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Isikhumbuzo Private School (inc. Siyaphambili Private School)
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General information
| Description | Private school situated on the northernmost side of Orange Farm, in school buildings previously occupied by the Beauty Bontle Secondary School. Orange Farm is a famous informal settlement area south of Johannesburg that mushroomed in the 1980s, and acquired formal township status during the 1990s. It was characterized historically by a large number of independent education initiatives set up with foreign funding, and these two schools, Isikhumbuzo and Siyaphambili Private Schools, began life in this manner. The two schools retain separate names and are located on separate campuses, but are very close to one other and effectively run as a single institution. They are no longer externally funded as a whole, and charge relatively low school fees; however, the computer laboratory is still funded externally. The two schools together are also known as the Letsatsing Project. |
|---|---|
| School levels | secondary |
| Trains teachers? | No |
| Private? | Yes |
| Vocational? | No |
| Students' gender | Mixed |
| Location | Semi-urban |
| Showcased? | Yes |
+- Equipment, connectivity and access (8 available subcategories; 6 have data, including 0 documents)
2.1 The number and percentage of institutions with computers
| 2.1.1 Institution has computers? | Yes 2008-03-11 |
|---|---|
| 2.1.2 Percentage of computers connected to the Internet | 0.00 % (0 / 30) 2007-09-25 |
2.2 The number and percentage of institutions with Internet connectivity
| 2.2.1 Institution has internet connectivity? | No 2008-03-11 |
|---|---|
| 2.2.2 Types of connection and bandwidth | No internet access.
20/01/11
The school now has a new principal and he said he is in the process of reviving the functionality of the labouratory and connectivity. 2011-01-20 |
| 2.2.3 Number of computers connected to the Internet | 0 2007-09-25 |
2.3 The ratio of educators to computers per institution
| 2.3.1 Number of educators in the institution | 28 2008-03-11 |
|---|---|
| 2.3.2 Total number of computers in the institution | 30 2008-03-11 |
| 2.3.3 Number of computers in the institution available for educators | 25 2008-07-31 |
| 2.3.4 Ratio of educators to computers | 1.12 (28 / 25) educator(s) per computer 2007-09-25 |
2.4 The ratio of learners to computers per institution
| 2.4.1 Number of learners in the institution | 900 2008-03-11 |
|---|---|
| 2.4.2 Number of computers in the institution available for learners | 25 2008-03-11 |
| 2.4.3 Ratio of learners to computers | 36.00 (900 / 25) student(s) per computer 2007-09-25 |
2.5 The presence of a technopedagogical assistant (or ICT advisor/technician) in education institutions
| 2.5.1 Institution has an ICT advisor/technician? | Yes 2008-03-11 |
|---|---|
| 2.5.2 Description of the professional duties of the ICT advisor/technician | The school has a dedicated ICT instructor and advisor.Both schools (Isikhumbuzo and Siyaphambili) send their learners during timetabled periods the instructors assist them in doing their research and assignments from Maths, Business Economics, Geography and Accounting programmes that have been installed. They also assist teachers with administrative tasks like filling in reports and other documents. Teachers get help in preparing teaching materials from the instructors. The instructors in this institution train learners and some community members who are interested in acquiring basic computer skills. The instructors give them skills that prepare them for jobs or further studying at colleges like CIDA City compass where they can advance in their computer skills. The trio installs new learning programmes that are used by the learners.
This instuctor does not appear, howoever, to have a high level of technical expertise in relation to the maintenance of computers. For this, the school relies on its outside service provider.
New data (31 July 2008)
Two IT teachers are now in charge of the computer lab and they teach computer literacy to all learners.
2008-07-31 |
2.6 The types of software applications used in educational institutions
2.7 Institution ICT-connectivity rank
| 2.7.1 Institution ICT-connectivity index score | Data not available 2007-09-25 |
|---|
2.8 The rank of ICT-enablement by institution
| 2.8.1 Institution ICT-enablement index score | Data not available 2007-09-25 |
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+- Teacher-training (12 available subcategories; 1 has data, including 0 documents)
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 | 2 2008-03-11 |
|---|---|
| 3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration | 2 2008-03-11 |
| 3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration | 7.14 % (2 / 28) 2008-03-11 |
| 3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration | 7.14 % (2 / 28) 2008-03-11 |
| 3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration | 1 2008-06-26 |
| 3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration | 1 2008-06-26 |
| 3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration | 1 2008-06-26 |
| 3.11.8 Number of male educators who have completed more than 50 hours of continuing education/professional development that included ICT integration | 1 2008-06-26 |
| 3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration | 5.56 % (1 / 18) 2008-07-31 |
| 3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration | 10.00 % (1 / 10) 2008-03-11 |
| 3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration | 5.56 % (1 / 18) 2008-07-31 |
| 3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration | 10.00 % (1 / 10) 2008-03-11 |
3.12 The rank of teacher-training institutions, by ICT-integration
| 3.12.1 ICT-integration index score | Data not available 2007-09-25 |
|---|
+- ICT use (14 available subcategories; 13 have data, including 2 documents)
4.1 The frequency of ICT use by educators for academic purposes
| 4.1.1 Average ICT use by educators for academic purposes (hours per week) | Data not available 2007-09-25 |
|---|---|
| 4.1.3 Average ICT use by female educators for academic purposes (hours per week) | Data not available 2007-09-25 |
| 4.1.4 Average ICT use by male educators for academic purposes (hours per week) | Data not available 2007-09-25 |
| 4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators | Data not available 2007-09-25 |
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) | 0.0 2007-09-25 |
|---|---|
| 4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) | 0.0 2007-09-25 |
| 4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) | 0.0 2007-09-25 |
| 4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners | 0.00 (0 / 0) 2007-09-25 |
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.) | Most educators use Microsoft Office Word to prepare for their lessons. Since the computers are not connected to the internet, those who use it do so at internet cafes in the township. 2011-01-20 |
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| 4.3.2 Examples of ICT-based productions by teachers | Data not available 2007-09-25 |
4.4 The types of ICT use by learners
| 4.4.1 Types of ICT use by learners (list) | Learners mostly use computers during their computer lessons. In these lessons they are taught the basic computer skills and engage in exercises that teachers believe would be useful when they are looking for jobs. They learn how to write an application letter for instance. Very few use it for producing tasks in other subjects. 2008-07-31 |
|---|---|
| 4.4.2 Examples of ICT-based productions by students | Data not available 2007-09-25 |
| 4.4.3 Female learners' points of access to computers/Internet (cybercafé, home, mobile…) | The girls now get access to computers from internet café and from their or friends' homes. They used to get it from the school before the computer laboratory stopped functioning. It has not been in use for the past year.
They prefer to work from the cafe because there is no noise and they can concentrate more. Classmates or friends will not be there to disturb them. They use it mainly to do academic research for subjects like- Geography, History and Natural Science. They find the internet useful in Life Sciences as they can find more information on the parts of the body, etc.
One girl said she did not work on the computer for more than a year and if she had to she would get access from the internet cafe.
The other girl said she would prefer to work from school because she can get help from the class and practise more often. This year she has only had access from a friend's home. She only plays games on the computer whenever she has an opportunity to be in contact with a computer.
The other girl said she works on her brother's computer at home. al she does is watch movies, play games and occasionally searches for information and checks English spellings. She does not use the computer for school work at al but goes to the library to read books whenever she needs information for school projects.
2011-01-20 |
| 4.4.4 Male learners' points of access to computers/Internet (cybercafé, home, mobile…) | The boys get their access to computers at home, internet cafe and in t-other schools on week-ends and during holidays. They also said they had no access in their school. The principal said most of those in the lab need to be fixed. In other schools they research for school projects.
They prefer to work from other schools in the community because friends will be there to help them with school work in subjects like Economics, Business and Tourism.
Their school teachers give them home work that need research and they leave it to them to find sources wherever.
One of the boys said he preferred to work from the cafe because there is no noise and they can concentrate more. If ever they need assistance that needs technological skill, they get it from the helpers employed by the cafe owners. When asked if paying for the facility is not a constraint at times, one of the boys said if he has no money for the internet he goes to the library for information.
One of the boys said he prefers to work from his father's office. He researches on carreers and on academica work his father assists him with research. He usually goes after school from 4 to 5 in the afternoon and can stay there for as long as he wants as the father is in charge of the place. He ususally goes to the library and reads books for school work. One of the boys enjoys poetry and he takes good time on the internet searching for more inforamation on this genre. 2011-01-20 |
| 4.4.5 Female learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) | Most girls do not use social networks and the reason they gave was that they do not have access to computers. One of the girls said that although her brother owns a computer, she is not allowed to work on it. The brother only permits male siblings to use it.
One of the girls said she once used Mxit when she had a phone that gave her access. The one she has now does not have that function. She also said that her parents have expressed unhappiness with her chatting on Mxit. They think Mxit is all about flirting. When asked if she agrees with them she said "No" because one can get school work assistance from users of Mxit. One only needs to be on the chat zone and she can then chat with other school children on academic matters.
One of the girls said she chats on Mxit and on Togo. Although she preferred Mxit, she had to stop using it because the newspapers and TV published articles that warned Mxit users of the dangers of chatting with strangers may end up kidnapping you. At the moment she chats with friends on Face book and they help each other with homework.
2011-05-30 |
| 4.4.6 Male learners' participation in Internet-based social networking (MySpace, Facebook Twitter...) | The boys agreed that they have been to the one called the "Toilet" where students can talk about a teacher they do not like and say bad things about her or him - fortunately this network has been banned. Most of them said they do chat with friends but they never on school work.
Two boys said they chat for school work purposes with other people (like relatives who are studying at tertiary level) who understand Science subjects like Physics and Mathematics better than him. One of the boys said he and his friends chat about issues on general knowledge and like one of the girls; he stopped because he was told of the disadvantages of using it.
2011-01-20 |
4.5 The percentage of courses taught using ICT
| 4.5.1 Number of courses taught | 22 2008-07-31 |
|---|---|
| 4.5.2 Number of courses taught using ICT | 5 2009-05-04 |
| 4.5.3 List of courses taught using ICT | It is mainly used in Mathematics, Accounting, Geography, Science and Business Economics subjects for extended exercises and to prepare them for exams. The learners do tasks from the programmes as per instruction from the subject teachers. Integration in other subjects is limited because the schools have no access to the internet.
But somethimes, in other subjects, Mathematical Literacy, Social Sciences, Life Orientation, English, Indigenous Languages (Zulu, Xhosa, Sotho, Pedi,Venda, Tsonga and Tswana)learners do exercises mainly from the installed programmes. Computers are used to do projects in these subjects. In English, for instance, learners can design CVs or advertisements on the computers.
New data (31 July 2008)
At the moment none of the courses above use ICT for teaching because Letsatsing(the project that has been running the lab has withdrawn and the educators running the lab now are focussing on computer literacy) withdrew its servises at the beginning of the year after the death of one of its directors. 2008-07-31 |
| 4.5.4 The percentage of courses taught using ICT | 22.73 % (5 / 22) 2008-07-31 |
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) | The availabilty of computers is the main factor. Unfortunately, the educators cannot use them at will. They are only allowed to use them after school as first preference is given to the learners. The ducators are happy that learners are given that opportunity but this becomes a barrier for educators in using computers as much as they would like especially in integrating them into their teaching. 2008-07-31 |
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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) | The biggest challenge is the limited accessibility of computers to educators. They can only work on them after the learners have dismissed and even then they can do so if learners are not using them. It is only the IT educators who are free to use them anytime.
The other challenge is that they have limited computer skills and this makes it difficult to prepare work for learners or integrate ICT in their teaching. They just do not know how to.
One of the IT educators expressed concern in the fast changing technology and she has a hard time keeping up with what is going on. The absence of internet connectivity makes it difficult to cope with the cahnges. The other educators percieved its absence as a disadvantage especially to learners who cannot do their research work adequately especially on current matters.
2008-07-31 |
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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) | Learners are happy that there are computers in their school and in that they are given an opportunity to learn how to use them. Although computers are few they appreciate the fact that the timetable is designed in such a way that all of them have an opportunity to use them once a week. Classes are devided into two groups and they go for computer lessons at different times. the majority of them do not have computers in their homes and as a result they value the lessons they get from their computer educators. 2008-07-31 |
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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) | Computers available are not adequate for the big classes. The time they have on the computer is too short to avail them enough experience in using them. They are still slow and need more time to practise working on the keyboard to improve their typing speed for instance. Those who are fast become frustreted as they have to wait for their peers who are batling to adapt to working on the computer. Some of them feel there is a lot they could learn besides the basic skills they are given. They believe if the internet was connected they would learn a lot on their own and this would give them more fun. The other disavantage is that they are not given an opportunity to integrate computers into their subjects and they know they would benefit from that experience. 2008-07-31 |
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4.10 The competencies required for ICT use (in education) by educators
| 4.10.1 Competencies required for ICT use (by educators) | Generally, the teachers need on integrating ICT into their subjects. Although they have been given basic computer skills, they still feel inadequate to apply what they have learnt in preparing lessons for instance. 2008-07-31 |
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4.11 The competencies required for ICT use (in education) by learners
| 4.11.1 Competencies required for ICT use (by learners) | They would like to know how to use the internet and do more activities on the computer. They need to improve on their typing speed and in applying what they have learnt to solve everyday problems. 2008-07-31 |
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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) |
2008-06-26 |
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| 4.12.2 Number of ICT in education-related research publications | 1 2008-03-11 |
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) |
2011-05-30 |
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4.14 The rank of ICT-integration by institution
| 4.14.1 ICT-integration index score | Data not available 2007-09-25 |
|---|
+- Impact on educators and teaching (1 available subcategory; 1 has data, including 0 documents)
5.1 The impact of ICT on teaching
+- Impact of ICT on learners and learning (3 available subcategories; 3 have data, including 0 documents)
6.1 The impact of ICT on learning (in general)
| 6.1.1 Stated impact (by learners) of ICT on learning (150 words) | They do not use ICT to learn. If they did, it would help them understand new concepts better. They would learn and actually see what they are learning about and be in a better position to grasp new knowledge that way. 2008-07-31 |
|---|---|
| 6.1.2 Stated impact (by educators) of ICT on (learners) learning (150 words) | There is no impact of ICT on learning at the moment since it is not used. If it was integrated, the teachers believe it would help learners grasp new knowledge better as it would be used to supplenment lessons. 2008-07-31 |
6.2 The impact of ICT on learner access to knowledge
6.3 Documentation produced by learners using ICT
+- Institution management and ICT (10 available subcategories; 10 have data, including 0 documents)
7.1 The number of institutions with ICT integration plans
| 7.1.1 Institution has ICT integration plan? | No 2008-03-11 |
|---|---|
| 7.1.2 Description of ICT integration plan (150 words, with document attached) | No plan.
The principal says that the educators' inadequacy in skills that would enable them to integrate ICT is a barrier. 2007-09-25 |
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? | No 2008-03-11 |
|---|---|
| 7.2.2 Description of strategy in place to maintain and renew ICT equipment (150 words, with document attached) | Bytes Technology Group, as external service provider,appears to have a plan in place. But there is no detailed knowledge of this on the part fo school members.
Further information is being pursued on this. 2007-09-25 |
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? | Yes 2008-03-11 |
|---|---|
| 7.3.2 Description of types access provided by the institution for the community (150 words) | During afternoons some matriculation learners and youth from the community are given computer literacy courses that equip them with job requirements and entrance requirements for further study. Senior members of the community attend lessons on Saturdays from 08h00 to 17h00. Both these groups pay R500.00 for the course which takes a period of four months. The learners obtain a certificate at the end of the course.
2008-03-11 |
7.4 The number of managers (in education institutions) trained to use ICT
| 7.4.1 Number of managers | 10 2008-03-11 |
|---|---|
| 7.4.2 Description of the types of managers | The founder of the schools is the director and is the highest in the hierarchy. he is responsible for finding sponsorship for the school. Each school has its own headmaster, deputy and Heads of Departments. The headmasters ensures the schools run smoothly and attend to distric officials' needs. The deputy principals attend to learning problems and are responsible for checking and monitoring registers. The HODs manage the academics and ensure educators attend meetings on their subjects. QAM ensures learning and teaching takes place and to get educators information necessary for improving their teaching. Letsatsi has its own management structure. The CEO is at the top, followed by the Marketing manager and then the Human Resource Manager.
2008-07-31 |
| 7.4.3 Number of managers trained to use ICT | 10 2008-03-11 |
| 7.4.4 Description of training received by managers trained to use ICT in education (150 words) | The Secondary school managers,together with the rest of the teachers have been given basic computer skills by Bytes, the sponsor of the computers. They were taught Microsoft Office programmes.
The ICT instructor mentioned in 2.5.2 above has IT, A+ and N+ 2008-03-11 |
| 7.4.5 Percentage of managers trained to use ICT (in education) | 100.00 % (10 / 10) 2008-03-11 |
| 7.4.6 Number of female managers (total for the institution) | 4 2008-07-31 |
| 7.4.7 Number of male managers (total for the institution) | 6 2008-07-31 |
| 7.4.8 Number of female managers trained to use ICT (total for the institution) | 4 2008-07-31 |
| 7.4.9 Number of male managers trained to use ICT (total for the institution) | 6 2008-07-31 |
| 7.4.10 Percentage of female managers in the institution | 40.00 % (4 / 10) 2008-03-11 |
| 7.4.11 Percentage of male managers in the institution | 60.00 % (6 / 10) 2008-03-11 |
| 7.4.12 Percentage of females managers trained to use ICT in the institution | 100.00 % (4 / 4) 2008-03-11 |
| 7.4.13 Percentage of male managers trained to use ICT in the institution | 100.00 % (6 / 6) 2007-09-25 |
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) | The managers are now independent where preparation of guidelines and instructions to teachers and learners is concerned. Most of administrative work is done by the administration staff. 2008-07-31 |
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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) | Teachers are also able to set tests on the computer and they can design learning exercises on their own. Lesson preparation has been made easy as handouts can be done by the teachers themselves. Having access to the programmes for the five subjects above has helped improve the learners’ understanding of the content. The exercises and tests in the programmes have improved some learners’ performance. The headmaster of Isikhumbuzo said the use of computers by learners has led to improved Matriculation results as well. 2008-03-11 |
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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) | The computer training courses that the teachers have attended from the instructor has helped them become confident and creative in using computers for educative and administrative purposes. Unfortunately it is not all of them who utilise the facility as some are not interested in doing so. 2008-03-11 |
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7.8 The ability of managers to use ICT (basic skills)
| 7.8.1 Number of institution managers with email address | 0 2007-09-25 |
|---|---|
| 7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) | 2008-03-11 |
| 7.8.3 Percentage of managers with email addresses | 0.00 % (0 / 10) 2008-03-11 |
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) | Learners in these institutions like working on computers and wish they could improve their skills in the course that is offered by Letsatsing. Their major constraint is that their parents cannot afford to pay R500.00 for the course. Absence of the internet is a problem as the learners are unable to research for more info on their subject contents. The number of computers in the centre is not sufficient for the big classes in these schools. 2008-03-11 |
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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) | The best success story these institutions have noted is their 2006 Matriculation students who completed the basic computer literacy course that made it possible for most of them to get jobs. Some of their students proceeded to higher institutions of learning like CIDA City Compass and MI because their acquired skills made them qualify for entry. The headmaster of Isikhumbuzo Secondary School links the improved Matriculation results to the presence of the computers as they raise the standard of teaching and learning in the sense that they provide extended tuition. 2008-03-11 |
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+- Gender (2 available subcategories; 2 have data, including 0 documents)
9.1 The number of female learners who have access to computers
| 9.1.1 Number of male learners in institution | 500 2008-03-11 |
|---|---|
| 9.1.2 Number of male learners who have access to computers | 500 2008-03-11 |
| 9.1.3 Number of female learners in institution | 400 2008-03-11 |
| 9.1.4 Number of female learners who have access to computers | 400 2008-03-11 |
| 9.1.5 Percentage of male learners who have access to computers | 100.00 % (500 / 500) 2007-09-25 |
| 9.1.6 Percentage of female learners who have access to computers | 100.00 % (400 / 400) 2007-09-25 |
9.2 Number of female teachers who have access to computers
| 9.2.1 Number of male teachers | 10 2008-03-11 |
|---|---|
| 9.2.2 Number of male teachers who have access to computers | 10 2008-07-15 |
| 9.2.3 Number of female teachers | 18 2008-03-11 |
| 9.2.4 Number of female teachers who have access to computers | 18 2008-07-15 |
| 9.2.5 Percentage of male teachers who have access to computers | 100.00 % (10 / 10) 2008-03-11 |
| 9.2.6 Percentage of female teachers who have access to computers | 100.00 % (18 / 18) 2008-07-31 |
+- Cultural and content sensitivity (1 available subcategory; 1 has data, including 0 documents)
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 | 2008-07-31 |
|---|
+- Special education (1 available subcategory; 1 has data, including 0 documents)
11.1 The impact of ICT on learners with special needs
+- Language (1 available subcategory; 1 has data, including 0 documents)
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 | Although this is a secondary school, there are learners who are battling to understand English instructions during computer lessons. The educator simplifies the instructions fro them and where necessary use their mother tongue to help them understand. To those who have not been exposed to the language used in the computer, grasping skills is a slow process that needs a lot of patience on the teacher's side. 2008-07-31 |
|---|---|
| 12.1.2 Perception of parents (or community-members) of the relationship between the first language(s) of the learners and ICT-in-education | Data not available 2007-09-25 |
+- Auxiliary documents
No document is available.
Record created on Tuesday September 25 2007 04:37:06 EDT.
Record updated on Monday May 30 2011 13:09:14 EDT.
Record yet to be validated.
Record updated on Monday May 30 2011 13:09:14 EDT.
Record yet to be validated.
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