ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2008-12-19
2.1.2 Percentage of computers connected to the Internet	0.00 % (0 / 23)  2009-02-28

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	No  2008-12-19
2.2.2 Types of connection and bandwidth	NO  2009-02-28
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  2008-12-19

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	60  2008-12-19
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	23  2008-12-19
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.)	23  2008-12-19
2.3.4 Ratio of educators to computers	2.61 (60 / 23) educator(s) per computer  2009-02-28

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	647  2008-12-19
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.)	19  2008-12-19
2.4.3 Ratio of learners to computers	34.05 (647 / 19) student(s) per computer  2009-02-28

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  2008-12-19
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.	ICT Personnel: Teaches ICT to students Maintains the institute's ICT facilities and Computer system Advises management on issues concerning ICT usage   2008-12-19

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 (2003 and 2007) AutoCad MS Encarta CoralDraw Photoshop Mavis Beacon Typing Software  2008-12-19

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2008-12-19

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2008-12-19

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	24  2008-12-19
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	51  2008-12-19
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	40.00 % (24 / 60)  2008-12-19
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	85.00 % (51 / 60)  2008-12-19
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  2009-02-28
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	23  2009-02-28
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.	1  2009-02-28
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.	50  2009-02-28
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	50.00 % (1 / 2)  2009-02-28
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	39.66 % (23 / 58)  2009-02-28
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	50.00 % (1 / 2)  2009-02-28
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	86.21 % (50 / 58)  2008-12-19

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

3.12.1 ICT-integration index score	Data not available  2008-12-19

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)	4.0  2008-12-19
4.1.3 Average ICT use by female educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.)	0.0  2008-12-19
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.)	8.0  2009-02-28
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.00 (0 / 8)  2009-02-28

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)	4.5  2008-12-19
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.	4.0  2009-02-28
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.	5.0  2009-02-28
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	0.80 (4 / 5)  2008-12-19

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.

Generally, majority of the teachers do not use or are not good at using computers. As a result, ICT is not used at all or used on limited scale for academic purposes. A few a teachers, especially those who teach ICT and science course claimed that they use the computers for drawing. However, they were not able to produce any of such drawings to the research team. According to teachers who indicated that they use ICT, the common software that they use for drawing is Microsoft word. Those teachers who are conversant with the use of internet indicated that they download educational information from the internet whenever they visit a community where they can have access to the internet. They also claimed that they use the auto card in developing things for teaching technical subjects. However, here also no sample was provided.   2009-02-28

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 (2009-02-28)   2009-02-28

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 common types of ICT used by learners are computers, CDs and mobile phones.   2009-02-28
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.	Examples of ICT-based productions by students (2009-02-28)   2009-02-28
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 2008-12-19
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 2008-12-19
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 2008-12-19
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 2008-12-19

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.	56  2009-02-28
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	1  2009-02-28
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 courses are English Language, Core ICT course, Elective ICT course, Core Mathematics, Elective Mathematics, Integrated Science, Social Studies, Accounting, Business management, Home Economics, Economics, Physics, Chemistry, Biology, Agricultural Science, Wood Works and carpentry, and all technical subjects. Due to the limited number of computers available and limited know-how of the tutors about the use of computers, ICT is not integrated into the teaching-learning process of majority of the courses. However, teaching of ICT courses involve the use of computers for illustrations and practice. Hence, the teachers of courses in ICT normally use the computers in presenting their lessons and allow the students to practice with the computers. This is normally done in the ICT laboratory.   2009-02-28
4.5.4 The percentage of courses taught using ICT	1.79 % (1 / 56)  2009-02-28

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 respondent stated the following as the necessary factors that will favour the integration of ICT in the courses in the school: 1. Availability of computer-based programmes that can help the students to learn faster will enable the students to show more interest in the use of ICT. 2. Presence of the appropriate software that suits individual courses and culture of the local environment will also enhance easy integrating of ICT in the various courses. 3. Respondents also believed that availability of software for teaching agro-based and technical courses will help in quick integration of ICT in the teaching-learning process of these courses.   2009-02-28

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.

Talking about the challenges experienced when using ICT in their courses the few tutors who use the computer in the teaching-learning process stated that sometimes, students find it very difficult to understand ICT related topics. They indicated that since the number of computers available in the school is not enough it is not easy using the computers always. As a result at times they resort to theoretical teaching of some topics that would have involved demonstration and practice. Even with the few computers available some have broken down due to lack of accessories for repair work. Also, there appears to be lack of interest from some of the students in the use of the computers in the teaching-learning process. This is due to the fact that two or more students have to share one computer during lessons.   2009-02-28

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.

Talking about the main factors that support their ICT use in the school, the students indicated that the availability of few computers in the school enables them to learn how to use the computers in typing and drawing of diagrams. This also enables them to practice during the core ICT lessons. The students also stated that another factor that enables them to use ICT is the presence of source of power to power the computers. Thus, though there are frequent power cuts electrical power is available most of the time for them to use the computers. They also intimated that they have competent teachers who are committed to helping them learn how to use the computer. The teachers are always ready to help them to learn how to use the machines.   2009-02-28

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.

Considering the challenges to the use of ICT, the students stated that the number of computers available to them is not enough to cater for all the students all the time. Due to this two or more students share one computer during lessons which does not make it easy for individual students to experiment enough without interference. The students also stated that there exist occasional power failures at the computer laboratory which negatively affect lessons. Also, the few computers available experience continuous breakdown as a result of the power failures or due to over use by so many students and tutors. The students also bemoaned lack of internet connectivity for the school and the town in which the school is located. They intimated that as a result of this they are not able to access information from the World Wide Web. Some students also said that the time spent in using the computers is not enough. This is because they would have liked to spend more time practicing with the computer if more time had been allocated to its use. Another problem stated is that the computer laboratory is too small and this leads to congestion and excessive heat during class hours. They also complained that the seats in the computer laboratory are too hard. As a result they the students always develop buttocks pains after lessons. Apart from these problems the students also stated that their teachers are overworked because of the huge workload on few teachers. Some of the students also contended that they find it difficult to see from the chalkboard when the teacher is teaching as a result of the overcrowding in the laboratory.   2009-02-28

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.

With regard to skills / competencies needed to integrate ICT in teaching and learning, the tutors contended that they need skills in how to use the Autocard.This will enable them to use the programme in doing whatever they want to use it for. Some of the tutors also said that they are lacking in the knowledge of using excel. Hence, they will like to have skills in the use of excel so that they can process results, draw graphs and do calculations. Since the basic software is Microsoft word, many of the tutors will like to have the skills in the use of Microsoft word. They stated that this will help them to type their examination questions and type their own letters. For teaching purposes the teachers said that they need to know how to use the power point in creating slides as well as how to present the slides when teaching. They also indicated that they will be very pleased if they know how to browse the internet. This skill will help them to search for current information in their subject areas thereby enhancing their teaching. Therefore, they appealed for internet connectivity for their school.   2009-02-28

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.

Most of the learners said that they need typing skills in order to use the Microsoft word. According to them this will help them to type the answers of their assignments as well as type their own letters. They indicated that this will also help them when they leave school because basic computer knowledge is demanded by employers in recent times. The technical and vocational students stated that they need knowledge and skill in use of CorelDraw and any other software that will enable them to develop models of engines and things that they want to create. Some of the students also indicated that they did not know how to browse the internet. Hence, they will be very pleased if they can be exposed to the skills of browsing the World Wide Web. Others will also like to know how to open an email address.   2009-02-28

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).

ICT in education-related research publications (2009-02-28)   2009-02-28

4.12.2 Number of ICT in education-related research publications

1  2009-02-28

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.

Pioneering initiative in ICT in education (2009-02-28)   2009-02-28

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2008-12-19

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.	Eighty percent of the teachers interviewed stated that ICT did not have any impact on their lesson planning. This is due to the fact that majority of the teachers do not use the computers. One of the respondents indicated that this is because though there are computers in the institution the teachers do not easily have access to them. However, 20% who are basically ICT teachers indicated that ICT has made it easier for them to plan lessons because while using the computer they are able to modify the format of an already prepared lesson plan to suit a new lesson. However, they could not produce a copy of the things they claimed to have produced with the computer.   2009-02-28
5.1.2 Stated impact (by educators) of ICT on in-class teaching (150 words) "Describe any impact that ICT has had on your in-class teaching (what you teach, how you teach it, etc.)" Summarize in 150 words the impact of ICT on classroom teaching within the institution, as indicated by educators. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	As stated earlier since majority of the teachers are not computer literates they do not make the attempt of using the computer in the teaching-learning business. Therefore, 80% of the respondents stated that ICT has had no effect on their in-class teaching. This is because it is not easy getting access to the computer for teaching purposes during class hours. On the other hand the ICT teachers (20%) indicated that ICT makes their teaching a successful one because student attention is easily captured and sustained throughout the lesson.   2009-02-28
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.	For this item also, 80% of the respondents stated that they have not recognized any impact of ICT on their method of evaluation. Obviously, once many of the tutors do not use the computer in the teaching-learning process there is no way they can have the experience of its impact on lesson evaluation. On the contrary, the ICT teachers (20%) indicated that ICT has had positive effects on their method of assessment. This is because after lessons students are able to display whatever they learn by exhibiting hands-on experience.   2009-02-28
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.	In this case 60% of the respondents stated categorically that ICT has had no impact on communication between them and the students. Here also this sort of answer should be expected because majority of the teachers do not use the computer at all in teaching their courses. On the other hand, 20% indicated that they do not encourage questions through e-mail because they do not have internet connectivity in the institution. The other 20% also indicated that the influence of ICT in enhancing communication between them and the students has not been successful because the school is not connected to the internet and there is no internet café in the town where the school is located.   2009-02-28
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.	Here also since the majority of the teachers do not use the computer in the teaching-learning process one does not expect any spectacular answer pertaining to the question asked. Hence, as expected, 80% of the respondents intimated that they did not think that ICT helps them to reflect on their teaching. However, 20% submitted that ICT is helpful to them in reflecting because they can do thorough research and get prepared well before teaching. This makes the teaching very attractive and interesting with the help of handouts and prepared teaching aids designed with the aid of the computer. However, when asked to produce copies of the handouts and teaching aids produced with the computer, respondent could not produce any.   2009-02-28

6.1 The impact of ICT on learning (in general)

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

The students said that they can easily check spellings from the dictionary of the computer. They stated that with the computer they are able to tell whether the grammar they write is correct or not. If it is wrong the computer questions it by underlining the sentence. With a check the computer suggest the correct version to them which they normally use. With the computer they can also easily get access to information on CDs and floppy discs   2009-02-28

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.

Responding to the impacts that ICT has had on students’ learning, majority of the tutors stated that they are not conversant with any of such impact. This may also be due to the fact that many of these teachers do no use the computers in teaching. Hence, they cannot easily tell how ICT is impacting on students’ learning. However, some tutors stated that ICT facilitates and enhances students’ learning especially those courses that have direct bearing on ICT. Also, it helps them to access information on the internet. Other tutors however indicated that it has very little effect because of the availability of limited number of computers and non-availability of internet connectivity   2009-02-28

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.

Concerning the impact of ICT on access to knowledge and information some of the students stated that with the help of the encyclopedia they are able to find information on their computer. It also helps in improving their English vocabulary. However, they were quick to state that as a result of lack of internet connectivity in the school and the Asuansi town they are not able to obtain information from the World Wide Web. However, a few students stated that they are able to access information from the internet when they are on holidays.   2009-02-28

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.

Giving answers on the impact of ICT on students’ access to knowledge and information, few tutors stated that ICT has given students knowledge on different technological development. They are able to access relevant information on the various courses from the internet outside the school and as such making the students current. However, some tutors indicated that very little impact has been made as it is very difficult to access information due to lack of internet connectivity in the school and the town.  2009-02-28

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 stated that with the help of the computer they are able to type their own letters and print them. They are also able to design a modelof the furniture that they will like to make. Some of them also use the computer to type their own assignment responses. For those students who are creative and have the flare for poems, the computer is easily used to type the poems. At the time of collecting the data some of such students were getting ready to go to press with the typed poems. Others also said that they use the computer to type stories that they wrote. Some also claimed that they use the computer to learn how to develop accounting formats for recording income and expenditure. The science, mathematics and engineering students indicated that they use the computer in doing calculations with the aid of excel.   2008-12-19

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 ICT teachers contended that some of the learners use the computer in typing their own letters and print them. The teachers said that some of the students also use the computer to type their own assignment responses. The teachers also indicated that some of the students also use the computer to type stories that they themselves write. Also some students use the computer in doing calculations in excel.   2008-12-19

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  2009-02-28

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

The policy being talked about is Ghana Education Service policy to all teachers in Ghana to encourage teachers to use power point for teaching purposes. However, a copy of the document was not made available to the research team.   2008-12-19

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

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

Yes  2009-02-28

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.

In this case also a copy of the document was not made available to the research team. However, the explanation given was that the institution has a plan which involves updating software and maintaining the hardware at the beginning of every month. It went further to state that the head of the institution sees to it that this is carried out at the beginning of every term.   2008-12-19

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  2008-12-19

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

The institution does not provide ICT services to the community   2009-02-28

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

7.4.1 Number of managers	29  2008-12-19
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 Principal is the overall administrator of the school. He recruits teachers for the school and makes sure that the school runs smoothly. The Vice Principal responsible for administration assists the principal to undertake administrative duties. The Vice Principal in charge of academic affairs assists the principal in undertaking matters of academic nature. The Senior Housemaster is responsible for student affairs and housing. The Principal Accountant is responsible for the school’s financial accounts. The Heads of Departments support academic work and provide leadership in their departments. The Housemasters help the Senior Housemaster to see to students’ welfare and housing. The Senior Matron is responsible for students’ meals. The Guidance and Counselling Coordinator is responsible for guidance and counseling services for students   2009-02-28
7.4.3 Number of managers trained to use ICT	1  2009-02-28
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.	The type of training was basic computer skills in how to use Microsoft word at the university. It was part of the credit hours for the manager when he was pursuing a course of study at the university   2009-02-28
7.4.5 Percentage of managers trained to use ICT (in education)	3.45 % (1 / 29)  2009-02-28
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.	3  2009-02-28
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.	26  2009-02-28
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  2008-12-19
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.	1  2009-02-28
7.4.10 Percentage of female managers in the institution	10.34 % (3 / 29)  2009-02-28
7.4.11 Percentage of male managers in the institution	89.66 % (26 / 29)  2008-12-19
7.4.12 Percentage of females managers trained to use ICT in the institution	0.00 % (0 / 3)  2009-02-28
7.4.13 Percentage of male managers trained to use ICT in the institution	3.85 % (1 / 26)  2009-02-28

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.

Responding to the impact of ICT on education management practices in the institution, the head of institution stated that ICT is used in typing and printing examination questions. He further stated that the authorities also used computers in typing and printing of letters and any other correspondence in the school. He stated that since they do not have internet connectivity none of their correspondence is sent through email services but all are by post. He indicated that they do not use ICT in processing examination results. However, the computers are used to type names of students which is printed to create a data base for students in the institution.   2009-02-28

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.

Considering the impact of ICT on teaching and learning in the institution, the head of institution contended that one major problem with regard to this is that majority of the teachers are not ICT literates. Hence, most of them are now learning how to use the computer. Also, since the number of computers available in the school is very few, not all the teachers get easy access to them. Hence, only a few of them use the computer in teaching their course. Therefore, ICT has not had much impact on teaching and learning in the institution.   2009-02-28

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.

In this case also, the Principal stated that there has not been any organized ICT professional development programme from their employers, the Ghana Education Service for teachers. Hence, there has not been any professional development course for the teachers. However, some of the tutors attend computer lessons from wayside providers. Therefore, there is not yet any impact as most of the staff is now learning the use of ICT.   2009-02-28

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.	0  2008-12-19
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.	Some of the basic ICT skills that the manager acquired are in the use of Microsoft word, Excel, SPSS, M-Static, Power point.   2009-02-28
7.8.3 Percentage of managers with email addresses	0.00 % (0 / 29)  2008-12-19

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.

With regard to the major barriers hindering the achievement of the institution’s ICT-related goals for learners, the principal claimed that the school has inadequate number of trained teaching staff for the ICT department. Another problem he talked about was inadequate number of computers available for both teachers and students. He also said that the institution finds it difficult to repair faulty computers because of lack of spare parts. The principal also bemoan irregular power supply in the school which affects lessons when the computers are being used. It also leads to breakdown of some of the computers. Also, a major concern of the institution is absence of internet connectivity which would have otherwise made easy access to modern information on the various courses being taught in the school.   2009-02-28

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 principal hinted that realizing that most of the staff were not proficient in the use of the computer, 23 staff of the school opted for special training in the ICT department after the introduction of ICT courses in institution. This training is organized by the staff of the ICT department. The staff pays a token fee to motivate the ICT staff for using their free time to train their colleagues. Some form of progress is being made by the participants and very soon the trainees will be able to use the computer on their own.   2009-02-28

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.	630  2009-02-28
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.	630  2009-02-28
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	17  2009-02-28
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.	17  2009-02-28
9.1.5 Percentage of male learners who have access to computers	100.00 % (630 / 630)  2008-12-19
9.1.6 Percentage of female learners who have access to computers	100.00 % (17 / 17)  2009-02-28

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.	58  2009-02-28
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.	58  2009-02-28
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	2  2009-02-28
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.	2  2009-02-28
9.2.5 Percentage of male teachers who have access to computers	100.00 % (58 / 58)  2008-12-19
9.2.6 Percentage of female teachers who have access to computers	100.00 % (2 / 2)  2009-02-28

10.1 The impact of ICT on the development of a variety of African educational content

10.1.1 Stated impact (by managers) on the development of African course content "What impact has integrating ICT had on the development of African course content?" Summarize in 150 words the impacts of the ICT on the development of African course contents as indicated by the managers. If course contents have not been affected, please explain why, provide context and describe any future plans to alter course content.

The teachers in the institution do not use ICT in the development of African courses. Hence, ICT does not have any impact on African course contents in the institution.   2009-02-28

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  2008-12-19
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  2008-12-19
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.	N/A   2009-02-28
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2008-12-19

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.

Generally, the tutors stated that they do not use ICT in teaching any first language of learners. They intimated that it is a problem using ICT in teaching the first or local language because the characters of the computers do not have the exact letters as the letters of the local languages.   2009-02-28

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.

Generally, ICT is not used in teaching the first language. This is largely due to the fact that the characters on the keyboard of computers are not completely the same as the alphabets in the local languages. Hence, it is very difficult using the computer to develop the local languages   2009-02-28