2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Zimbabwe_Country_Report_8页_297kb

ICT in Education in Zimbabwe: Summary

Core Content

This report provides an overview of the state of ICT in education in Zimbabwe, highlighting both the challenges and opportunities in the context of the country's broader socio-economic and political situation. It is part of a larger infoDev-supported survey on ICT in education across Africa and is presented as a snapshot of the situation as of April 2007.

Main Points

Country Context

• Economic and Social Challenges: Zimbabwe has experienced economic, social, and political turmoil, impacting its education system. The country has a high poverty rate, with over 50% of the population living on less than $1 a day.
• Health Crisis: Zimbabwe has one of the highest HIV prevalence rates globally, with about 25% of the population reportedly HIV positive. This has led to significant child mortality and a drop in life expectancy.
• Education System Overview: Primary education is compulsory and lasts seven years, while secondary education includes O-level and A-level cycles. Tertiary education is managed separately by the Ministry of Higher Education.

ICT Infrastructure

• Global Ranking: Zimbabwe ranks 105th out of 115 economies in the World Economic Forum's Global Information Technology Report (2005-2006) based on networked readiness.
• ICT Access: In 2004, there were 424 mobile subscribers, 317 fixed-line subscribers, and 820 internet users per 1,000 persons. Broadband access was limited.
• Infrastructure Development: The East African Submarine Cable System (EASSy) is expected to improve ICT infrastructure in the country.

National ICT Policy

• Adoption: A national ICT policy was adopted in 2005, aiming to transform Zimbabwe into a knowledge-based society by 2020.
• Objectives: The policy promotes the development of ICT infrastructure, provides education and training programs, and encourages equitable access across genders and age groups.
• Focus Areas: It includes a section on human resource development and skills training.

Current ICT Initiatives

• AVU Teacher Education Project: Aims to improve teacher training in mathematics and science using ODeL methodologies. It involves 10 African countries and has developed modules in multiple languages.
• College IT Enhancement Programme (CITEP): A local initiative to build capacity in ICT management and use within 10 Zimbabwean colleges.
• Kubatana Trust: Focuses on enhancing e-mail and Internet use among NGOs and civil society organizations, promoting human rights and civic education.
• World Links Zimbabwe: A pioneer in using ICT for education, established 12 ICT centres in 1999. It has since expanded to 43 telecentres, many with dial-up connectivity.

Key Information

Enabling Features

• Policy Framework: A national ICT policy exists and includes references to ICT in education.
• Advocacy Leadership: Vibrant civil society sector with dedicated champions for ICT in education.
• Gender Equity: The policy promotes equal access to ICT across genders.
• Collaborating Mechanisms: A national ICT authority is proposed, and civil society has established online networks for ICT advocacy.

Constraining Features

• Human Resource Capacity: Limited capacity in ICT-related skills and expertise.
• Fiscal Resources: Minimal government funding for ICT access and use.
• Learning Content: Very little digital content aligned with the local curriculum is available.
• Infrastructure Gaps: Despite policy goals, ICT infrastructure remains underdeveloped in many areas.

Conclusion

Zimbabwe has made efforts to integrate ICT into education, supported by a national policy and active civil society organizations. However, the country faces significant challenges, including limited financial resources, insufficient human capital, and a lack of locally relevant digital learning materials. These constraints hinder the effective implementation of ICT initiatives in education, despite the potential for transformative impact. The report underscores the need for sustained investment, capacity building, and curriculum-aligned digital resources to fully realize the benefits of ICT in education.