2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Democratic_Republic_of_Congo_Country_Report_10页_288kb

ICT in Education in the Democratic Republic of Congo (DRC)

Core Content Overview

This report provides an overview of the state of Information and Communication Technology (ICT) in education in the Democratic Republic of Congo (DRC) as of June 2007. It highlights the challenges and initiatives related to ICT adoption in the country's education system, emphasizing the role of non-governmental actors and the need for greater government support.

Main Viewpoints

• ICT Development Status: ICT remains largely underdeveloped in the DRC, with limited infrastructure and connectivity.
• Connectivity Challenges: The country is not connected to the SAT3 underwater optical fibre cable and relies on expensive and unstable satellite connectivity.
• Government Role: There is a lack of a national ICT policy and insufficient government interest in ICT development, which hinders progress.
• NGO and International Contributions: Various non-governmental organizations and international bodies have been instrumental in promoting ICT in education through training, infrastructure development, and policy advocacy.
• Gender and Regional Disparities: There is significant gender and regional inequality in ICT access, particularly between urban and rural areas, and between men and women.
• Education System Context: The education system is largely underfunded, with low literacy rates and a heavy reliance on parental support. Primary education is declining due to multiple factors including poor infrastructure and low-quality instruction.

Key Information

Geographic and Demographic Context

• The DRC is located in Central Africa, covering 2.35 million square kilometers and is the second-largest country in sub-Saharan Africa.
• It has a population of approximately 57.5 million in 2005, with an annual growth rate of 3.0%.
• The literacy rate in 2004 was 64.1%, with women having a significantly lower rate of 56%.
• The country has a rich natural resource base, which contributes significantly to its economy.

Education System Structure

• Primary Education: 6 years of compulsory education, divided into three 2-year cycles.
• Secondary Education: Includes a long cycle (general, standard, technical) and a short cycle (professional education).
• Higher Education: Composed of three cycles: first cycle (3 years), second cycle (2–3 years), and third cycle (advanced studies and doctorate).

ICT Policies and Initiatives

• National Policy: A national ICT policy is still in development, but there are ongoing initiatives such as the Multi Sector ICT Dynamic (DMTIC).
• Regulatory Bodies: The ARPCT (regulatory authority) and OCPT (telecommunications office) are key players in the development of ICT infrastructure.
• Partnerships: The DMTIC is a multi-stakeholder initiative involving government, civil society, media, and the private sector.
• International Collaboration: Partners such as the African Virtual University, the European Computer Driving Licence (ECDL) Foundation, and USAID have contributed to ICT development in the DRC.

ICT Infrastructure and Access

• Telecom Growth: Mobile phone subscriptions increased from a few thousand before 2000 to over 3.5 million in 2005, with a telephone density of 5.8%.
• Internet Access: Only 6,000 Internet users in 2005, with no fixed telephone lines and limited personal computers.
• VSAT Technology: Used to connect remote areas and enable Internet access for educational institutions and communities.

ICT in Education Initiatives

• Virtual Francophone Campus: Aims to unite higher education institutions through distance learning and research.
• Community Resource and Learning Center (CRLC): Established in Vanga, it provides training and access to ICT for health workers, educators, and students.
• Congo Skill: A non-profit organization promoting computer literacy and managing the PICI (International Passport of Competences in Data Processing).
• Aden Project: A French initiative focused on reducing the digital gap through training and Internet access.
• iEarn and APEFE: Promote ICT education and training for students and teachers.
• RESOP and Easy Tec: Provide teaching resources and ICT training services, respectively.

Factors Influencing ICT Adoption

• Enabling Features:
  • Collaboration between government, civil society, media, and private sectors.
  • Networks connecting educational institutions.
  • Increasing demand for ICT training.
• Constraining Features:
  • Lack of a national ICT policy.
  • Insufficient government interest and investment.
  • Gender and regional disparities in ICT access.
  • High cost and instability of Internet access.
  • Low funding for schools and limited educational resources.

Conclusion

ICT in education in the DRC is at an early stage of development, with significant challenges in infrastructure, policy, and access. However, various initiatives by non-governmental actors and international partners are beginning to make a difference. Continued support from the government, along with sustained investment in infrastructure and training, is essential to bridge the digital divide and improve educational outcomes across the country.