ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2009-02-11
2.1.2 Percentage of computers connected to the Internet	8.70 % (2 / 23)  2009-07-30

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2009-02-11
2.2.2 Types of connection and bandwidth	Radio connection 512 kbps and dial-up internet connection with a speed of 128 kbps. The website for the institution is: Domain www.gsss.gm  2009-05-16
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.	2  2009-02-11

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	62  2009-02-11
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	23  2009-02-11
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.)	0  2008-11-11
2.3.4 Ratio of educators to computers	0.00 (62 / 0) educator(s) per computer  2008-11-11

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	1950  2009-02-11
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.)	15  2009-02-11
2.4.3 Ratio of learners to computers	130.00 (1950 / 15) student(s) per computer  2008-11-11

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  2009-02-11
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 ICT Advisor helps students to learn computing or develop their computing skills through practice. He also assists with the installation, management and maintenance of the ICT equipment and facilities within the School. He also supervies the activities being carried out in the Computer Lab, as well as monitors the schedule of work, lesson plans and so on.   2009-05-16

2.6 The types of software applications used in educational institutions

2.6.1 Names/types of software used in institution "Description of the various types of software applications used (for administration as well as educational purposes) in the institution (max. 150 words)." Provide a list of the names and types of software (computer “applications”) used in the institution, for administrative or educational purposes. If the institution does not have any application software, explain why, provide context and describe any future plans to acquire some.

The different types of ICT used in the school include: Typing Tutor, MS Word, MS Excel, MS PowerPoint, Word Art and web resources (Internet).   2009-05-16

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

3.11 Educators who have participated in continuing education / professional development, which included ICT integration

3.11.1 Number of educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	0  2008-11-11
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0  2008-11-11
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 62)  2008-11-11
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	0.00 % (0 / 62)  2008-11-11
3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of female educators (teacher’s trainers) in the training institute who have achieved 1 to 50 hours of permanent training / professional development integrating ICT.	0  2009-05-27
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration "How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?" Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT	0  2009-05-27
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.	0  2008-11-11
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 / 5)  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	0.00 % (0 / 57)  2008-11-11
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 / 5)  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	0.00 % (0 / 57)  2008-11-11

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)	0.0  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.)	0.0  2008-11-11
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.00 (0 / 0)  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)	0.0  2008-11-11
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.	0.0  2009-05-25
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	0.0  2009-05-25
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	0.00 (0 / 0)  2008-11-11

4.3 The types of ICT use by educators

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

The educators of the school do not specifically use ICT. If they have any ICT related work then they take it to the administration which helps to do it. ICT is not utilized by educators in classroom work. The main reasons for this include: 1) Limited computer literacy: Most educators have limited ICT/computer knowledge and skills. As a result, they cannot use ICT for academic purposes. 2) Other resource constraints: The computers in the School are limited to the use of both students and the educators and the irregular electricity supply. The future plans for the school include: the provision of ICT training for educators at the institutional level, updating the available resources, like Internet and allocating specific times for educators to use ICT in the Computer Department.   2009-07-30

4.3.2 Examples of ICT-based productions by teachers "Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?" Attach documents, such as a lesson plan for a lesson that integrates ICT, or indicate URL of websites with pertinent production conceived by the educators.

Data not available  2008-11-11

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	The different types of ICT utilized by learners in the school for their assignments and personal development include: Typing Tutor, MS Word, MS Excel, MS PowerPoint and Word Art. The learners use MS Word to type documents or process information, which enables them to improve their typing skills and create designs through Word Art. They also use other software packages to make some calculations, for example, MS Excel. ICT is not currently utilized in class. The main reasons for this include: 1) Limited computer literacy: Most learners have limited ICT/computer knowledge and skills and as a result they cannot use ICT for academic purposes. 2) Other resource constraints: Despite having the computers at the disposal of the learners, there are not enough ICT items for the learners, such as, computer hardware and other ICT materials for classroom use and irregular electricity supply. The future plans for the school include: updating the available resources, such as, Internet and allocating specific times for learners to use ICT in the Computer Department.   2009-02-11
4.4.2 Examples of ICT-based productions by students "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Attach a copy of ICT aided productions done by students.	Data not available  2008-11-11
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.	25  2009-05-16
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).	1  2009-02-11
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).	Only the Computing Course is taught using ICT and this is taught to those offering it as it is an examinable subject.  2009-07-30
4.5.4 The percentage of courses taught using ICT	4.00 % (1 / 25)  2009-05-16

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.	Since Educators have limited capacity for use of ICT; it is not used purely for academic purposes in this School. Therefore educators find it difficult to use in class  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.

ICT is not currently utilized in class. The factors stated by educators as challenges and hindrances to their use of ICT include: 1. Erratic electricity supply, 2.Inadequate ICT resources and maintenance services of both hardware and software. Despite having the computers at the disposal of the learners, there are not enough ICT items for the learners, such as, computer hardware and other ICT materials for classroom work. The future plans for the school include: updating the available resources, such as, Internet and allocating specific times for learners to use ICT in the Computer Department. 3.Limited computer literacy: Most learners and educators have limited ICT/computer knowledge and skills and as a result they cannot use ICT for academic purposes.   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 factors that could support ICT use by learners include - Adequacy of computer hardware equipment and software for learners -Increase in usage time, especially for week-ends - Increase in space for ICT activities Speedy reconnection of the Internet facilities -Regular and continuous electricity supply which is not happening now.   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.

The main challenges to ICT use by learners are: - there is irregular and non- continuous electricity supply, - The inadequacy of computer hardware equipment for learners and most of which are old - The insufficiency of time allocated for use of the computer laboratory by learners. The number of learners is much greater than the number of computers at their disposal. This leads to a situation in which many learners share computers.  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.	Educators in this school felt that the issues necessary for them in ICT use in the pedagogical context include: ability to use the keyboard and mouse properly as well as familiarity with the computer functions.  2009-02-11

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 key competencies required by most learners for ICT use include: familiarity with the keyboard and knowing the common software packages. Acquisition of computing skills dealing with word processing, calculations using excel, database design and management, web surfing/browsing and e-mailing, updating the acquired ICT skills in new technologies and other ICT proficiency.  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).

Gambia Senior Secondary School on ICT Education-Related Publications (2009-05-25)   2009-05-25

4.12.2 Number of ICT in education-related research publications

1  2009-05-16

4.13 Pioneering initiatives in ICT in education

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

Gambia Senior Secondary School in Pioneering Initiatives in ICT on Education (2009-05-25)   2009-05-25

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.	Educators in the School do not use ICT in their lesson planning, and therefore the impact of ICT on lesson planning in the institution cannot be assessed  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.	ICT was helpful to some of the teachers indirectly in the in-class teaching, since they may be able to get some useful information on the Internet that could be of use in their teaching. Also some students can search for information on the web to increase their understanding in class.  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.	There is no direct impact of ICT on across the School evaluation methods, but isolated cases of impact in the form of access to ICT assisting some students to understand exam questions well have been mentioned.  2009-05-27
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.	Access to ICT facilities by some staff and students have helped in improved communication between educators and learners, especially those who have e-mails. Such communication was said to be informal in nature.  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.	Other than the generation of information useful for teaching from the Internet, the educators in the School cannot highlight much impact of ICT on their teaching methods in the School.  2009-05-27

6.1 The impact of ICT on learning (in general)

6.1.1 Stated impact (by learners) of ICT on learning (150 words) "What, in general, has been the impact of ICT on your studies?" Summarize in 150 words the impact of ICT on learning as indicated by the learner. The interview should involve at least six students (if possible, a mix of girls and boys) in the institution. Provide an audio file (MP3) and a transcript of the forum.	The following have been stated by learners as the impact of ICT on their learning: - Made learning easier with access to the Internet - Familiarized students with computing technology - Helped to improve knowledge and skills - There is improved information search process - Improved communication skills for students - Students were linked to the wider world through internet access.   2009-05-25
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 teachers of the School mentioned the following as being impacts of ICT on the students' learning: - Facilitation of students' communication - Faster understanding by students, thus saving time - Helps in motivating students in self- conducted research activities.   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.

The following have been stated by learners as the impact of ICT on their access to knowledge: - Some can make their own birth-day cards for their friends - They can communicate with others in the wider world - Information can be stored and retrieved using storage devices - Internet searches have helped to improve knowledge and information generation and this is more useful to students with illiterate parents - Research work by learners has been made easier.   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.

According to the educators of the School, ICT had the following general impact on students' access to knowledge/information: - Easier access to Internet facilities has broadened their knowledge horizon - They can process and interpret information more easily - There is increased awareness for students - ICT access has developed the thinking and understanding capacities of the students.   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.

Only a few students have used ICT in preparing assignments related to their learning. One student volunteered to present his assignment as an example from the School.  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.

Educators stated that ICT had an impact on some learners' production of documentation. These are in the form of assignments done and web downloads done by students themselves.  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  2009-05-16

7.1.2 Description of ICT integration plan (150 words, with document attached) "Attach a copy, and/or description, of the integration plan, if not, describe the context of absence of a plan." Write a summary of 150 words on the ICT integration plan. Attach the document if possible. If your institution does not have an ICT integration plan, explain why, provide context and describe any future plans.

The plan for the integration of ICT is being developed and it will entail the provision of new computers and broad-band internet connectivity for the School.  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.

Yes  2009-05-16

7.2.2 Description of strategy in place to maintain and renew ICT equipment (150 words, with document attached) "Attach a copy, and/or description, of the maintenance and renewal plan." Write a summary of 150 words on the maintenance and renewal strategies of ICT equipments and attach documents if possible. In the case where no renewal and maintenance policy exists, explain why, provide context and describe any future plans.

The maintenance strategy and renewal of ICT equipment in the School are managed and controlled by the Principal, but there is documentation available regarding the issue.  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  2009-01-06

7.3.2 Description of types access provided by the institution for the community (150 words) "If yes, describe the kind of access the outside community has (who has access, why, when, at what cost?). If no, explain why not, provide context and describe any future plans." Write a summary of 150 words on the various modes of access offered to the community by the institution, or the reasons why access is denied.

The institution does not provide access to the ICT facilities/infrastructure by the community. The reason is that the number of computers are inadequate for the School's learners, let alone to provide access to community members.   2009-05-16

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).	The Managers of the School are: The Managers of the School are: Principal -Does the overall administration of the School - Two Vice Principals (1 and 2) assist the Principal in general school administration and they also oversee the academic activities and student welfare.   2009-07-30
7.4.3 Number of managers trained to use ICT	0  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.	None of this School's managers received formal training in ICT before. The limited ICT skills were acquired mainly through practice.  2009-05-16
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.	2  2009-05-16
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.	0  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.	0  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	0.00 % (0 / 2)  2009-05-16
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.	According to Managers of the School, the impact of ICT on education management practices includes its help for instructors to search modern and relevant teaching materials from the Internet, assisting in recording student information, preparing schemes of work and lesson plans.   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.	According to Managers of the School, the impact of ICT on the curriculum taught include: - Provision of ICT knowledge to the students as well as some instructors i.e. acquiring basic knowledge in operating the system and being able to use the software applications of MS Word, MS Excel, MS PowerPoint and Internet browsing.   2009-05-16

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.	According to Managers of the School, the impact of ICT on continuing education/professional development programs include: a) Access to information on research and teaching materials from the Internet by some educators; and b)Accurate and precise preparation of School accounts, records and statistics of students and staff.   2009-05-16

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.	1  2009-05-16
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 limited ICT skills acquired by some of the managers through practice are: word processing, e-mailing and internet browsing skills.  2009-07-30
7.8.3 Percentage of managers with email addresses	Data not available  2009-05-16

7.9 The major barriers (as identified by managers) hindering the achievement of their institution's ICT-related goals for learners

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution's ICT-related goals for learners (600 words) "In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?" Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives.	According to the Principal, the major barriers that are hindering the achievement of the School's ICT-related goals for learners include: - Inadequate computers for learners, educators and management; - Inavailability of a broad band internet connectivity, which can be accessed by both the educators and students in the areas of research, communication, etc.;   2009-05-16

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.

Access to ICT facilities by the learners of the School helped them gain basic knowledge in ICT as well as acquiring some practical skills, especially operating the Microsoft Office software packages such as MS Word, MS Access, MS PowerPoint, MS Excel, MS Paint and Desktop Publisher.  2009-05-16

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.	1149  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.	1149  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.	801  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.	801  2009-07-30
9.1.5 Percentage of male learners who have access to computers	100.00 % (1149 / 1149)  2008-11-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (801 / 801)  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.	57  2009-05-16
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.	1  2009-05-16
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	5  2009-05-16
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.	1  2009-05-16
9.2.5 Percentage of male teachers who have access to computers	1.75 % (1 / 57)  2009-05-16
9.2.6 Percentage of female teachers who have access to computers	20.00 % (1 / 5)  2009-05-16

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 School Manager cannot answer this question as he felt it is above his knowledge. This may be due to his limited knowledge and experience in ICT and its integration in African course contents  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.	2  2009-05-16
11.1.2 Number of learners with special needs who have access to ICT "How many of these “special needs” students have access to ICT?" Indicate the number of students of the institution qualified as having special needs, who have access to ICT.	2  2009-05-16
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	The School Manager cannot answer this question as he felt it is above his knowledge. This may be due to his limited knowledge and experience in ICT and its use for learners with special needs.  2009-05-16
11.1.4 Percentage of learners with special needs who have access to ICT	100.00 % (2 / 2)  2009-05-16

12.1 The relationship between ICT-in-education integration and local language(s)

12.1.1 Perception of educators of the relationship between the first language(s) of the learners and ICT-in-education "Please describe the relationship between the first language of learners and ICT in their education (for instance, do learners who are not fluent in English or French have more difficulties with ICTs)?" Summarize in 150 words the relationship between the local language and the ICT integration in education as perceived by the educators.

No relationship has been seen to occur between ICT-in-education integration and the local languages of Mandinka, Fulla, Wollof, Jola, Serahule or creole as first languages of the learners, which are spoken in the country. Educators felt that the reason no link is perceived is the fact that English Language is the only medium of instruction in this school..   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.

No relationship has been seen to occur between ICT-in-education integration and the local languages of Mandinka, Fulla, Wollof, Jola, Serahule or creole as first languages of the learners, which are spoken in the country.  2009-05-16