2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Cape_Verde_Country_Report_11页_281kb

Summary of ICT in Education in Cape Verde

Core Content

This report provides an overview of the state of Information and Communication Technologies (ICT) in education in Cape Verde, highlighting both achievements and challenges. It is part of a broader infoDev-supported survey on ICT in education across Africa, and serves as a snapshot of the situation as of 2007.

Key Information

Country Overview

• Cape Verde is an archipelago of 10 islands and 5 islets, located 620 km off the west coast of Africa.
• The capital, Praia, is on Sao Tiago island.
• The country gained independence in 1975 and transitioned to a democratic system in 1990.
• About 30% of the population lives below the poverty line.
• The education sector is allocated 20% of the national budget.

Education System

• Structure: 6 years of primary, 6 years of secondary, and 3 years of vocational training.
• Tertiary education includes universities and institutes such as the Universidade de Jean Piaget de Cabo Verde.
• Gender equity is promoted, with higher enrolment rates for girls in secondary and tertiary education.

ICT Infrastructure

• Cabo Verde Telecom is the sole provider of fixed and mobile telephone, and Internet services.
• The company has linked all islands with fibre optic cables and provides access to communities of at least 200 inhabitants.
• Internet services are available in major towns and hotels, but limited to a few islands due to the lack of infrastructure and commercial interests.
• As of 2005, there were 25,000 Internet users in the country.

Electrification

• Electricity is generated and distributed by Electra on larger islands and by municipal authorities on smaller ones.
• Electrification rate was 60% in 1999, but 32,000 families still lack access, with 12,000 likely never to gain access due to geographic constraints.

ICT Policies

• The NICI (National Information and Communication Infrastructure) plan was finalised in 2001 and prioritised education, health, e-government, and other sectors.
• The Department of Social Communication in the Presidency is responsible for creating legal and institutional frameworks for ICT, reducing usage costs, and providing public access.
• Law No. 72 of 1995 granted Cabo Verde Telecom a 25-year exclusive concession for telecommunications services.

Current ICT Initiatives and Projects

ICT in Secondary Education

• All secondary schools have computers and computer labs.
• Some are connected to the Internet.
• The computer-to-teacher ratio is as low as 1:28, and Internet-connected computers to school population ratio is 1:88.
• 25% of secondary schools lack adequate computer equipment.
• 88% of secondary school teachers use computers daily for course development, testing, research, and multimedia presentations.

ICT in Tertiary Education

• All higher education institutions have computers and labs.
• Universidade de Jean Piaget de Cabo Verde has 162 computers, 20 projectors, and offers ICT degree programmes and professional courses.

ICT in Teacher Education

• Distance learning initiatives have been introduced to provide training for teachers and teacher-trainees.
• These initiatives, supported by the African Development Bank and the Calouste Gulbenkian Foundation, use blended learning methodologies.
• Collaboration with Universidade d'Aveiro helps train lecturers in developing ICT-driven distance learning content.

Non-formal Education

• Adult education is structured in three stages and targets individuals aged 15 to 35.
• The programme focuses on basic literacy and vocational skills.
• Mobile libraries are present on four islands, aiding in post-literacy training.
• The programme was successful in reducing illiteracy in the target age group from 6% in 1990 to 12% in the general population by the year 2000.
• NGOs and international bodies such as the UN and EU have supported adult literacy and related initiatives.

Radio and Television in Education

• Educational Radio was established in 1990 to support teacher training and educational programming.
• A second educational radio station was launched in 2003 with a focus on development, training, and education.
• There is ongoing collaboration with Portuguese-speaking countries to launch educational television via satellite and the Internet.

Factors Influencing ICT Adoption in Education

Conclusion

Cape Verde has made notable progress in integrating ICT into its education system, with significant investments in infrastructure and policy development. However, challenges such as the monopoly of Cabo Verde Telecom, geographic limitations, and economic constraints continue to hinder broader access and sustainability. Despite these obstacles, the country has shown promise in promoting gender equity, vocational training, and non-formal education through ICT. Continued support and policy reform are essential to ensure that these efforts are inclusive and effective.