ObservatoryICT

2.1 The number and percentage of institutions with computers

2.1.1 Institution has computers?	Yes  2007-10-01
2.1.2 Percentage of computers connected to the Internet	53.79 % (78 / 145)  2007-09-22

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity?	Yes  2007-10-01
2.2.2 Types of connection and bandwidth	L'ENS utilise la connexion satellitaire vitesse de la connexion est de 230,5 kpbs  2010-01-26
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.	78  2010-01-26

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution	250  2009-04-19
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution.	145  2009-04-11
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.)	145  2010-11-18
2.3.4 Ratio of educators to computers	1.72 (250 / 145) educator(s) per computer  2007-09-22

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution	4018  2010-11-18
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.)	145  2010-11-18
2.4.3 Ratio of learners to computers	27.71 (4018 / 145) student(s) per computer  2007-09-22

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.

No  2009-04-16

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.

l'institution dispose d'un Laboratoire d'informatique pour les étudiants inscrits en filière Informatique et TIC. Cette filière compte 01 enseignants titulaire et 11 enseignants vacataires et un moniteur d'informatique.Dans ce laboratoire l'on a en plus des 70 ordinateurs connectés à Internet une imprimante une photocopieuse et un vidéo projecteur au service des apprenants. Les étudiants de la filière s'organisent pour la gestion de la salle en rotant. Ils s'organisent aussi pour la maintenance des ordinateurs et pour la réparation du matériel défectueux. Mais à côté de ce laboratoire, ENS a une salle de la division des stages comportant quelques ordinateurs et des livres à la disposition des éducateurs pour leurs travaux. Cette salle est tenue et tenu par un agent au service de l'établissement  2009-04-16

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.

des logiciels d'application: Windows XP et Windows 2000, Linux:Mandrina, GIMP, Des logiciels d'application: Windows office: Word, Excel, Power Point, Publisher Internet   2009-04-16

2.7 Institution ICT-connectivity rank

2.7.1 Institution ICT-connectivity index score	Data not available  2007-09-22

2.8 The rank of ICT-enablement by institution

2.8.1 Institution ICT-enablement index score	Data not available  2007-09-22

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.

l'Ecole Normale supérieure de Yaoundé est l'une des premières institutions de formation universitaires du pays.Depuis 30 ans, elle a formé dans ses différentes filières des enseignants pour la formation des jeunes camerounais. Il connaît depuis quelques années des mutations pour s'adapter à un contexte social de grandes mutations dues au boom démographiques dans les établissements scolaires, les nouvelles exigences professionnelles et les lois d'orientations et les États généraux de l'éducation qui ont entraînés une réorganisation pédagogique avec en 2007 la création d'un département de l'informatique et des TIC et l'introduction dans les autres filières d'une discipline transversale intitulée:"Pédagogie générale et Technologies approfondies" et en 2009 l'ouverture d'une filière dénommée: Langues et culture camerounaise pour atteindre les objectifs en matière d'éducation suivantes: Former les camerounais ouverts au monde et enracinés dans leur cultures. le recrutement dans cette institution se fait par voie de concours officiel organisé par le Ministre de l'enseignement supérieur.Au sortir de cette institution, les enseignants sont classés en grade A.des Professeur de Collèges, des Professeurs de Lycée d'enseignement Général, des Professeurs de l'Enseignement Normal et des Conseillers d'orientation. L'établissement compte en son sein deux écoles doctorales de la chaire UNESCO l'une des droits de l'homme et l'autre des sciences de l'éducation. Depuis la rentrée scolaire 2007 -2008 ENS s'arrime au système LMD Licence Master Doctorat   2009-04-16

3.2 The number of teacher-trainers per institution

3.2.1 Number of teacher trainers in institution	245  2007-09-22
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.	44  2010-11-18
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.	201  2010-11-18
3.2.5 Percentage of female teacher-trainers in the institution	17.96 % (44 / 245)  2007-09-22
3.2.6 Percentage of male teacher-trainers in the institution	82.04 % (201 / 245)  2007-09-22

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	150  2009-04-17
3.3.2 Percentage of teacher trainers with email addresses	61.22 % (150 / 245)  2009-04-17
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.	15  2008-01-19
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.	135  2008-01-19
3.3.6 Percentage of female teacher-trainers in the institution who have an email address	34.09 % (15 / 44)  2007-09-22
3.3.7 Percentage of male teacher-trainers in the institution who have an email address	67.16 % (135 / 201)  2007-09-22

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.

les Formateurs de l Ecole Normale Supérieure qui utilisent les TIC ont des connaissances de base en bureautique saisie de texte sur Word, calculs sur Excel, navigation sur internet Environ tous les enseignants des formateurs possèdent un ordinateur portables.Ils les utilisent pour rechercher des informations pour la préparation de leurs leçons et pour certains, les logiciels tels que Powerpoints sont utilisés pour la présentation des leçons avec Vidéo projecteurs Lors des conférences et des séminaires ou autres ateliers scientifiques organisés par les enseignants des formateurs, des Powerpoints sont aussi utilisés, le logiciel Word et les tableurs pour les présentations graphiques.  2009-04-30

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	142  2007-09-22
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.	12  2008-09-03
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.	130  2008-09-03
3.5.5 Percentage of female teacher-trainers in the institution who use ICTs to train educators	27.27 % (12 / 44)  2008-09-01
3.5.6 Percentage of male teacher-trainers in the institution who use ICTs to train educators	64.68 % (130 / 201)  2007-09-22

3.6 The number of preservice educators

3.6.1 Number of preservice educators in institution	150  2009-04-17
3.6.3 Number of female preservice educators	15  2008-09-03
3.6.4 Number of male preservice educators	135  2008-09-03
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.	10.00 % (15 / 150)  2009-04-17
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.	90.00 % (135 / 150)  2009-04-17

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	145  2007-09-22
3.7.2 Percentage of preservice educators with email addresses	96.67 % (145 / 150)  2009-04-17
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.	15  2008-09-03
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.	130  2008-09-03
3.7.6 Percentage of female preservice educators with an email address	100.00 % (15 / 15)  2007-09-22
3.7.7 Percentage of male preservice educators with an email address	96.30 % (130 / 135)  2007-09-22

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  2008-01-19
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.	L'Ecole Normale supérieure vient de se doter en 2008 d'un département d'informatique qui forme des Professeur pour l'enseignement de l'Informatique dans les Lycées et collèges d'enseignement général. Ce département a conçu ses programmes de formation. Dans les autres filières il existe des cours d'utilisation des TIC dans l'enseignement cours qui sont dispensés par des Professeurs du département des sciences de l'Education  2008-09-03
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  2008-01-19
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.	l'Ecole normale supérieure ne dispose pas encore d'un programme de formation permanente des enseignants.   2008-01-19

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.

l'ENS utilise une connexion par ondes radio d'une vitesse de 256kbp/s la salle multimédia et les bureaux des responsables sont équipés d'ordinateur de type Pentium III et IV. ces ordinateurs ont généralement comme programme d'exploitation Microsoft Windows XP et parfois Windows Vista  2010-01-26

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	19  2008-09-01
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	9  2008-09-01
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration	7.60 % (19 / 250)  2008-09-01
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration	3.60 % (9 / 250)  2008-09-01
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  2010-01-26
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	16  2008-09-03
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.	3  2008-09-03
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.	6  2008-09-03
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	6.12 % (3 / 49)  2010-01-26
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration	7.96 % (16 / 201)  2008-09-01
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	6.12 % (3 / 49)  2010-01-26
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration	2.99 % (6 / 201)  2007-09-22

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

3.12.1 ICT-integration index score	Data not available  2007-09-22

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)	3.5  2007-09-22
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.)	3.0  2008-09-01
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  2008-09-01
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators	0.75 (3 / 4)  2009-04-17

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  2007-10-01
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  2008-09-01
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  2008-09-01
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners	1.00 (2 / 2)  2007-10-01

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.

Simulation des leçons dans les montages des diapositives - Montage des prises de vue pour des leçons collectives (image de la vie pratique…) - Usage des supports éducatifs (C.D), exploitation de la ligne électronique (internet)  2008-09-01

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

Présentation d'un cours de microteaching au département des sciences de l'éducation (2008-09-03) document d'évaluation des apprenants (2008-09-03)   2008-09-03

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) "Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.)." Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans.	Les étudiants utilisent les TIC pour: -faire des recherches - faire des devoirs - saisir leurs devoirs et leurs mémoires - présenter leurs travaux - partager les ressources d'apprentissage  2008-09-01
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.	présentation d'un mémoire de sortie (2008-09-03) une leçon (2008-09-03) production d'un devoir de groupe (2008-09-03) production excel (2008-09-03) PRODUCTION D'ETUDIANT AVEC LES TIC (2008-09-09) Production d'étudiant avec les TIC (2008-09-09) Production d'étudiant avec les TIC (2008-09-09) productio d'étudiant (2008-09-09)   2008-09-09
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.	Girls of the computer science and educational technology department in this institution have access to the computer and the internet in school and in their homes, cyber cafés are visited in rare occasions because there is a good wireless internet service in school, and most of these girls say visiting a cyber café is expensive. The few girls of this department who visit cyber cafés are those who say their parents cannot afford a lab top and desktops like the parents of their course mates. Few girls either have a lap top with which they can get connected to the web through the wireless internet connection in school or have desk tops at home with private internet connections. Also, some girls get to work with the laptops and desktops of their course mates. These girls use these tools for research, assignments, and communication with friends and relatives. Few girls say they prefer the school multi media centre because access is controlled, not any type of person gets into the lab, they spend most of their time in school and they have course mates who can help out. When questioned on whether they prefer working at home or in school, girls of this department said they use both depending on when their assignments are to be handed in. These girls receive theoretical lectures in classrooms and get into the multi media centre only when they have to do some practical work. These girls say lecturers give them assignments on topics like, how to create a network. Girls of the other 13 departments of this institution have access to the computer and internet mostly in cyber cafés and scarcely use the laptops of some few course mates. They are not allowed access into the E.N.S Yaounde multi media centre. So when lecturers want them to do something with the computer and the internet they are sent to cyber cafés.They mostly use the computer and internet for social reasons and less often for pedagogic reasons when lecturers send them to the cyber café with assignments. They follow computer science lectures in class using the few laptops of students and the few times that the ICT lecturers want to project any material these lecturers come in with their laptops and a hired projector. Those who have personal computers say they have never worked in the cyber cafés and prefer working at home because they are free to start and stop when they want.   2010-11-18
4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc.	Same like the girls, the boys of the computer sciences and educational technology department in E.N.S Yaounde have access to the computer and the internet in school and in their homes, cyber cafés are visited in rare occasions because there is a good wireless internet service in school, and most of the boys say they visit cyber café according to how much they have in their pockets. The few boys who visit cyber cafés are those who say their parents cannot afford a lab top and desktops like the parents of their course mates. Few boys either have a lap top with which they can get connected to the web through the wireless internet connection in school or have desk tops at home with private internet connections. So most boys of this department use the computers and the internet connection in school. Also, some boys get to work with the laptops and desktops of their course mates. These boys use these tools for research, assignments, and communication with friends and relatives. Principally most of them use ICTs in school for pedagogic reasons because they spend most of their time in school. Most of these boys said they get into the multi media centre in school to check some topics they did not quiet follow during lectures. Boys of the other 13 departments of this institution have access to the computer and internet mostly in cyber cafés and scarcely use the laptops of some few course mates. They are not allowed access into the E.N.S Yaounde multi media centre. So when lecturers want them to do something with the computer and the internet they are sent to cyber cafés.During their ICT classes they mostly use the computer and internet for pedagogic reasons like learning how to use these tools, when lecturers send them to the cyber café with assignments and less often for social reasons. Male level 4 Guidance Counselors also said with the assistance of the ICT lecturer, they created an e-group that they use for group work, lecturers sending course outlines before they meet in class and send sites to them where they can find useful material for their courses. They follow computer science lectures in class using the few laptops of students and the few times that the ICT lecturers want to project any material these lecturers come in with their laptops and a hired projector. Few boys who own laptops feel that the school is too crowded with students and this does not give them a good working space.   2010-11-18
4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Almost all the girls who take part in social internet networks talked of Facebook. Others mentioned myspace, Hi-5, Aidforum, and commentçamarch. These girls say Facebook is the best for pedagogic reasons because one gets to meet learned people and some lectures with whom you can share a lot especially on academics. They also say with Facebook, you get to meet old friends. Those registered in the other social internet networks they mentioned have a low intellectual level. Very few girls say they use social internet networks for social reasons. Few female students say they do not participate in these social internet but they see their mates use them. They say they might need this in future.   2010-11-18
4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why?	Most boys of this institution partake in social internet based networks and say they prefer facebook because they find most of their elders and friends in this network. Here they share information with their elders. Most of their friends in Facebook are polytechnic students and they can ideas as far as their academic work is concerned. A few boys said at times they use the Endblock site for research purposes. Some few boys said they do not really use these social internet based networks because they do not have time for these. One of them said he participates in these networks once in a while because the mails are not understood and they repeatedly come in on no subject of interest. He also said the few mails that he understands help him pedagogically.   2010-11-18

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught "Indicate the total number of all courses taught in your institution." Indicate the total number of courses taught in the institution.	104  2008-01-19
4.5.2 Number of courses taught using ICT "Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning." Total number of courses taught using ICTs (according to educators).	2  2008-01-19
4.5.3 List of courses taught using ICT "Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning." List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution).	-Technologies de l'éducation - micro enseignement - informatique ( bureautique en général) - pédagogie générale - instructional design -Mathématiques   2009-04-17
4.5.4 The percentage of courses taught using ICT	1.92 % (2 / 104)  2007-10-01

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.	L’existence des ordinateurs et des laboratoires d’informatiques, l’intégration d’une nouvelle discipline intitulée technologies éducatives et Informatique. La remise des copies d’évaluation en utilisant le courrier électronique. La création d’un département d’informatique.La présence des chercheurs réunis en réseau. La participation au projet Rocare  2008-09-01

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.

Le principal challenge réside au niveau de la formation des formateurs à l’utilisation et à l’intégration des TIC dans leurs activités quotidiennes. Le principal défi à l'utilisation des TIC dans l'école est la formation des enseignants. Les enseignants ne sont pas encore bien outillés à l’utilisation de ces outils, beacoup se sont formés dans le tas. Le défi est celui de la formation des enseignants à l’utilisation de ces outils. Il y a aussi le défi de l’appropriation par les enseignants des outils inhérents aux TIC. Il faut aussi mentionner que très peu d’étudiants possèdent des ordinateurs. les défis inhérents à l'utilisation des TIC dans l'établissement sont: -la formation de tous les enseignants à l'intégration des TIC dans leurs enseignements -la formation des enseignants à l'utilisation des TIC -la mise à disposition dans l'établissement d'un nombre suffisant d'ordinateurs pour les enseignants et les élèves l'accompagnement de l'utilisation des TIC par les responsables pédagogiques provinciaux (Inspecteur provinciaux de pédagogie)   2008-09-01

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.

Data not available 2009-04-17

4.9 The challenges to the use of ICT by learners

4.9.1 Stated (by learners) factors that are challenges to ICT use by learners (150 words) "What factors challenge/are barriers to your use of ICT in school?" In 150 words, describe the factors indicated as challenges to the use of ICT according to the learners/students. Also include an audio file (MP3) with the answers of the interviewees.

l’ouverture aux nouvelles sources d’information, utilisation des tic comme outils d’apprentissage et non seulement pour l’enseignement. L’augmentation des ordinateurs par rapport au nombres des élèves –professeurs, favoriser les travaux pratiques plutôt que les leçons théoriques ; la création des forums, la création d’un Intranet, et les plates formes pédagogiques et les bibliothèques virtuelles.   2008-09-01

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 connaissances de base en micro informatique (bureautique, utilisation des logiciels usuels, Word, Excelle Power Point), des connaissances de base en maintenance informatique ainsi que la maîtrise de la pédagogie des grands groupes. Les compétences pour rechercher les informations en plus des connaissances de base de la micro informatique et de la maintenance informatique. Pendant les stages,Les compétences didactiques sont aussi nécessaires pour permettre de préparer et de présenter les leçons avec les TIC.Au cours de cette période il faut aussi savoir gere une classe pratique qui travaille avec les TIC.   2009-04-17

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.	Les connaissances de base informatique -bureautique, - utilisation des logiciels usuels, word, Excelle Powerpoint), - des connaissances de base en maintenance informatique ainsi que la maîtrise de la pédagogie des grands groupes. - Les compétences pour rechercher les informations en plus des connaissances de base de la micro informatique et de la maintenance informatique.   2008-09-01

4.12 ICT in education-related research publications

4.12.1 ICT in education-related research publications (reference and abstract; 150 words; document if available) Describe any “ICTs in education” related research publications produced by, or based on, this institution. What studies or assessments or evaluations, conducted by whom, when, and with what result, focused on the use of ICTs in teaching and learning at this school? (attach a copy, summary, or link to the publication).

ICT in Education-Related Research Publications (2011-02-28)   2011-02-28

4.12.2 Number of ICT in education-related research publications

1  2008-01-19

4.13 Pioneering initiatives in ICT in education

4.13.1 Pioneering initiative in ICT in education (description, including responsible parties; 150 words; document if available) Summarize, in 150 words, the institutions' “pioneering initiatives” related to the pedagogical integration of ICTs. What actions have been taken, with what result, in the use of ICTs for teaching and learning at the institution. Identify the main actors and attach documentation if possible.

Pioneering Initiatives (2010-11-18)   2010-11-18

4.14 The rank of ICT-integration by institution

4.14.1 ICT-integration index score	Data not available  2007-09-22

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.	Les enseignants de l’Ecole Normale supérieure de Yaoundé , utilisent les TIC pour préparer leur leçons.Ils les utilisent pour préparer le matériel de manipulation pour les élèves professeurs. Ils utilisent aussi les TIC pour synthétiser les travaux des élèves professeurs et pour leur communiquer les consignes de travail. Ils utilisent aussi les TIC pour rendre la préparation plus longue.   2008-09-01
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.	Les TIC ont un impact sur le travail de classe à ENS. Les enseignements sont plus attrayants,et plus motivés. Les élèves sont nombreux au cours de pratique avec les TIC plus que lors des cours théoriques. Les vidéo projecteurs sont souvent utilisés pour les démonstrations et les présentations.ceci permet aux apprenants d’être plus impliqués dans le travail de classe.   2008-09-01
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) "Describe any impact that ICT has had on your evaluation methods (how you evaluate your students)." Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution.	Compte tenu du nombre d’étudiants dans les amphis, les TIC nous permettent d’avoir les listes saisies des apprenants, les notes des évaluations sont aussi archivées et peuvent être retrouvées facilement.Certains enseignants récupèrent les copies des évaluations par émail.Cette approche permet d’abord de faciliter le transport et la conservation des copies et limitent les réclamations souvent récurrentes de copies égarées.   2008-09-01
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution.	Les enseignants communiquent avec leur apprenants à travers la messagerie électronique. Ces communications sont utilisées même par les étudiants timides pour poser des questions sans attirer les railleries de leur camarades. Les enseignants peuvent ainsi être plus proches de leurs étudiants pour les comprendre et pour les conseiller. Mais le téléphone reste le moyen le plus utilisé.  2008-09-01
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) "Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples." Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution.	Les enseignants utilisent des TIC pour produire les polycopies, pour s’intéresser aux réseaux et cercle de réflexion disciplinaire et toutes ces réflexions ont pour objectif de rendre leur enseignement plus efficaces.  2008-09-01

6.1 The impact of ICT on learning (in general)

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

A l’école, les TIC renforcent les acquisitions; permettent de faire de la recherche, partager des documents trouvés sur les sites web préparer Les élèves peuvent faire des exercices   2008-09-01

6.1.2 Stated impact (by educators) of ICT on (learners) learning (150 words) "Please describe, in general, the impact that ICT has had on students’ learning." Summarize in 150 words the impact of ICT on learning as specified the educators. Attach an audio file (MP3) and the transcripts of individual interviews.

Les enseignants pensent que les Tic constituent un développeur de nouvelles attitudes de nouveaux besoins de nouvelles attentes chez l’apprenant, les Tic permettent aux apprenants d’être en face des situations d’apprentissages réels. Les situations d’apprentissages favorisent la motivation. Et le développement des compétences. Les Tic permettent de multiplier et de varier les situations d’apprentissage.  2008-09-01

6.2 The impact of ICT on learner access to knowledge

6.2.1 Stated impact (by learners) of ICT on access to knowledge (150 words) "What has been the impact of ICT on your access to knowledge/information?" Summarize in 150 words the impact of ICT on access to knowledge as indicated by the learners. The discussion should involve at least six students (if possible, of different sex) in the institution. Provide an audio file (MP3) and the transcripts of the forum.

Les élèves – professeurs disent que les TIC facilitent l’appropriation des connaissances .A travers les activités de recherche. les TIC amènent l’interactivité et ils peuvent échanger avec leur enseignants et avec leurs collègues sur les concepts non ou mal compris.  2008-09-01

6.2.2 Stated impact (by educators) of ICT on (learners') access to knowledge (150 words) "Please describe, in general, the impact that ICT has had on students’ access to knowledge/information?" Summarize in 150 words the impact of ICT on the access to knowledge as indicated by the educators. The interviews should involve at least six educators within the institution. Attach an audio file (mp3) and the transcripts of individual interviews.

Les enseignants de l’ENS utilisent les TIC pour s’informer sur les concepts à enseigner, pour communiquer avec les collègues sur les cours, les programmes de formation, pour s’informer sur les recherches et pour produire les connaissances nécessaires au changement de grade.   2008-09-01

6.3 Documentation produced by learners using ICT

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

Les élèves professeurs utilisent les TIC pour saisir et rendre tous leur devoirs. Les mémoires sont produits par eux-mêmes déclarent ils.Ils produisent aussi des documents de synthèse pour les exposés portant sur les leçons à assimiler.  2007-09-22

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.

Pour les éducateurs, les enseignants , les étudiants produisent les documents plus facilement avec les TIC. Ils produisent des notes de recherches, des rapports de stages ,des mémoires de fins de formations.   2007-09-22

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.

Yes  2008-01-19

7.1.2 Description of ICT integration plan (150 words, with document attached) "Attach a copy, and/or description, of the integration plan, if not, describe the context of absence of a plan." Write a summary of 150 words on the ICT integration plan. Attach the document if possible. If your institution does not have an ICT integration plan, explain why, provide context and describe any future plans.

l'institution n'a pas un plan d'intégration des TIC dans sa globalité seuls les départements des sciences de l'éducation et de l'informatique on des plans de cours pour intégrer les TIC  Document joint : LES PLANS D.doc 2008-01-19

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  2007-10-01

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.

L'institution n'a pas à proprement parlé une stratégie de maintenance et de renouvellement des équipements. les équipements qui avaient été achetés pour la salle multimédia sont en train de tomber en panne et rien n'est fait pour le moment pour remplacer les machines.  2007-09-22

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  2007-10-01

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.

La communauté n’est pas intégrée à l’accès aux structures de formations . ce plan d’intégration de la communauté est à venir. Le contexte de formation ne permet encore cette ouverture à la communauté. Le bien fondé des TIC pour le développement de la communauté entière n'est pas encore bien comprise par les responsables. par ailleurs, au niveau de l'enseignement supérieure au Cameroun, les missions de l'université sont celles d'enseignement , de recherche et de développement. Ce dernier volet qui concerne le développement n'intègre pas encore les notions de décentralisation et d'ouverture de démocratisation de l'université pour permettre que ses structures soient mis au service de la communauté.   2009-04-17

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

7.4.1 Number of managers	16  2008-09-01
7.4.2 Description of the types of managers "Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary)." Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure).	l'institution a comme Managers: un Directeur un Directeur Adjoint un Directeur des études un Secrétaire Principal des Chefs de services des Chefs de Départements Le contrôleur financier le comptable le Directeur, le Directeur adjoint s'occupent des problèmes administratifs de l'institution alors que le Directeur des études et les Chefs de départements s'occupent des problèmes purement académiques et pédagogiques.  2009-04-17
7.4.3 Number of managers trained to use ICT	0  2007-09-22
7.4.4 Description of training received by managers trained to use ICT in education (150 words) "Briefly describe the kind of training in ICT you have had." Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans.	la plupart des Managers ont reçu une formation dans un cadre purement informel très souvent à leur initiative personnelle, d'autres ont reçu une formation autodidacte pour utiliser les TIC.  2009-04-17
7.4.5 Percentage of managers trained to use ICT (in education)	0.00 % (0 / 16)  2008-09-01
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  2008-01-19
7.4.7 Number of male managers (total for the institution) "Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution." Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution.	15  2008-01-19
7.4.8 Number of female managers trained to use ICT (total for the institution) "Have you (Institution Manager) had any ICT training?" Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training.	0  2007-09-22
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.	0  2007-09-22
7.4.10 Percentage of female managers in the institution	6.25 % (1 / 16)  2008-09-01
7.4.11 Percentage of male managers in the institution	93.75 % (15 / 16)  2008-09-01
7.4.12 Percentage of females managers trained to use ICT in the institution	0.00 % (0 / 1)  2008-01-19
7.4.13 Percentage of male managers trained to use ICT in the institution	0.00 % (0 / 15)  2007-09-22

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.	Les TIC permettent aux Managers et enseignants de bien planifier les enseignements, de traiter les données relatives aux différentes évaluations et concours d'entrée, d'élaborer les emplois u temps et les plannings des examens. les TIC permettent à certains enseignants de communiquer à distances avec leurs étudiants et aussi avec leurs collègues .  2008-09-01

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 d'élaborer les programmes d'enseignement, de les produire et de les diffuser au sein de l'institution.  2008-09-01

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.	le programme de formation permanent n'étant pas encore définitivement mis en place on ne peut pas parler pour l'instant de son impact.  2008-01-19

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

7.8.1 Number of institution managers with email address "Do you (Manager) have your own personal email address?" Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address.	15  2008-01-19
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) "List the various ICT skills/competencies that you consider you have mastered." Summarize in 150 words the ICT skills/competencies of institution managers.	Les Managers qui utilisent les TIC ont des connaissances dans la saisie de texte, un faible connaissance de l'utilisation des tableurs et une assez bonne connaissance de l'exploitation de l'internet.  2008-09-01
7.8.3 Percentage of managers with email addresses	93.75 % (15 / 16)  2008-09-01

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 Dirigeants de l'école ne maîtrisent pas les possibilités des TIC en éducation et ne donnent pas des moyens pour équiper suffisamment l'institution en outils TIC  2008-09-01

7.10 Leadership and best practices in ICT integration in education

7.10.1 Description of "success stories" in ICT-integration (what, by whom, how, with what result; 300 words) "Describe any particular “success stories”, “pioneering initiatives”, or “best practices”, in the integration of ICT at your institution (what was done, by whom, how, with what results etc.)" Summarize in 300 words the «success stories » (what, by who, how and with which results). Attach examples if possible.

Les quelques success stories concernent surtout les soutenances des mémoires par des étudiants de différentes filières de l'institution en utilisant des présentations Power Point  2008-09-01

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.	2095  2010-11-18
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.	2095  2010-11-18
9.1.3 Number of female learners in institution "Number of female students." Indicate the number of female students in the institution.	1923  2010-11-18
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.	1923  2010-11-18
9.1.5 Percentage of male learners who have access to computers	100.00 % (2095 / 2095)  2007-09-22
9.1.6 Percentage of female learners who have access to computers	100.00 % (1923 / 1923)  2007-09-22

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.	201  2010-11-18
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.	201  2010-11-18
9.2.3 Number of female teachers "Number of female educators." Indicate the number of female teachers in the institution.	49  2010-11-18
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.	49  2010-11-18
9.2.5 Percentage of male teachers who have access to computers	100.00 % (201 / 201)  2007-09-22
9.2.6 Percentage of female teachers who have access to computers	100.00 % (49 / 49)  2010-01-26

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.  2008-01-19

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs "Of the above students, how many in the institution are qualified as having “special needs”?" Indicate the number of students of the institution qualified as having special needs.	4  2008-01-19
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.	4  2008-01-19
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.	Bien que les Managers de l'Ecole Normale Supérieure de Yaoundé reconnaissent qu'au sein de cette Institution Universitaire on trouve des étudiants aux besoins Spéciaux (notamment quelques handicapés moteurs)ils n'ont signalé aucun impact particulier des TIC sur ce groupe d'apprenants qui est inclus dans l'ensemble de la société estudiantine sans spécificité particulière signalée.   2008-09-01
11.1.4 Percentage of learners with special needs who have access to ICT	100.00 % (4 / 4)  2007-10-01

12.1 The relationship between ICT-in-education integration and local language(s)

12.1.1 Perception of educators of the relationship between the first language(s) of the learners and ICT-in-education "Please describe the relationship between the first language of learners and ICT in their education (for instance, do learners who are not fluent in English or French have more difficulties with ICTs)?" Summarize in 150 words the relationship between the local language and the ICT integration in education as perceived by the educators.

les éducateurs n'ont signalé aucune perception de la relation entre la langue maternelle des apprenants et l'intégration des TIC dans l'éducation, l'ENS étant une institution universitaire recevant des étudiants venant des quatre coins du pays et le Cameroun est un pays où on compte près de 208 langues différentes.   2008-09-01

12.1.2 Perception of parents (or community-members) of the relationship between the first language(s) of the learners and ICT-in-education Summarize in 150 words the relationship as indicated by parents (and/or members of the community) between the local language and ICT integration in education. Please attach an MP3 file of all the interviews.

aucun ^parent n'a été rencontré pour pouvoir donner son opinion sa perception de la relation entre l langue maternelle des apprenants et l'intégration des TIC à l'ENS  2010-01-26