:
Policy makers who take a lot of time trying to pass the policy, sometimes rejecting the developed policy.
There is lack of funding to fully integrate ICT to the desired standards within the institution. The institution is under funded by the government on developmental aspects.
Electricity is a major problem too that has both destroyed ICT equipment and also hindered proper use of the hardware. There is less power or not available for hours, days.
The curriculum structure in existence does not encourage use of ICT during teaching and learning. This needs revising to address the issue. 2008-10-21 |
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7.10 Leadership et bonnes pratiques dans l'intégration des TIC en éducation
7.10.1 Description des «success stories» en matière d'intégration des TIC (description, 300 mots, quoi, par qui, comment, avec quel résultat ?)  | At the moment most of the projects wwhich have been implemented by KYU have not been solely under the institutions rather it has been a facilitator through training human resource to take advantage of the projects especially those introduced by tha National Curriculum Development Centre and the Ministry of Education and Sports. 2008-10-21 |
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Genre (2 sous-catégorie disponible; 2 contient des données, dont 0 document)
9.1 Nombre des apprenantes qui ont accès aux ordinateurs
9.1.1 Nombre d'apprenants de sexe masculin  | 7683 2008-10-21 |
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9.1.2 Nombre des apprenants de sexe masculin qui ont accès à un ordinateur  | 7683 2008-10-21 |
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9.1.3 Nombre d'apprenants de sexe féminin  | 6288 2008-10-21 |
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9.1.4 Nombre des apprenants de sexe féminin qui ont accès à un ordinateur  | 6288 2008-10-21 |
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9.1.5 Pourcentage des apprenants de sexe masculin qui ont accès à un ordinateur | Donnée non disponible 2008-10-09 |
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9.1.6 Pourcentage des apprenants de sexe féminin qui ont accès à un ordinateur | Donnée non disponible 2008-10-09 |
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9.2 Nombre des enseignantes qui ont accès aux ordinateurs
9.2.1 Nombre d'enseignants de sexe masculin  | 48 2008-10-21 |
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9.2.2 Nombre d'enseignants de sexe masculin qui ont accès aux ordinateurs  | 48 2008-10-21 |
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9.2.3 Nombre d'enseignantes (de sexe féminin)  | 20 2008-10-21 |
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9.2.4 Nombre d'enseignantes (de sexe féminin) qui ont accès aux ordinateurs  | 20 2008-10-21 |
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9.2.5 Pourcentage des enseignants de sexe masculin qui ont accès aux ordinateurs | Donnée non disponible 2008-10-09 |
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9.2.6 Pourcentage des enseignantes (de sexe féminin) qui ont accès aux ordinateurs | Donnée non disponible 2008-10-09 |
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Sensibilité culturelle au contenu (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
10.1 Impact des TIC sur le développement d'une variété de contenu éducatif africain
10.1.1 Impacts (indiqués par les managers) sur le développement des contenus de cours africains  | Many of the Tutors are developing their own content to suit their context which has greatly contributed to the development of course content that meets the needs of the Africans. Many Tutors are developing course content for the subject areas in the lower institutions hence improving the course content at that level too especially secondary schools and advanced levels. 2008-10-21 |
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Éducation spéciale (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
11.1 Impact des TIC sur les apprenants aux besoins spéciaux
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Langue (1 sous-catégorie disponible; 1 contient des données, dont 0 document)
12.1 Relation entre l'intégration des TIC dans l'éducation et les langues locales
12.1.1 Perception des éducateurs de la relation entre la langue maternelle des apprenants et l'intégration des TIC dans l'éducation  | Educators stated that there is no relationship between the learners first language and ICT in education. They added that by the time students join they have taught for some time or those who are direct from high school are very well familiar with English language. However, not to confuse learners, ICT terminologies are introduced slowly slowly so as not to scare away the students. 2009-02-09 |
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12.1.2 Perception des parents (ou membres de la communauté) de la relation entre la langue maternelle des apprenants et l'intégration des TIC en éducation  | Donnée non disponible 2008-10-09 |
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Fiche créée le Jeudi 09 Octobre 2008 04:31:18 UTC.
Fiche mise à jour le Jeudi 14 Juillet 2011 09:25:15 UTC.
Fiche en cours de validation.