2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Angola_Country_Report_12页_280kb

ICT in Education in Angola: Summary

Core Content

This report provides an overview of the use of Information and Communication Technologies (ICTs) in the education system of Angola, highlighting the challenges and initiatives related to ICT integration. It is part of a broader survey on ICT in education in Africa, and the data is considered illustrative rather than exhaustive due to the dynamic nature of ICT developments in the region.

Main Viewpoints

• Impact of Civil War: The civil war, which lasted three decades, significantly damaged Angola's infrastructure and education system. This has resulted in limited access to education, especially for school-age children, and continues to affect the country's development.

• Government Initiatives: The government has established the National IT Agency, which was previously the National Commission on Information Technology, to develop a national ICT policy. However, there is no specific policy for ICT in education, and efforts are largely small-scale and short-term.

• Education System Overview: Angola's education system includes primary, secondary, and tertiary levels. Primary education is 8 years long, with the first 4 years being compulsory. Secondary education includes general and vocational tracks. The tertiary level is dominated by the state university, Universidade Angustinho Neto, and the Catholic University of Angola (CUA).

• ICT Infrastructure: Angola's ICT infrastructure has been severely affected by the war. Mobile and fixed-line subscriptions have increased since 2001, but the country still has limited access to the Internet and other digital services. The Internet penetration rate is low, with only 172 Internet users per 1,000 people in 2004.

• ICT Projects and Partnerships: Various projects and partnerships have been initiated to support ICT in education, including:

  • AngoNet: A non-profit network providing Internet access and support to educational and development organizations.
  • Discovery Channel Global Education Fund (DCGEP): Provides educational resources and technology to schools and teachers.
  • Quality Primary Education Project (QPEP): Focuses on improving primary education through infrastructure development, teacher training, and community engagement.
  • SEED (Schlumberger Excellence in Education Development): A global program supporting underserved schools with infrastructure and resources.
  • SchoolNet Angola: An initiative that connected schools to the Internet, though it is now defunct.

Key Information

• Enrollment Rates: Primary enrollment was 64.3% in 2000, secondary enrollment was 14.7%, and tertiary enrollment was 0.8% in 2004. Gender parity is low, especially at the university level.

• ICT Access and Usage: Despite some improvements in infrastructure, access to ICT in education remains very limited. The country has a low Internet penetration rate, and many schools lack the necessary resources and training.

• Challenges: The lack of a dedicated national ICT in education policy, limited human resources, poor infrastructure, and reliance on external funding are major obstacles to the integration of ICTs in education.

• Opportunities: The liberalization of the telecom sector in 2002 has led to increased competition and investment, which could improve ICT access and affordability. There are also ongoing efforts to develop localized educational content and to promote gender equity through various projects.

Table of Key Indicators

Factors Influencing ICT Adoption

Conclusion

ICT integration in education in Angola is at an early stage, with limited resources, infrastructure, and policy support. While there are several initiatives and partnerships aimed at improving access and quality, the lack of a dedicated national policy and sustained investment hinders progress. Continued support from international organizations and private sector entities is essential for the development of a comprehensive and sustainable ICT in education strategy.