2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Sierra_Leone_Country_Report_7页_262kb
报告摘要
ICT in Education in Sierra Leone Summary
Core Content
This report provides an overview of the use of Information and Communication Technologies (ICT) in education in Sierra Leone, as part of a broader Survey of ICT in Education in Africa. It highlights the current state of ICT integration, policy development, and infrastructure, as well as the challenges and opportunities facing the sector.
Country Context
Sierra Leone is a West African country bordering Liberia and Guinea, with a population of 5.5 million. It became a republic in 1971 and has a history of political instability, including a devastating civil war. Despite this, the country has experienced economic recovery since the 1990s, with GDP growth rates of 4.3% in 2002, 9.3% in 2003, and 7.4% in 2004. However, it remains one of the least developed countries in terms of human development and poverty indices.
Education System
Sierra Leone follows a 6-3-3-4 education system, where primary education lasts six years, followed by two three-year secondary cycles. Higher education is provided by one university and its constituent colleges, teacher-training institutions, and a technical institute, all under the Ministry of Education, Science and Technology (MEST). In 2003, the government made education free for all children, leading to a tripling of school enrollment.
ICT Policies
- National Policy: A national ICT policy is not yet finalised, though the process began in 2006 and was expected to be completed in 2007. The 2006 Telecommunications Act has laid the groundwork for the National Telecommunications Commission (NaTCom).
- Education Policy: The absence of a national ICT policy has impacted education-specific ICT strategies. However, the National Science and Technology Policy includes provisions for integrating ICT into science and technology education and promoting its development.
ICT Infrastructure
- National Infrastructure: The country has limited ICT infrastructure, with only one fixed-line operator and 23,327 fixed-line subscribers. There are five cellular mobile operators with 297,000 subscribers in 2005. Internet access is low, with only 2 users per 100 inhabitants in 2004, and 12 personal computers per 1,000 people.
- Education Infrastructure: Tertiary institutions such as the University of Sierra Leone have established computer centres and offer Internet access. However, at the primary and secondary levels, ICT infrastructure is minimal, and most efforts are driven by NGOs.
Current ICT Initiatives and Projects
Several projects are currently active or have been recently implemented to enhance ICT use in education:
- FM 95.1 Radio Education Unit: A distance education program for basic schools, supported by UNESCO.
- iEARN: A global collaboration initiative for students, funded by War Child Canada.
- ODL Resource Centres: Alternative education access methods, supported by COL, UNESCO, UNICEF, and Plan Sierra Leone.
- Knowledge Aid Project: Enhances schools' ability to use the Internet as an educational resource, funded by the UK and Sierra Leone governments.
- Taking IT Global (TIG) Sierra Leone Network: A network for young people and their ICT projects, supported by various donors.
- Computer Training in Sierra Leone and the Gambia: A train-the-trainer program, funded by individual donations.
- Learning for Livelihood Initiatives: A non-formal education program supported by UNFPA.
- SALSTINET: A network fostering collaboration between information providers and users in science and technology, funded by the Carnegie Corporation.
Factors Influencing ICT in Education
| Factor | Enabling Features | Constraints |
|---|---|---|
| Policy framework and implementation plans | Commitment in the Education Master Plan | Lack of a national and educational ICT policy |
| Advocacy leadership | Strong NGO community promoting ICT in schools | - |
| Gender equity | - | Inequality in access to education between boys and girls |
| Infrastructure and access | - | Erratic electricity supply; high costs of telephone and long-distance charges |
| Collaborating mechanisms | Strong donor support and government commitment | - |
| Human resource capacity | Increase in private ICT training initiatives | Inadequate supply of skilled ICT labor |
| Fiscal resources | - | Lack of adequate government resources for education |
| Learning content | - | Lack of standardised ICT curricula |
| Attitudes | Strong commitment from teachers and administrators | - |
| Sustainability | - | Heavy reliance on donor projects |
Key Information
- ICT Policy Status: No national ICT policy exists, but the process is ongoing.
- Education Access: Free education policy has significantly increased school enrollment.
- ICT Use in Schools: Minimal at primary and secondary levels; mostly supported by NGOs.
- Donor Support: Several international donors support ICT initiatives in education.
- Challenges: Limited infrastructure, high costs, gender inequality, and lack of standardized curricula.
- Opportunities: Strong governmental will, NGO involvement, and donor support for ICT integration in education.
Conclusion
Sierra Leone is at an early stage in integrating ICT into its education system. While the government shows commitment, the lack of a national policy and limited infrastructure hinder progress. NGO and donor support play a crucial role in advancing ICT in education, especially at the primary and secondary levels. Continued investment and policy development are essential to ensure sustainable and equitable ICT integration in the country's education system.
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