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	92.00 % (69 / 75)  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	RTC 64kbps  2007-03-21
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.	69  2007-10-20

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	95  2007-03-21
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	75  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.)	0  2007-03-21
2.3.4 Ratio of educators to computers	0.00 (95 / 0) educator(s) per computer  2008-09-02

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	2497  2007-03-21
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.)	69  2007-10-04
2.4.3 Ratio of learners to computers	36.19 (2497 / 69) 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.	les Censeur Multimédia est le responsable de tous les aspects technologiques. Il est le responsable des programmations de l'utilisation du centre multimédia du lycée par les élèves et les enseignants. Il coordonne toutes les activités techno pédagogiques d lycée et établit les emplois du temps avec ses collègues enseignants des autres disciplines  2008-07-04

2.6 The types of software applications used in educational institutions

2.6.1 Names/types of software used in institution "Description of the various types of software applications used (for administration as well as educational purposes) in the institution (max. 150 words)." Provide a list of the names and types of software (computer “applications”) used in the institution, for administrative or educational purposes. If the institution does not have any application software, explain why, provide context and describe any future plans to acquire some.

le lycée Joss utilise les logiciels d'application du pack office Word, Excel, Power point, Access, et aussi Internet  2008-07-04

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	21.05 % (20 / 95)  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	21.05 % (20 / 95)  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.	12  2008-07-08
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	8  2008-07-08
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.	8  2008-07-08
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.	12  2008-07-08
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 % (12 / 50)  2008-07-08
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	17.78 % (8 / 45)  2008-09-02
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	16.00 % (8 / 50)  2008-07-08
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	26.67 % (12 / 45)  2008-09-02

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)	Data not available  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.	Data not available  2007-03-21
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.	Data not available  2007-03-21
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	Data not available  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 logiciels que nous utilisons Word, Excel, PowerPoint et Publisher. Nous utilisons aussi Internet pour la préparation des cours et pour la communication et les échanges entre collègues  2008-09-02

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 pour: - rechercher des ressources pour compléter leurs cours - faire de la recherche sur internet - partager des ressources - saisir leurs devoirs   2008-09-02
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 of this institution mostly have access to the computer and the internet at home and in school. They are mostly sent by their teachers to do research in the multimedia resource centre in school and in the house, they use it to send emails and chart with friends and family members out of the country. These girls also complain of the use of the internet and computer in school. In school, they have to respect the computer laboratory time table. A few say at home, they mostly use the computer and internet to get more information on certain topics through Encarta and do assignments for instance in sciences.   2010-11-18
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 in this school said they have access to the computer and internet in the house and in school but mostly in school. The few times that these boys use the computer and the internet in school ( following a computer laboratory time table), it is for pedagogic reasons as they get into Encarta, their teachers give them themes to do research on and this is done in groups. A few said they have access to them mostly in cyber cafés because their parents do not have money to afford for one. In the cyber cafés they use it mostly for social reasons, to get information about the world and communicate with friends, since they do not have money to discuss for long on the phone.   2010-11-18
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 girls of Lycée JOSS said they mostly use Facebook to communicate with friends. They use Facebook to exchange with those who are out of the country on how to get admission into some universities. When asked whether they did not use these social internet based networks for pedagogic reasons, they spoke of google as a social internet based network. Very few of the girls know how to use these networks and these ones say they do use them for pedagogic reasons in doing things like, comparing the educational system of Cameroon to that of other countries.   2010-11-18
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 do not know about social internet based networks. Since they do not know much about these networks they hardly use them for pedagogic and social reasons. They do not know about Facebook, Myspace, and Hi5 but instead, they spoke of www.tagged.com. They use it to learn and teach themselves but mostly for social reasons. These boys prefer www.tagged.com because as they say, many people like teachers and students of other schools in the world are connected here. They also use Encarta for research when there is no connection. Some of the boys also referred to Google as a social internet based network, and said they preferred Google because gives them more information.   2010-11-18

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  2008-07-08
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).	22  2008-07-08
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).	langues: Français, anglais, allemand, espagnole (avec leurs sous-disciplines) mathématiques sciences physiques, chimie, Informatiques, histoire, Géographies, sciences de la vie et de la terre, education à la citoyenneté,couture, travail manuel   2008-07-08
4.5.4 The percentage of courses taught using ICT	100.00 % (22 / 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.	Les facteurs qui favorisent l'utilisation des TIC dans l'établissement selon les formateurs sont: -disponibilité des oridinateurs dans une salle multi média -présence de l'électricité -volonté des enseignants et des administrateurs à faire fonctionner la salle multi média volonté des enseignants à utiliser la salle multimédia pour les recherches.  2008-07-08

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 défis inhérents à l'utilisation des TIC dans l'établissement sont: -la formation de tous les enseignants à l'intégration des TIC dans leurs enseignements -la formation des enseignants à l'utilisation des TIC -la mise à disposition dans l'établissement d'un nombre suffisant d'ordianteurs pour les enseignants et les élèves l'accompagnement de l'utilisation des TIC par les responsables pédagogiques provinciaux (Inspecteur provinciaux de pédagogie)  2008-07-08

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 des ordinateurs au Lycée l'accessibilité à la salle multi média et l'encouragement des enseignants qui motivent les élèvent à utiliser les TIC pour leur apprentissage.  2008-07-08

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.	La mise à leur disposition d'un nombre suffisant d'ordinateurs et aussi la liberté qu'on devrait leur accorder pour accéder aux sites qui les interessent  2008-07-08

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.	L’utilisation de l’outil informatique, les connaissances de base dans la maintenance, la maîtrise de la pédagogie des grands groupes aisi que l’approche par les compétences.  2008-09-02

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 l'ordinateur - savoir répérer un programme et l'ouvrir - savoir naviguer sur ineternet   2008-09-02

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 (2011-02-28)   2011-02-28

4.12.2 Number of ICT in education-related research publications

1  2008-07-08

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 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.	Au Lycée Joss, les enseignants préparent leurs leçons avec les TIC. Ils disent que lorsque leurs objectifs d’apprentissages sont définis, ils utilisent les TIC pour rechercher les informations, pour comparer le contenu de leur leçon avec les contenus sur le Web. Ils utilisent les TIC pour avoir des exercices pour le travail d’apprentissage.  2008-09-02
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 sont utiles pour introduire les leçons et amorcer les enseignement. Elles jouent le rôle de catalyseur et de déclencheur. Et favorisent les réactions et l’activité des apprenants pendant les leçons.  2008-09-02
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.	Au lycée, les bulletins sont informatisés, les notes sont archivées, les enseignants , les élèves comme l’administration ont les resultats des évaluations avec les TIC. Ily’a moins d’erreurs et les demandes de revision des notes sont moins nombreuses.   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 Joss, la Communication entre enseignant et apprenants est facilité par la presence d’Internet. Les communication asynchrones sont utilisés pour poser des questions,repondre aux questions et démander la permission, communiquer les resultats des évaluations aux apprenants.  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 et par l’administration pour communiquer les résultats de leurs réflexions , les rapports et pour solliciter le soutien de l’administration ou des collègues pour l’éclaircissement des points d’ombres. Ces réflexions permettent d’améliorer les connaissances des enseignants et de de ce fait les enseignements.   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 TIC sont utiles pour apprendre certaines disciplines. Les apprenants preferent que les leçons avec les TIC sont plus satisfaisantes et plus faciles à comprendre.   2008-09-02
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 TIC ameliorent les apprentissages. Les exercices et les ressources pédagogiques permettent de comprendre les leçons.  2008-09-02

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 TIC ont un impact certain sur l’apprentissage et les connaissances. Les élèves sont curieux des informations qu’ils rencontrent. Le côté convivial les attire et les pousse à plus de recherche. Mais il faut les aider à savoir chercher   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.

Les TIC permettent aux élèves d’avoir d’autres sources de connaissances, de varier leurs connaissances, d’enrichir leur leçons.   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 lycee Joss, les élèves produisent des documents collectivement ou individuellement. Ce sont des documents de synthèse, des apports de lecture, les journaux d’écoles.  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.

Pour les enseignants les élèves produisent facilement les documents demandés avec les TIC.   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  2008-07-08

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.

Il existe dans l'établissement un CRM Centre de ressources Multimédia qui facilite l'intégration des TIC dans l'enseignement. l'Etablissement a un plan d'utilisation des TIC qui prend en compte l'utilisation des TIC pour les différentes disciplines enseignées dans l'établissement. Ceci apparait dans les différents emplois du temps des classes.  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  2008-07-08

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.

Le renouvellement des équipement est inscrit dans le budget annuel de l'établissement et aussi dans le budget de l'Association des Parents d'élèves.  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.

Non l'institution n'offre pas l'accès au Centre de Ressources Multimédia pour éviter le vandalisme et surtout pour s'assurer du contrôle des équipements.  2008-07-08

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

7.4.1 Number of managers	11  2008-07-08
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).	L'établissement comprend: Un proviseur qui est l'Administrateur principal de l'établissement des Censeurs pour les différents cycles d'enseignements (Deux) Un Censeur qui s'occupe du Centre de ressources multimédia des Surveillants généraux qui s'occupent des problèmes de disciplines au Lycée  2008-07-08
7.4.3 Number of managers trained to use ICT	5  2007-03-21
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.	La plupart des Manager n'ont pas reçu une formation à l'utilisation des TIC lors de leur formation initiale à l'Ecole Normale Supérieure. Il se sont formés dans des centre de formation professionnel ou alors en autodidacte.  2008-07-08
7.4.5 Percentage of managers trained to use ICT (in education)	45.45 % (5 / 11)  2008-07-08
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.	4  2008-07-08
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.	7  2008-07-08
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  2008-07-08
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.	3  2008-07-08
7.4.10 Percentage of female managers in the institution	36.36 % (4 / 11)  2008-07-08
7.4.11 Percentage of male managers in the institution	63.64 % (7 / 11)  2008-07-08
7.4.12 Percentage of females managers trained to use ICT in the institution	50.00 % (2 / 4)  2008-07-08
7.4.13 Percentage of male managers trained to use ICT in the institution	42.86 % (3 / 7)  2008-07-08

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.	Le principal impact signalé est la modification du rôle de Maître et qui donne de plus en plus de l'autonomie aux apprenants, et aussi l'élargissement du champ de recherche des enseignants et des apprenants de l'établissement  2008-07-08

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.	Les Tic permettent de plus en plus d'élargir le champ de la recherche donc enrichissement du programme d'appentissage au bénéfice des apprenants et aussi des enseignants.  2008-07-08

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.	Amélioration des habiletés, du rendement. Nouvelles pratiques dans l'enseignement et la recherche.  2008-07-08

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

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	7  2008-07-08
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 de l'établissement connaissent l'utilisation des logiciels de base pour la saisie et le traitement des texte et aussi de l'utilisation des Tableurs notamment Excel. Tous ou presque savent utiliser Internet pour communiquer.  2008-07-08
7.8.3 Percentage of managers with email addresses	63.64 % (7 / 11)  2008-07-08

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.

Parmi les obstacles on peut signaler: le nombre insuffisant d'ordinateurs, la faiblesse de la capacité du Centre de ressources multimédia à pouvoir subvenir aux besoins de maintenances et de remplacement des machines vétustes le niveau de formation des enseignants à l'utilisation des TIC pour enseigner le manque d'accompagnement pédagogique par les Inspecteurs pédagogiques pour atteindre les objectifs fixé.  2008-07-08

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.

Les Administeurs du lycée ont trouvé une stratégie pour amener les Enseignants à utiliser tous les TIC. il s'agit: -d'obliger les Enseignants à saisir toutes leurs épreuves d'examen avant de les déposer auprès du Censeur concerné -Faire de la recherche documentaire sur Internet pour enrichir leurs cours - faire par matière (discipline enseignée un répertoire des sites éducatifs devant aider les élèves dans leurs recherches.  2008-08-06

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.	1247  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.	1247  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.	1250  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.	1250  2007-10-04
9.1.5 Percentage of male learners who have access to computers	100.00 % (1247 / 1247)  2007-03-21
9.1.6 Percentage of female learners who have access to computers	100.00 % (1250 / 1250)  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.	45  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.	45  2007-10-04
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	50  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.	50  2007-10-04
9.2.5 Percentage of male teachers who have access to computers	100.00 % (45 / 45)  2008-09-02
9.2.6 Percentage of female teachers who have access to computers	100.00 % (50 / 50)  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 contenu éducatif africain n'est signalé dans l'établissement donc pas d'impact signalé par les Managers des contenus de ces cours sur les TIC;  2008-09-02

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.	Les managers n'ont pas signalé de problèmes particuliers liés aux apprenants ayants des besoins sp^éciaux dans l'établissement.  2008-09-02
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.

le lycée étant situé dans une zone urbaine les problèmes liés aux langues maternelles ne sont pas trés perceptibles vue que tous les apprenants au lycée s'expriment en français ou en anglais.  2008-09-02

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.

les parents n'ont pas été interrogés pour pouvoir donner leur perception de la relation entre les langues maternelles des apprenants et l'intégration des TIC en éducation.  2008-09-02