2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Senegal_Country_Report_11页_287kb

ICT in Education in Senegal Summary

Core Content

This report provides an overview of the integration of Information and Communication Technologies (ICT) in the education system of Senegal, highlighting the current state, initiatives, and challenges. It is part of a broader survey on ICT in education across Africa, and the data is considered illustrative rather than exhaustive due to the rapidly evolving nature of the field.

Main Objectives and Policies

Senegal has a national ICT policy that recognizes the importance of ICT in driving economic and social progress. The government has taken several institutional and legal steps to promote ICT, including:

• Defining a national strategy for ICT development
• Enacting a new telecommunications code
• Establishing a State Computer Science Bureau
• Creating a ministry responsible for promoting ICT
• Liberalizing the telecommunications sector

The Ministry of Education has also developed a Computerisation Plan (PDI-Education Plan) with four main objectives:

1. Improvement in communication for better internal management and coordination.
2. Improved management of databases through an integrated information system.
3. Development of decision-making tools via web-based platforms.
4. Project sustainability through technical training and recruitment of consultants.

ICT Infrastructure and Usage

ICT infrastructure in Senegal is developing, though unevenly between urban and rural areas. Key statistics include:

• Internet access: 100,000 users, with a significant increase in recent years.
• Telecom infrastructure: 25 fixed lines per 1,000 people, and 3.5 million mobile users as of February 2007.
• School connectivity: 38.5% of schools are connected to the electricity grid, with a large disparity between regions. Kedougou has only 7.9% connectivity, while Dakar is at 100%.
• Computer availability: Varies significantly across schools, from 1:1 to 1:2,000.
• Internet access in education:
  • 100% of universities are connected.
  • Two-thirds of high schools are connected.
  • 10% of junior high schools are connected, with more being added.
  • 233 schools benefit from preferential internet fees via a Ministry of Education agreement with SONATEL.

Key ICT Initiatives

Several initiatives are currently promoting ICT in education:

• African Virtual University: Offers distance learning courses to support higher education institutions.
• Sinkou Cyber Campus: A state-of-the-art computer lab with 500 computers and high-speed internet.
• SchoolNet Africa: Focuses on establishing technical service centers in francophone Africa for PC refurbishment and distribution.
• Mtandao Afrika Internet Challenge: Encourages African youth to create websites with local content and languages.
• Global Teenager Project: Aims to improve ICT awareness and usage among students through global learning circles and conferences.
• Dakar Digital Francophone Campus: A collaboration between the state, Sonatel, and Salta Service International to establish a network of inter-university and inter-school telecommunication.
• CAERENAD (AUF): A program promoting distance education and digital resources.
• REFORMA (ACDI): Supports access to instructional resources.
• ACACIA (ACDI): Promotes ICT use among youth and women.
• UNESCO Community Multimedia Centers (CMCs): 24 CMCs have been established to provide community access to ICT, including radio, computers, and digital devices.
• Nepad e-Schools Demonstration Project: Aims to equip schools with ICT and connect them to the internet over the next decade.
• Private sector initiatives: Include projects by World Links, GEEP, and GIS (Computerised School Generation), which provide computers and training to schools.

Challenges

Despite progress, several challenges remain:

• Low computer-to-student ratio, limiting access to technology.
• Inadequate power supply and telephone coverage in rural areas.
• Uneven access to ICT, with only students who can afford fees (up to FCFA5,000) receiving computer classes.
• Limited technical proficiency among users and specialists.
• Need for more comprehensive training and support to ensure effective integration of ICT into teaching and learning.

Conclusion

Senegal is at an early but promising stage in integrating ICT into its education system. While there are no formal policies yet for ICT in the curriculum, the government and various organizations are actively working to improve ICT access, infrastructure, and training. The country's socio-political environment is supportive of these efforts, and the outlook is optimistic. However, significant work remains to ensure equitable access and effective utilization of ICT in education.