ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-09-07
2.1.2 Percentage of computers connected to the Internet	29.21 % (26 / 89)  2008-02-29

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-09-07
2.2.2 Types of connection and bandwidth	Boucle Radio de 512ko pour le Centre d'accès à l'information; Ce centre dispose de 11 postes connectés à Internet. Boucle Radio de 256 ko pour le réseau USAID partagé avec d'autres établissements avec 12 ordinateurs connectés dont 7 pour les élèves professeurs et 3 pour les formateurs et 1 serveur et une machine pour les administrateurs.  2008-12-16
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.	26  2007-11-27

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	71  2008-03-08
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	89  2007-11-27
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.)	19  2007-11-27
2.3.4 Ratio of educators to computers	3.74 (71 / 19) educator(s) per computer  2008-12-01

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	500  2008-03-08
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.)	35  2007-11-27
2.4.3 Ratio of learners to computers	14.29 (500 / 35) student(s) per computer  2007-09-07

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  2007-09-07
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.	Deux enseignants ayant un diplôme en intégration pédagogique des TIC s'occupent des TIC, ils sont assistés par 2 Ingénieurs qui s'occupent des problèmes techniques.  2008-12-16

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.

Ubuntu et la suite openoffice et firefox sont utilisés au Centre d'accès à l'information. Windows et la suite bureautique et Internet explorer sont sur les autres machines. Il existe des logiciels spécialisés comme Cabri géomètre au Département de mathématiques. EasyPhp et Spip pour la création de site web, NVu et Hotpotatoes.  2008-12-16

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-09-07

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-09-07

3.1 The number of teacher-training institutions

3.1.1 Description of teacher-training institution "Description of teacher-training institution." Describe, in 150 words, the teacher-training institution. If there is no teacher training institution, explain why, provide context and describe any future plans.

Structure académique de formation des enseignants pour le secondaire (Lycée),l'enseignement normal (IFM) et l'enseignement fondamental (Professeur d'enseignement fondamental PEF). Pour les Lycée et l'enseignement normal la durée de formation est de deux ans avec recrutement au niveau de la licence ou la maitrise. Pour les PEF la durée de formation est de 4 ans après un test pour les maitres principaux de l'enseignement fondamental.   2008-12-16

3.2 The number of teacher-trainers per institution

3.2.1 Number of teacher trainers in institution	71  2007-09-07
3.2.3 Number of teacher-trainers (females) in the institution "Number of teacher-trainers in institution." Indicate the number of full-time female teacher-trainers in the institution.	5  2008-02-29
3.2.4 Number of teacher-trainers (males) in the institution "Number of teacher-trainers in institutions." Indicate the number of full-time male teacher-trainers in the institution.	66  2008-02-29
3.2.5 Percentage of female teacher-trainers in the institution	7.04 % (5 / 71)  2007-09-07
3.2.6 Percentage of male teacher-trainers in the institution	92.96 % (66 / 71)  2007-09-07

3.3 The number of teacher-trainers who have their own email address

3.3.1 Number of teacher trainers in the institution with email addresses	71  2007-09-07
3.3.2 Percentage of teacher trainers with email addresses	100.00 % (71 / 71)  2007-09-07
3.3.4 Number of female teacher-trainers who have email addresses "Number of female teacher-trainers in the institution with a personal email address." Indicate the number of female teacher-trainers who have their own email address.	5  2008-02-29
3.3.5 Number of male teacher-trainers who have email addresses "Number of male teacher-trainers in the institution with a personal email address." Indicate the number of teacher-trainers who have their own email address.	66  2008-02-29
3.3.6 Percentage of female teacher-trainers in the institution who have an email address	100.00 % (5 / 5)  2007-09-07
3.3.7 Percentage of male teacher-trainers in the institution who have an email address	100.00 % (66 / 66)  2007-09-07

3.4 The ability of teacher-trainers to use ICTs (basic skills)

3.4.1 The ability of teacher-trainers to use ICTs (150 words) "List the various ICT skills/competencies that you consider you have mastered." List, or summarize in not more than 150 words, the ICT talents/competencies of teacher-trainers. This certainly requires a dialogue with the head of the institution (by telephone, electronic mail or physical contact). If the teacher-trainers have no ICT skills/competencies, explain why, provide context and describe any future plans.

Utilisation du matériel informatique et du vidéo projecteur. Utilisation de logiciels d'apprentissage, de simulation, de bureautique (Word, Excel et PowerPoint), navigateur et services Web.   2008-12-16

3.5 The number of teacher trainers who use ICTs to train educators

3.5.1 Number of teacher trainers in the institution who use ICTs	11  2008-02-29
3.5.3 Number of female teacher-trainers who use ICTs to train educators "Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers)." Indicate the number of female trainers in the institution who use ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field.	0  2007-09-07
3.5.4 Number of male teacher-trainers who use ICTs to train educators "Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers)." Indicate the number of male trainers in the institution who use the ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field.	11  2008-02-29
3.5.5 Percentage of female teacher-trainers in the institution who use ICTs to train educators	0.00 % (0 / 5)  2007-09-07
3.5.6 Percentage of male teacher-trainers in the institution who use ICTs to train educators	16.67 % (11 / 66)  2008-02-29

3.6 The number of preservice educators

3.6.1 Number of preservice educators in institution	500  2007-09-07
3.6.3 Number of female preservice educators	54  2008-03-08
3.6.4 Number of male preservice educators	446  2008-03-08
3.6.5 Percentage of female preservice educators Indicate the number of female educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field.	10.80 % (54 / 500)  2007-11-27
3.6.6 Percentage of male preservice educators  Indicate the number of male educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field.	89.20 % (446 / 500)  2007-09-07

3.7 The percentage of preservice educators who have their own email address

3.7.1 Number of preservice educators in the institution with an email address	228  2007-09-07
3.7.2 Percentage of preservice educators with email addresses	45.60 % (228 / 500)  2007-09-07
3.7.4 Number of female preservice educators with email addresses "Number of preservcie educators (student teachers) in the institution who have their own email address." Indicate the number of female educators undergoing initial training in the institution who have an electronic mail address.	20  2008-12-16
3.7.5 Number of male preservice educators with email addresses "Number of preservcie educators (student teachers) in the institution who have their own email address." Indicate the number of male educators in the institution in the course of initial training having a electronic mail address.	208  2008-12-16
3.7.6 Percentage of female preservice educators with an email address	37.04 % (20 / 54)  2008-12-01
3.7.7 Percentage of male preservice educators with an email address	46.64 % (208 / 446)  2007-09-07

3.8 The presence of ICT in teacher-training curriculum

3.8.1 ICT in initial (pre-service) teacher-training curriculum? "Is ICT present in the initial (pre-service) teacher-training program curriculum?" Indicate either by yes or no if the teacher’s training institution includes ICTs in some of its initial training programs.	Yes  2008-02-29
3.8.2 Description of ICT in initial (pre-service) teacher-training curriculum (150 words) "Description of the presence of ICT in initial (pre-service) teacher-training curriculum." Summarise in 150 words the manner in which the ICTs are integrated (ICT courses and/or ICT application in the teaching of other disciplines) in the teachers’ initial training programs. Indicate if the ICT exists in other forms. If ICT is not present, explain why, provide context and describe any future plans.	Première année :formation de base Environnement Windows et linux, Bureautique - Word et Excel; Deuxième année :Intégration des TIC PowerPoint Internet Les moyens de communications Site Web Logiciel d'enseignement   2008-02-29
3.8.3 ICT in educator professional development (continuing education)? "Is ICT present in «in-service teacher professional development» (continuing education) program curriculum?" Indicate by yes or no if the ICT exists (ICT courses and/or the application of ICT in the teaching of other disciplines) in the professional permanent/development programs of educators.	Yes  2008-02-29
3.8.4 Description of ICT in educator professional development (continuing education) (150 words) "Description of the presence of ICT in «in-service teacher professional development» (continuing education) program curriculum." Summarise in 150 words the way in which the teachers’ professional permanent/development programs integrate the use of ICT (describe the ICT courses and the application of ICTs in the teaching of other disciplines). If ICTs are not present, explain why, provide context and describe any future plans.	Programme de Mathématiques : NTE et méthodes d'enseignement des Maths (calculatrice programmable, Informatique générale et logiciel pour l'enseignement (Bureautique, Audiovisuel, Internet, Cabri géomètre, Maple, latex etc) Programmes de français : NTICE (Généralités, NTE et apprentissage des langues et littérature et civiisation, CDROM (Encyclopédie, dictionnaire. Programme de Russe : TIC (moyen de communication, les mass media, Informatique, Internet.)  2008-02-29

3.9 The ICT resources (types of equipment?) made available to pre-service educators, and their trainers, during teacher-training

3.9.1 Types of ICT equipment, connectivity, and other resources (list) "The types of ICT equipment, connectivity, and other resources made available to pre-service student-teachers, and their trainers, during teacher-training (list types of equipment)." Describe the available ICT resources during the training of teachers (equipments, connections and other resources) in not more than 150 words. If there are no resources available, explain why, provide context and describe any future plans.

Cours transversaux toutes les filières sur deux années scolaires. Premiere année : Initiation Deuxième année : Intégration des TIC à l'enseignement Connexion des salles par antenne: Salle CAI : 512 Ko Salle USAID : 256 ko Salle de cours de première année équipée de 30ordinateurs pC Compaq écran plat mais pas connectée à Internet.Mais machine en réseaux. Onduleurs, Réseau local ( serveur, 1 routeurn des switchs.. Imprimantes, Vidéoprojecteurs. Machines dans tous les bureaux de la direction et dans tous les bureaux des départements d'enseignement et de Recherche.  2008-02-29

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	43  2007-09-07
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	28  2007-09-07
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	60.56 % (43 / 71)  2007-09-07
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	39.44 % (28 / 71)  2007-09-07
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.	3  2008-02-29
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	40  2011-05-03
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.	2  2011-05-03
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.	26  2011-05-03
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	60.00 % (3 / 5)  2008-02-29
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	60.61 % (40 / 66)  2007-09-07
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	40.00 % (2 / 5)  2007-09-07
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	39.39 % (26 / 66)  2007-09-07

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

3.12.1 ICT-integration index score	Data not available  2007-09-07

4.1 The frequency of ICT use by educators for academic purposes

4.1.1 Average ICT use by educators for academic purposes (hours per week)	4.0  2008-02-29
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.)	4.0  2008-12-01
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.)	4.0  2008-12-01
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	1.00 (4 / 4)  2008-02-29

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  2007-09-07
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  2008-12-16
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.	2.0  2008-12-16
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (2 / 2)  2007-09-07

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 TIC sont utilisées dans les disciplines suivantes :Psychologie de l’enfant et de l’adolescent, Psychologie juridique ; Psychologie sociale, Psychologie de l’art. Linguistique générale ; Writing process ; How to Write a Paragraph Etude comparée des différentes parties d’une plante verte Génétique, Biochimie moléculaire et métabolique, Méthodologie d’enseignement des Sciences, Techniques de laboratoire. Des présentations Power Point, des Images sont utilisées et aussi des textes dans les différentes disciplines. Nous avons un programme des TIC d’abord la bureautique puis l’intégration pédagogique ,C’est un programme officiel ; On dispose d’appareil, de vidéoprojecteur et d’une salle équipée On enseigne les deux environnements Windows et Ubuntu, l’enseignement peut se faire par application d’un logiciel enseigné, comme on peut le faire à partir de CD ROM comme Eduperformance. Pour la pédagogie, j’utilise Word, Excel pour la planification, pour les leçons j’utilise Word pour les saisies souvent PowerPoint pour la présentation. Généralement j’utilise Microsoft Office d’abord Word pour la saisie puis Excel pour le calcul et enfin PowerPoint pour les exposés.   2008-12-16

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  2007-09-07

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.	On utilise Word en première pour apprendre à saisir des textes, Excel pour le calcul et les graphiques et Power Point cette année pour apprendre à présenter un projet. Ensuite on nous a initié à Internet et à la recherche d’information sur le net.  2008-12-21
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  2007-09-07
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.	Le point principal d’accès à Internet est le cybercafé avec en moyenne 1 à 2 heures par semaine. Le point d’accès à l’ordinateur est l’école où le temps d’utilisation est de 3 heures par semaine. Une seule apprenantes dispose d’un ordinateur personnel à domicile, mais qui n’est pas connecté au net et elle l’utilise en moyenne 4 heures par semaine. A l’école elle travaille sur Word, Excel et PowerPoint, la salle de cours ne dispose pas de connexion Internet. Elles vont toutes au cybercafé pour lire le courrier, lire les actualités et travailler sur les sites de traduction. Une part importante concerne les recherches pour le mémoire de fin d’études. Pour cela elles utilisent toutes Google pour avoir accès à la documentation concernant leur thème de recherche.   2011-05-03
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.	Les apprenants vont cybercafé pour avoir accès au net avec des fréquences très variables, Certains vont une fois par semaine en raison de deux heures ou une heure par semaine, d’autres vont une fois par mois en raison d’une heure et d’autres vont occasionnellement. La raison avancée concerne surtout le coût d’accès qu’ils ne peuvent pas supporté sur leur bourse. Ils disent qu’ils viennent juste d’apprendre qu’il existe un Centre d’accès à l’Information à l’Ecole Normale Supérieure avec un coût d’accès très abordable (1000 F CFA par mois pour un accès de deux heures par semaine). Quant à l’accès à l’ordinateur il est de 3 heures par semaine à l’école pour les cours, mais il n’y a pas le net. Un apprenant dispose d’un ordinateur portable qu’il utilise à la maison en raison de 3 heurs par jour. Ils vont au cybercafé pour le mail, lire les nouvelles et faire des recherches concernant les cours et les thèmes scolaires et consulter des sites de musique et les musiciens.   2011-05-03
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?	Sur l’ensemble des 6 étudiantes interrogées 75% dispose d’un compte Facebook et 25% n’utilise aucun réseau social. Celles qui utilise les réseaux sociaux disposent toute d’un compte facebook pour envoyer des messages, lire et discuter avec des amis et des parents. Elles n’utilisent pas Facebook pour travailler sur leur thème ou à des fins d’apprentissage.   2011-05-03
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?	Sur les 6 étudiants interrogés la moitié dispose d’un compte facebook et l’autre moitié ne dispose pas de compte. En plus du compte facebook, il y a un qui dispose d’un compte sur au feminin.com où il dit se faire beaucoup d’amis. Un apprenant dit qu’il n’était pas intéressé au départ par les réseaux sociaux, mais dès qu’il a crée son compte il a retrouvé un ami avec sa photo qu’il a perdu de vue il y a très longtemps, il a donc été conquis par les réseaux sociaux. Les apprenants disposant de compte discute avec leurs amis et discute de beaucoup de sujet qui les intéressent. Il ressort des échanges que certains ne disposant pas de compte ont décidé d’en avoir car depuis un certain temps des camarades de classe leur parle des réseaux sociaux et de leur importance pour l’accès aux informations.   2011-05-03

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	30  2008-02-29
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).	4  2008-02-29
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).	Français, mathématiques, Russe et Informatique cognitive, Psychologie de l’enfant et de l’adolescent, Psychologie juridique ; Psychologie sociale, Psychologie de l’art. Linguistique générale ; Writing process ; How to Write a Paragraph Etude comparée des différentes parties d’une plante verte Génétique, Biochimie moléculaire et métabolique, Méthodologie d’enseignement des Sciences, Techniques de laboratoire  2008-12-01
4.5.4 The percentage of courses taught using ICT	13.33 % (4 / 30)  2008-02-29

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.

Nous avons deux sortes de cours, nos cours et les cours des étudiants, c’est d’abord un problème de formation des enseignants eux eux-mêmes. Seuls quelques professeurs utilisent l’ordinateur a des fins d’enseignements. Avec la salle du Centre d’accès à l’information’ la plupart des professeurs viennent chercher des informations qu’ils utilisent dans leur cours Mais Il faut beaucoup plus d’appareil au CAI. Il faut le matériel et des salles de cours, on a qu’une seule salle de cours, si on n’avait plusieurs ce serait mieux. Il y a le minimum de matériel, il existe, il fonctionne. Il ya bien sur la formation des enseignants afin que un grand nombre puisse utiliser les TIC dans leur enseignement ; Une seule salle est utilisée pour enseigne les cours d’informatique.   2008-12-16

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.

Il y beaucoup de défis à relever, officiellement il n’y pas de balisage de ce domaine. C’est la Direction qui a décide de faire des TIC une discipline officiellement. Sinon on pas de caution officiel, aucun acte administratif qui fait des TIC un domaine prioritaire à l’école. Ce qui fait qu’on a des difficultés d’obtention de matériels c’es un problème est crucial est très difficile. La formation n’en parlons, la formation des formateurs est laisse de côté, l’accent est mis sur la recherche. C’est au niveau individuel des professeurs qu’ils prennent la décision de s’intéresser ou non aux TIC. Ici d’abord le premier défi c’est au niveau des programmes, vu que certains ont des ordinateurs chez eux et d’autres vont dans les cybercafés, il y a des étudiants n’ont jamais utilisé un ordinateur. Et c’est très difficile des étudiants avec des niveaux très hétérogènes. Le niveau des étudiants, certains n’ont aucune formation ça pose problème. Il faut avoir le minimum.   2008-12-16

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.

Ce qui nous facilite c’est l’accès au formateur qui est là nous suivons ces indications ; Avant de suivre l’initiation on a eu des formations avant de venir ce qui nous facilite. On des formateurs compétents ; Ils sont à la hauteur. Ce sont les formateurs que nous pouvons faire le travail. Avant d’arriver j’ai fait de cours mais j’ai tout oublié, maintenant les formateurs m’aident. Toutefois le nombre d’ordinateurs   2008-12-21

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.

Il y a insuffisance des salles, le nombre d’ordinateurs est insuffisant. On n’accorde pas trop d’importance à l’ordinateur avant, il faut commencer l’initiation hors de l’école Ce qui rende difficile, avant ici on n’a pas accès à l’ordinateur, Temps, insuffisance. Le temps nous manque pour quelque qui n’a pas déjà touche à l’ordinateur C’est 3 heures par semaine on ne peut pas apprendre et pouvoir appliquer L’initiation est très difficile quand le temps est insuffisant pour qu’on puisse maitriser l’ordinateur, surtout pour quelqu’un qui n’a pas eu de formation avant. Moi je ne comprends je ne sais pas si c’est moi ou si c’est le formateur, souvent le message ne passe pas. On aurait du être initié avant d’arriver à l’ENSup. On a des difficultés à pouvoir utilisé seul Power Point pour le moment. Il aurait fallu aussi nous donner des documents avant le cours.   2008-12-21

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, nous avons assez de compétences, en plus de deux enseignants qui ont fait un diplôme en intégration pédagogique des TIC on a deux techniciens, un en réseau, et un en programmation. Les compétences sont là qui peuvent faire le démarrage C’est trois éléments intégration pédagogique, réseau, programmation et des gens qui savent faire le travail mais n’ont pas les moyens pour exercer convenablement leurs fonctions. Coté technique il n’y a pas de problème à ce niveau, je suis Ingénieur, il faut que j'apprends un peu la pédagogie On peut avoir besoin de logiciel de formation pour relever le niveau de formation.   2008-12-16

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.

On a besoin de compétences par rapport à la pratique de l’informatique, il faut des documents à l’appui suivi de la théorie donné en classe. On a besoin de la formation et d’une bonne application. Il faut faire des recherches sur les TIC et pour cela on besoin de formateur chevronné Un formateur qui vient et dit ce qu’il a à dire, c’est rapide et on n’arrive pas suivre pour les débutants. Il faut nous donner le cours de façon pratique au lieu d’être théorique. On a besoin de faire des recherches en tant que futur enseignant or la salle n’est pas connectée à Internet. La compétence c’est de faire des saisies et de faire des recherches. On a besoin de beaucoup de pratique donc il faut faire 6 heures par semaine   2008-12-21

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).

Tic dans les publications (2011-05-03)   2011-05-03

4.12.2 Number of ICT in education-related research publications

1  2008-02-29

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.

Initiatives pionnières (2011-05-03)   2011-05-03

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-09-07

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 TIC permettent la mise à jour des connaissances, gain de temps et élévation du contenu enseigné. Utilisation efficacement d’une approche systématique. Production d’un plan de cours sur les fiches de préparation du MEN du mali. Préparation d’un portfolio pour notre enseignement qui servira de modèle pour les étudiants qui devront en préparer également. Les TIC sont d’un grand secours dans mon enseignement : car je trouve des documents (livres appropriés pour la discipline) échanges avec d’autres chercheurs. Les TIC offrent des possibilités de présenter des images animées et/non illustrant une partie du cours. Donnent la possibilité d’imprimer le résumé du cours pour les étudiants pour ne pas perdre du temps dans une dictée fastidieuse. Toutefois quelques enseignants n'utilisent pas les TIC pour la planification de leurs cours,   2008-12-01
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.	J’ai souvent recours aux cours en ligne, aux articles et études publiées sur les pages web. Tous mes cours sont sur mon ordinateur portable, qui me sert d’outil précieux pour mes enseignements. Les TIC facilitent mon enseignement et m’aident à mieux exposés. Les TIC me permettent de combiner des éléments en vue de l’atteinte d’un but spécifique. Les technologies me permettent d’assembler des éléments en interaction. Les technologies facilitent la recherche et améliorent la qualité (contenu) de l’enseignement. Ces technologies me permettent d’actualiser les contenus enseignés, les échanges entre enseignants et étudiants. A tout cela on peut ajouter le gain de temps.   2008-12-01
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	Il n'y a pas d’impacts car je n’évalue pas en utilisant les TIC. Les TIC permettent une méthode ordonnée, rationnelle, réfléchie dans un but déterminé. Elles permettent d’aborder un problème et d’effectuer une série d’action de manière séquentielle. Les TIC permettent la saisie des sujets sous la forme de QCM. On peut aussi facilement conserver tous les sujets d’évaluation.   2008-12-01
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	C’est surtout dans l’encadrement des mémoires que j’utilise le courrier électronique avec mes étudiants. Je les autorise à me donner le texte sous format numérique je fais mes observations et leur renvoi le document. Seule une petite minorité accède aux TIC, en leur confiant des tâches il n’est pas sur et certain qu’ils y accéderont tous dans l’état actuel des choses. C’est pour cette raison que je n’utilise pas le courrier électronique avec mes étudiants. Moi je l’utilise avec mes étudiants et je les sensibilise pour qu’ils fassent comme ou encore mieux que moi. Je leur demande de produire des messages très facilement. Je les encourage à consulter des sites pour trouver la réponse à certaines questions. Les étudiants utilisent énormément les TIC dans le cadre de l’élaboration de leur mémoire et on échange par courrier électronique. Ils utilisent aussi les TIC dans l’exécution d’une leçon sur un thème donné et aussi pour exposer des textes en classe.   2008-12-01
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	Les TIC m’aident énormément surtout la documentation disponible. L’accès facile à la documentation et les orientations précises données grâce aux technologies m’aident à réfléchir sur mon enseignement. Non, Cependant les TIC m’aident à améliorer la qualité de mon enseignement. Je pense bien que les TIC m’aident à réfléchir sur mon enseignement par exemple les technologies m’aident à développer mes stratégies de lecture et maitriser les techniques de composition et de décomposition des mots et des phrases. C’est sur, mais l’étendre cela aux étudiants reste un luxe pour eux dans notre contexte. Oui très souvent j’utilise des photos, des dessins et diagrammes en les affichant à l’écran pour mes étudiants.   2008-12-01

6.1 The impact of ICT on learning (in general)

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

L’impact de l’information, n’est pas très visible car le temps est peu. Le temps prévu pour la recherche est très peu et de plus la salle de formation n’a pas une connexion Internet, or nos sommes des chercheurs débutants on besoin de cela pour nous former. Il n’y a pas d’impact sur nos études. On ne voit pas l’impact car nous sommes de débutants. C’est la recherche qui devient plus facile, par exemple quand j’étais à la Faculté j’ai fait de recherches sur le net pour avoir des cours on a pu tirer profit de cela car les professeurs ne nous ont pas tout donné en classe.   2008-12-21

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.

Il n’y pas d’’enquêtes faites sur nos sortants pour voir s’ils essayent d’innover leur enseignement en utilisant les TIC. Il faut cette enquête pour dire avec certitude que les TIC ont eu un impact. Les élèves professeurs sont très intéressés par l’apprentissage de l’outil informatique. Ils viennent au cours ensuite beaucoup utilisent la salle CNF aussi bien les étudiants de l’ENSup que ceux de la Faculté de Lettres, Arts et Sciences Humaines. Beaucoup viennent pour faire des Recherches pour leur mémoire. Il y a un impact très certain sur les élèves. Les étudiants puissent utiliser les TIC pour leurs travaux, ils saisissent leur mémoire eux-mêmes, en plus avec Excel ils arrivent à traiter les données recueillies sur le terrain. C’est l’envie des étudiants à découvrir l’informatique.   2008-12-16

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.

En fait l’importance on sait si nous parvenons à maitriser on sait qu’on peut faire des recherches pour avoir accès aux documents. Dans la futur maîtriser les TIC, de faire nos mémoires et de faire des recherches, c’est important dans notre formation. L’Internet permet d’avoir beaucoup d’information et de nous aider dans nos études. La recherche est importante pour actualiser nos connaissances et d’avancer. Le moment de la saisie nous permettra de nous rendre compte de l’impact de l’ordinateur ; Il suffit d’aller sur Google et faire des recherches pour avoir beaucoup d’informations. On gagne beaucoup de temps pour s’informer, on a des informations sur et très facilement. J’ai fait des recherches sur mémoires.   2008-12-21

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.

En matière d’information, il y a beaucoup car sur les abonnés du CAI les enseignants ne font 8¨des abonnés et les étudiants 92. L’accès aux informations ils sont décidés à l’utiliser convenablement Pour les étudiants des classes terminales ont fait des cours sur Internet, notamment à faire la recherche à travers beaucoup sont abonnés au CAI, ils font des recherches pour les mémoires. Quelques viennent faire des recherches pour les exposés ou pour les cours. Ce qui indique qu’il y a un accès aux connaissances.   2008-12-16

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.

L’ordinateur permet de faire la saisie de nos mémoires, de nos cours. Internet est un monde de culture. L’ordinateur permet de faire les saisies, les calculs et d’avoir accès à beaucoup de données. L’ordinateur de saisir un mémoire et au cours des exposés l’Internet m’a permis de faire des saisie sur Word et Excel. C’est un outil indispensable permet de préparer nos leçons de faire des recherches et d’avoir un niveau plus compétitif dans la sous région. On saisit les sujets d’évaluation on tire et on photocopie pour distribuer aux élèves on gagne du temps, en plus on est sur de ne pas faire des erreurs en recopiant au tableau. Internet nous permet d’élargir l’horizon, j’ai pu avoir une bibliographie importante pour mon mémoire sur le net.   2007-09-07

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.

On peut le retrouver quand on donne des travaux spécifique notamment les exposés, les conférences, ils viennent chercher les informations pour ces travaux. J’ai pu eu d’étudiants qui m’a dit qu’il a produit. Mais les mémoires de fin d’étude sont une preuve. Ils saisissent les mémoires dans les salles informatiques et au CAI. Il y a un bon groupe que je suis entrain d’aider pour les mémoires. Certains ont produit des textes lors des exercices.   2007-09-07

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  2008-02-29

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 y a existence d'un programme de formation. Ce programme concerne Word, Excel, Powerpoint, en plus il y a une initiation à Internet et sur la recherche d'information. En plus il y a un programme concernant sur'intégration pédagogique.  2007-09-07

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.

No  2007-09-07

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.

Oui, l'Institution dispose de deux Ingenieurs informaticiens qui assure l'entretien et la maintenance des machines et du réseau. En plus l'institution béneficie du soutien du Campus Numérique Francophone pour l'entretien des machines du CAI. L'institution est aussi en rapport avec une société (Micronet Informatique)de la place qui assure l'entretien des machnines an cas des pannes majeures. En affet c'est cette société qui a livré et installé le réseau da la salle de cours.   2007-09-07

7.3 The number of institutions that provide access to their ICT infrastructure for the community

7.3.1 Institution provides access to their ICT infrastructure for the community? "Does the community outside the school have access to your ICT facilities/infrastructure?" Indicate by yes or no if the institution gives the community access to its ICT infrastructure.

Yes  2008-02-29

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.

Oui au niveau du CAI, mais c'est payant. Accès après abonnement avec 8 de connexion par mois. Accès au logiciel de bureautique, à Internet et au courrier électronique.  2008-02-29

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

7.4.1 Number of managers	14  2007-09-07
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).	Il y a 10 managers qui ont été tous initié à l'utilisation des logiciels de bureautique et à Internet. Directeur général Directeur adjoint qui est chargé de la pédagogie; Secrétaire principal qui assure la gestion et l'inscription des étudiants. L'agent comptable qui assure la gestion financière et matériellle. Les Chefs de DER qui s'occupe de l'organisation et la répartition des enseignements au sein des différents départements d'enseignement et de recherche.  2008-02-29
7.4.3 Number of managers trained to use ICT	14  2007-09-07
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.	Bureautique : Envirennement Windows et Ubuntu (Linux), Word, Excel, PowerPoint. Intégration des TIC dans la pratique enseignante. Internet;Conception de page Web, logiciels de création de questionnaires (Hotpotatoes)  2008-02-29
7.4.5 Percentage of managers trained to use ICT (in education)	100.00 % (14 / 14)  2007-09-07
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.	1  2008-02-29
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.	13  2008-02-29
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.	1  2008-02-29
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.	13  2008-02-29
7.4.10 Percentage of female managers in the institution	7.14 % (1 / 14)  2008-02-29
7.4.11 Percentage of male managers in the institution	92.86 % (13 / 14)  2008-02-29
7.4.12 Percentage of females managers trained to use ICT in the institution	100.00 % (1 / 1)  2008-02-29
7.4.13 Percentage of male managers trained to use ICT in the institution	100.00 % (13 / 13)  2008-02-29

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.	Engouement observables des enseignants pour les TIC;Utilisation des TIC pour dispenser des cours. Achat d'ordinateur personnel par le personnel enseignant.   2008-02-29

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.	Introduction des TIC dans les programmes d'enseignement; Informatisation progressives des travaux d'administration dans les DER. Proportion grandissante d'enseignants et des élèves professeurs dans la salle CAI.  2008-12-01

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.	Utilisation systématique de l'outil informatique par l'administration. Utilisation de l'outil informatique par les enseignants et les élèves professeurs ( préparation des cours, travaux de memoire, de recherche, courriel).  2008-02-29

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.	12  2008-02-29
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.	Certains sont très forts surtout au niveau des chef de DER et du Sécrétaire principal. Ils ont une très bonne maîtrise de l'ordinateur et de Internet. D'autres ont un niveau moyen et peuvent se servir de l'ordinateur pour des taches de base.  2008-02-29
7.8.3 Percentage of managers with email addresses	85.71 % (12 / 14)  2008-02-29

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.	Acquisition et renouvellement des équipements; Coût encore élevé de la connexion; Insuffisances de ressources humaines.  2008-02-29

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.

Formation en Octobre 2006 de tous les enseignants. Apparition de sujets de recherches en memoire sur les TIC 'Intégration des TIC à l'enseignement secondaire: problèmes et perspectives , Cas de l'académie de la rive gauche. Thèse :Influence de l'apprentissages du bamanan sur l'enseignement et l'apprentissage des mathématiques au premier cycle de l'enseignement fondamental ce thème sera présenté au Colloque 'Les TIC un pont entre les cultures? théories, obstaclesn meilleures pratiques; IUFM de Montpellier 2.  2008-02-29

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.	446  2008-03-08
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.	446  2008-03-08
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	54  2008-03-08
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.	54  2008-03-08
9.1.5 Percentage of male learners who have access to computers	100.00 % (446 / 446)  2007-09-07
9.1.6 Percentage of female learners who have access to computers	100.00 % (54 / 54)  2007-11-27

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.	66  2008-03-08
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.	66  2008-03-08
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	5  2008-03-08
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.	5  2008-03-08
9.2.5 Percentage of male teachers who have access to computers	100.00 % (66 / 66)  2007-09-07
9.2.6 Percentage of female teachers who have access to computers	100.00 % (5 / 5)  2007-09-07

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.

réadaptation de certains contenus à, l'utilisation des TIC en mathématiques.  2008-02-29

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  2007-09-07
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  2007-09-07
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.	Il y a la création de salles (4 salles) Ensuite il y a eu la formation des formateurs. Toutefois on n'a pas d'étudiants à besoins spéciaux présentement.  2008-12-21
11.1.4 Percentage of learners with special needs who have access to ICT	0.00 % (0 / 0)  2007-09-07

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.

Thèse de Kanouté :Influence de l'apprentissages du bamanan sur l'enseignement et l'apprentissage des mathématiques au premier cycle de l'enseignement fondamental. Thèse de didactique des mathématiques. Kanouté est enseignant à l'Ecole Noprmale Supérieure. Disons que la langue se constate surtout pour les étudiants qui font l’arabe qui ne maîtrisent pas bien le français. Tous ceux n’ont pas beaucoup d’aptitude en français ont des difficultés, car ils ne comprennent pas bien le message de l’enseignant. Ceux qui font anglais sont en avance sur les autres le plus souvent. A mon sens non car nos cours sont très pratiques donc après l’explication on passe à la machine on prend le maximum de temps pour expliquer Les arabisants ont des problèmes au niveau du clavier parce qu’on n’a pas de clavier arabe ici. Il faut un minimum en français, même ce qui font anglais on des difficultés car la touche delete ils ne savent que c’est pour supprimer   2008-12-16

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.

Cette question ne se trouve dans aucun outil.  2008-12-16