2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Djibouti_Country_Report_8页_269kb

ICT in Education in Djibouti Summary

Core Content

This report provides an overview of the current state of Information and Communication Technologies (ICT) in education in Djibouti, based on a survey conducted by infoDev. It highlights the challenges and opportunities for integrating ICT into the education system, emphasizing the need for a more targeted and comprehensive policy.

Main Points

• ICT Infrastructure: Djibouti has a well-developed telecommunications network, including undersea optical fibre cables and two earth stations. However, access to ICT remains limited due to high costs and a monopolistic market dominated by Djibouti Telecom.

• Education System: Education is a priority for the government, with 20.5% of the budget allocated to it. The system is structured to meet the Millennium Development Goals (MDGs), focusing on access and equity. Despite efforts, primary and secondary school enrolment rates remain low, with only 39% and 22% net primary and secondary enrolment respectively (2004 data).

• Teacher Training and Resources: Teacher attrition is high, and the local training institute can only graduate around 130 teachers per year. Textbooks are scarce, with 20 students sharing a single math textbook and three sharing a French textbook. There is a growing emphasis on capacity-building for teachers in ICT use, though progress is slow.

• ICT in Education Policy: Djibouti lacks a sector-specific ICT policy for education. Current initiatives are guided by the national ICT policy, which is not tailored to the education sector. This has led to ad hoc implementations without a clear strategic plan.

• Current ICT Initiatives:

  • USAID AIDE Project: A three-year initiative aimed at improving student learning through increased access, quality of teaching, and opportunities for girls. It includes the SchoolNet and Cisco Academy projects.
  • AVU/AfDB Teacher Training: A program initiated in 2006 to improve teacher education through the use of ICT, especially in mathematics and science.
  • Education Radio Programmes: The School Radio project broadcasts educational content weekly, focusing on secondary school subjects and targeting out-of-school youths.

Key Information

Socio-Economic Indicators

Education Statistics

National ICT Infrastructure

Challenges and Enablers

Enabling Features

• Relatively good telecommunications infrastructure.
• High urban population (70%) with concentrated ICT services.
• Government and development partners are working on increasing access for girls and women through targeted programs and incentives.
• Good relations with Western donors and development partners, which could support future ICT for education initiatives.

Constraining Features

• No specific ICT policy for education; current initiatives are ad hoc.
• High cost of ICT access, especially for bandwidth.
• Limited ICT skills among educators and students.
• Resources are focused on more visible priorities like classroom construction and textbooks.
• Only one telecommunications service provider, leading to a monopolistic market.

Conclusion

Djibouti has the potential to leverage its telecommunications infrastructure to modernize its education system. However, the lack of a dedicated ICT policy for education and the high cost of access are significant barriers. The country needs a comprehensive, strategic approach to ICT integration in education, including a SMART implementation plan, to address these challenges effectively.