2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Swaziland_Country_Report_8页_275kb

报告摘要

ICT in Education in Swaziland: Summary

Core Content

This document provides an overview of the use of Information and Communication Technology (ICT) in education in Swaziland as of April 2007. It is part of a broader survey conducted by infoDev, focusing on the state of ICT in education across Africa. The report highlights the challenges and current initiatives related to ICT integration in the education system, emphasizing the need for policy support, infrastructure development, and human resource capacity building.

Country Overview

Swaziland is a small, landlocked country in Southern Africa, known for its high poverty levels and vulnerability to drought. Despite being considered relatively wealthy in the region, it remains one of the poorest countries globally. Key socio-economic indicators from 2005 include:

Population: 1.1 million
Languages: English and siSwati are official; Tsonga and Zulu are also spoken
Economic activity: Agriculture (11.6%), Industry (48.0%), Services (40.4%)
Human Development Index (HDI): 146 out of 177 countries
Per capita income: $1,700 (2004), $2,280 (2005)

The country faces significant challenges, including a high unemployment rate, extreme poverty, and a severe HIV/AIDS epidemic, which has led to a low life expectancy and a high number of orphans and vulnerable children.

Education System

Swaziland's education system is divided into four sub-sectors:

Early Childhood Care and Development (ECCD)
Primary education (6–13 years, 7 years)
Secondary education (3 years junior, 2 years senior)
Post-secondary education (tertiary and vocational)

In 2001, there were 723 schools in total, with 541 primary and 182 secondary. The government has taken steps to reduce the financial burden on families by providing free textbooks and bursaries for disadvantaged students.

Current ICT Initiatives

Computer Education Trust (CET)

CET is a non-profit organization established in 1999 to address the lack of technical education in Swaziland's state schools. Its main objectives include:

Extending computer literacy and vocational ICT training to all secondary and high school students
Installing a 20-PC computer lab in each of the 187 secondary and high schools
Providing technical and maintenance support to ensure sustainable use
Partnering with SchoolNet Africa and OSISA to upgrade its Technical Services Centre
Collaborating with Computer Aid International and CECS to source and distribute computers

CET is also working to integrate ICT training into the teacher education system, with plans to incorporate it into the curriculum of UNISWA and SCOT.

University of Swaziland (UNISWA)

UNISWA is the only higher education institution in the country and has three campuses. It has initiated a teacher training program in information technology to support the introduction of computer education in schools. The university also operates an ICT centre and is part of the Virtual University for the Small States of the Commonwealth.

Challenges in ICT Adoption

Factors	Enabling Features	Constraining Features
Policy framework	Draft national ICT policy includes education.	No explicit focus on gender equity or women's empowerment in ICT.
Infrastructure	Fixed and mobile penetration is relatively high in the region.	Lack of national ICT infrastructure significantly limits ICT use in education.
Human resource	A national ICT task team is working to engage stakeholders and promote collaboration.	Limited skilled personnel and champions within government to drive policy implementation.
Fiscal resources	No government commitment to fund ICT initiatives from the national budget.	Limited financial support for civil society organizations like CET.
Learning content	No mention of local contextually relevant learning materials.	Learning content is not aligned with local needs.
Attitudes	Some government and civil society champions are supportive of ICT in education.	No explicit policy addressing gender equality or women's empowerment in ICT.

ICT Policies

The government has developed the National Development Strategy – Vision 2022, which outlines a vision for Swaziland to be among the top 10% of medium human development countries by 2022. The strategy emphasizes sustainable development, social justice, and the role of education in improving quality of life. It also highlights the need for improving the telecommunications sector to support ICT growth.

In 2006, a Draft National ICT Policy was introduced, with a multidisciplinary team working to consult stakeholders and integrate ICT into the broader development strategy.

Conclusion

Swaziland is at an early stage in the integration of ICT into its education system. While there are promising initiatives like CET and UNISWA, the lack of infrastructure, financial support, and gender-sensitive policies remains a major obstacle. The country's socio-economic challenges, including the HIV/AIDS epidemic and drought, further complicate the effective implementation of ICT in education. Continued investment, policy development, and collaboration are essential for advancing ICT in Swaziland's education system.

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