2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Guinea_Country_Report_10页_281kb

Summary of ICT for Education in Guinea

Core Content

This document presents a country report on the use of Information and Communication Technology (ICT) in education in Guinea, part of a larger survey supported by infoDev. It outlines the current state of ICT implementation, challenges, and future prospects in the education system, with a focus on donor collaboration, infrastructure limitations, and policy frameworks.

Main Viewpoints

1. ICT in Education: Current Status

• Tertiary education has seen the most significant implementation of ICT, with donor support such as USAID and the U.S. government.
• Primary and secondary education have also benefited from ICT initiatives, particularly through the Under the Kapok Tree interactive radio instruction programme.
• Vocational and professional education is underdeveloped, with low enrolment rates and limited access to ICT resources.
• Non-formal education and adult literacy have been addressed through projects like POSCHIAVO, which combines literacy training with community development.

2. ICT Infrastructure and Challenges

• Guinea's telecommunications infrastructure is underdeveloped, with only 0.3% fixed line and 1.7% mobile phone penetration.
• Internet connectivity is limited, with only 46,000 users in 2005 and most being university students or foreign nationals.
• Power supply issues are a major constraint, affecting even the capital city, Conakry, and hindering the use of ICT in schools and universities.
• USAID's Leland Initiative helped establish Internet infrastructure in the country, including a high-speed gateway for Sotelgui and campus networks for universities.

3. ICT Policies and Initiatives

• The National ICT Infrastructure Plan (NICI) was finalized in 2002 and focuses on job creation, capacity building, infrastructure development, and private sector involvement.
• USAID-Guinea has been a key player in funding various ICT projects, including the GLOBE programme, the Under the Kapok Tree programme, and the NFQE project.
• The RESAFAD project delivers teacher training via the Internet and aims to improve the quality of education and workforce readiness.
• ISFAD (Guinea's Higher Institute for Distance Education) launched a distance learning programme for teacher trainees, using radio and course manuals, with plans to include video materials.

4. ICT in Adult Education

• The POSCHIAVO project, a collaboration between ISSEG and the Swiss Institute of Professional Pedagogy, focuses on adult literacy and community development.
• The project integrates literacy with micro-project development, such as building rice mills or cyber cafés, to ensure sustainability.
• Communities are required to refund 70% of the project cost, which is used as a revolving fund for other villages.
• The project also includes ICT training for trainers, covering Microsoft Office applications and community development skills.

Key Information

Education System Overview

• Guinea has a six-year basic education system and a seven-year secondary education system.
• The government allocates 25.6% of its budget to education.
• Enrolment rates have increased over the years, especially in primary and secondary levels, but vocational education remains low.

Socio-Economic Indicators (2003–2007)

• Population: 9.95 million
• Literacy rate: 29.5% (Male: 42.6%, Female: 18.1%)
• GDP: $3.8 billion (2006)
• GDP per capita: $2,100 (2006)
• Human Development Index: 160 (out of 177 countries)
• Poverty rate: 47%

ICT Projects and Programmes

• Under the Kapok Tree: Interactive radio programme for primary students, reaching 20,000 teachers and 900,000 pupils.
• GLOBE programme: Donated laptops to 14 schools for data collection and sharing.
• RESAFAD project: Delivered online teacher training to 960 head teachers and aimed to establish cyber centres across the country.
• NFQE project: Combined traditional and modern methods to improve education quality, impacting over 1.5 million pupils and 25,300 teachers.
• POSCHIAVO project: Adult literacy and community development initiative, using ICT for training and micro-project funding.

Challenges and Risk Factors

• Poor electrification and telecommunication infrastructure limits the spread of ICT in education.
• Low ICT literacy among teachers and students hinders effective use.
• Financial constraints limit the ability of universities and the government to expand ICT facilities.
• Private sector focus on commercial services over community needs.
• Cultural and traditional barriers prevent girls from accessing education, especially in rural areas.
• Risk of project failure due to lack of maintenance, financial constraints, or community non-repayment.

Conclusion

Guinea is at an early but dynamic stage of ICT integration in education, supported by donor initiatives and government policies. While progress has been made in tertiary and some primary education sectors, the country faces significant challenges related to infrastructure, power supply, and literacy. The focus on community-based and distance learning initiatives highlights the potential of ICT to improve access and quality in education, particularly in rural and disadvantaged areas. However, the success of these initiatives depends on sustained funding, improved infrastructure, and effective policy implementation.