2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Madagascar_Country_Report_11页_283kb

Summary of ICT in Education in Madagascar (April 2007)

Core Content

This report provides an overview of the state of Information and Communication Technologies (ICT) in education in Madagascar as of April 2007. It highlights the country's policy initiatives, infrastructure status, and educational challenges, as well as ongoing projects and partnerships aimed at improving ICT integration in the education sector.

Main Policies and Initiatives

National ICT Policy and Madagascar Action Plan (MAP)

• Madagascar adopted a National ICT Policy in 2004 and the Madagascar Action Plan (MAP) 2007–2012, which includes eight commitments to improve economic and social development.
• The MAP specifically includes a commitment to educational transformation, focusing on the integration of ICTs into curricula and the development of ICT centres in schools.
• The national ICT policy aims to integrate ICTs into the education system and promote continuous training in ICTs for all social levels.

Infrastructure Development

• As of 2004, fixed-line subscribers were 58.7 per 1,000 persons, while mobile subscribers were 334 per 1,000 persons.
• Internet users were 90 per 1,000 persons, and broadband subscribers were zero.
• Television broadcast stations were limited to one in 2001, and radio stations included 2 AM and 9 FM stations.
• In 2005, only 8% of communes had access to telephone and Internet services, and 23% had access to television, while 39% were covered by mail services.

Education System Overview

• Education is compulsory for children aged 6–14.
• Primary education lasts 5 years, secondary education 7 years (divided into junior and senior levels), and tertiary education is limited, with a 3% gross enrolment rate in 2004.
• Illiteracy is a significant issue, with 48% of the population aged 15+ being illiterate in 2006.
• The University of Madagascar is the main higher education institution, with multiple branches and faculties.

Key ICT Projects and Initiatives

• AVU Teacher Education Project: Launched in 2006, this project involves 10 African countries and aims to improve teacher training in mathematics and science through open, distance, and e-learning (ODeL) methods.
• CIDST (Centre d'Information et de Documentation Scientifique et Technique): A national research networking agency working with government ministries to establish sectoral networks.
• ICT Village: A model for sustainable development and poverty eradication, initiated in Sambaina. It includes a digital classroom, community access, and health services for pregnant women and newborns.
• INASP (International Network for the Availability of Scientific Publications): Supports capacity-building in research through improved access to scientific information and local knowledge production.
• Jacaranda Network: Encourages information exchange and collaboration among institutions, with a focus on bibliographic records and document sharing.
• SchoolNet Association of Madagascar: Launched in 2005, it promotes online collaborative learning and has trained participants in the Mtandao Afrika program.
• STEP (Support Technology for Educators and Parents): A USAID-funded pilot project (2006–2008) that focuses on strengthening teacher training, community support, and local planning for education.

Private Sector Involvement

• Several private institutions provide ICT training, including:
  • ISTS (Institut Supérieur de Technologies d'Antsiranana): Offers informatics and computer maintenance training.
  • ISPM (Institut Supérieur Polytechnique de Madagascar): Provides engineering programs.
  • Infocentre: Offers a three-year training course in computer and information sciences.

Challenges in ICT Adoption

Enabling Features

• Existence of a national ICT policy and economic and social development policy that reference ICT infrastructure.
• Dedicated government ministries responsible for ICT infrastructure development.
• Positive attitude from government leadership towards ICTs for development.

Constraining Features

• No dedicated ICT in education policy, and limited mention of education in general ICT and economic policies.
• Limited gender equity in ICT use and education.
• ICT infrastructure remains very limited within education institutions.
• Limited collaborative mechanisms to promote ICTs in education.
• Very limited skilled personnel in ICT at the national level.
• Insufficient fiscal resources for ICT in education.
• Lack of locally relevant learning content.

Conclusion

Madagascar has taken initial steps to integrate ICTs into education through policy and project initiatives, but the country still faces significant challenges in terms of infrastructure, funding, and the development of contextually relevant educational content. The education system is underdeveloped, with low tertiary enrolment and high illiteracy rates. While there are promising projects and partnerships, the absence of a focused ICT in education policy and the limited capacity of institutions and personnel hinder the widespread adoption and effective use of ICTs in education. Continued investment, policy alignment, and collaboration between public and private sectors are essential to improve the situation.