ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-03-21
2.1.2 Percentage of computers connected to the Internet	54.17 % (65 / 120)  2007-10-04

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-03-21
2.2.2 Types of connection and bandwidth	téléphone filaire vitesse:128kbps  2008-09-01
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.	65  2007-10-04

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	94  2007-03-21
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	120  2009-02-24
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.)	120  2009-02-24
2.3.4 Ratio of educators to computers	0.78 (94 / 120) educator(s) per computer  2009-02-24

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	2426  2007-10-04
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.)	65  2007-10-04
2.4.3 Ratio of learners to computers	37.32 (2426 / 65) student(s) per computer  2007-03-21

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  2007-10-04

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.

Il existe deux moniteurs responsables du centre multimédia payés par les parents d’élèves. Ils ne sont pas permanents et travaillent à temps partiel. Ils ont pour rôle principal de s’occuper de la maintenance de l’outil informatique. Ils assistent les élèves et leurs enseignants lors de leur travaux dans le laboratoire informatique. Ils reçoivent et enseignentl'informatique aux populations locales intéressées et inscrits pour les cours d'informatiques.   2009-02-24

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.

Office package, PageMaker, PrintShop, Corel Draw  2009-04-24

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-03-21

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-03-21

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	17  2009-03-25
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	17  2009-03-25
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	18.09 % (17 / 94)  2009-03-25
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	18.09 % (17 / 94)  2009-03-25
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.	6  2008-07-19
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	11  2008-07-19
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.	6  2009-02-24
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.	11  2009-02-24
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	24.00 % (6 / 25)  2007-03-21
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	15.94 % (11 / 69)  2008-07-19
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	24.00 % (6 / 25)  2007-03-21
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	15.94 % (11 / 69)  2008-07-19

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

3.12.1 ICT-integration index score	Data not available  2007-03-21

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)	6.0  2007-03-21
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.)	6.0  2009-02-24
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.)	6.0  2009-02-24
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (6 / 6)  2007-03-21

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)	6.0  2007-03-21
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.	6.0  2009-02-24
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.	6.0  2009-02-24
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (6 / 6)  2007-03-21

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.

Les enseignants utilisent internet pour les recherches et l'ordinateur pour la saisie des documents et les calculs des notes des apprenants. power point pour faire des présentations. Les TICs sont utilisés par les enseignants des sections commerciales pour l'enseignement/apprentissage du secrétariat et des techniques administratives de gestion avec l'informatique;certains utilisent Internet pour communiquer et rechercher des informations concernant leurs disciplines   2009-02-24

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.

présentation power point (2008-09-03) présentation d'une leçon sur power point (2008-09-03) leçon présentée sur powerpoint (2008-09-03) une leçon de production d'ecrit sur powerpoinr (2008-09-03) présentation de leçon sur powerpoint (2008-09-03) présentation powerpoint d'une leçon (2008-09-03)   2008-09-03

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.	les élèves utilisent les TIC pour chercher des ressources d'apprentissages sur internet en vue d'enrichir leurs cours et de rechercher les informations sur certains pays, pour comprendre ce que les enseignants ne peuvent pas leur enseigner et que leurs camarades ne peuvent pas leur expliquer. l'ordinateur est aussi utilisé pour conserver les informations, faire des cartes des voeux: les créer et les imprimer, calculer les notes de leur évaluations.   2009-02-24
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  2007-03-21
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.	Female commercial students mostly use the computer and internet in school since most of the subjects they offer requires the use of these information and communication technologies, and also because most of them are boarding students. They do use them in subjects like Business Studies, Commerce, office practice etc. The students prefer using the computer and internet in school because the environment is calm and they are assisted by the school computer laboratory monitors. During holidays, they have access to the computer at home, and go to the cyber café for internet connection either because they do not have this connection at home or the connection is too slow. As for the non commercial and day students they prefer using the computer and internet at home and mostly in the cyber café. They give reasons like, not having free access to these facilities in school and even when they have, the time is limited and they are not free to get into whichever site they want to. Some of the female students think the subjects(Commerce and Office Practice)they offer do not require the use of the computer and the internet.   2010-05-20
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.	Male commercial students mostly use the computer and internet in school since most of the subjects they offer requires the use of these information and communication technologies, and also because most of them are boarding students. They do use them in subjects like Accounting, Commerce, Office Practice etc. The students prefer using the computer and internet in school because the environment is calm and they are assisted by the school computer laboratory monitors. During holidays, they have access to the computer at home, and go to the cyber café for internet connection either because they do not have this connection at home or the connection is too slow. Some of the male students doing business studies think their studies does not require the use of the computer and internet. As for the non commercial and day students they prefer using the computer and internet at home and mostly in the cyber café. They give reasons like, not having free access to these facilities in school and even when they have, the time is limited and they are not free to get into whichever site they want to. Male non commercial and day students prefer accessing the computer and internet during holidays because they are not too tight with book work.   2010-05-20
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?	Female students do not know much about social internet networks. They do not know about them because they feel uncomfortable using the internet for the following reasons: • These female students do not use these networks because public opinion holds that boys use the internet for scamming and girls will be seen as scammers if they get to use the social internet networks. • Their parents who use them so not show them how to use it • They do not think it is necessary. The limited time that these female students use the internet is to get to sites that will give them information about the world.   2010-05-20
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?	Male learners do participate in social internet networks like myspace, facebook, twitter and even others like interpals and tag. Some prefer interpals than the others for the simple reason that they are used to it and do not know much about facebook while others use both interpals and facebook. In the beginning these male students got to subscribe, create profiles, meet and make friends with whom they charted. As time went on, they got to know about the world from these their friends in other parts of the world, ask each other about their fields of studies, share knowledge in subjects like business management and marketing with friends in Columbia and Brazil.   2010-05-20

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.	30  2008-07-19
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).	10  2009-02-24
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).	Informatique Anglais Français Comptabilité Sciences physiques Mathématiques économie familiale Chimie TIC (utilisation des TIC en général) Secrétariat bureautique  2009-02-24
4.5.4 The percentage of courses taught using ICT	33.33 % (10 / 30)  2008-07-19

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.

Les facteurs favorisant l’utilisation des TIC dans l’établissement sont : l'accès et la présence de Internet au sein de l'établissement, le nombre important des ordinateurs et l’utilisation des Tic pour l'enseignement et les apprentissages. L'un de ces facteurs est la facilitation de l'acte d'apprentissage; quand les leçons sont présentées avec les TIC, les élèves participent plus et les enseignants sont encouragés à continuer; l'autre facteur favorisant est la la formation à l'utilisation pédagogique des TIC pour l'enseignement/ apprentissage organisée par le Rocare à l'intention des éducateurs  2009-04-24

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.

les facteurs indiqués par les éducateurs comme étant des défis à l'utilisation des TIC sont: la maintenance des ordinateurs l'augmentation du nombre d'ordinateurs dans l'établissement afin de donner la possibilité de travailler aisément à chaque apprenant la formation de tous les enseignants à l'utilisation des TIC et leur intégration pédagogique. la formation continue des enseignants pour le nombre insuffisant des vidéo projecteur qui exige une programmation rigoureuse dans leur utilisation limitant les enseignants dans leur pratique avec les TIC. Les frais de connections à Internet constituent un autre des facteurs qui empêchent les enseignants d'utiliser les TIC   2009-02-24

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.

La présence d’une salle multimédia,pour les élèves, la salle multimédia est ouverte aux élèves pendant les jours de classes et même les week-end(samedi)pour réaliser leurs travaux scolaires ou personnels la présence des agents pour la maintenance.La maintenance des ordinateurs leur permet d'avoir toujours un nombre important des ordinateurs pour leur activités. La présence des enseignants formés en TIC favorise les élèves qui veulent travailler car ils peuvent demander et obtenir de l'aide de leurs enseignants.  2009-02-24

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.

L’enseignement /apprentissage de nombreuses disciplines avec les Tic affirment les apprenants pourrait les aider à utiliser régulièrement les TIC; l’augmentation du nombre d’ordinateurs dans l'établissement et le renouvellement du parc informatique donneraient la chance à tous les élèves de travailler avec l'ordinateur. le défis de la formation: certains élèves disent ne pas utiliser les TIC par défauts de connaissances; multiplier les formations surtout pour les élèves en formation générale, les aiderait à avoir les compétences à l'usage des TIC La lenteur des connections Internet qui causent les pertes de temps et d'argent  2009-02-24

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.	Une bonne utilisation de l’ordinateur, la connaissance des logiciels d’application et la maîtrise de la pédagogie des grands groupes et l’approche par les compétences.  2008-09-03

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.	selon les apprenants, pour pouvoir utiliser les TIC il faut: - savoir ouvrir et fermer l'ordinateur - savoir repérer un programme sur le bureau - savoir faire de la recherche sur internet - savoir envoyer et recevoir un message.  2008-09-01

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).

Related Research Publication (2011-02-28)   2011-02-28

4.12.2 Number of ICT in education-related research publications

1  2008-07-19

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.

Pionierring Initiatives on the Pedagogical Integration of ICTs (2011-02-28)   2011-02-28

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-03-21

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.	Les enseignants font le design de leur leçon avec les TIC. Pour cela, ils ont recours à la recherche des informations sur Encarta de Microsoft pour améliorer la qualité de la leçon et pour l’enrichir d’exemples , d’exercices et d’images. Ils font aussi les recherches sur internet pour ajouter sur les informations requisent des livres. Les enseignants trouve que la preparation des lessons et devenu plus facile avec l'internet.  2009-03-25
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.	Les Tic permettent aux élèves apprendre par eux-mêmes. Ils n’attendent plus tout de l’enseignant. Ils utilisent les Dictionnaire , les encyclopédies en ligne pour travailler leur leçon et leur exposés et pour enrichir le cours qui leur est donné.   2008-09-01
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.	Les épreuves des évaluations sont saisies ce qui rend l’évaluation plus équitable. Quand on écrivait au tableau, certains élèves ne voyaient pas toujours bien au tableau. Les enseignants communiquent directement les notes aux parents.  2008-09-01
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.	Grâce au TIC pour communiquer les choses sont facilitées .Les enseignants et l’apprenant peuvent communiquer les consignes de travail ou communiquer les informations utiles pour les apprenants. Mais les textes sont surtout saisie et communiquer les informations papiers.  2008-09-01
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.	Les TIC sont utiles pour communiquer les réflexions , discuter les positions pour améliorer les connaissances.  2008-09-01

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.	Les élèves disent que les TIC sont généralement utilisées pour leur activités d’apprentissage. Ils font des exercices, ils jouent aussi avec les TIC.   2008-09-01
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.	Les éducateurs dans l’ensemble pensent que les TIC peuvent améliorer les connaissances et les apprentissages. Les informations sont plus riches pour entrainer une diversité de point de vue.   2008-09-01

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.

Les élèves estiment que les TIC est une porte ouverte sur le monde et sur les connaissances. Ils utilisent pour s’informer et pour apprendre.   2008-09-01

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.

selon les éducateurs, de longla Comprehensive collège l'utilisation des TIC permet d'accéder aux connaissances en local dans les Cd roms, les ressources enregistrées sur le disque des ordinateurs et les recherches sur le Web.  2008-09-01

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.

Ici, on utilise les TIC pour produire les travaux des élèves. Après les travaux de manipulation ou de production des résultats des textes de composition anglaise et française.  2007-03-21

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.

Les éducateurs estiment que les TIC sont utiles aux apprenants pour produire les résultats de leurs activités d’apprentissage.   2007-03-21

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  2008-07-19

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.

Le plan d'intégration des TIC qui est en cours d'élaboration comprend les axes et les stratégies d'acquisition des équipement, le suivi d'utilisation des équipements, l'accès aux machines par les enseignants et les élèves et aussi le plan d'intervention des Parents d'élèves pour l'acquisition des équipement et du contrôle de leur utilisation.  2007-03-21

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  2008-07-19

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.

En collaboration avec l'association des parents d'élèves le collège a mis sur pieds un plan d'acquisition, de maintenance et de remplacement des machines hors d'usage par l'instauration d'une rubrique spécifique dans le budget global de l'établissement et aussi avec un apport supplémentaire des parents lors des payement des frais de scolarité.  2007-03-21

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.

Yes  2008-07-19

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.

l'établissement a ouvert son centre multimédia à toute la communauté éducative, parents enseignants, superviseurs pédagogiques, à tous ceux qui expriment le besoin de subir une formation en l'utilisation basique des TIC. Ces formations sont organisées au sein de l'établissement pendant le périodes où les élèves n'ont pas de cours. Chaque participant à cette opération doit s'acquitter d'une modique somme d'argent qui permette d'assurer la maintenance des machines et aussi de motiver les moniteurs.  2008-09-01

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

7.4.1 Number of managers	12  2008-07-19
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).	le Principal (Directeur de l'établissement) est le gestionnaire administratif et financier de l'établissement il est secondé dans sa tâche par deux Censeurs qui assurent le suivi et l'encadrement pédagogique des enseignants et de élèves. le comptable assure la gestion financière et matériel du collège alors que les surveillants généraux s'occupent de la discipline dans l'établissement.  2008-07-19
7.4.3 Number of managers trained to use ICT	12  2008-07-19
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.	Tous les managers de l'établissement ont été formés à l'utilisation des TIC certains ont suivi leur formation dans des instituts privés de formation en informatiques, d'autres ont été formé dans le centre multimédia du collège. Tous ont affiné leur connaissance d l'utilisation des TIC grâce à une pratique journalière et fréquente des TIC au sein de l'établissement.  2008-09-01
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (12 / 12)  2008-07-19
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  2008-07-19
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.	10  2008-07-19
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.	2  2008-07-19
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.	10  2008-07-19
7.4.10 Percentage of female managers in the institution	16.67 % (2 / 12)  2008-07-19
7.4.11 Percentage of male managers in the institution	83.33 % (10 / 12)  2008-07-19
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (2 / 2)  2008-07-19
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (10 / 10)  2008-07-19

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.	L'utilisation des TIC dans l'établissement a permis: - a facilitation de la gestion financière - la facilitation de la gestion pédagogique par une préparation des cours plus aisée, une préparation des emplois du temps plus facile une préparation des examens et le gestion de résultats des examens rendus plus faciles.  2008-07-19

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.	l'utilisation des TIC a permis aux enseignants d'élargir leur programmes d'enseignement grâce à l'ouverture qu'Internet leur offre pour pouvoir enrichir leurs cours. Cette utilisation des TIC a aussi donné l'occasion d'ajouter des disciplines qui n'existaient pas avant et notamment l'enseignement de l'informatique avec ses diverses applications.  2008-07-19

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.	l'utilisation des TIC a donné l'occasion aux enseignants de devenir plus coopératifs, car ils s'intéressent de plus en plus à ce que font les autres enseignants grâce à l'utilisation des TIC et notamment de l'internet. Cette utilisation leur donne l'occasion de faire des recherches personnelles qui leur ouvre les portes d'une formation continue permanente.  2008-07-19

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.	10  2008-07-19
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.	Les Managers qui utilisent les TIC au collège ont des compétence de base dans la saisie de texte donc utilisent tous le logiciel Word. quelques une font des présentations avec Power Point d'autres ont aussi des compétences de base dans l'utilisation des Tableurs et surtout Excel.  2008-07-19
7.8.3 Percentage of managers with email addresses	83.33 % (10 / 12)  2008-07-19

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.

Les principaux obstacles qui freinent l'atteinte des objectifs TIC pour les élèves dans le Collège sont: le manque de formation initial des enseignants à l'intégration pédagogiqe des TIC L'insuffisance du matériel TIC ( Vidéo projecteurs, ordinateurs performants) l'instabilité du courant électrique l'insuffisance du nombre d'ordinateurs pour que chaque élève puisse travailler dans de bonnes conditions.  2008-07-19

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.

Suite à une formation qui a été organisée en 2002 sous la houlette de la Banque Mondiale, 15 enseignants de l'établissement ont suivi une formation à l'utilisation des TIC; Au terme de cette formation, les dits enseignant ont directement commencé à intégrer les TIC dans leurs enseignement. Par l'élaboration des emplois u temps intégrant l'enseignement des TIC, l'application ans leurs différents enseignement de l'usage des TIC; Suite toujours à cette opération, l'établissement a ouvert sa salle multimédia à l'utilisation libre par les élèves mais aussi pour toute la communauté environnant qui s'intéresse bien à l'utilisation des TIC; Beaucoup de personnes ont ainsi bénéficié de la formation en informatique grâce à cette ouverture.   2008-07-19

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.	1130  2007-03-21
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.	1130  2007-10-04
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	1296  2007-03-21
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.	1296  2007-10-04
9.1.5 Percentage of male learners who have access to computers	100.00 % (1130 / 1130)  2007-03-21
9.1.6 Percentage of female learners who have access to computers	100.00 % (1296 / 1296)  2007-03-21

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.	69  2007-10-04
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.	69  2007-10-04
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	25  2007-10-04
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.	25  2007-10-04
9.2.5 Percentage of male teachers who have access to computers	100.00 % (69 / 69)  2007-03-21
9.2.6 Percentage of female teachers who have access to computers	100.00 % (25 / 25)  2007-03-21

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.

aucun cours africain n'est dispensé dans l'établissement.  2008-07-19

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  2007-03-21
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  2007-03-21
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.	aucun aspect de l'utilisation des TIC pour les élèves aux besoins spéciaux n'a été signalé  2008-07-19
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-03-21

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.

les éducateurs n'ont signalé aucun impact des langues maternelles nombreuses dans la région sur l l'utilisation des TIC en éducation.   2008-09-01

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.

aucun parent n'a été interrogé pour avoir son opinion sur sa perception sur les langues maternelles et l'utilisation des TIC en éducation.  2008-09-01