ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-11-11
2.1.2 Percentage of computers connected to the Internet	50.00 % (70 / 140)  2008-11-11

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2008-11-11
2.2.2 Types of connection and bandwidth	radio connection 512 kbps  2008-11-11
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.	70  2008-11-11

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	174  2009-02-09
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	140  2009-07-30
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.)	95  2009-02-09
2.3.4 Ratio of educators to computers	1.83 (174 / 95) educator(s) per computer  2009-07-30

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	1932  2009-02-09
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.)	95  2009-02-09
2.4.3 Ratio of learners to computers	20.34 (1932 / 95) student(s) per computer  2009-07-30

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

2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?" Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician.	Yes  2008-11-11
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 professional duties of the UTG’s Network Administrator is the maintenance of the Servers, development and maintenance of the institutional website (Web Master), support networks and Internet connections as well as being responsible for the University’s hardware and software and their maintenance.  2009-02-09

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.

List of types of software used for administrative and educational purposes: • Word processing (MS Word, Word Pad) • Spreadsheet (MS Excel) • Presentation (PowerPoint) • Database (MS Access) • Accounting (Quick Books) • Publishing (Desktop publisher) • Web resources (Internet, web page and e-learning facilities) • Nero Burner • Adobe Master Collection • Adobe Reader • NetBean • Eclipse • Advance Learning ICDL • MIRC • Mavis Beacon • Texpad • Winamp   2009-02-09

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2008-11-11

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2008-11-11

3.1 The number of teacher-training institutions

3.1.1 Description of teacher-training institution "Description of teacher-training institution." Describe, in 150 words, the teacher-training institution. If there is no teacher training institution, explain why, provide context and describe any future plans.	Department of Education under the UTG which trains teachers at degree and certificate levels. It is located at MDI Road in Kanifing South, Kanifing Municipal Council (KMC). This Department is headed by a Head of School (HOD) who is assisted by a total of 5 full-time Educators and an average number of 4 part-time Educators per year.  2008-11-11

3.2 The number of teacher-trainers per institution

3.2.1 Number of teacher trainers in institution	4  2008-11-11
3.2.3 Number of teacher-trainers (females) in the institution "Number of teacher-trainers in institution." Indicate the number of full-time female teacher-trainers in the institution.	0  2009-02-09
3.2.4 Number of teacher-trainers (males) in the institution "Number of teacher-trainers in institutions." Indicate the number of full-time male teacher-trainers in the institution.	4  2009-02-09
3.2.5 Percentage of female teacher-trainers in the institution	0.00 % (0 / 4)  2008-11-11
3.2.6 Percentage of male teacher-trainers in the institution	100.00 % (4 / 4)  2008-11-11

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

3.3.1 Number of teacher trainers in the institution with email addresses	4  2008-11-11
3.3.2 Percentage of teacher trainers with email addresses	100.00 % (4 / 4)  2008-11-11
3.3.4 Number of female teacher-trainers who have email addresses "Number of female teacher-trainers in the institution with a personal email address." Indicate the number of female teacher-trainers who have their own email address.	0  2009-02-09
3.3.5 Number of male teacher-trainers who have email addresses "Number of male teacher-trainers in the institution with a personal email address." Indicate the number of teacher-trainers who have their own email address.	4  2009-02-09
3.3.6 Percentage of female teacher-trainers in the institution who have an email address	0.00 % (0 / 0)  2008-11-11
3.3.7 Percentage of male teacher-trainers in the institution who have an email address	100.00 % (4 / 4)  2008-11-11

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

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

All the four teacher-trainer lecturers have basic skills in the use of ICT. One of them, who lectures the Information Technology program, is very competent in ICT use. Another teacher-trainer is also competent in ICT, while the remaining have some ICT capabilities to enable them use it in their work.  2009-07-30

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

3.5.1 Number of teacher trainers in the institution who use ICTs	2  2008-11-11
3.5.3 Number of female teacher-trainers who use ICTs to train educators "Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers)." Indicate the number of female trainers in the institution who use ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field.	0  2009-02-09
3.5.4 Number of male teacher-trainers who use ICTs to train educators "Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers)." Indicate the number of male trainers in the institution who use the ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field.	2  2009-02-09
3.5.5 Percentage of female teacher-trainers in the institution who use ICTs to train educators	0.00 % (0 / 0)  2008-11-11
3.5.6 Percentage of male teacher-trainers in the institution who use ICTs to train educators	50.00 % (2 / 4)  2008-11-11

3.6 The number of preservice educators

3.6.1 Number of preservice educators in institution	4  2008-11-11
3.6.3 Number of female preservice educators	0  2008-11-11
3.6.4 Number of male preservice educators	4  2009-02-09
3.6.5 Percentage of female preservice educators Indicate the number of female educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field.	0.00 % (0 / 4)  2008-11-11
3.6.6 Percentage of male preservice educators  Indicate the number of male educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field.	100.00 % (4 / 4)  2008-11-11

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

3.7.1 Number of preservice educators in the institution with an email address	4  2008-11-11
3.7.2 Percentage of preservice educators with email addresses	100.00 % (4 / 4)  2008-11-11
3.7.4 Number of female preservice educators with email addresses "Number of preservcie educators (student teachers) in the institution who have their own email address." Indicate the number of female educators undergoing initial training in the institution who have an electronic mail address.	0  2008-11-11
3.7.5 Number of male preservice educators with email addresses "Number of preservcie educators (student teachers) in the institution who have their own email address." Indicate the number of male educators in the institution in the course of initial training having a electronic mail address.	4  2009-02-09
3.7.6 Percentage of female preservice educators with an email address	0.00 % (0 / 0)  2008-11-11
3.7.7 Percentage of male preservice educators with an email address	100.00 % (4 / 4)  2008-11-11

3.8 The presence of ICT in teacher-training curriculum

3.8.1 ICT in initial (pre-service) teacher-training curriculum? "Is ICT present in the initial (pre-service) teacher-training program curriculum?" Indicate either by yes or no if the teacher’s training institution includes ICTs in some of its initial training programs.	Yes  2009-02-09
3.8.2 Description of ICT in initial (pre-service) teacher-training curriculum (150 words) "Description of the presence of ICT in initial (pre-service) teacher-training curriculum." Summarise in 150 words the manner in which the ICTs are integrated (ICT courses and/or ICT application in the teaching of other disciplines) in the teachers’ initial training programs. Indicate if the ICT exists in other forms. If ICT is not present, explain why, provide context and describe any future plans.	The Department of Education of the UTG has a whole module on ICT taught specifically by a trained ICT educator in order to help trainee-teachers to use ICT in their deliveries and personal development. This ICT module is delivered as a three credit-hour course per week. In addition, some lecturers also use ICT facilities such as Power-Point and Internet in delivering their lectures to trainee-teachers.  2009-07-30
3.8.3 ICT in educator professional development (continuing education)? "Is ICT present in «in-service teacher professional development» (continuing education) program curriculum?" Indicate by yes or no if the ICT exists (ICT courses and/or the application of ICT in the teaching of other disciplines) in the professional permanent/development programs of educators.	Yes  2009-02-09
3.8.4 Description of ICT in educator professional development (continuing education) (150 words) "Description of the presence of ICT in «in-service teacher professional development» (continuing education) program curriculum." Summarise in 150 words the way in which the teachers’ professional permanent/development programs integrate the use of ICT (describe the ICT courses and the application of ICTs in the teaching of other disciplines). If ICTs are not present, explain why, provide context and describe any future plans.	The UTG need to plan some kind of training and professional development programs to integrate ICT, but there is no official timetabling of it in the teacher-training curriculum for the individual educators.   2009-07-30

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

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

The Education Department of UTG has a total of 7 ICT equipment (i.e. 3 computers and 4 laptops). Three (3) of the computers have Internet connectivity for use in the training of teachers. Various software packages like MS Word, MS Excel, MS Power-Point and web resources are also used by the Department for teacher training.   2009-07-30

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	1  2009-07-30
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	1  2009-07-30
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	0.57 % (1 / 174)  2009-07-30
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	0.57 % (1 / 174)  2009-07-30
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  2008-11-11
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT	1  2009-02-09
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  2008-11-11
3.11.8 Number of male educators who have completed more than 50 hours of continuing education/professional development that included ICT integration "How many teachers have had more than 50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT.	1  2009-02-09
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 / 24)  2008-11-11
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	0.67 % (1 / 150)  2009-07-30
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 / 24)  2008-11-11
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0.67 % (1 / 150)  2009-07-30

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

3.12.1 ICT-integration index score	Data not available  2008-11-11

4.1 The frequency of ICT use by educators for academic purposes

4.1.1 Average ICT use by educators for academic purposes (hours per week)	2.0  2008-11-11
4.1.3 Average ICT use by female educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.)	0.0  2008-11-11
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	4.0  2009-02-10
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.00 (0 / 4)  2008-11-11

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)	3.0  2009-07-30
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.	3.0  2009-02-10
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.	3.0  2009-02-10
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (3 / 3)  2009-07-30

4.3 The types of ICT use by educators

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

The different types of ICT applications used by educators include: • Word processing packages such as MS Word and WordPad • Presentation packages such as MS PowerPoint • Spreadsheet packages like MS Excel • Database Packages such as MS Access • Web resources like Internet These ICT applications are used by some of the educators for teaching purposes and research work. They also help educators in preparing lecture materials for the learners.   2009-02-10

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.

Final Report for Microfinance Needs Assessment Study Funded by the Concern Universal through the Families Project (2009-02-10)   2009-02-10

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.	Microsoft Office Suite (MS Access, MS Excel and MS words, MS PowerPoint) is the most used software by the learners in the education department of the University of the Gambia. Group or individual presentations are done using PowerPoint presentations. Assignments and projects are always typed. Using the University’s Computer Laboratory, the learners are able to get information from eBooks, online materials and many more educational resources.  2009-07-30
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  2008-11-11
4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	Data not available 2008-11-11
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	Data not available 2008-11-11
4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Data not available 2008-11-11
4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Data not available 2008-11-11

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	Data not available  2008-11-11
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	Data not available  2008-11-11
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	Data not available 2008-11-11
4.5.4 The percentage of courses taught using ICT	Data not available  2008-11-11

4.6 The factors supporting the use of ICT by educators

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

The factors, as stated by educators that support ICT use are first and foremost, their abilities to effectively use ICT as a teaching tool and possessing of rudimentary computer literacy to operate computers and the software that comes with it.. The second factor is the availability of high speed internet connectivity to allow them access web-based resources to supplement the limited library resources. Thirdly, the availability of un-interrupted power supply due to a high powered electricity generator that comes on each time there is load shedding. Finally, another factor that supports ICT use for educators is the availability of computers or lap-tops with internet connectivity (wireless/otherwise) for faculty members.   2009-07-30

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 main challenge that inhibits the full integration of ICT in the UTG Education Department and other faculties is the computer-learners ratio and the lack of space in the UTG computer laboratory. To redress this, there is a need to increase access of computers and other multimedia devices to 1:1 and perhaps house it in a multi-purpose center, where different faculties can have ICT integrated lessons concurrently, without any difficulties. The second is lack of continuous and professional development and training to show faculty members the most effective means and approaches of integrating ICT in teaching and learning. Thirdly, the vast amount of information available on the Internet for educational purposes makes it difficult for lecturers to determine if students’ work are actually their own; curbing plagiarism is a major challenge. Another challenge is the educators’ ability to use the computer, fully and effectively.   2009-07-30

4.8 The factors supporting the use of ICT by learners

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

The students at the university have access to ICT facilities, at least 3 hrs a week. The availability of Internet facilities and their ability to operate computers and use the software that comes with it makes it easier to access vast amounts of information for educational purposes. They no longer have to rely solely on their lecturers or the university library for knowledge, because ICT makes self-directed learning a reality. The fast internet connection available at the university also makes it easier to download educational materials. Like the educators, the learners at the UTG Education Department stated the existence of a computer library with high speed internet access makes it very convenient to find supplementary materials for their courses. The un-interrupted power supply is another factor that promotes the use of ICT in learning. A high-powered generator helps alleviate the constraints caused by frequent power cuts.   2009-07-30

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.	One of the challenges students face at the university is having access to the computer laboratory. The limited number of computer, considering the students’ population, makes it difficult to access the laboratory when needed. Their ability to use the computers can also be a major hindrance because some of the students are not computer literate.  2009-07-30

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

4.10.1 Competencies required for ICT use (by educators) "What skills/competencies do you have and/or require to effectively integrate ICT in your teaching?" Summarize in 150 words the aptitudes necessary for the use of the ICT in a pedagogical context, as indicated by the educators.

The educators at the university of the Gambia stated that the most fundamental requirement for use of ICT in education are: 1.The ability to use Microsoft office suite vis-à-vis excel, access, word and Power-Point 2.Basic understanding of communication networks and ability to use , share files and other important information; use of intranet and internet and having an email address helps the timely sharing of important or urgent information. 3.The ability to browse or retrieve information on the internet is also necessary.   2009-07-30

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

4.11.1 Competencies required for ICT use (by learners) "What skills/competencies do you require to effectively use ICT in your learning?" Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum.	The basic competencies learners listed as important to use ICT for learning are: (1) the ability to operate computers and use the various software in it: (2) knowledge of using MS Office suite (MS Word, Power-Point, database and PowerPoint presentations); (3) the ability to browse for information on the internet is also invaluable.  2009-07-30

4.12 ICT in education-related research publications

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

Data not available  2008-11-11

4.12.2 Number of ICT in education-related research publications

0  2008-11-11

4.13 Pioneering initiatives in ICT in education

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

Data not available  2008-11-11

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2008-11-11

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) "Describe any impact that ICT has had on your lesson planning (how you prepare for classes)." Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers.	Lecturers have used the internet to look at and compare course content and outlines of other universities, around the world, that offer the same or similar courses. Based on these researches, they were able to design better courses (content and outline) to prepare their learners for the future work place. The facility of ICTs in aiding the preparation of electronic lesson plans has inherently improved the quality of lesson plans, its delivery and modification to improve aspect of it that has not worked well in class. As educators, they are continuously updating and improving lesson plans to suit their purpose or to integrate more hands-on activity for learners; ICTs allows them to do this without starting again; they simply improve existing documents as many times as possible to make sure that new developments/techniques in the domain are captured.  2009-07-30
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.	As educators, they are continuously updating and improving lesson plans to suit their purpose or to integrate more hands-on activity for learners; ICTs allows them to do this without starting again; they simply improve existing documents as many times as possible to make sure that new developments/techniques in the domain are captured. This has had a great impact on lesson delivery because it encourages a student-centered method of teaching. Planning, implementing, revising and re-implementing is a continuous process educators undertake to ensure that lessons are effective.  2009-07-30
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.	Accessibility of web-based resources, internet connectivity and other ICTs for both educators and learners, has relieved the pressure on educators to write and bind supplementary readers for learners due to the insufficient number of relevant materials in the university library. Now lecturers and learners can look for this information on the internet and incorporate it in their lesson plans and notes. Educators are no longer the sole repository of knowledge; thus lively and insightful discussions are common place. Apart from the improvement of the quality of students’ assignments and projects, assessment methods are diverse too and range from individual or group presentations to traditional diagnostic tests and examinations  2009-07-30
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.	Communications is now two-ways instead of the traditional method; educator in front of the class and giving learners all they need to know. Now learners and educator engage in very meaningful discussions and exchange of ideas. Assigning learners to research interesting concepts and then present their findings in the form of presentations in class is usually followed by questions from the educators and other learners. This enables learners to showcase their communication skills and improve their listening skills.  2009-07-30
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	The main impact on teaching is that educators offer guidance as opposed to spoon-feeding learners’ information or knowledge. ICT is a very effective means of promoting self-directed learning, activity-based and project-based learning.   2009-07-30

6.1 The impact of ICT on learning (in general)

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

The most remarkable aspect of using ICT to learn is its inherent capacity to make the World-Wide Web a university campus that is open 24/7, anytime, anywhere and can be accessed by an unlimited number of people. This has given learners the leeway to not only find information on their own but also assess their understanding of certain concepts by using ICT.. Now learners at UTG whose library does not have enough materials to ensure 1:1 ratio can get resources on the internet.   2009-07-30

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.

The availability of softcopies of course content and outline allows learners to work on their own irrespective of whether the educators have treated that particular topic or not. Based on that approach, they are able to effectively participate in class or ask questions to buttress their understanding. So all in all, learners are more empowered; they have all the resources necessary to successfully complete their courses, assignments etc.  2009-07-30

6.2 The impact of ICT on learner access to knowledge

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

Students at the University have access to ICT facilities at least 3 hrs a week. The availability of Internet facilities also makes it easier for learners to access vast amounts of information for educational purposes. They no longer have to rely solely on their lecturer or the university library for knowledge, because ICT makes self-directed learning a reality. The fast internet connection available at the university also makes it easier to download educational materials.  2009-07-30

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.

Educators stated that learners no longer have to rely solely on printed books and other materials in the university library which even when available are of limited quantities. With the Internet and the World Wide Web, educators and students alike, have access a wealth of learning materials in almost every subject can be accessed from anywhere at any time of the day and by an unlimited number of people.  2009-07-30

6.3 Documentation produced by learners using ICT

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

The documents learners produce using ICT are Long essays using word processors, powerpoint presentation on various topics, and spreadsheet to create graphs to facilitate the analysis of data and determine trends. Generally ICT has helped them in terms of the presentation of the data (formatting, font size and colors), accuracy (calculations, grammar and spellings) and enhancement of the content and quality of their projects and assignments.   2008-11-11

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

The educators stated that the use of ICTs by learners for research and typing has greatly enhanced the quality of their projects and assignments. Another profound impact is that it has increased the depth of their understanding and ability to hold very meaningful discussions and give their points of view on certain concepts and break down very complex theories to a format a layman can use. The educators believe that learners developed these abilities through the use of ICT, for example delivering PowerPoint presentations normally requires them to take salient points of a topic and explain it.   2008-11-11

7.1 The number of institutions with ICT integration plans

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

Yes  2009-07-30

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.

Even though the University has no written ICT Integration plans, there are plans aim at improving and popularizing the use of ICT for teaching and learning. Some of the plans are the following: 1. Increase the number of computers to reach a target computer-student ratio of 1:1. All the computers will be connected to internet. 2.Provide faculty members with desktops or laptops with high speed internet connectivity. 3.Design a computer laboratory user guide and policy that spells out a user code of conduct etc. 4.Develop the capacity of the ICT unit to meet the growing needs of the computer laboratories in terms of updating, renewal and maintenance of equipment. 5.Set up a digital campus and e-learning center of the University where long distance learning can take place.   2008-11-11

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

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

No  2008-11-11

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 university has an ICT technician who is in charge of updating equipment and software, renewal of equipment that is damaged beyond repair and maintenance. This is not scheduled, but the various Departments call on his assistance when the need arises.  2008-11-11

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

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

No  2008-11-11

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.

Only students and staff members have access to the ICT facilities of the University. Students have usernames and passwords to access the ICT facilities.  2009-07-30

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

7.4.1 Number of managers	Data not available  2008-11-11
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).	Data not available 2008-11-11
7.4.3 Number of managers trained to use ICT	Data not available  2008-11-11
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.	Data not available 2008-11-11
7.4.5 Percentage of managers trained to use ICT (in education)	Data not available  2008-11-11
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.	Data not available  2008-11-11
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.	Data not available  2008-11-11
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.	Data not available  2008-11-11
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.	Data not available  2008-11-11
7.4.10 Percentage of female managers in the institution	Data not available  2008-11-11
7.4.11 Percentage of male managers in the institution	Data not available  2008-11-11
7.4.12 Percentage of females managers trained to use ICT in the institution	Data not available  2008-11-11
7.4.13 Percentage of male managers trained to use ICT in the institution	Data not available  2008-11-11

7.5 The impact of ICT on education management practices

7.5.1 Stated impact (by managers) of ICT on education management practices (150 words) "Describe the impact of ICT on education management practices at your institution." Summarize in 150 words the impacts of ICT on the management educative practices as indicated by managers.

Since the establishment of the University, students end-of- semester overall examination scores are centrally stored in a database system. Records of learners from as early as 2000 are still available. These records can be queried, use by administrative staff to prepare attestations or even determine if the student has fulfilled all the requirements for graduations. Staff records are also stored in a database management system. Additional benefits of ICT as stated by educators include: (1) Flexibility to try out new pedagogic approach (2) Tracking attendance of their students’ (3) Analysis of trends in student performance, etc.   2009-07-30

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.

At present, the use of ICT in teaching and learning is not enforced at the University of the Gambia and has no bearing on what curriculum is taught. However, a good number of lecturers seize upon its intrinsic values to support student-centered, activity-based and project-based learning and integrate it in their lessons. The benefits/impacts associated with the integration of ICT ion Education includes: 1.Accessibility of supplementary readers on the internet 2.Referring Learners to URLs (Uniform Resource Locators) of various educational website for further reading. 3.Use of Power-Point to teach   2009-07-30

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.

Capacity development in ICT integration in education is a step in the right direction if the University’s ICT related goals are to be fully realized. However, even without any formal training on ICT use, educators believe the onus is on them to keep abreast with new technology and development in their fields. Hence they all put in all the necessary effort to gain the necessary competencies to effectively integrate ICT in Education. Some of the impact in the various field are: (1) the ease of data management and analysis; (2) the capacity to track student performance and attendance through the use of ICT; (3) Accessibility of a vast amount of information and knowledge; (4) improving their abilities to apply new technologies, etc.  2009-07-30

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

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	Data not available  2008-11-11
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) "List the various ICT skills/competencies that you consider you have mastered." Summarize in 150 words the ICT skills/competencies of institution managers.	The educators of the University of the Gambia use Microsoft office applications (excel, Word, PowerPoint, database) to lecture and store students’ grades and attendance records. They also use internet explorer to research certain topics and view published work of their contemporaries.   2009-07-30
7.8.3 Percentage of managers with email addresses	Data not available  2008-11-11

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 barriers as stated by educators that prevents the University from achieving its ICT related goals are as follows: 1.Inadequate resources (human and materials): There is a need to have an ICT unit to take care or the available equipment and make sure that there is un-interrupted internet connectivity at the Administrative and Faculty buildings. There is also a felt need to develop the capacity of educators and administrative staff to effectively use ICT in carrying out their duties. As at now (2009), there are insufficient numbers of computers for educators and learners. And even if this issue is addressed, there is no infrastructure to house the equipment and furniture for the ICT laboratory. The lack of space is a pressing inhibitor. 2.Power supply: If the University’s goals of operating a highly functional e-learning center, that offers distance learning, there is the need to ensure that a system is put in place to provide temporary electricity supply until power is available again. 3.Internet connectivity-a combination of dial-up, broadband and wireless internet connectivity are at present available at the University. But for it to support video-conferencing or the e-learning centre to receive live video feed from lecturers abroad, the connection speed needs to be further augmented. With this augmentation distant learners can download voluminous course material faster and more easily.   2009-07-30

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.

Establishment of Bsc in information and Communication Technology and the faculty of Information Technology is a major achievement for the University of the Gambia. Spear heading this venture was the former vice chancellor of the University of the Gambia, Dr. Steigen. In the interim, the University has created a high-speed wireless connectivity of 1gig to allow students pursuing a degree in the ICT have access to vast amount of learning resources and lectures via video-conferencing. This will also enhance the research data accessibility to other post-graduate students pursuing the M.A Degree in History.  2009-07-30

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.	1529  2009-07-30
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.	33  2009-07-30
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	403  2009-07-30
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.	33  2009-07-30
9.1.5 Percentage of male learners who have access to computers	2.16 % (33 / 1529)  2008-11-11
9.1.6 Percentage of female learners who have access to computers	8.19 % (33 / 403)  2008-11-11

9.2 Number of female teachers who have access to computers

9.2.1 Number of male teachers "Number of male educators." Indicate the number of male teachers in the institution.	150  2009-07-30
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.	150  2009-07-30
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	24  2009-07-30
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.	24  2009-07-30
9.2.5 Percentage of male teachers who have access to computers	100.00 % (150 / 150)  2008-11-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (24 / 24)  2008-11-11

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 main impact ICT has in development of African Educational Content are as follows: 1.Accessibility: There are vast amount of web-based resources on African history and culture as well as other works done by Africans in various domains that the university can refer to and use. 2.Material development: The facilities of computers and various software to allow users to embed images, sounds. Programs and widgets make it an invaluable tool for development of African course content.   2009-07-30

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.	Data not available  2008-11-11
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	Data not available  2008-11-11
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	Data not available 2008-11-11
11.1.4 Percentage of learners with special needs who have access to ICT	Data not available  2008-11-11

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.

The educators do not perceive any connection between first language and ICT. The reason they advanced are that the medium of instruction in the Gambia is English language; thus there is no relationship  2009-07-30

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

Data not available 2008-11-11