2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Nigeria_Country_Report_12页_288kb

Summary of ICT for Education in Nigeria (June 2007)

Core Content

This report provides an overview of the state of ICT in education in Nigeria as of June 2007. It outlines the current challenges, initiatives, and the broader policy environment that shapes the integration of ICT into the educational system. The report highlights that while there is no specific national policy for ICT in education, various government agencies and private sector stakeholders are actively involved in promoting ICT use across different educational levels.

Main Viewpoints

• Lack of National Policy: Nigeria does not have a dedicated ICT policy for education. The Ministry of Education created an ICT department in February 2007, but the implementation of ICT in education is still fragmented and not yet fully integrated.

• Infrastructure Challenges: The lack of reliable electric power and telecommunications infrastructure remains a major obstacle to effective ICT deployment in education. Only 40% of Nigerians have access to the national grid, and mobile operators rely on generators due to insufficient power supply from PHCN. Despite progress, rural and remote areas still lack adequate infrastructure.

• Telecom Developments: The telecom sector has seen significant growth, with investments exceeding USD$8 billion in 2006. MTN has developed a nationwide fibre optic network, and the country has launched its first communications satellite, NIGCOMSAT-1, which is expected to support e-learning and rural connectivity.

• ICT in Education Levels:

  • Primary Education: The XO laptop project aims to provide one million laptops to primary school children, but challenges remain in ensuring consistent power supply and widespread adoption.
  • Secondary Education: SchoolNet Nigeria, a public initiative, is working to establish ICT labs and provide affordable technology solutions to schools, particularly in rural and underserved regions.
  • Tertiary Education: Universities are beginning to adopt ICT, but many still lack sufficient computing resources. NOUN has made strides in establishing study centres and using distance learning technologies, though full integration with its central system remains pending.

Key Information

Socio-Economic Indicators

• Population: 140 million (2007)
• GDP per capita: $393
• Phone subscribers per 100 inhabitants: 14.5 (2006)
• Computers: 860,000
• Internet hosts: 1,094
• Internet users: 750,000
• Radio households: 15.3 million
• TV households: 6.3 million

Education System Structure

• Primary and Secondary: 6 years each, with 9 years of compulsory education.
• Tertiary: 1 to 4 years depending on the qualification.
• Responsibility: Shared between federal, state, and local governments.

ICT Initiatives

• XO Laptop Project: Government aims to provide 1 million laptops to primary school children, which are energy-efficient and have built-in wireless capabilities.
• SchoolNet Nigeria: Collaborates with MTN and local ISPs to establish ICT labs in schools.
• Zinox and Microsoft: Partnering to increase ICT application in schools, with plans to achieve 75% coverage by 2010.
• NOUN (National Open University of Nigeria): Has 27 study centres, with plans to expand to all 36 states and local government areas. Uses video-conferencing and is set to launch a radio-based learning facility.

Partnerships and Support

• Microsoft: Signed agreements to support ICT development, including software localization and teacher training. Also involved in cyber crime prevention.
• CISCO: Has established 22 training academies and aims to expand to increase ICT access and expertise.
• UNESCO and DFID: Support adult education and literacy initiatives, especially for women and non-formal education.

Challenges and Constraints

• Electric Power Supply: Inconsistent and insufficient power supply hinders ICT usage, especially in rural areas.
• Teacher ICT Literacy: Low percentage of teachers with ICT skills is a constraint.
• Infrastructure Gaps: Lack of telecommunications infrastructure for multimedia messaging and limited access to computers in rural and semi-urban areas.
• Financial Constraints: Government budgets are insufficient to support large-scale ICT initiatives.
• Gender and Literacy Gaps: Persistent issues in girls' education and high illiteracy rates among women and northern populations.

Conclusion

While Nigeria has made progress in developing its ICT infrastructure and has several initiatives aimed at integrating ICT into education, the country is still in the early stages of this transformation. The success of these initiatives depends on overcoming infrastructure, financial, and social challenges, particularly in ensuring reliable power supply, teacher training, and equitable access to ICT resources across all regions and educational levels. The report serves as a snapshot of the situation and is expected to be updated as new developments occur.