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	100.00 % (72 / 72)  2007-03-21

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	le lycée Bilingue de Yaoundé est branché par câble sur le réseau Internet. la vitesse de la bande passante est de 128kbps  2009-04-16
2.2.3 Number of computers connected to the Internet This is the total number of computers in the institution(s), that are connected to the Internet.	72  2008-04-10

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	200  2009-04-19
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	72  2007-03-21
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.)	10  2007-10-20
2.3.4 Ratio of educators to computers	20.00 (200 / 10) educator(s) per computer  2008-07-19

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	7000  2009-04-16
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.)	72  2009-04-16
2.4.3 Ratio of learners to computers	97.22 (7000 / 72) 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  2007-10-20

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.

Le Lycée Bilingue de Yaoundé à un chef de centre de ressources Multimedia. Il a pour tâche principale: d'assurer la gestion technique et pédagogique du Centre. Sa fonction technique consiste à assurer la maintenance et la réparation des outils défectueux en collaboration avec les moniteurs du Centre.Quand une panne est grave, ils font appel à un technicien de l'extérieur de l'établissement. Pour sa tâche pédagogique: il doit - identifier les sites éducatifs et les ressources pouvant servir aux élèves - guider les élèves à faire leurs recherches après avoir montré aux élèves comment utiliser l'outil informatique -accompagner les enseignants dans leurs travaux -former les enseignants. Il est accompagné de 10 moniteurs Multimédias. Ceux -ci ont été formés par CFA de Stephenson Paris et IAI Cameroun.  2011-04-02

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.

Au Lycée Bilingue , Les logiciels les plus utilisés sont: Microsoft PowerPoint, Microsoft Excel, Microsoft Word, applon. le Lycée possède un logiciel de gestion de notes des élèves. En effet, au Lycée, les Bulletins des élèves sont informatisés.Les notes de chaque séquence sont numérisées et les photos des élèves sont numérisées et affichées sur les bulletins.Les ordinateurs de l'établissement sont en réseau et le proviseur du lycée à partir de son bureau peut accéder aux notes de tout l'établissement. Au sein du lycée, les logiciels de traitement de texte sont utilisés pour la scolarité: les listes des élèves par classe, les résultats des admissions ou des renvois, les informations administratives destinées aux élèves et aux enseignants Les logiciels du parc office sont utilisés pour la réalisation des travaux pédagogiques des élèves et des enseignants.  2009-04-16

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	20  2008-09-02
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	20  2008-09-02
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	10.00 % (20 / 200)  2008-09-02
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	10.00 % (20 / 200)  2008-09-02
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.	11  2011-04-02
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	9  2011-04-02
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.	11  2011-04-02
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.	9  2011-04-02
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	22.00 % (11 / 50)  2009-04-19
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	6.00 % (9 / 150)  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	22.00 % (11 / 50)  2009-04-19
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	6.00 % (9 / 150)  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)	Data not available  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.)	Data not available  2007-03-21
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.)	Data not available  2007-03-21
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	Data not available  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)	1.5  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.	2.0  2009-04-16
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	1.0  2009-04-16
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	2.00 (2 / 1)  2008-07-19

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.

Les éducateurs au Lycée Bilingue d'Essos sont de spécialisation différente. Ils sont littéraires, scientifiques et technologues d'aucuns enseignent l'éducation Physique et Sportive. L'établissement a organisé une formation à l'utilisation des TIC en éducation. Cependant, tous les enseignants des disciplines d'enseignement n'utilisent pas les TIC. Certains ont affirmé n'avoir jamais utiliser un ordinateur. Pour ceux qui les utilisent, ils font usages des logiciels tels que le powerpoint, les ressources en ligne et la bibliothèque en ligne. Les enseignants de Chimie et de Physique utilisent les TIC pour enseigner preparer les ressources pédagogiques pour les apprenants et les utiliser au Centre de ressources Multimédia lors des heures de cours.   2011-04-02

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

Data not available  2007-03-21

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 de deux façons principales. d'abord, comme discipline scolaire à côté des autres disciplines d'enseignement et le quota horaire est de 2h en quinzaine. dans ces cours d'informatique, ils apprennent l'historique et les logiciels usuels comme Word, Excel... ils ont un programme de formation qui va de la 6ième en terminale Ensuite, ils ont les TIC: ici , il s'agit de l'intégration des TIC pour l'apprentissage des disciplines scolaires. Les élèves viennent au centre de ressources multimédia pour faire de la recherche en vue d'améliorer leurs cours saisir leurs devoirs et partager les ressources avec leurs camarades.Ils utilisent les moteurs de recherches tels que Google et les logiciels de messagerie.  2009-04-16
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.	The girls say they have access to the computer and internet at home and in school. They feel free at home as they do whatever they like. A good number of them do not like using these in school because they can’t use it anytime and sometimes when they feel like doing research they will be told in the multi media centre it is not yet time for them to go in. They also talked of too many restrictions. For example the first day of school the teachers give them some regulations to follow as far as the use of the centre is concerned. When a teacher says “open to a word page, you just have to do so whether you wanted to work in it or not”.” You might want to do research somewhere else but the teacher will not let you”. They also say they are free to use it in school for only two hours a week. Few girls in this school prefer it in school because in school they have programmes like Encarta that help them in research. Some few girls use the computer to do painting and play games. One of the girls said she uses these tools only for pedagogic reasons and she does not have an email address.   2010-07-10
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.	Most boys say they have access to the computer and internet in school, in the cyber cafés and at home. Most of them prefer to use these tools at home, while few say they prefer school. Those of them who prefer the home use say so because they are free to do whatever they want at anytime, while those who prefer school say it is because the teachers are there to help when they do not know what to do. Some of them have access to the computer and internet only in Cyber Cafés because they say it is the lower classes that are mostly given access to these tools in school. These boys mostly use the computer and the internet for pedagogic reasons. Some of them say they search information about the economic activities and developmental problems around the world. One of them said: “as a senior student I know I have to plan my future and as I want to become a doctor I have to understand a lot of things through the use of the internet”. He is free using the internet at home. He uses it in doing research in things like Biology and in topics not understood during classes. Some of the boys use it for their assignments and research. Few of the boys use these tools mostly for social reasons, sometimes they go to sites which have sufficient information about stars.   2010-07-10
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?	Most of the girls in this school say they have heard of internet based social networks but they do not use them. Few say they have not heard of these before. The few who know about these networks use them for social reasons only. They communicate with friends. These girls say they have problems using the computer and the internet because they are not as free as boys are. According to them the boys will feel free and enter whatever site, while the girls choose sites before visiting them.  2010-07-10
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?	Most of the boys here have heard about internet-based social networks and do use them. A good number of them use Face Book while just one said he uses both Face Book and Hi 5. The majority of these boys say they use Face Book to do research on their studies especially in Chemistry and this is done in school because they do not have computers at home. They also use Face Book to do assignments. Just a few of them use Facebook to communicate with friends.  2010-07-10

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.	22  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  2008-07-19
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).	Mathématiques Physiques Chimie Histoire Géographie Anglais Français Philosophie Informatique Technologie   2008-07-19
4.5.4 The percentage of courses taught using ICT	45.45 % (10 / 22)  2008-09-02

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.	Data not available 2009-04-20

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 infrastructurels liés à au manque de moyens financiers. Les ordinateurs des Centres de Ressources Multimédia sont insuffisants. Ils sont souvent en panne, les techniciens pour la maintenance de ces outils ne sont pas toujours disponibles. Cette indisponibilité des machines pour la machine a à pour conséquences la non utilisation par certains apprenants. Les facteurs humains, l'accessibilité des ordinateurs est limitée à certains enseignants. Tous les enseignants n'ont pas la capacité à utiliser les TIC. Ils ne savent pas les manipuler, ils sont timides ou même craintifs de ne pouvoir les utiliser. Les facteurs institutionnels: plusieurs limites institutionnelles existent à l'utilisation des TIC. Par exemple, le paiement des cours d'informatique dans certains établissements ce qui empêche les autres moins nantis à accèder aux TIC. Aussi, toujours sur le plan institutionnel, on a les chaînes de suppervision pédagogiques. L'évaluation pédagogique des Centres de Ressources Multimédia n'est pas régulière si bien que les autorités en charge des CRM ne sont pas toujours au courant de ce qui se passe reellement dans ces centres. Un chef de Centre a affirmé que mêmes les rapports qu'ils doivent produire mensuellement n'a pas d'écho de retour si bien qu'ils sont parfois un peu découragés.   2011-04-02

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.

Les facteurs sont la présence d’un centre de ressources multimédia, Le centre est ouvert à toutes les classes de l'établissement. Les apprenants peuvent utiliser ce centre jusqu' à deux heures trente minutes après la classe. Par ailleurs, La presence des moniteurs pour leur accompagnement et pour le suivi de leur travaux en salle de ressources ont étté déclarés comme facteurs favorisants l'utilisation des TIC. Bien plus,l’informatisation des épreuves des examens et la saisie des épreuves d’évaluation, font que les élèves viennent au CRM pour les consulter régulièrement en vue de la préparation de leurs évaluations continues et des examens officiels. Aussi, La présence d’Internet et des ressources pédagogiques hors réseaux et enregistrés dans les ordinateurs du centre de ressources multimédia permettent la consultation par les élèves .La disponibilité des enseignants ainsi que celle des moniteurs permanents qui les encadrent. Le nombre d'ordinateurs et la connexion régulière à Internet favorisent l'utilisation des TIC.  2009-04-20

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.

Le défi est celui de la formation des élèves à l’utilisation des outils TIC . Il y a aussi à coté de ce défi le d’appropriation par les élèves, la qualité des ordinateurs et de la connexion Internet. des outils inhérents aux TIC qui sont en panne chaque jour, les ordinateurs insuffisants qui font que les élèves se bousculent aux portes du Centre de ressources multimédia sont autant de défis à l'utilisation des TIC. La limitation des sites à consulter et le refus par les dirigeants d'utiliser les périphériques comme l'imprimante et les cameras numériques sont aussi les défis à l'utilisation des TIC Il faut aussi mentionner que très peu d’élèves possèdent des compétences à l'utilisation autonome des TIC pour apprendre. Ils ont toujours besoin d'être assistés. L’augmentation des ordinateurs dans les salles multimédia, l’augmentation du volume horaire alloué aux TIC.  2009-04-20

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.

Les compétences requises pour que les enseignants utilisent efficacement les TIC en éducation sont nombreuses Cependant, les compétences qu'ils ont relevées selon la plupart ce sont les compétences techniques. Pour les éducateurs, la manipulmation des machines est des ordinateurs est essentielle. En plus de cette connaissance, manipulatoire, il est utile de savoir corriger Certaines difficultés. Quelques difficultés usuelles telles que les virus et les mises à jour des logiciels. Faute de ces compétences, le demarrage des ordinateurs quand ceux -ci sont attaqués par les virus , ils deviennent trop lents et parfois vous pouvez aussi perdre toutes vos données. Et quand vous avez perdu plusieurs fois vos données,vous ne voulez plus continuer l'utilisation. Si ces facteurs pouvaient être remplis cela amélioreraient les utilisations des TIC   2011-04-02

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 utiliser les TIC il faut savoir ouvrir et fermer l'ordinateur le démarrer correctement pour travailler savoir cliquer sur l'icône d'un programme pour l'ouvrir savoir naviguer sur internet savoir faire de la recherche sur internet ou dans un cdrom Les connaissances de base en micro informatique, les connaissances de base en maintenance informatique, l’utilisation des logiciels usuels.  2009-04-20

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 (2011-03-05)   2011-03-05

4.12.2 Number of ICT in education-related research publications

1  2008-04-10

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 Initiatives in Lycée Bilingue Essos (2010-07-10)   2010-07-10

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 au Lycée Bilingue d’Essos Yaoundé utilisent les TIC pour la préparation des leçons. Au sein des CRM, les moniteurs de Centre de Ressources Multimédia aidés du chef de centre recherchent les ressources pédagogiques à mettre à la disposition des enseignants. Ces ressources sont répertoriées sous la demande des enseignants et en fonction des besoins de ceux ci et des objectifs pédagogiques exprimés. Les enseignants au sein des conseils d’enseignement sont informés par leur animateur pédagogique des nouvelles ressources pédagogiques .Alors les enseignants viennent consulte: ces ressources pour compléter les cours, préparer les activités des élèves et le matériel d’enseignement – apprentissage. le Chef du CRM ici note que les mêmes enseignants viennent toujours au Centre et que ses efforts pour intéresser tout le monde est resté jusqu'ici vain.   2009-04-20
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.	Pour l'enseignement en classe,quand les élèves ont eu accès préalablement aux ressources pédagogiques portant sur la leçon, avant le cours proprement dit dans la salle de classe,les élèves participent plus, leurs interventions sont pertinentes et le cours est facilité. Pour les cours de Géographies par exemple qui portent sur les Volcans,les notions et les concepts de temps et d'évolution des magma jusqu'à leur explosion, les cours enseignés avec les TIC ont apporté une meilleure compréhension de la leçon et lors de l'évaluation sur cette leçon les notes ont été assez bonne et les élèves ont utilisé leur propre mots pour répondre aux questions de l'enseignant. L'impact est ainsi apprécié quantitativement et qualitativement.  2009-04-20
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 bulletins de notes au Lycée Bilingue d’Essos sont informatisés.les enseignants remplissent les procès verbaux des examens et elles sont numérisées et archivées. Les épreuves des examens sont saisies. Le calcul de statistiques faites.  2008-09-02
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.	Au lycée, les TIC sont utilisés pour communiquer aux apprenants les decisions des conseils d’enseignement en matière de disciplines, les enseignants et les apprenants communiquent très peu. Les élèves en salle de multimédia doivent communiquer sur les fiches les sites visités, et les résumés des informations recelluies . ces fiches communiquent aux enseignants et aux moniteurs des salles de ressources multimedia les sites les plus visités, les informations les plus recherchées par les apprenants. Cette communication est utile pour ameliorer les ressources pédagogiques et pour renflouer les centres de ressources multimedia.  2008-09-02
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 utilisés par les enseignants pour échanger avec leurs collègues des réflexions et des solutions aux problèmes qu’ils rencontrent. Ces échanges favorisent la complémentarité pour enrichir les contenus d’enseignement.  2008-09-02

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 recherches qu’ils font sur Encarta ou avec les ressources que les moniteurs mettent à leur disposition, leur permettent de travailler leur cours et ainsi d’améliorer leur comprehension des notions et les concepts enseignés.Les bulletins de notes au Lycée Bilingue d’Essos sont informatisés.les enseignants remplissent les procès verbaux des examens et elles sont numérisées et archivées. Les épreuves des examens sont saisies. Le calcul de statistiques faites  2009-04-20

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 élèves utilisent les TIC pour reviser leur leçon sont plus à même de faire leur recherche pour mieux comprendre leur leçon Il y a des gains pour les enseignants ; dans ces cas, les apprenants complètent les cours   2011-04-02

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 ne voient pas encore les usages des TIC pour l’apprentissage. Même si ils sont encouragés à travailler avec les TIC.  2008-09-02

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.

Pour les connaissances, les TIC sont un complement pour les enseignants et pour les apprenants pour reflechir et valoriser les resultats des reflections pôur le developpement des connaissances.   2008-09-02

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.

Au lycée Bilingue d’ESSOs, les élèves produisent des rapports de leurs recherches d’information sur internet, ils produisent les exposés et des documents de synthèse des lectures.Les bulletins de notes au Lycée Bilingue d’Essos sont informatisés.les enseignants remplissent les procès verbaux des examens et elles sont numérisées et archivées. Les épreuves des examens sont saisies. Le calcul de statistiques faites  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 TIC motivent les apprenants à la production des documents de synthèse et de leurs lectures Les élèves produisent des exposés et des devoirs.  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  2008-04-10

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.

L'établissement ne possède pas en tant que tel un plan d'intégration des TIC; Les TIC ont été introduits dans l'établissement avec l'inauguration par la Présidence de la République du Centre de ressources multi média. Les actions qui y sont menées rentre dans le cadre normal des enseignements dans l'établissement tel que voulu par le Ministère des enseignements secondaires.  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.

La stratégie de maintenance a ét mise sur pied par la soiété CFA STEFENSON qui a installé les machines dans le centre de ressources multi média. Cette stratégie consiste à examiner régulièrement les machines et les installations afin de déceler les éventuels dysfonctionnements et réparer les pannes. L'établissement quand à lui a inscrit dans son budget une rubrique pour l'achat et la réparation des équipements endommagés.  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.

No  2007-03-21

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'institution n'ouvre pas les portes de son centre de ressources multi média à la communauté la raison avancée étant que les responsables craignent les possibilité de vandalisme et de vol l'établissement étant situé dans un quartier populaire de la capitale politique Yaoundé.  2008-07-19

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

7.4.1 Number of managers	7  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 Proviseur est le chef de l'établissement un Censeur chargé de la Pédagogie avec les TIC et son intégration au sein de l'établissement un chef du centre multi média chargé de la gestion du centre et la résolution des problèmes techniques un technicien chargé du dépannage des ordinateurs.  2008-04-10
7.4.3 Number of managers trained to use ICT	7  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.	Les Managers n'ont pas reçu une formation initiale à l'Ecole Normale supérieure à l'utilisation des TIC. Quelques uns d'entre eux ont été formés dans des centres privés de formation en informatiques, d'autre se sont formés eux même en autodidaxie. Quelques uns encore se sont formés aux lycée en même temps que les élèves.  2008-07-19
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (7 / 7)  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.	5  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.	5  2008-07-19
7.4.10 Percentage of female managers in the institution	28.57 % (2 / 7)  2008-07-19
7.4.11 Percentage of male managers in the institution	71.43 % (5 / 7)  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 % (5 / 5)  2007-03-21

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 a fortement amélioré la gestion des pratiques éducatives dans le Lycée: les Censeurs préparent plus aisément les emplois du temps, ils gèrent beaucoup plus facilement les résultats des examens. les enseignants ont plus de facilités à préparer leurs cours. les élèves accèdent plus facilement à Internet pour faire des recherches.Les Tic permettent aux élèves de compléter les cours qu'ils ont reçus en classe par leurs enseignants  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 eu un grnd impact sur les programmes d'enseignement dans les différents cycles. l'usage des TIC a ajouté au Programmes d'enseignement une nouvelle discipline: l'informatique dans toutes les classes et dans toutes les sections (anglophone et francophone) de la 6e en Terminale. Les enseignants ont ajouté la recherche dans leurs cours parce qu'il amènent leurs élèves à aller faire de la recherche sur internet et dans le encyclopédie numériques installés dans les ordinateurs de la salle du centre de ressources multimédia.  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.	les TIC permettent une ouverture des enseignants aux nouveautés pédagogiques ce qui leur permet d'adapter leurs enseignements aux exigences scientifiques et pédagogiques actualisées.  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.	6  2008-04-10
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 compétences de base qu'ont les managers qui utilisent les TIC dans leurs pratiques quotidiennes sont: - Saisie de texte sous Word - Utilisation de tableur pour élaboration des planning des examens et des emplois du Temps - Utilisation des tableurs pour la gestion des notes des évaluations des élèves - L'envoi et la réception du courriel électronique - la recherche sur internet.  2008-07-19
7.8.3 Percentage of managers with email addresses	85.71 % (6 / 7)  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 identifiés par les Managers et qui freinnent l'atteinte des objectifs TICpour les élèves au Lycée Bilingue de Yaoundé sont: - Les enseignants ne veulent pas apprendre à utiliser l'outil informatique. - Les ordinateurs sont en nombre insuffisants ce qui ne permet pas à tout le monde de pouvoir travailler à plein temps sur l'Internet par exemple. - Les moniteurs aussi sont en nombre insuffisant et ne peuvent pas offrir un encadrement suivi et permanent aux élèves.  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.

La Présidence de la république a fourni le matériel informatique, le Ministère des enseignements secondaires a formé et affecté le personnel enseignant. Les élèves sont familiarisés avec l'outil informatique et Internet et les utilisent pour faire des recherches.  2008-06-12

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.	4000  2010-07-10
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.	4000  2010-07-10
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	3000  2010-07-10
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.	3000  2010-07-10
9.1.5 Percentage of male learners who have access to computers	100.00 % (4000 / 4000)  2007-03-21
9.1.6 Percentage of female learners who have access to computers	100.00 % (3000 / 3000)  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.	150  2010-07-10
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.	150  2010-07-10
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	50  2010-07-10
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.	50  2010-07-10
9.2.5 Percentage of male teachers who have access to computers	100.00 % (150 / 150)  2008-04-10
9.2.6 Percentage of female teachers who have access to computers	100.00 % (50 / 50)  2009-04-19

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 contenu éducatif africain n'étant inscrit dans les programmes d'apprentissage au lycée, aucun impact des TIC sur le développement d'une variété de contenu éducatif africain n'a été signalé.  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 impact des TIC sur les élèves aux besoins spéciaux n'a été indiqué par les Managers du Lycée Bilingue de Yaoundé.  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 élèves utilisent les TIC pour l'apprentissage des deux langues officielles à savoir le français et l'anglais.  2008-04-10

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 élément n'est à signalé vue la diversité des langues maternelles des élèves très importants, aucun lien pouvant aider à la perception des parents de la relation entre langues maternelles et l'intégration des TIC n'a été signalé.  2008-04-10