2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Eritrea_Country_Report_9页_271kb

ICT in Education in Eritrea Summary

Core Content

This document provides an overview of the use of Information and Communication Technologies (ICT) in the education system of Eritrea, based on a survey conducted by infoDev in 2007. It highlights the government's efforts to modernize education through ICT, the current state of ICT infrastructure, and the challenges and opportunities in implementing these technologies across different education levels.

Main Points

Education System Overview

• Structure: Eritrea follows a 2-5-3-4 education system, with two years of pre-primary, five years of elementary, three years of middle school, and four years of secondary school.
• Enrolment Rates:
  • Net primary enrolment: 47.8% (2004)
  • Net secondary enrolment: 23.9% (2004)
  • Gross tertiary enrolment: 5.6% (2004)
  • Gender parity index: 0.7% (2004)
• Compulsory Education: Education is compulsory between the ages of 7 and 13, with completion of elementary education being mandatory for all citizens.
• Multilingual Approach: Basic education is provided in nine local languages, reflecting the country's linguistic diversity.

Education Policy

• National Education Policy: Emphasizes education as a fundamental human right and a lifelong process. The policy aims to create a modern, technologically advanced, and internationally competitive economy.
• Objectives:
  • Achieve universal primary education.
  • Increase skilled manpower through secondary, technical, and vocational education.
  • Promote gender equality and inclusivity for disadvantaged groups.
• ICT Integration: The National ICT for Education Policy was adopted in 2005 and outlines a strategic framework for ICT use in education. It includes a master plan for implementation and highlights the need for equitable access.

ICT in Education

• Current Use:
  • Primary and Pre-primary: Minimal use of ICT due to focus on basic education and infrastructure development.
  • Secondary Schools: Some schools have computer labs with Internet access, and ICT is taught as an examinable subject.
  • Universities and Tertiary Institutions: ICT is used more for administrative and research purposes, with limited integration into teaching.
• ICT Projects:
  • Education Sector Development Programme (ESDP): Aims to establish 20 computer labs in secondary schools and distribute 400 computers.
  • Computers for Libraries Project: Equips public libraries with computers and Internet access, supported by the British Council and other partners.
  • World Links Computer Labs Project: Provides computer labs and networking equipment in secondary schools, with support from the World Bank.
  • FAIR Project: Establishes ICT labs and training in schools, particularly in rural areas, with support from NORAD.

Key Challenges

• Infrastructure: Low ICT penetration, network congestion, and high costs limit access.
• Electricity: Inadequate electricity supply, especially in rural areas, hinders ICT use.
• Funding Priorities: ICT is not a top priority due to focus on basic education and infrastructure.
• Teacher Training: Lack of trained ICT educators reduces the adoption of technology in classrooms.
• Literacy and Awareness: High illiteracy rates and low awareness of ICT benefits are significant barriers to integration.

Enabling Factors

• Policy Framework: The adoption of the National ICT for Education Policy and the implementation master plan provide a structured approach to ICT integration.
• Partnerships: NGOs like World Links and FAIR, along with international organizations, support ICT initiatives in schools.
• Radio Education: The Ministry of Education operates a radio station broadcasting educational content in local languages, enhancing access for rural schools.

Conclusion

Eritrea is actively working to integrate ICT into its education system as part of broader reforms to improve access and quality. While some progress has been made, especially in secondary education and libraries, challenges such as infrastructure, electricity, and teacher training remain significant. The government's commitment to ICT as a strategic tool is evident, but its implementation requires more investment, awareness, and capacity-building efforts to achieve widespread impact.