2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Tunisia_Country_Report_11页_352kb

ICT in Education in Tunisia: Summary

Core Content

This document provides an overview of the integration of Information and Communication Technologies (ICT) in the education system of Tunisia, highlighting the country's commitment to leveraging technology for educational development. The report is part of a larger survey on ICT in education in Africa, and it serves as a snapshot of the situation as of 2007.

Tunisia has taken a proactive stance in incorporating ICT into its education system, driven by its national policy and strategic initiatives. The country has implemented a multi-dimensional strategy that includes modernising infrastructure, restructuring the education system, and enhancing teacher training. These efforts aim to improve the quality of education, promote equality, and support the development of a digital culture.

Main Views and Key Information

Education System Overview

• Pre-school education targets children aged 3 to 6, focusing on preparation for school and social integration.
• Basic education is compulsory and consists of two stages: 6 years of primary education and 3 years of preparatory education.
• Secondary education spans four years and includes general and specialised tracks, culminating in the Baccalaureate Diploma.
• Higher education is managed by multiple ministries and includes universities, higher institutes, and technical schools. In 2005-06, there were 178 public higher education institutions, with a growing number of students enrolled.
• Non-university post-secondary education includes vocational and technical training, with diplomas awarded upon completion.

ICT Integration Strategy

• The 2002-2007 policy on the Reconstruction of the Tunisian Educational System underscores the importance of ICT in professional development, innovation, and creativity.
• The Educational Act (2002) outlines the responsibilities of the Ministry of Education and the Ministry of Higher Education in implementing ICT-related policies.
• ICT is a compulsory subject in the seventh form of secondary education, with one session per week.

ICT Infrastructure Development

• A significant number of computers and digital tools have been introduced in schools, with 0.28 computers per class in 2004 and 0.71 by 2006.
• Internet connectivity has been a major focus, with 100% of secondary schools connected by 2000 and all primary schools by 2006.
• Tunisian Virtual School (TVS) was launched in 2002 and aims to support both learners and educators with interactive courses and ICT training.
• Virtual University of Tunis was established in 2003, offering 20% of courses through e-learning by 2006.

ICT Initiatives and Projects

• E-learning and distance education are central to the initiatives, with projects like the Virtual University and TVS.
• Remote registration is available online for students in higher education institutions.
• Virtual library and digital content production are supported through initiatives like the one at the Tunisian Post Virtual School.
• One Computer Per Class initiative aims to provide technology access to all classes by 2009.
• Mobile Internet Buses are used to bring technology to remote rural areas, reducing the digital divide.
• Global Teenager Project (GTP) promotes ICT use in secondary education through global classroom debates.

Challenges and Barriers

• Lack of technical maintenance and support hinders the effective use of ICT in education.
• Limited number of trained ICT professionals affects the consistency and efficiency of ICT integration.
• Teacher resistance is due to heavy workloads and large classes, requiring more organisational support and incentives.
• Gender and urban-rural disparities persist, although female student participation is often higher than male.
• Infrastructure gaps in rural areas and limited access to Internet and digital resources remain significant challenges.

Conclusion

Tunisia has made substantial progress in integrating ICT into its education system, driven by national policy and international support. The country has invested in infrastructure, teacher training, and virtual learning platforms. However, challenges such as insufficient technical support, teacher resistance, and the digital divide between urban and rural areas continue to limit the full potential of ICT in education. The government is expected to update these reports iteratively as new developments occur.