【世界银行】塞拉利昂的教育部门是否已为技术做好准备？：使用2022年教育技术成熟度指数（ETRI）的基线技术说明-20250

Summary of "Is Sierra Leone's Education Sector Ready for Technology?"

Core Content

This document presents a baseline assessment of Sierra Leone's (SL) education sector readiness for integrating technology using the Education Technology Readiness Index (ETRI). Conducted in 2022, the ETRI evaluates the integration of EdTech into the education system through six key pillars: School Management, Teachers, Students, Devices, Connectivity, and Digital Education Resources (DER). The findings highlight significant gaps in policy development, understanding, and implementation of EdTech practices across the country.

Main Findings

Overall Readiness

• ETRI rating: The education system's readiness to adopt educational technology is rated as low.
• Key issue: A significant lack of policies aimed at integrating technology in education, accompanied by minimal on-the-ground technology usage.
• Opportunity: The assessment provides a baseline for identifying areas needing improvement and outlines the need for comprehensive policy development and implementation.

De Jure vs. De Facto Policies

• De Jure (formal policies): Policies exist for DERs and connectivity, but are severely lacking in areas related to teachers, students, and devices.
• De Facto (ground-level understanding): Stakeholders, including teachers and school head teachers, show limited awareness of policies, especially in areas like teacher training, student digital competencies, and device integration.

Key Pillars and Findings

1. School Management

• Overall score: Better performing pillar but still needs improvement.
• De Jure policies:
  • Responsibility for ICT integration is assigned to sub-national levels.
  • The Education Action Plan 2004 mandates the deployment of IT officers to all 16 districts.
  • No formal requirement for training on ICT management and use.
• De Facto policies:
  • 60% of head teachers are aware of their responsibility for ICT integration.
  • Only 25% have a digital strategy for ICT use.
  • Limited inclusion of teachers in ICT planning discussions (13–18%).
• Practices:
  • Only 16% of head teachers have attended ICT training.
  • Limited prioritization of ICT skills in student outcomes.
  • Very low awareness of guidelines (7%) and low perceived usefulness (5%).

2. Teachers

• Overall score: In desperate need of policy development and implementation.
• De Jure policies:
  • No official digital competency framework for teachers.
  • General ICT training included in teacher education, but no specific training on using ICT in teaching.
• De Facto policies:
  • 27% of teachers believe there is a guiding strategy for ICT in teaching.
  • Only 17% find the strategy useful.
• Practices:
  • Very low self-efficacy in using ICT for teaching: only 5% of teachers are confident in using ICT for assessment, 4% for online discussions, and 5% for lesson planning.
  • Minimal use of ICT in daily teaching and administrative tasks.
  • No formal evaluation mechanism for teachers' digital competencies.

3. Students

• Overall score: Policies were lacking, students had zero access to ICT.
• De Jure policies:
  • No policies addressing expected digital competencies or inclusion of ICT in the primary education curriculum.
• De Facto policies:
  • No awareness of policies among stakeholders.
• Practices:
  • Students have no access to ICT for learning or personal use.
  • Minimal use of ICT for learning outside of school.

4. Devices

• Overall score: In need of standards and access to devices.
• De Jure policies:
  • No clear policies or standards for ICT devices.
• De Facto policies:
  • No awareness of device-related policies.
• Practices:
  • Limited availability of devices in schools.
  • No support system for device maintenance or use.

5. Connectivity

• Overall score: Basic policies exist, but lack of digital devices is the main challenge.
• De Jure policies:
  • Basic connectivity policies are in place.
• De Facto policies:
  • Stakeholders have limited understanding of these policies.
• Practices:
  • Very low connectivity in schools, especially in rural areas.
  • Minimal use of connectivity for learning and administrative tasks.

6. Digital Education Resources (DER)

• Overall score: Better performing pillar in terms of policies, but lacks access and use.
• De Jure policies:
  • Policies exist for DERs and are somewhat developed.
• De Facto policies:
  • Stakeholders have limited understanding of DER policies.
• Practices:
  • Limited access to and use of digital resources in schools.
  • No clear system for evaluating the quality of digital resources.

Key Recommendations

• Develop and communicate specific policies for teachers and students.
• Enhance awareness and understanding of existing policies among stakeholders.
• Increase capacity building and training opportunities for school leaders and teachers on ICT use.
• Strengthen support systems for the implementation of EdTech policies.
• Improve connectivity and access to digital devices.
• Ensure consistent and comprehensive integration of digital resources into teaching and learning.
• Promote inclusive leadership practices that involve teachers in ICT planning and implementation.

Methodology Overview

• Data Collection: Conducted through the Global Education Policy Dashboard (GEPD), which includes:
  • Policy survey: Gathered de jure policy data from government officials.
  • School survey: Collected de facto policy and practice data from 300 primary schools across four provinces and Western Area.
• Sample Description: A stratified random sample of 300 primary schools, ensuring representation of both urban and rural, public and private schools.
• Key Indicators:
  • Constructed using a five-point Likert scale.
  • De jure, de facto, and practice scores were calculated for each pillar and sub-pillar.
  • Results are color-coded to reflect performance levels:
    • Green (4–5): Very satisfactory
    • Yellow (3–4): Caution needed
    • Red (1–3): Needs improvement

Conclusion

The ETRI 2022 assessment indicates that Sierra Leone's education sector is not yet ready for technology. While some policies exist, they are often not well understood or implemented. There is a critical need for the development of comprehensive and actionable policies, along with capacity building, training, and resource allocation to ensure effective integration of EdTech in education.