2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Burundi_Country_Report_9页_272kb

报告摘要

ICT in Education in Burundi: Summary

Core Content

This report provides an overview of the use and development of Information and Communication Technologies (ICT) in the education sector of Burundi, as part of the larger Survey of ICT in Education in Africa supported by infoDev. It outlines the current state of ICT in education, challenges, and initiatives, with a focus on the country's post-conflict recovery and educational development strategies.

Main Viewpoints

Post-Conflict Recovery: Burundi has made progress toward peace and political reconciliation since 2000. The education system is now in a recovery phase, with a focus on rebuilding infrastructure and improving access and quality of education.
Education Development Plan: A national education sector development plan is being finalized, which is expected to guide the government's strategy for the education sector, including the integration of ICT.
ICT in Education: Despite the adoption of a national ICT for development policy, there is currently no specific policy for ICT in education. The country lacks a nationwide approach to integrating ICT into the education system.
Education Access and Quality: Burundi has made strides in primary education with high enrollment rates and free basic education, but secondary and tertiary education still face significant challenges in terms of access, quality, and resources.
ICT Infrastructure: Burundi has limited ICT infrastructure, with most facilities concentrated in the capital, Bujumbura. The country has a low number of internet users and lacks reliable electricity in rural areas, which hinders ICT adoption.

Key Information

Education System Overview

Formal Education: Composed of four levels: pre-primary, primary, lower secondary, and upper secondary. Technical secondary education lasts seven years.
Primary Education: Compulsory and free since 2006, with an enrollment rate of 93.1% (2004).
Secondary Education: Enrollment rate is 29.3% (2004), with a focus on improving quality and access.
Higher Education: Mainly provided by the University of Burundi and four recently established private universities. The university has a campus network for 500 users and is expecting 500 donated computers to improve access.

ICT in Education

Primary Schools: No documented use of ICT in the national public school system. However, some private secondary schools offer basic computer lessons.
Secondary Schools: Limited use of ICT, primarily for administrative purposes.
Higher Education: More extensive use of ICT, including a campus network, e-library initiatives, and some internet connectivity. However, infrastructure is still insufficient.

ICT Infrastructure Statistics

Telephone lines: 35,000
Mobile phone subscribers: 200,000
Internet users: 2,000 (2006)
Internet hosts: 1,088 (2006)
Television stations: 2
Radio stations: 12

Current ICT Initiatives

Reflect Project: A DFID-funded initiative that uses ICT for adult learning and social change, with six Reflect circles in Rutana and a national network of 10 associations.
ITIS-LTAR e-Collaborative Learning Management System: A project between an Italian technical school and a Burundian school using Moodle for e-learning and collaboration.
LTAR School Connectivity Project: Funded by an Italian NGO, this project provides broadband internet to a technical high school in Ngozi using a VSAT system.
Computer Trailer Project: Piloted by the Burundi Youth Training Centre, this initiative introduces ICT to secondary schools through computer clubs and training.

Factors Influencing ICT Adoption

Factor	Enabling Features	Constraining Features
Policy framework	The national ICT for development policy identifies ICT as an enabler in improving access and quality of education.	Lack of an ICT for education policy and strategy means ICT initiatives are not mainstreamed into government development plans.
Availability	-	Most infrastructure is based in and around the capital, Bujumbura, limiting access in rural areas.
Access	-	ICT is still elitist; high costs and lack of competition contribute to limited access.
Effects of war	Burundi can quickly reconstruct infrastructure using cost-effective and easy-to-deploy technologies.	Most infrastructure was destroyed during the civil conflict, requiring reconstruction.
Gender parity	-	Due to the war, many children, especially girls, are not attending school.
Electricity	-	Reliable electricity is lacking in rural areas, hindering ICT use.
Level of priority	-	ICT is not a priority in the education sector, which focuses on more fundamental challenges.
Human resources	-	Lack of trained teachers with ICT knowledge contributes to low adoption in classrooms.
Interested partners	Computer Aid and World Links are working with the Ministry of Education.	-
Awareness levels	-	Low awareness is a major barrier to ICT adoption in education.

Conclusion

Burundi is at a critical stage in its post-conflict recovery, with a growing focus on education and ICT. While there is a national ICT for development policy, the lack of a specific education ICT strategy hampers the integration of ICT into the education system. The country faces significant challenges in infrastructure, access, and awareness, but there are ongoing initiatives and partnerships aimed at improving ICT use in education. These efforts will be crucial in achieving the Education for All (EFA) goals and improving the quality and accessibility of education in Burundi.

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