ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-03-22
2.1.2 Percentage of computers connected to the Internet	94.03 % (63 / 67)  2007-03-22

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-03-22
2.2.2 Types of connection and bandwidth	type de connexion: ADLS vitesse:230,0Mbits/s  2008-01-04
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.	63  2007-10-20

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	188  2007-03-22
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	67  2007-03-22
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.)	5  2007-10-20
2.3.4 Ratio of educators to computers	37.60 (188 / 5) educator(s) per computer  2007-03-22

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	5182  2007-10-20
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.)	58  2007-10-20
2.4.3 Ratio of learners to computers	89.34 (5182 / 58) student(s) per computer  2007-03-22

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 moniteur responsable de la salle multimédia a un rôle de maintenancier, c'est lui qui est chargé de la gestion des ordinateurs et de la réparation de ceux-ci lorsqu'ils sont en panne.  2008-01-04

2.6 The types of software applications used in educational institutions

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

Microsoft office: PowerPoint, Microsoft Excel, Microsoft Word, didacticiels sur CD  2009-04-17

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-03-22

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-03-22

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	Data not available  2007-03-22
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	Data not available  2007-03-22
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	Data not available  2007-03-22
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	Data not available  2007-03-22
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.	Data not available  2007-03-22
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	Data not available  2007-03-22
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.	Data not available  2007-03-22
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.	Data not available  2007-03-22
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	Data not available  2007-03-22
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	Data not available  2007-03-22
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	Data not available  2007-03-22
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	Data not available  2007-03-22

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

3.12.1 ICT-integration index score	Data not available  2007-03-22

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)	2.0  2008-01-04
4.1.3 Average ICT use by female educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.)	2.0  2008-01-04
4.1.4 Average ICT use by male educators for academic purposes (hours per week) "How many hours per week do you use ICT for academic purposes?" Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.)	2.0  2008-01-04
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (2 / 2)  2008-01-04

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)	2.0  2008-01-04
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  2008-01-04
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) "How many hours per week on average do you use ICT in school?" Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes.	2.0  2008-01-04
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (2 / 2)  2008-01-04

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 utilisent les machines avec leurs élèves pour la recherche sur Internet et la production de documents  2008-01-04

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

Data not available  2007-03-22

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 pendant leurs cours d'informatiques pour apprendre pratiquement quelques logiciels et les notions et concepts enseignés comme l'historique des ordinateurs, les notions de réseau, les types de réseau etc... Ils utilisent aussi les TIC pour accéder aux ressources pédagogiques consignées dans les Cdroms , dans les dictionnaire numeriques telsque Robert et Encarta. Par ailleurs ,ils utilisent aussi les TIC pour faire la recherche sur Internet et produire des documents pour leurs exposés Les élèves télé chargent aussi les documents et les ressources numériques pour les conserver pour une utilisation ultérieure. les   2009-04-17
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  2007-03-22
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.	All the girls say they have access to the computer and internet in school mostly because they think their multi media center is well equipped. Most of the girls prefer to use the computer and internet at home than in school because they say following the multimedia resource centre time table, they do not have enough time to work on the computer and internet in school. Some of the girls do not like working in school because they are not permitted to get connected to the internet. Some of them are afraid to work in the cyber cafés because they fear to damage either the machines or programmes. Some of these girls use the computer and internet for pedagogic reasons. Towards and during examination periods some of them use the internet for their studies. They think the internet helps them a lot because they gain bonus marks from teachers in some subjects as they share what they gathered from the internet during classes. They also check they boxes and check information on sites like tele research and news.   2010-06-20
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	Boys have access everywhere but prefer working in the house because it is easier in the sense that they work whenever they want and do whatever they want. The multimedia resource centre is not mostly used because these boys say the time table does not favor them. They are given access to the centre as form 3:30 pm when they must be tired and want to go back home. In school they are forced to do what they do not like. They prefer the house because you work alone, are free to do whatever and they don’t pay for the internet connection like in the cyber café. Some of them use the computer mostly for pedagogic reasons to do research in Encarta, on sciences, citizenship, and use the internet to do some research on their studies.   2010-06-20
4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Some of them do not use social internet based networks. They do not know what it is all about and the few who know about the networks say people have a bad impression about the use of the internet. Some say their parents think it is risky for girls to use these social internet based networks because they will be exposed and can be derailed by men. The few girls who use these social internet based networks do not use them for pedagogic reasons but to communicate with relatives abroad.  2010-06-20
4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Most of the boys in this school know about internet-based social networks. They use MySpace and facebook, but prefer facebook because it is well known by most people. These boys use facebook for research to prepare exposes. Some of them use these networks mostly to chat with friends. They have correspondents with whom they communicate through facebook. Few boys in this school say with face book, they just need to type Lycée Leclerc and they get to meet and make friends with school mates they did not know physically. Through these internet-based social networks they share ideas on their various assignments with school mates.   2010-06-20

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	17  2008-01-04
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	11  2008-01-04
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	Fançais espagnol anglais allemend maths physique, chimie technologie SVT géographie éducation civique et morale philosophie musique économie familiale informatique éducation physique et sportive  2009-04-17
4.5.4 The percentage of courses taught using ICT	64.71 % (11 / 17)  2008-01-04

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 au lycée leclerc sont multiples. L'association des parents d'élèves participe à la maintenance des machines mais les principaux facteurs qu'on peut citer comme favorisant l'utilisation des TIC sont: - existence des ordinateurs au lycée - existence d'un programme d'enseignement connexion au réseau Internet connexion au réseau électrique AES SONEL présence au lycée des moniteurs pour la salle multimédia  2008-01-04

4.7 The challenges to the use of ICT by educators

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

les principaux facteurs indiqués par les éducateurs comme défis à l'utilisation des TIC sont: - l'augmentation du nombre d'ordinateurs au lycée - la formation de tout le personnel enseignant à l'utilisation des ordinateurs - la révision du programme d'enseignement de l'informatique la révision des emplois du temps  2008-01-04

4.8 The factors supporting the use of ICT by learners

4.8.1 Stated (by learners) factors that support ICT use by learners (150 words) "What factors support your use of computers in school and why? (number of computers, amount of computer time, appropriate instruction etc.)" Summarize in 150 words the factors favouring the ICT use as indicated by learners/students (homogenous groups of 12 persons maximum per forum). Also supply an audio file (MP3) with the answers of all the persons in the forum.

La connexion à Internet, l’existence de deux salles multimédia, la présence permanente des enseignants et des moniteurs.  2008-09-02

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 jour des ressources pédagogiques, l’augmentation du nombre d’ordinateurs, l’installation d’un intranet  2008-09-02

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 principales compétences requises pour l'utilisation des TIC dans l'éducation par les éducateurs sont: - la connaissance des bases de l'informatique la connaissance de l'utilisation d'un ordinateur la maîtrise des programmes d'apprentissage  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 mettre l'ordinateur en marche - savoir ouvrir un programme - savoir faire de la recherche et naviguer sur internet  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 (2011-03-05)   2011-03-05

4.12.2 Number of ICT in education-related research publications

1  2007-03-22

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 General Leclerc (2010-06-20)   2010-06-20

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-03-22

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.	selon les éducateurs du lycée Leclerc, les TIC aident à réfléchir sur l’enseignement qu'ils dispensent . Lorsque ils préparent un cours de chimie sur les alcanes par exemple,les différents supports didactiques qu’offrent les TIC leur permettent d’ajuster les contenus en les rendant plus simples et en recourant le plus vite possible à des exemples et à des images. Il se pose donc un problème de questionnement perpétuel sur les notions à transmettre (déclaration des enseignants) Les différentes applications utilisées par les enseignants leur permettent de concevoir des supports de cours .En d’autres termes, grâce aux TIC, ils conçoivent des supports pour les activités d’apprentissage et pour les illustrations.   2008-01-04
5.1.2 Stated impact (by educators) of ICT on in-class teaching (150 words) "Describe any impact that ICT has had on your in-class teaching (what you teach, how you teach it, etc.)" Summarize in 150 words the impact of ICT on classroom teaching within the institution, as indicated by educators. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	Les TIC permettent aux enseignants de renvoyer les élèves dans des sites éducatifs pour aller chercher des informations supplémentaires permettant d'enrichir les leçons faites en classe, c'est le cas surtout dans les disciplines des langues et scientifiques comme les mathématiques la physique, la chimie, les sciences de la vie et de la terre etc. les TIC permettent d’avoir en temps réel des informations dont les enseignants ont besoin pour améliorer leurs enseignements. L’accès à l’information ou à la connaissance est rapide et instantané.  2008-01-04
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	Au Lycée, les TIC permettent d’avoir les bulletins informatisés, de calculer les moyennes par discipline et de saisir les épreuves des examens. Avec les TIC, la communication sur les séquences sont facilités, les séquences sont prévues à l’avance et communiquées aux enseignants et   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.	les éducateurs déclarent ne pas utiliser des mails ou la tchatche pour communiquer avec leurs élèves seuls quelques moniteurs de la salle multimédia communiquent parfois avec certains élèves qui éprouvent des difficultés à faire de la recherche personnelle.  2008-01-04
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 éducateurs pensent que les TIC les amènent à réfléchir sur la nouvelle manière d'enseigner avec les TIC et sur la manière d'adapter les horaires et les programmes d'enseignement avec l'introduction des TIC   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 élèves estiment que les Tic leur sont utiles pour accéder à un plus grand nombre de connaissances.  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 permettent aux élèves d'accéder à un grand nombre d'information et ceci leur permet d'apprendre facilement leur leçon grâce à la pluralité des exemples et des exercices qu'ils trouvent par leurs recherches personnelles  2008-01-04

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 informations avec les TIC peuvent être pour les élèves de cette institution des sources de connaissances . Ils disent que les TIC les aide à Lire et à comprendre les informations sur leur leçons.   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 apprenants d'avoir un plus large accès à l'information ceci diversifie leur sources de connaissances  2008-01-04

6.3 Documentation produced by learners using ICT

6.3.1 Stated impact (by learners) of ICT on documentation produced (150 words) "How has ICT helped you in producing documentation related to learning - written assignments etc? (Please provide examples or description of documents if possible – how did ICT help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners. (What is produced, how does it enhance learning, etc). Attach examples of the productions on which the analysis is based. The interview should involve at least six students (if possible, girls and boys) in the institution. Provide an audio file (MP3) of the group discussion.

Les élèves du lycée general Leclerc produisent quelques documents d’apprentissage. Ce sont d’après eux des rappots et des textes sur leur lecture.  2007-03-22

6.3.2 Stated impact (by educators) of ICT on (learners') documentation produced (150 words) "How has ICT helped your students in producing documentation related to learning - written assignments etc? (Please attach copies or descriptions of documents if possible - how ICT did help in their production?)" Summarize in 150 words the impact of ICT on the production of documents by learners, as specified by the educators (what is produced, how does it foster learning, etc.). Attach examples of the documents on which the analysis is based.

Les éducateurs estiment que les documents produit par les élèves sont plus propres avec les TIC  2007-03-22

7.1 The number of institutions with ICT integration plans

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

No  2007-03-22

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'institution n'a aucun plan d'intégration les programmes et leur mise en oeuvre étant encore centralisées au niveau du Minist-re des Enseignements secondaires.  2007-03-22

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  2008-01-04

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.

les parents d'élèves à travers leur association sont sollicités par l'établissement pour remplacer les machines vétustes et réparer celles qui peuvent encore fonctionner d'une part. D'autre part le Proviseur fait des correspondances au Ministères des Enseignements secondaires pour demander du matériel pour la salle multimédia  2007-03-22

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  2007-03-22

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.

aucun accès n'est accordé à la communauté environnante jusque là.  2008-09-02

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

7.4.1 Number of managers	25  2007-03-22
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, chef de l'établissement - les Censeurs, ils sont chargés de la gestion pédagogique de l'établissement: conception des emplois du temps, répartition das cours aux enseignants collectes des notes et établissement des bulletins de notes des élèves les Surveillants généraux, chargés de la discipline dans l'établissement  2008-01-04
7.4.3 Number of managers trained to use ICT	18  2008-01-04
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 formation reçue par certains managers du lycée Leclerc de Yaoundé concerne: -la prise en main de l’outil informatique. - la recherches des ressources pédagogiques. - l'Administration d'un réseau informatique. - la maintenance micro informatique. - L’usage de l’Internet. - la gestion d’une plate forme pédagogique.   2008-01-04
7.4.5 Percentage of managers trained to use ICT (in education)	72.00 % (18 / 25)  2008-01-04
7.4.6 Number of female managers (total for the institution) "Total number of female managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of female managers (Directors, managers, administrative personnel, etc) in the institution.	5  2008-01-04
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	20  2008-01-04
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	3  2008-01-04
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.	15  2008-01-04
7.4.10 Percentage of female managers in the institution	20.00 % (5 / 25)  2007-03-22
7.4.11 Percentage of male managers in the institution	80.00 % (20 / 25)  2008-01-04
7.4.12 Percentage of females managers trained to use ICT in the institution	60.00 % (3 / 5)  2008-09-02
7.4.13 Percentage of male managers trained to use ICT in the institution	75.00 % (15 / 20)  2008-01-04

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 des TIC sur la gestion des pratiques éducative consiste à Amélioer de façon significative les pratiques pédagogiques  2008-01-04

7.6 The impact of ICT on which curriculum is taught (mathematics, science, language, arts, etc.)

7.6.1 Stated impact (by managers) of ICT on which curriculum is taught (150 words) "Describe the impact ICT has had on teaching and learning in your institution (particularly on curriculum choices by educators)." Summarize in 150 words the impacts of ICT on teaching programs (mathematics,sciences, arts, etc) as indicated by the managers.	Les Tic permettent de plus en plus d'élargir le champ de la recherche donc enrichissement du programme d'apprentissage au bénéfice des apprenants et aussi des enseignants.  2008-09-02

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 Managers du lycée indiquenque les TIC apportent une amélioration des habiletés, du rendement ce grâce à de nouvelles pratiques dans l'enseignement et la recherche.  2008-09-02

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.	25  2008-01-04
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.	Grâce à l’utilisation des TIC, les responsables administratifs du LGL ont développé des compétences techniques comme saisir un document, enregistrer, sauvegarder ; copier, couper, coller un texte ; chercher des informations sur Internet ; communiquer avec d’autres responsables communiquer avec les enseignants ; présenter un document sur PowerPoint.   2008-09-02
7.8.3 Percentage of managers with email addresses	100.00 % (25 / 25)  2007-03-22

7.9 The major barriers (as identified by managers) hindering the achievement of their institution's ICT-related goals for learners

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution's ICT-related goals for learners (600 words) "In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?" Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives.

Les principaux obstacles qui freinent l'atteinte des objectifs sont: L'insuffisance du matériel informatique et notamment les ordinateurs; Le manque de formation du personnel. The total number of computers in the school is 70. This gives therefore a student-computer ratio of 114:1, very few to manage the entire student population. o Many teachers are not motivated; hence are more often not interested in the training on how to integrate ICTs in their pedagogical practices. o Only a very few number of teachers have been trained to use and teach students on the use of ICTs. o The few trained teachers can only have access to the computer room when it is free. A very few number of them say about two succeeded in programming their lessons only when these computers were free.  2008-07-02

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.

A well-trained staff is available to teach students and train teachers on the usage of the internet in carrying out research to acquire relevant materials for their study courses. o About two of these teachers have produced lesson plans for their respective classes which are available on compact disc (CD) for easy access and have been teaching students on the usage of ICTs. The principal of the school organizes ICT classes for teachers at multimedia centre, and this is usually done during holidays. The multimedia centre has a vice principal and a discipline master, who programs classes for the students and makes sure there is discipline in the centre.  2008-07-02

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.	2561  2007-03-22
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.	2561  2007-10-20
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	2621  2007-03-22
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.	2621  2007-10-20
9.1.5 Percentage of male learners who have access to computers	100.00 % (2561 / 2561)  2007-03-22
9.1.6 Percentage of female learners who have access to computers	100.00 % (2621 / 2621)  2007-03-22

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.	95  2007-10-20
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.	95  2007-10-20
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	93  2007-10-20
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.	93  2007-10-20
9.2.5 Percentage of male teachers who have access to computers	100.00 % (95 / 95)  2008-09-02
9.2.6 Percentage of female teachers who have access to computers	100.00 % (93 / 93)  2008-09-02

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 Manager n'a indiqué un impact sur ce domaine  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  2007-03-22
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  2007-03-22
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 Manager n'a indiqué un impact sur ce domaine étant donné que l'établissement ne connait pas des apprenants ayant particulièrement des besoins spéciaux.  2008-09-02
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-03-22

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.

Au lycée Leclerc, les éducateurs pensent que les TIC seront mieux assimiler si les langues étaient maternelles. Mais en ville aujourd’hui, les langues maternelles sont reléguées au second plan.  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 donné leur avis sur la perception qu'ils ont de la relation entre les langues maternelles et l'introduction des TIC en éducation.  2008-09-02