2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Mauritania_Country_Report_13页_283kb

Summary of ICT in Education in Mauritania

Core Content

This report outlines the status and challenges of implementing Information and Communication Technologies (ICT) in the education system of Mauritania, focusing on institutional strategies, infrastructure development, and policy initiatives. It highlights the role of the Université de Nouakchott as a central hub for ICT development, the impact of the oil industry on financial constraints, and the government's efforts to promote digital literacy and modernize education through various programs and reforms.

Main Points

National Strategy and Leadership

• The government has placed the Université de Nouakchott at the center of its ICT initiatives in education and public administration.
• A National Information and Communication Infrastructure (NICI) plan was formulated in 1999 and finalized in 2000, aiming to integrate ICT into economic and social development, democratize access, and support good governance.
• The NICI plan includes the development of a national education and research network, as well as the establishment of intranets and portals for key sectors.

Education System Overview

• The education system includes 6 years of primary, 3–4 years of junior secondary, and 3 years of senior secondary education, with an open tertiary system.
• The Ministry for National Education (MEN) oversees basic and secondary education, while the Ministry for Higher Education and Scientific Research (MESRS) handles tertiary education.
• The 1999 educational reforms emphasized French language in math, sciences, and computing, and Arabic in civic education, history, and religion.
• A department of national languages was created at the Université de Nouakchott to support language policy.

ICT in Education Initiatives

• The Université de Nouakchott has launched an e-learning program, website development, and capacity-building initiatives for institutions and individuals.
• A National Education and Research Network is being developed to connect all secondary and tertiary institutions, including teacher training and professional education centers.
• The World Links Programme of the World Bank has connected 12 schools to global learning communities, with free Internet access and a focus on improving girls' education and literacy.

Infrastructure and Connectivity

• Fixed telephone lines have a penetration rate of 1.6%, while mobile cellular penetration is 23%, with Maurititel dominating the market.
• Electricity generation is 105 MW, with 44 MW from fossil fuels and 61 MW from hydroelectricity.
• Electrification is a key challenge, with only 15% of the population having access to electricity and 30% in urban areas.
• The NICI plan integrates ICT into all development projects, aiming to increase teledensity and provide Internet access to more communities.

Legal and Regulatory Framework

• The government is working to establish a legal and regulatory framework to protect Internet policies, intellectual property rights, and personal privacy.
• It also plans to address cybercrime and ensure a liberal environment for ICT development and usage.

Non-Formal Education (NFE)

• Mauritania has established 500 literacy centers and trained hundreds of instructors to support adult literacy.
• The NFE sector is being used to reach nomadic populations, especially through mahadra (mobile schools).
• The government encourages women's participation in literacy programs by placing centers near communities and offering prizes for female participants.

Girls’ Education

• Girls face significant challenges in education, including high attrition rates and social discrimination.
• The enrolment rate for girls in primary education increased from 39.3% in 1989/90 to 83.2% in 1997/98 due to targeted reforms.
• Efforts include sensitization campaigns, placement of schools near communities, employment of female teachers, and special scholarships for girls.

Key Challenges

• Low secondary school enrollment limits the number of people who can become computer literate.
• Limited electricity access hampers the implementation of ICT in education.
• Financial constraints remain despite the oil industry’s growth.
• Teacher truancy and lack of ICT skills among educators and students are significant barriers.
• Social and cultural barriers, such as early marriage, domestic duties, and sexism, affect girls’ education and participation.

Key Opportunities

• The oil industry is expected to reduce financial constraints and support the expansion of ICT infrastructure.
• The NICI plan and ICT policies provide a clear strategic framework for integrating ICT into education and governance.
• Collaborations with international organizations (e.g., World Bank, UNESCO, AUF) are supporting capacity-building and e-learning initiatives.
• Non-formal education is being used to reach remote and nomadic communities, improving access to education and literacy.

Conclusion

Mauritania is making progress in integrating ICT into its education system, particularly through the leadership of the Université de Nouakchott and the NICI plan. However, the country faces significant challenges, including limited infrastructure, low literacy rates, and gender disparities in education. The oil industry offers potential to improve funding and connectivity, but sustained government commitment and community engagement are essential for the success of these initiatives.