2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Niger_Country_Report_10页_275kb

ICT in Education in Niger: Summary

Core Content

This document provides an overview of the state of Information and Communication Technology (ICT) in education in Niger, as of June 2007. It outlines the challenges and opportunities in integrating ICT into the education system, highlighting the country's socio-economic context, existing infrastructure, policy initiatives, and current ICT projects.

Socio-Economic Context

• Niger is a landlocked country in the Sahel region of West Africa, with a population of approximately 12.5 million (2006 estimate).
• It is the poorest country in the world, with a GDP per capita of $170 and a Human Development Index (HDI) of 177 (out of 177 countries).
• The literacy rate for youth is 25.6%, and for adults is 20% (with males at 30% and females at 11%).
• Sixty-six percent of the population lives below the poverty line, and 34% live in abject poverty.
• The economy is largely based on subsistence agriculture, which contributes about 40% to the GDP, and uranium mining, which accounts for 31% of total export earnings.

Education System Overview

• The education system includes six years of primary, four years of junior secondary, three years of senior secondary, and two to four years of tertiary education.
• Primary education is compulsory for the first six years, with the mandatory school enrolment age at seven.
• The Ministry for Basic Education and Literacy oversees primary education, while the Ministry for Secondary, Higher Education, Research and Technology manages secondary and tertiary education.
• The government has implemented a teacher recruitment policy to increase the number of teachers, especially in basic education.
• Education receives 28% of the government's budget, with 40% coming from HIPC funds and 50% allocated to basic education.
• Enrolment disparities exist between urban and rural areas and between the sexes, with a girl-to-boy ratio of 65:100 and a rural-to-urban ratio of 45:100.

ICT Infrastructure and Services

• Niger has invested over FCFA 25 billion (approx. USD $50 million) in telecom infrastructure to establish digital international telephone and automatic telex connectivity.
• The main telecom operator, Sonitel, is 51% privatised and has 25,000 subscribers, with coverage in all major cities.
• Internet access is limited, with most areas relying on dial-up connections over noisy telephone lines. Only the capital, Niamey, and some cities have reliable service.
• There are three mobile operators and 300,000 cellular subscribers.
• A few cyber cafés offer Internet access and basic computer training, and some companies use VSAT and Wi-Fi to avoid physical travel to these sites.

Electrification and Connectivity

• Niger produces 232 KWh of electricity from its thermal plant and relies on Nigeria for the rest.
• Only 10% of the urban population has access to electricity, while the rural population, which constitutes 85% of the total, has no access.
• The government created the Cellule d'Electrification Rurale (CER) in July 2006 to address rural electrification.
• The SOS Kandadji project aims to build a dam to produce 125 megawatts of electricity, but funding has not been secured.

Policy Framework

• Niger's NICI plan (National Information Society Initiative) involves a national steering committee with representation from government, private sector, press, and civil society.
• The plan includes six strategic components: infrastructure development, legal and regulatory issues, content development, capacity-building, e-government, and the harmonisation of policies with regional bodies.
• The High Commission for New Technologies in Information and Communication (HCINTIC) was established to support the development of legal, regulatory, and institutional frameworks for ICT.
• An ICT training centre in Niamey, a branch of l'Institut Africain d'Informatique, was set up to promote ICT integration in society.

Current ICT Initiatives

• ICT Law: A draft ICT law was introduced in January 2006 but remains unimplemented.
• Primary Education: The "basic school for food" programme increased primary school enrolment from 37.3% to 50% by 2005. The UNDP donates 400 refurbished computers to 40 primary schools annually, aiming to impact 200,000 pupils.
• Vocational and Technical Training: The European Community supports the establishment of community development training centres for school leavers and dropouts, with 10 specifically for females.
• Tertiary Education:
  • The University of Lausanne and the German Cooperation Department provided 15 computers to the Geography Department at Abdou Moumouni University, enabling consultancy services.
  • The World Health Organization donated computer equipment to the Faculty of Health Sciences to combat malnutrition.
  • The Agence Universitaire de la Francophonie (AUF) established a Campus Numérique with 50 computers and two servers, aiming to increase the number of computers to 70.
  • The African Virtual University (AVU) has partnered with Abdou Moumouni University to offer distance learning courses with VSAT Internet access, servers, and 25 PCs. Courses are delivered via the Internet, video cassette, and video-conference.

Challenges and Constraints

• Financial and Budgetary Issues: Limited government budget and reliance on donor funds create challenges in sustaining ICT initiatives.
• Infrastructure Gaps: Poor electrification and unreliable telecom services in rural areas hinder ICT adoption.
• Gender Disparities: Traditional norms and domestic responsibilities limit girls' access to education and ICT.
• Slow Implementation: Despite policy development, the slow pace of implementation is due to financial and administrative constraints.

Enabling and Constraining Factors

Factors	Enabling Features	Constraining Features	Risk Factors
ICT Deployment	• 2 MB bandwidth connection in Sonitel provides Internet access.	• Limited access to ICT due to financial constraints.	• Inability to extend ICT infrastructure due to financial and budgetary issues.
Non-formal Education	• Political and budgetary support for NFE community schools.	• Insufficient funds after HIPC initiative ends.	• Risk of discontinuation of facilities after donor support ends.
Gender Equity	• Awards for female learners.	• Traditional norms and domestic responsibilities restrict girls' education.	• Risk of stopping sensitisation programmes and exhaustion of HIPC funds.
Vocational Education	• Government policy to build more technical/vocational schools using HIPC funds.	• Budgetary constraints limit expansion.	• Inadequate number of centres.
ICT Policy Implementation	• Policy has been developed and publicised.	• Slow implementation due to financial limitations.	• Government's inability to secure donor funds and electricity for wider access.

Conclusion

Niger faces significant challenges in implementing ICT in education due to its poor infrastructure, financial constraints, and socio-cultural barriers. However, the government has taken steps to address these issues through policy frameworks and partnerships with international organisations. Despite these efforts, the sustainability and scalability of ICT initiatives remain uncertain without continued donor support and investment in infrastructure.