2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Somalia_Country_Report_8页_269kb

ICT in Education in Somalia Summary

Core Content

This report provides an overview of the use of Information and Communication Technologies (ICT) in education in Somalia, highlighting the challenges and opportunities in the context of political instability, limited infrastructure, and socio-economic conditions. It is part of a broader Survey of ICT in Education in Africa, supported by infoDev, and serves as a snapshot of the situation as of June 2007.

Main Points

Political Instability and Education System

• Somalia gained independence in 1960, but a civil war from 1970 to 1991 severely damaged its education system.
• Political instability continues to affect the country, leading to displacement, destruction of infrastructure, and limited access to education.
• The Transitional Federal Government (TFG) was established in 2004 to restore order and governance, but the education system remains in the early stages of revival.
• Most organizations working in Somalia and the Ministry of Education do not prioritize ICT in their reform agendas.

Education System Overview

• The education system follows the 8-4-4 structure: 8 years of primary, 4 years of secondary, and 4 years of undergraduate studies.
• The Ministry of Education manages primary, secondary, and non-formal education, while the Ministry of Higher Education and Culture oversees higher education.
• Only Puntland provides free primary education and pays teachers, while most schools are privately managed and charge fees.
• Primary education has one of the lowest enrolment rates in the world, with a gross enrolment ratio of 19.9% in 2003-04.
• Gender disparities persist, with only 37% of primary students being girls, and the gap increasing in higher grades.

ICT Infrastructure

• Despite political instability and economic challenges, Somalia has a relatively advanced telecommunications sector.
• As of 2005, there were 100,000 telephone lines, 500,000 mobile phone subscribers, and 90,000 internet users.
• The country has 4 television stations, 11 FM radio stations, and 1 shortwave radio station.
• Internet connectivity is limited, with most access relying on costly satellite networks.

ICT in Schools

• ICT infrastructure is concentrated in urban centers, particularly Mogadishu, but limited in rural and nomadic areas.
• Most schools use ICT for administrative purposes rather than for teaching and learning.
• There is a lack of policy and investment in integrating ICT into the curriculum.

ICT in Tertiary Education

• The UNDP, in collaboration with the World Bank and the African Virtual University (AVU), supports the Somalia Institutional and Capacity Development (SICAD) project.
• Six tertiary institutions are part of the AVU network, enabling access to digital resources and online short courses.
• Long courses in journalism and teacher education are being developed.

Current ICT Initiatives

• Most donor and government initiatives focus on rebuilding the education system, increasing enrolment, and reducing drop-out rates.
• There are no significant ICT components in the current projects, despite the potential for ICT to improve education quality and access.

Key Factors Influencing ICT Adoption

Conclusion

ICT has the potential to significantly enhance education in Somalia, but its adoption is hindered by political instability, lack of policy support, and limited infrastructure. While the country's telecommunications sector is relatively advanced, its application in education remains minimal. Efforts to integrate ICT into the education system are in their infancy and require sustained investment and policy development to realize their full potential.