ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-12-15
2.1.2 Percentage of computers connected to the Internet	0.00 % (0 / 42)  2008-12-15

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	No  2008-12-15
2.2.2 Types of connection and bandwidth	N/A  2008-12-15
2.2.3 Number of computers connected to the Internet This is the total number of computers in the institution(s), that are connected to the Internet.	0  2008-12-15

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	32  2008-12-15
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	42  2008-12-15
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.)	5  2008-12-15
2.3.4 Ratio of educators to computers	6.40 (32 / 5) educator(s) per computer  2008-12-15

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	810  2008-12-15
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.)	35  2008-12-15
2.4.3 Ratio of learners to computers	23.14 (810 / 35) student(s) per computer  2008-12-15

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

2.5.1 Institution has an ICT advisor/technician? "Is an ICT advisor and/or technician employed by the institution?" Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician.

Yes  2008-12-15

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 duties of the ICT Advisor/Technician are: 1. Teaching students the general computer literacy course which was part of the 2003 integrated science syllabus; but currently the SHS ICT core course which is a subject introduced with the 2007 Educational Reforms. 2. Maintains and carries out repairs of computers and accessories in the school. 3. Advises the headmaster on types of hardware and software to purchase.   2009-03-04

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.

Microsoft Office Suite (largely MS_Word and little MS_Excel), Coral Draw, and AutoCAD   2009-03-04

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	0.0  2008-12-15

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2008-12-15

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	11  2008-12-15
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	0  2008-12-15
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	34.38 % (11 / 32)  2008-12-15
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 / 32)  2008-12-15
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.	1  2009-03-04
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	10  2009-03-04
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  2008-12-15
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  2008-12-15
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	12.50 % (1 / 8)  2009-03-04
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	41.67 % (10 / 24)  2008-12-15
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 / 8)  2009-03-04
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 / 24)  2008-12-15

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

3.12.1 ICT-integration index score	Data not available  2008-12-15

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)	7.0  2009-03-04
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  2009-03-04
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.)	12.0  2009-03-04
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.17 (2 / 12)  2008-12-15

4.2 The frequency of ICT use by learners for academic purposes

4.2.1 Average ICT use by learners for academic purposes (hours per week)	1.0  2008-12-15
4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by female learners/students for academic purposes.	1.0  2009-03-04
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	1.0  2009-03-04
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (1 / 1)  2008-12-15

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 major type of ICT use by educators is for purposes of word processing. That is, few of the educators (about 4 out of the 32; i.e. 12.5%), who are computer literate, go to the administration to edit their examination papers after they had been typed by the Assistant Headmaster’s typist. Since there is no Internet connectivity and computers are unavailable for classroom use, none of the teachers use computers for teaching purposes such as planning and preparation of lesson plans. None of them stated they had ever used other application programs such as PowerPoint, Excel or the Internet Explorer in their preparation to teach or in their classroom practice. The teachers expressed the need to have computers provided to them at the staffroom and also to be trained in ICT use to enable them use the computers for planning and teaching purposes since the present computer laboratory is mainly for student use.   2009-03-04

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.

Examples of ICT-based productions by teachers (2009-03-04)   2009-03-04

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.	At the SHS, the ICT core syllabus requires learners to (a) acquire basic ICT literacy; (b) develop interest and use ICT for learning in other subjects; (c) acquire the knowledge for application of ICT in education and business; (d) use the Internet to communicate effectively; (e) access and share information through the Internet; (f) follow basic ethics in the use of ICT; and (g) maintain high level speed in typing. But the learners’ use of ICT in this school is very limited by the number of computers available. Even though all students attend a one-hour class each week at the school ICT lab, the number functional computers available constraints what they can really do with computers in school. They received instructions in groups of three to one computer. The ICT Manager (who is also the Instructor) for the ICT core course indicated that he teaches ‘Introduction to ICT’ and ‘Word Processing’. Since there was no internet connectivity, he explained that he had installed the Encarta Encyclopedia with which he taught them how to search for information on the computer. He agreed what he did was more theoretical than hands-on experience. Students stated they had learnt to type their pieces of work given as assignment in class during class hours. But none of them indicated they had used the computer for assignments and presentations in their academic work. Two out of the twelve students interviewed indicated they had email addresses and went to the internet café during holidays to communicate with friends. 2008-12-15   2009-03-04
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  2008-12-15
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 2008-12-15
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 2008-12-15
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 2008-12-15
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 2008-12-15

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.	27  2009-03-04
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  2009-03-04
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).	Though in the new syllabuses that were sent to schools in 2007, all subjects/courses are to be taught using one form of ICTs or the other, the educators indicated that except for the SHS ICT Core course, this is not happening in any other subject/course because they lack the capacity to do so. Besides computers were not available. The ICT Core course is expected to be taken throughout the four years of SHS. The students learn ‘Introduction to ICT’, ‘Word Processing’, searching the Encarta Encyclopedia and had little hands-on experience.   2009-03-04
4.5.4 The percentage of courses taught using ICT	3.70 % (1 / 27)  2008-12-15

4.6 The factors supporting the use of ICT by educators

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

The teachers agreed with the recommendation in the new syllabuses that ICT should be integrated into the teaching of all subjects/courses but they were not doing it not only because computers were unavailable but also they lacked the capacity to use them. They therefore expressed the following as some of the factors that would favor the integration of ICT in the teaching courses: (a) purchasing more computers; (b) training teachers how ways of integration; (c) deliberate emphasis, by the management, on ICT integration and motivating teachers to integrate ICT in teaching. (d) purchasing of resources like PCs, laptops, LCD projectors and teaching software.   2009-03-04

4.7 The challenges to the use of ICT by educators

4.7.1 Stated (by educators) factors that are challenges to ICT use by educators (150 words) "What challenges do you face in terms of integrating ICT in your courses?" Summarize in 150 words the factors indicated by the educators as constituting challenges to ICT use. Requires discussions with 10 full-time teachers from the teacher-training institution. Include an audio file (MP3) with the interviewees answers.

The teacher were not integrating ICT into their teaching because they faced several challenges including: (a) computers were unavailable (b) many were not computer literate and even the few which were lacked the capacity to integrate ICT into their teaching; (c) lack of resources like LCD projectors and specialized computer software for teaching the various subjects; (d) poor maintenance of the existing machines (e) lack of interest of headmaster and school management on ICT integration; and (f) absence of internet connectivity.   2009-03-04

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 are the factors that support learners’ use of computers in the school: (a) the new syllabuses for all SHS subjects/courses recommends that ICT should be integrated into the teaching of each subject/course; (b) the computer lab is available for students to use after classes; (c) ICT manage is usually present to help students even during free time.   2009-03-04

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 learners were faced with challenges to use ICT in their studies including: (a) unavailability of computers (b) many are not computer literate; (c) lack of specialized computer software for them to practice or learn new concepts in the various subjects; (d) poor maintenance of the existing machines, 19 out of the 40 computers available at the lab were functioning (e) lack of knowledge and interest of teachers to integrate ICT for instance setting assignments that will require its use; and (f) absence of internet connectivity for learners to access more information after class. (g) need of bigger computer room with enough furniture (h) lack of power back-up units which caused them to lose data when power failures interrupted the use of computers as there was no standby generator to use during such moments.   2009-03-04

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.

As the new syllabuses for all SHS subjects recommend that ICT should be integrated into the teaching of each subject/course the teachers feel they need training in all the necessary ICT skills that will be required to implement the important recommendation. Many of the teachers were not ICT literate therefore it was difficult for them to indicate the specific skills/competencies they required to effectively integrate ICT in teaching. Notwithstanding, they indicated that they needed training in the • use of application programs such as - Word Processing, - Spreadsheets, - PowerPoint. • how to integrating these application programs into teaching and learning; • hands-on computer activities in the use of educational software in teaching and learning. • internet applications and services - opening a web page; using hyperlinks to navigate; using the search button; saving/printing a web page; using e-mails.   2009-03-04

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.

At the SHS, the ICT core syllabus requires learners not only to acquire basic ICT literacy but also to develop interest and use ICT for learning in other subjects. The students unanimously agree that what they are receiving is not enough because of the lack of computers and internet connectivity. The wished they are given more hands-on computer activities in the • use of application programs such as - Word Processing, - Spreadsheets, - PowerPoint, - Database; and • how to integrating these application programs into their learning including the use of educational software. • internet applications and services - opening a web page; using the search button; saving/printing a web page; • using emails.   2009-03-04

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  2008-12-15

4.12.2 Number of ICT in education-related research publications

0  2008-12-15

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.

1 Pioneering initiative in ICT in education (2009-03-04)   2009-03-04

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2008-12-15

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.	As indicated above, the ICT Manager handles the ICT Core course. He also lives in the District capital, Bawjiase, where he commutes daily to school. He was the only educator who indicated that he used the computer in his preparation to teach. He said ICT had made him open minded. And that before he started to teach, he went to the web to research more on the topic; after which he fully prepares his lesson. The responses given by the other teachers indicated that they never used ICT in their lesson preparation.   2009-03-04
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.	The ICT Manager was also the only educator who indicated that ICT had any impact on his lesson delivery. He said the use of PowerPoint presentation motivated and aroused the students’ interest. Though the school had no projector, he explained he copied the PowerPoint presentation onto all the computers in the lag and the student were prompted to move through the slides. On this item too, the responses given by the other teachers indicated that they never used ICT in their lesson delivery.   2009-03-04
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	The responses given by the teachers indicated that they never used ICT in their evaluation. However, as a matter of school policy, End of Term test questions they set are to be word processed at the Assistant Headmasters office using the computer. This is the only role ICT plays in evaluation in the school. Proceeding of examination records is still done manually.   2009-03-04
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.	Data not available 2008-12-15
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.	Data not available 2008-12-15

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.	Data not available 2008-12-15
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.	Data not available 2008-12-15

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.

As indicated earlier, the students have limited access to ICT because of the inadequate number of functional computers. Since there was no internet connectivity in the school, the only way they could access knowledge was by searching the Encarta Encyclopedia installed on the computers. About half of the students said they had used material from the Encarta in writing their assignments. Two out of the twelve students interviewed indicated they had email addresses and went to the internet café during holidays to communicate or share what they are learning with friends.   2009-03-04

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.

The ICT Manager indicated that the use of PowerPoint presentation motivated and aroused the students’ interest. He said the students could access knowledge by searching the Encarta Encyclopedia installed on the computers for information to write their assignments.   2009-03-04

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.

Data not available 2008-12-15

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.

Data not available 2008-12-15

7.1 The number of institutions with ICT integration plans

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

No  2008-12-15

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.

No  2008-12-15

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

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

No  2008-12-15

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.

Data not available 2008-12-15

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

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

No  2008-12-15

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.

Data not available 2008-12-15

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

7.4.1 Number of managers	8  2009-03-04
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).	Headmaster, Assistant Headmaster, Bursar, and Heads of Departments   2009-03-04
7.4.3 Number of managers trained to use ICT	0  2008-12-15
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.	0  2009-03-04
7.4.5 Percentage of managers trained to use ICT (in education)	0.00 % (0 / 8)  2009-03-04
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  2009-03-04
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.	6  2009-03-04
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  2008-12-15
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  2008-12-15
7.4.10 Percentage of female managers in the institution	25.00 % (2 / 8)  2009-03-04
7.4.11 Percentage of male managers in the institution	75.00 % (6 / 8)  2009-03-04
7.4.12 Percentage of females managers trained to use ICT in the institution	0.00 % (0 / 2)  2008-12-15
7.4.13 Percentage of male managers trained to use ICT in the institution	0.00 % (0 / 6)  2008-12-15

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.	Letters and correspondence to educational authorities, students and parents are now done with computers.   2009-03-04

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.	Data not available 2008-12-15

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.	Data not available 2008-12-15

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

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	Data not available  2008-12-15
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.	Data not available 2008-12-15
7.8.3 Percentage of managers with email addresses	Data not available  2009-03-04

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.	Lack of funding   2009-03-04

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.

Data not available 2008-12-15

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.	494  2008-12-15
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.	494  2008-12-15
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	316  2008-12-15
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.	316  2008-12-15
9.1.5 Percentage of male learners who have access to computers	100.00 % (494 / 494)  2008-12-15
9.1.6 Percentage of female learners who have access to computers	100.00 % (316 / 316)  2008-12-15

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.	24  2008-12-15
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.	24  2008-12-15
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	8  2008-12-15
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.	8  2008-12-15
9.2.5 Percentage of male teachers who have access to computers	100.00 % (24 / 24)  2008-12-15
9.2.6 Percentage of female teachers who have access to computers	100.00 % (8 / 8)  2009-03-04

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.

Data not available 2008-12-15

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	Data not available  2008-12-15
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  2008-12-15
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution.	Data not available 2008-12-15
11.1.4 Percentage of learners with special needs who have access to ICT	Data not available  2008-12-15

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.

Data not available 2008-12-15

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 2008-12-15