ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2009-02-09
2.1.2 Percentage of computers connected to the Internet	2.50 % (1 / 40)  2009-05-26

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2009-02-09
2.2.2 Types of connection and bandwidth	D/HL-UP, Radio connection 512 kbps  2009-05-26
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.	1  2009-05-26

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	46  2009-05-26
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	40  2009-05-26
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.)	35  2009-05-26
2.3.4 Ratio of educators to computers	1.31 (46 / 35) educator(s) per computer  2009-05-26

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	1230  2009-05-26
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.)	40  2009-05-26
2.4.3 Ratio of learners to computers	30.75 (1230 / 40) 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  2009-02-09
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 and teachers 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.   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.

The different types of ICT utilized by educators of the school for their lesson planning and personal development include: Microsoft (MS) Word, MS Excel, MS PowerPoint, Word Art, PDF Foxit Reader and web resources (Geography notes on the internet). Some of the teachers use the computer with internet connectivity at the principal’s office to look for supplementary materials when they have access to the principal’s office. ICT is not utilized in teaching. Because most of the teachers don’t have the basic skills to effectively do this.  2009-07-30

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 / 46)  2009-05-26
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 / 46)  2009-05-26
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	0  2008-11-11
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  2009-05-27
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 / 3)  2009-07-30
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 / 43)  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 / 3)  2009-07-30
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 / 43)  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)	2.0  2009-01-06
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.)	2.0  2009-02-09
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.)	2.0  2009-02-09
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (2 / 2)  2009-01-06

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  2009-05-27
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  2009-05-27
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 different types of ICT utilized by educators of the school for their lesson planning and personal development include: Microsoft (MS) Word, MS Excel, MS PowerPoint, Word Art, PDF Foxit Reader and Web resources (especially geographical materials). ICT is not utilized in classroom work. The main reasons for this include: 1) Time constraint: Crowded timetables that cannot allow any official time to be allocated for the educators to use ICT for academic purpose. 2) Limited computer literacy: Most educators have limited ICT/computer knowledge and skills. As a result, they cannot use ICT for academic purposes. 3) Other resource constraints: Despite having the computers at the disposal of the educators, there are not enough ICT items for the educators (such as, web resources and other ICT materials for classroom use), irregular electricity supply and insufficient computer hardware for the educators. The future plans for the school include: the provision of ICT training for educators at the institutional level, updating the available resources, like internet (to be financed through fundraising activities) and allocating specific times for educators to use ICT in the Computer Laboratory.   2009-02-09

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, Tux Typing, MS Word, MS Excel, MS PowerPoint, Word Art, PDF and Foxit Reader. Students/learners who are beginners always use programs like Typing Tutor and Tux typing to enable them to learn how to type fast using the keyboard. 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 calculate, for example, MS Excel, while PowerPoint is used to design pictures and create page borders with different styles.   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.	20  2009-02-09
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).	3  2009-02-09
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).	Some of the teachers with the help of the IT advisor get supplementary materials for the learners in the following areas: 1) Literature in English – Students use ICT to read novels in PDF or Foxit PDF Reader format. These enable them to do a quick search on the books they are reading. 2) Geography – Students normally log into programs, which enables them to see world maps and identify various countries, cities, and their geographical locations. 3) Mathematics – Students normally use MS Excel to do some calculations for mathematical functions like: addition, subtraction, multiplication, division and averaging, which help to improve the students’ mathematical skills.   2009-07-30
4.5.4 The percentage of courses taught using ICT	15.00 % (3 / 20)  2009-07-30

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 ICT is not used purely for academic purposes in this School, educators find it difficult to use it in class. However, the following factors would favour the integration of ICT in the School's courses: - Re-connection of the computer Lab to internet facilities - Training of teachers on ICT - Provision of more printers, photocopiers and other ICT equipment for the School - Full integration of ICT into the School's curriculum, and - Provision of aPowerpoint Project to the School.   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.

Some of the factors the educators cited as major barriers to the integration of ICT in Education are as follows: 1.Lack of materials such as digital cameras, flash-drives and other multi-media devices 2.Lack of internet connectivity of the computers that they and the learners have access to and the persistent fluctuating electricity supply. 3.Lack of capacity-building for teachers – (Limited ICT knowledge and skills of teachers ) on use of ICT for teaching and learning 4.Inadequate ICT resources and maintenance services of both hardware and software and the absence of computer user guidelines/ policy to address issues such as access and time allocation for both learners and teachers.   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 following have however been stated by students as factors that can support their ICT use: - 1.A more structured form of study and integration of ICT in the curriculum will compel all students to use ICT for learning. 2.Refurbishment of the computer laboratory and increase number of computers and the number of seats in the ICT room. 3.Providing internet connectivity for all the computers in the school 4.Ensuring regular and continuous electricity supply by procuring generators etc.   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 challenges that students face in the use of ICT are: the time factor is limited because the time allocated is only 35 minutes per week per student, which results in the learners easily forgetting what they had done in past weeks. Also, the number of learners is much greater than the number of computers at their disposal. This leads to a situation in which three learners share a computer at a time. In some circumstances, certain students go for two weeks without being able to use a computer. Inadequate computer maintenance and availability of spare parts are also key barriers to students' use of ICT in the School.  2009-05-27

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 to use ICT in the pedagogical context include: willingness, concentration, time, familiarity with the keyboard and being able to control the mouse properly. The competencies that are required include more skills in Power-Point presentations, MS Excel, drawing tools, desktop publishing, paint brush, Internet browsing, computer maintenance and trouble-shooting.   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 competencies required by learners for ICT use include: - Familiarity with the keyboard and being able to control the mouse properly. - Improved skills in word-processing techniques, especially file and folder creation, copying items, changing font sizes, shading, saving files and printing documents - IMproving Communication skills, especially through the Internet and other web facilities - Internet browsing and information searching skills using ICT facilities - Use of and competence in computer- drawing software and tools  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.	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 seen   2009-05-27
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 also search for information using internet cafes to retrieve more information.  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 could not highlight much impact of ICT on their teaching methods in the School.   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.	Learners of the School stated that ICT impacted on their learning through: - Helping in understanding the use of computers in education - Having knowledge about improved standards on ICT - Knowing more about the world around them, and - Saving time in preparing assignments which is very useful to students.  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.	According to educators, ICT has had an impact on the learning of students by: - Improving their writing skills - Improving their grammar competence - Equipping teachers to effectively put across issues for better student understanding - Improving students' communication skills - Easier understanding of examination questions, and - Enhancing students' self-research.  2009-05-26

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.

ICT has impacted on the students' access to knowledge or information in the following ways: - Helped students in finding out things for themselves, and - Enhanced research capabilities of the students  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 advanced that ICT impacted on the learners' access to knowledge through the following ways: - Easier access to information from abroad - Conduct of practical classes in science using ICT - Easier retrieval of information - Getting updated information from the world wide web - access to online course materials - Doing research work, using ICT.   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.

Learners do not have access to printers to print assignments. They submit hand-written work   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 of the School are not aware of any impact of ICT on the production of documentations by learners. All learners submit hand-written assignments. They therefore cannot comment on the impact such may have on the students.   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  2009-05-26

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.

There is an ICT plan at its preparatory phase for the School. There is however no written document about the plan. Managers mentioned that the plan is to expand the space for ICT with the building of a new block specifically for that. Furnishing and providing computers and computer-based resources will follow after completion of the laboratory. Another aspect of the ICT integration plans is improving the capacity of the teachers and creation of an IT unit so that the school can include information technology and computer appreciation courses for both learners and the community. With this venture they hope to generate the resources to further implement the integration of ICT in Education, in all the subjects in the curriculum.   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  2009-01-06

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

The School has no strategy in place for the maintenance and renewal of the ICT equipment, as at now. The Managers are on the verge of developing an ICT strategy and plan and a specialist would be recruited thereafter for the maintenance and renewal of the ICT equipment.   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 Schools’ facilities for ICT are insufficient for its students and staff. It is therefore not possible to give access to the ICT facilities or infrastructure by the community.   2009-07-30

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

7.4.1 Number of managers	8  2009-05-26
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 eight in number and they are: the Principal, Vice Principal, Heads of Departments of Languages, Science, Technical, Social Studies and Mathematics, as well as the ICT Administrator.   2009-05-26
7.4.3 Number of managers trained to use ICT	2  2009-01-06
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.	Only two of the managers of the School have received some form of formal training on ICT. The other managers only had informal training in basic computing to enable them type simple documents, e-mails, etc and browse the Internet.   2009-07-30
7.4.5 Percentage of managers trained to use ICT (in education)	25.00 % (2 / 8)  2009-05-26
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.	0  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.	8  2009-05-26
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	0  2008-11-11
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.	2  2009-05-26
7.4.10 Percentage of female managers in the institution	0.00 % (0 / 8)  2009-05-26
7.4.11 Percentage of male managers in the institution	100.00 % (8 / 8)  2009-05-26
7.4.12 Percentage of females managers trained to use ICT in the institution	0.00 % (0 / 0)  2008-11-11
7.4.13 Percentage of male managers trained to use ICT in the institution	25.00 % (2 / 8)  2009-05-26

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.	Managers felt that ICT has impacted on the educational management practices of the School by helping in proper record-keeping and documentation. This facilitates information storage and retrieval.  2009-05-26

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 the managers, the lack of capacity of the teachers in integrating ICT in education is a major inhibiting factor. Moreover, IT is one of the subjects not included in the school’s curriculum due to the lack of capacity.  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.	Managers mentioned that ICT has helped the professional development or continuing education of some employees of the School by enhancing access to information about modern methods of teaching and other new technologies.   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.	7  2009-05-26
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.	Most managers in the School had only basic skills or competencies in using word-processing packages for typing simple documents, e-mailing to friends, colleagues and family members, as well as surfing through the Internet.   2009-07-30
7.8.3 Percentage of managers with email addresses	87.50 % (7 / 8)  2009-07-30

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 School managers are of the opinion that the major barriers hindering the achievement of the School's ICT-related goals for learners are human and material resources, which are grossly inadequate. Most of the staff members have very low competencies in computing, while the number of computing equipment is small in relation to the numbers of students and teachers. Other challenges are as follows: 1.Time constraint: The school timetable is so crowded that official time cannot be allocated for the learners to use ICT for academic purpose. 2.Limited computer literacy: Most learners have limited ICT/computer knowledge and skills. 3.Other resource constraints: Despite having the computers at the disposal of the learners, there are not enough ICT items for the learners, such as, web resources and other ICT materials for classroom use, irregular electricity supply and sufficient computer hardware for the learners.   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.

The main success story that the School can boast of is providing extra lessons or training on computer appreciation courses to all the learners in the school. The successful introduction of ICT program to students from grades 7 to 12 has given a lot of learners the opportunity to learn how to operate computers and effectively use the applications on Microsoft office suite.   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.	728  2009-05-26
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.	728  2009-05-26
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	502  2009-05-26
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.	502  2009-05-26
9.1.5 Percentage of male learners who have access to computers	100.00 % (728 / 728)  2008-11-11
9.1.6 Percentage of female learners who have access to computers	100.00 % (502 / 502)  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.	43  2009-05-26
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.	43  2009-05-26
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	3  2009-05-26
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.	3  2009-05-26
9.2.5 Percentage of male teachers who have access to computers	100.00 % (43 / 43)  2008-11-11
9.2.6 Percentage of female teachers who have access to computers	100.00 % (3 / 3)  2009-07-30

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.

As far as the School Management is concerned, the integration of ICT has not yet shown any measurable impact on the development of an African course content. The possible reason for this may be that the School is still very young in the pedagogical integration of ICT in its education. The only perceived benefit is the accessibility of notes for Geography and History despite the lack of text books.   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.	0  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.	0  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.	Since the School does not have learners with 'special needs', managers cannot comment on the impact that ICT integration has had on learners of the institution who are qualified as having such 'special needs'.  2009-05-26
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  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.

Educators in this School percieved that there is no relationship between the local languages of learners and ICT. The reasons advanced are that the medium of instruction is English Language; as a result they do not perceive any 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