2.1 The number and percentage of institutions with computers

2.2 The number and percentage of institutions with Internet connectivity

2.2.1 Institution has internet connectivity? (total for the country)	nan % (0 / 0)
2.2.2 Types of connection and bandwidth (total for the country)	Data not available
2.2.3 Number of computers connected to the Internet This is the total number of computers in the institution(s), that are connected to the Internet. (total for the country)	0
2.2.4 Percentage of institutions with internet connectivity	0.00 % (0 / 0)

2.3 The ratio of educators to computers per institution

2.3.1 Number of educators in the institution (total for the country)	0
2.3.2 Total number of computers in the institution This is the total number of functioning computers in the institution. (total for the country)	0
2.3.3 Number of computers in the institution available for educators This is the total number of functioning computers in the institution that are available for use by educators. Note: these computers could also be available for other users (learners, administrators, etc.) (total for the country)	0
2.3.4 Ratio of educators to computers (total for the country)	0.00 (0 / 0) educator(s) per computer

2.4 The ratio of learners to computers per institution

2.4.1 Number of learners in the institution (total for the country)	0
2.4.2 Number of computers in the institution available for learners This is the total number of functioning computers in the institution that are available for use by learners. Note: these computers could also be available for other users (teachers, administrators, etc.) (total for the country)	0
2.4.3 Ratio of learners to computers (total for the country)	0.00 (0 / 0) student(s) per computer

2.5 The presence of a technopedagogical assistant (or ICT advisor/technician) in education institutions

2.5.1 Institution has an ICT advisor/technician? “Is an ICT advisor and/or technician employed by the institution?” Answer yes or no, if the institution in question employs/has access to an ICT advisor/technician. (total for the country)	nan % (0 / 0)
2.5.2 Description of the professional duties of the ICT advisor/technician “Description of the principal professional duties of the ICT advisor/technician.” Describe, in 150 words, the responsibilities of the ICT advisor/technician. If the institution does not have an advisor/technician, explain why, provide context and describe any future plans. (total for the country)	Data not available
2.5.3 Percentage of institutions with technicians	0.00 % (0 / 0)

2.6 The types of software applications used in educational institutions

2.6.1 Names/types of software used in institution “Description of the various types of software applications used (for administration as well as educational purposes) in the institution (max. 150 words).” Provide a list of the names and types of software (computer “applications”) used in the institution, for administrative or educational purposes. If the institution does not have any application software, explain why, provide context and describe any future plans to acquire some. (total for the country)

Data not available

2.7 Institution ICT-connectivity rank

2.8 The rank of ICT-enablement by institution

3.1 The number of teacher-training institutions

3.1.1 Description of teacher-training institution “Description of teacher-training institution.” Describe, in 150 words, the teacher-training institution. If there is no teacher training institution, explain why, provide context and describe any future plans. (total for the country)	Data not available

3.2 The number of teacher-trainers per institution

3.2.1 Number of teacher trainers in institution (total for the country)	0
3.2.3 Number of teacher-trainers (females) in the institution “Number of teacher-trainers in institution.” Indicate the number of full-time female teacher-trainers in the institution. (total for the country)	0
3.2.4 Number of teacher-trainers (males) in the institution “Number of teacher-trainers in institutions.” Indicate the number of full-time male teacher-trainers in the institution. (total for the country)	0
3.2.5 Percentage of female teacher-trainers in the institution (total for the country)	0.00 % (0 / 0)
3.2.6 Percentage of male teacher-trainers in the institution (total for the country)	0.00 % (0 / 0)

3.3 The number of teacher-trainers who have their own email address

3.3.1 Number of teacher trainers in the institution with email addresses (total for the country)	0
3.3.2 Percentage of teacher trainers with email addresses (total for the country)	0.00 % (0 / 0)
3.3.4 Number of female teacher-trainers who have email addresses “Number of female teacher-trainers in the institution with a personal email address.” Indicate the number of female teacher-trainers who have their own email address. (total for the country)	0
3.3.5 Number of male teacher-trainers who have email addresses “Number of male teacher-trainers in the institution with a personal email address.” Indicate the number of teacher-trainers who have their own email address. (total for the country)	0
3.3.6 Percentage of female teacher-trainers in the institution who have an email address (total for the country)	0.00 % (0 / 0)
3.3.7 Percentage of male teacher-trainers in the institution who have an email address (total for the country)	0.00 % (0 / 0)

3.4 The ability of teacher-trainers to use ICTs (basic skills)

3.4.1 The ability of teacher-trainers to use ICTs (150 words) “List the various ICT skills/competencies that you consider you have mastered.” List, or summarize in not more than 150 words, the ICT talents/competencies of teacher-trainers. This certainly requires a dialogue with the head of the institution (by telephone, electronic mail or physical contact). If the teacher-trainers have no ICT skills/competencies, explain why, provide context and describe any future plans. (total for the country)

Data not available

3.5 The number of teacher trainers who use ICTs to train educators

3.5.1 Number of teacher trainers in the institution who use ICTs (total for the country)	0
3.5.3 Number of female teacher-trainers who use ICTs to train educators “Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers).” Indicate the number of female trainers in the institution who use ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field. (total for the country)	0
3.5.4 Number of male teacher-trainers who use ICTs to train educators “Indicate the names/subject matter of any courses you teach in which you integrate ICT (please note which courses are “initial” teacher-training for future teachers vs. those that are “continuing education” for current teachers).” Indicate the number of male trainers in the institution who use the ICT to train teachers. Heads of Department for instance, could precise the indicator above either by a telephone conversation, by sending an electronic mail or by physical contact in the field. (total for the country)	0
3.5.5 Percentage of female teacher-trainers in the institution who use ICTs to train educators (total for the country)	0.00 % (0 / 0)
3.5.6 Percentage of male teacher-trainers in the institution who use ICTs to train educators (total for the country)	0.00 % (0 / 0)

3.6 The number of preservice educators

3.6.1 Number of preservice educators in institution (total for the country)	0
3.6.3 Number of female preservice educators (total for the country)	0
3.6.4 Number of male preservice educators (total for the country)	0
3.6.5 Percentage of female preservice educators Indicate the number of female educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field. (total for the country)	0.00 % (0 / 0)
3.6.6 Percentage of male preservice educators  Indicate the number of male educators undergoing initial training (full time equivalence). Use, for instance, a telephone conversation, an electronic mail or a visit the head of the institution in the field. (total for the country)	0.00 % (0 / 0)

3.7 The percentage of preservice educators who have their own email address

3.7.1 Number of preservice educators in the institution with an email address (total for the country)	0
3.7.2 Percentage of preservice educators with email addresses (total for the country)	0.00 % (0 / 0)
3.7.4 Number of female preservice educators with email addresses “Number of preservcie educators (student teachers) in the institution who have their own email address.” Indicate the number of female educators undergoing initial training in the institution who have an electronic mail address. (total for the country)	0
3.7.5 Number of male preservice educators with email addresses “Number of preservcie educators (student teachers) in the institution who have their own email address.” Indicate the number of male educators in the institution in the course of initial training having a electronic mail address. (total for the country)	0
3.7.6 Percentage of female preservice educators with an email address (total for the country)	0.00 % (0 / 0)
3.7.7 Percentage of male preservice educators with an email address (total for the country)	0.00 % (0 / 0)

3.8 The presence of ICT in teacher-training curriculum

3.8.1 ICT in initial (pre-service) teacher-training curriculum? “Is ICT present in the initial (pre-service) teacher-training program curriculum?” Indicate either by yes or no if the teacher’s training institution includes ICTs in some of its initial training programs. (total for the country)	nan % (0 / 0)
3.8.2 Description of ICT in initial (pre-service) teacher-training curriculum (150 words) “Description of the presence of ICT in initial (pre-service) teacher-training curriculum.” Summarise in 150 words the manner in which the ICTs are integrated (ICT courses and/or ICT application in the teaching of other disciplines) in the teachers’ initial training programs. Indicate if the ICT exists in other forms. If ICT is not present, explain why, provide context and describe any future plans. (total for the country)	Data not available
3.8.3 ICT in educator professional development (continuing education)? “Is ICT present in «in-service teacher professional development» (continuing education) program curriculum?” Indicate by yes or no if the ICT exists (ICT courses and/or the application of ICT in the teaching of other disciplines) in the professional permanent/development programs of educators. (total for the country)	nan % (0 / 0)
3.8.4 Description of ICT in educator professional development (continuing education) (150 words) “Description of the presence of ICT in «in-service teacher professional development» (continuing education) program curriculum.” Summarise in 150 words the way in which the teachers’ professional permanent/development programs integrate the use of ICT (describe the ICT courses and the application of ICTs in the teaching of other disciplines). If ICTs are not present, explain why, provide context and describe any future plans. (total for the country)	Data not available

3.9 The ICT resources (types of equipment?) made available to pre-service educators, and their trainers, during teacher-training

3.9.1 Types of ICT equipment, connectivity, and other resources (list) “The types of ICT equipment, connectivity, and other resources made available to pre-service student-teachers, and their trainers, during teacher-training (list types of equipment).” Describe the available ICT resources during the training of teachers (equipments, connections and other resources) in not more than 150 words. If there are no resources available, explain why, provide context and describe any future plans. (total for the country)

Data not available

3.10 The existence of (nationally regulated) incentives for continuing education / professional development (which include ICT integration) for educators

3.10.1 Presence of national incentives for educator professional education which includes ICT? “Indicate whether you have benefited from any incentive programs related to the integration of ICT in your teaching – either from institutions or from the government.” (For instance, funding or a bonus for teachers who are taking a course on ICT use).

No

3.10.2 Description of national incentives for educator professional education which includes ICT “Please describe in detail what these national incentive programs consisted of.” NB: this is a national scale indicator, please, summarise, in 150 words, the national incentive programs for the educator training that integrate ICT. The data will likely come from summary analysis of the teacher-trainer questionnaire Question 8, and/or from your own expertise with regard to the national ICT in education policies in your country. If there were no incentives, explain why, provide context and describe any future plans.

Data not available

3.11 Educators who have participated in continuing education / professional development, which included ICT integration

3.11.1 Number of educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration (total for the country)	0
3.11.2 Number of educators who have completed more than 50 hours of continuing education/professional development which included ICT integration (total for the country)	0
3.11.3 The percentage of educators who have participated in less than 50 hours of continuing education/professional development which included ICT integration (total for the country)	0.00 % (0 / 0)
3.11.4 The percentage of educators who have participated in over 50 hours of continuing education/professional development which included ICT integration (total for the country)	0.00 % (0 / 0)
3.11.5 Number of female educators who have participated in 1 to 50 hours of continuing education / professional development, which included ICT integration “How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?” Indicate the total number of female educators (teacher’s trainers) in the training institute who have achieved 1 to 50 hours of permanent training / professional development integrating ICT. (total for the country)	0
3.11.6 Number of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration “How many teachers in the institution have completed 1-50 hours of professional development which included ICT training?” Indicate the total number of male educators (teacher’s trainers) in the training institution who have undertaken between 1 and 50 hours of permanent training/ professional development integrating ICT (total for the country)	0
3.11.7 Number of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration “How many teachers have had more than 50 hours of professional development that included ICT training?” Indicate the total number of female educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT. (total for the country)	0
3.11.8 Number of male educators who have completed more than 50 hours of continuing education/professional development that included ICT integration “How many teachers have had more than 50 hours of professional development which included ICT training?” Indicate the total number of male educators (teacher-trainers) in the training institute who have participated in more than 50 hours of permanent training/professional development integrating the use of ICT. (total for the country)	0
3.11.9 Percentage of female educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration (total for the country)	0.00 % (0 / 0)
3.11.10 Percentage of male educators who have completed 1 to 50 hours of continuing education/professional development which included ICT integration (total for the country)	0.00 % (0 / 0)
3.11.11 Percentage of female educators who have completed more than 50 hours of continuing education/professional development which included ICT integration (total for the country)	0.00 % (0 / 0)
3.11.12 Percentage of male educators who have completed more than 50 hours of continuing education/professional development which included ICT integration (total for the country)	0.00 % (0 / 0)

3.12 The rank of teacher-training institutions, by ICT-integration

4.1 The frequency of ICT use by educators for academic purposes

4.1.1 Average ICT use by educators for academic purposes (hours per week) (total for the country)	0
4.1.3 Average ICT use by female educators for academic purposes (hours per week) “How many hours per week do you use ICT for academic purposes?” Indicate the number of hours per week (average for the institution) of ICT use by female educators for academic purposes (web navigation class use, etc.) (total for the country)	0
4.1.4 Average ICT use by male educators for academic purposes (hours per week) “How many hours per week do you use ICT for academic purposes?” Indicate the number of hours per week (average for the institute) of ICT use by male educators for academic purposes (web navigation, class use, etc.) (total for the country)	0
4.1.5 Proportional gap in the male/female averages of ICT use for academic purposes by educators (total for the country)	0.00 (0 / 0)

4.2 The frequency of ICT use by learners for academic purposes

4.2.1 Average ICT use by learners for academic purposes (hours per week) (total for the country)	0
4.2.3 Average ICT use by learners (female) for academic purposes (hours per week) “How many hours per week on average do you use ICT in school?” Indicate the number of hours per week (the average for the institute) of ICT use by female learners/students for academic purposes. (total for the country)	0
4.2.4 Average ICT use by learners (males) for academic purposes (hours per week) “How many hours per week on average do you use ICT in school?” Indicate the number of hours per week (the average for the institute) of ICT use by male learners/students for academic purposes. (total for the country)	0
4.2.5 Proportional gap in the male/female averages of ICT use for academic purposes by learners (total for the country)	0.00 (0 / 0)

4.3 The types of ICT use by educators

4.3.1 Types of ICT use by educators (e.g. Powerpoint presentation, Web resources, etc.) “Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?” Summarize (in 150 words) different types of ICT application by educators (of the two varieties). If ICT is not utilized, explain why, provide context and describe any future plans. (total for the country)

Data not available

4.3.2 Examples of ICT-based productions by teachers “Describe the various ways that you use ICT for academic purposes (which software do you use, for planning, teaching, marking etc.)?” Attach documents, such as a lesson plan for a lesson that integrates ICT, or indicate URL of websites with pertinent production conceived by the educators. (total for the country)

Informations

4.4 The types of ICT use by learners

4.4.1 Types of ICT use by learners (list) “Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.).” Summarize, in 150 words, the different types of ICT use by students (in computer courses and other disciplines). If ICT is not utilized, explain why, provide context and describe any future plans. (total for the country)	Data not available
4.4.2 Examples of ICT-based productions by students “Describe/list the various ways that you use ICT in school (which software do you use, for assignments, presentations, communication etc.).” Attach a copy of ICT aided productions done by students. (total for the country)	Informations
4.4.3 Female learners’ points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by female learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc. (total for the country)	Data not available
4.4.4 Male learners’ points of access to computers/Internet (cybercafé, home, mobile…) In 150 words, list the various points of access to computers and the Internet for pedagogical use mentioned by male learners. Describe where and when computers and the Internet are most commonly accessed for pedagogical use, as well as why these are the most common/convenient points of access. Be sure to ask about access at home versus the school environment, versus Internet cafés, versus mobile handsets etc. (total for the country)	Data not available
4.4.5 Female learners’ participation in Internet-based social networking (MySpace, Facebook Twitter…) In 150 words, describe participation in Internet-based social networking by female learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why? (total for the country)	Data not available
4.4.6 Male learners’ participation in Internet-based social networking (MySpace, Facebook Twitter…) In 150 words, describe participation in Internet-based social networking by male learners. Are they using Facebook, MySpace, Twitter etc. pedagogically, how (communication, organization, collaboration etc.)? Which are the most common/convenient Internet-based social networking services for pedagogical use, why? (total for the country)	Data not available

4.5 The percentage of courses taught using ICT

4.5.1 Number of courses taught “Indicate the total number of all courses taught in your institution.” Indicate the total number of courses taught in the institution. (total for the country)	0
4.5.2 Number of courses taught using ICT “Indicate the total number of courses in your institution that integrate ICT in teaching and/or learning.” Total number of courses taught using ICTs (according to educators). (total for the country)	0
4.5.3 List of courses taught using ICT “Provide a list of the course names and a brief description of the way in which ICT is integrated in teaching and learning.” List the names/subjects of courses that are taught in the institution and that have integrated the use of ICT, and describe the way that ICT is used in these courses (Not more than 50 words per course and not more than 10 courses per institution). (total for the country)	Data not available
4.5.4 The percentage of courses taught using ICT (total for the country)	0.00 % (0 / 0)

4.6 The factors supporting the use of ICT by educators

4.6.1 Stated (by educators) factors that support ICT use by educators (150 words) “What factors favour the integration of ICT in your courses?” Summarize in 150 words the factors that favor the use of ICT as indicated by the educators (Requires a discussions with 10 full-time teachers from the teacher-training institution). Include an audio file (MP3) with the interviewees answers. (total for the country)

Data not available

4.7 The challenges to the use of ICT by educators

4.7.1 Stated (by educators) factors that are challenges to ICT use by educators (150 words) “What challenges do you face in terms of integrating ICT in your courses?” Summarize in 150 words the factors indicated by the educators as constituting challenges to ICT use. Requires discussions with 10 full-time teachers from the teacher-training institution. Include an audio file (MP3) with the interviewees answers. (total for the country)

Data not available

4.8 The factors supporting the use of ICT by learners

4.8.1 Stated (by learners) factors that support ICT use by learners (150 words) “What factors support your use of computers in school and why? (number of computers, amount of computer time, appropriate instruction etc.)” Summarize in 150 words the factors favouring the ICT use as indicated by learners/students (homogenous groups of 12 persons maximum per forum). Also supply an audio file (MP3) with the answers of all the persons in the forum. (total for the country)

Data not available

4.9 The challenges to the use of ICT by learners

4.9.1 Stated (by learners) factors that are challenges to ICT use by learners (150 words) “What factors challenge/are barriers to your use of ICT in school?” In 150 words, describe the factors indicated as challenges to the use of ICT according to the learners/students. Also include an audio file (MP3) with the answers of the interviewees. (total for the country)	Data not available

4.10 The competencies required for ICT use (in education) by educators

4.10.1 Competencies required for ICT use (by educators) “What skills/competencies do you have and/or require to effectively integrate ICT in your teaching?” Summarize in 150 words the aptitudes necessary for the use of the ICT in a pedagogical context, as indicated by the educators. (total for the country)	Data not available

4.11 The competencies required for ICT use (in education) by learners

4.11.1 Competencies required for ICT use (by learners) “What skills/competencies do you require to effectively use ICT in your learning?” Summarize in 150 words the aptitudes necessary for the use of ICT in learning as, as indicated by learners/students. Also supply an audio file (MP3) that contains the answers of all the persons in the forum. (total for the country)	Data not available

4.12 ICT in education-related research publications

4.12.1 ICT in education-related research publications (reference and abstract; 150 words; document if available) Describe any “ICTs in education” related research publications produced by, or based on, this institution. What studies or assessments or evaluations, conducted by whom, when, and with what result, focused on the use of ICTs in teaching and learning at this school? (attach a copy, summary, or link to the publication). (total for the country)

Informations

4.12.2 Number of ICT in education-related research publications (total for the country)

0

4.13 Pioneering initiatives in ICT in education

4.13.1 Pioneering initiative in ICT in education (description, including responsible parties; 150 words; document if available) Summarize, in 150 words, the institutions’ “pioneering initiatives” related to the pedagogical integration of ICTs. What actions have been taken, with what result, in the use of ICTs for teaching and learning at the institution. Identify the main actors and attach documentation if possible. (total for the country)

Informations

4.14 The rank of ICT-integration by institution

5.1 The impact of ICT on teaching

5.1.1 Stated impact (by educators) of ICT on lesson-planning (150 words) “Describe any impact that ICT has had on your lesson planning (how you prepare for classes).” Summarize in 150 words the impact of ICT on lesson planning in the institution, as indicated by educators. Include audio files and individual transcripts of at least five interviews with teachers. (total for the country)	Data not available
5.1.2 Stated impact (by educators) of ICT on in-class teaching (150 words) “Describe any impact that ICT has had on your in-class teaching (what you teach, how you teach it, etc.)” Summarize in 150 words the impact of ICT on classroom teaching within the institution, as indicated by educators. Include audio files and transcripts of individual interviews with at least five teachers within the institution. (total for the country)	Data not available
5.1.3 Stated impact (by educators) of ICT on evaluation methods (exams, etc.; 150 words) “Describe any impact that ICT has had on your evaluation methods (how you evaluate your students).” Summarize in 150 words the impacts, as indicated by the educators, of ICT on evaluation methods across the institution. Include audio files (MP3) and transcripts of individual interviews with at least five teachers within the institution. (total for the country)	Data not available
5.1.4 Stated impact (by educators) of ICT on educator-learner communication (150 words) Describe any impact that ICT has had on communication between yourself as an educator and your students (do you encourage students to ask questions and submit assignments via email etc?). Summarize in 150 words the impact, as indicated by educators, of ICT on teacher-student communication across the institution. Include audio files (mp3) and transcripts of individual interviews with at least five teachers within the institution. (total for the country)	Data not available
5.1.5 Stated impact (by educators) of ICT on reflection on teaching (150 words) “Do you think that ICT helps you reflect on your teaching? (what you teach, how you teach) – if so, explain briefly with examples.” Summarize in 150 words the self-described impact of ICT on educator’s thinking about their own teaching methods, across the institution. Include audio files and transcripts of individual interviews with at least five teachers within the institution. (total for the country)	Data not available

6.1 The impact of ICT on learning (in general)

6.1.1 Stated impact (by learners) of ICT on learning (150 words) “What, in general, has been the impact of ICT on your studies?” Summarize in 150 words the impact of ICT on learning as indicated by the learner. The interview should involve at least six students (if possible, a mix of girls and boys) in the institution. Provide an audio file (MP3) and a transcript of the forum. (total for the country)

Data not available

6.1.2 Stated impact (by educators) of ICT on (learners) learning (150 words) “Please describe, in general, the impact that ICT has had on students’ learning.” Summarize in 150 words the impact of ICT on learning as specified the educators. Attach an audio file (MP3) and the transcripts of individual interviews. (total for the country)

Data not available

6.2 The impact of ICT on learner access to knowledge

6.2.1 Stated impact (by learners) of ICT on access to knowledge (150 words) “What has been the impact of ICT on your access to knowledge/information?” Summarize in 150 words the impact of ICT on access to knowledge as indicated by the learners. The discussion should involve at least six students (if possible, of different sex) in the institution. Provide an audio file (MP3) and the transcripts of the forum. (total for the country)

Data not available

6.2.2 Stated impact (by educators) of ICT on (learners’) access to knowledge (150 words) “Please describe, in general, the impact that ICT has had on students’ access to knowledge/information?” Summarize in 150 words the impact of ICT on the access to knowledge as indicated by the educators. The interviews should involve at least six educators within the institution. Attach an audio file (mp3) and the transcripts of individual interviews. (total for the country)

Data not available

6.3 Documentation produced by learners using ICT

6.3.1 Stated impact (by learners) of ICT on documentation produced (150 words) “How has ICT helped you in producing documentation related to learning – written assignments etc? (Please provide examples or description of documents if possible – how did ICT help in their production?)” Summarize in 150 words the impact of ICT on the production of documents by learners. (What is produced, how does it enhance learning, etc). Attach examples of the productions on which the analysis is based. The interview should involve at least six students (if possible, girls and boys) in the institution. Provide an audio file (MP3) of the group discussion. (total for the country)

Data not available

6.3.2 Stated impact (by educators) of ICT on (learners’) documentation produced (150 words) “How has ICT helped your students in producing documentation related to learning – written assignments etc? (Please attach copies or descriptions of documents if possible – how ICT did help in their production?)” Summarize in 150 words the impact of ICT on the production of documents by learners, as specified by the educators (what is produced, how does it foster learning, etc.). Attach examples of the documents on which the analysis is based. (total for the country)

Data not available

7.1 The number of institutions with ICT integration plans

7.1.1 Institution has ICT integration plan? “Does your institution have a plan for the integration of ICT?” Indicate by yes or no whether the institution has an ICT integration plan. (total for the country)	nan % (0 / 0)
7.1.2 Description of ICT integration plan (150 words, with document attached) “Attach a copy, and/or description, of the integration plan, if not, describe the context of absence of a plan.” Write a summary of 150 words on the ICT integration plan. Attach the document if possible. If your institution does not have an ICT integration plan, explain why, provide context and describe any future plans. (total for the country)	Data not available
7.1.3 Percentage of institutions with an integration plan	0.00 % (0 / 0)

7.2 The number of institutions with a strategy in place to maintain and renew their ICT equipment

7.2.1 Institution has a strategy in place to maintain and renew ICT equipment? “Does your institution/department have an ICT equipment maintenance and renewal plan?” Indicate by yes or no if the institution has a maintenance and renewal strategy for ICT equipments. (total for the country)	nan % (0 / 0)
7.2.2 Description of strategy in place to maintain and renew ICT equipment (150 words, with document attached) “Attach a copy, and/or description, of the maintenance and renewal plan.” Write a summary of 150 words on the maintenance and renewal strategies of ICT equipments and attach documents if possible. In the case where no renewal and maintenance policy exists, explain why, provide context and describe any future plans. (total for the country)	Data not available
7.2.3 Percentage of institutions with a strategy in place to maintain and renew ICT equipment	0.00 % (0 / 0)

7.3 The number of institutions that provide access to their ICT infrastructure for the community

7.3.1 Institution provides access to their ICT infrastructure for the community? “Does the community outside the school have access to your ICT facilities/infrastructure?” Indicate by yes or no if the institution gives the community access to its ICT infrastructure. (total for the country)	nan % (0 / 0)
7.3.2 Description of types access provided by the institution for the community (150 words) “If yes, describe the kind of access the outside community has (who has access, why, when, at what cost?). If no, explain why not, provide context and describe any future plans.” Write a summary of 150 words on the various modes of access offered to the community by the institution, or the reasons why access is denied. (total for the country)	Data not available
7.3.3 Percentage of institutions that provide access to their ICT infrastructure for the community	0.00 % (0 / 0)

7.4 The number of managers (in education institutions) trained to use ICT

7.4.1 Number of managers (total for the country)	0
7.4.2 Description of the types of managers “Briefly describe the different types of managers who work in your institution (the administrative structure – attach a diagram if necessary).” Summarize in 150 words the different types of management positions that exist in the institution (the administrative structure). (total for the country)	Data not available
7.4.3 Number of managers trained to use ICT (total for the country)	0
7.4.4 Description of training received by managers trained to use ICT in education (150 words) “Briefly describe the kind of training in ICT you have had.” Summarize in 150 words the ICT training undergone by the managers (directors, administrator, administrative personnel, etc). If no ICT training is provided, please explain why not, provide context and describe any future plans. (total for the country)	Data not available
7.4.5 Percentage of managers trained to use ICT (in education) (total for the country)	0.00 % (0 / 0)
7.4.6 Number of female managers (total for the institution) “Total number of female managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution.” Indicate the number of female managers (Directors, managers, administrative personnel, etc) in the institution. (total for the country)	0
7.4.7 Number of male managers (total for the institution) “Total number of male managers (Heads of Department, Vice-principals, School Directors, non-teaching staff etc.) in your institution.” Indicate the number of male managers (Directors, managers, administrative personnel, etc) in the institution. (total for the country)	0
7.4.8 Number of female managers trained to use ICT (total for the institution) “Have you (Institution Manager) had any ICT training?” Indicate the number of female managers (directors, administrators, administrative personnel) in the institution who have had ICT training. (total for the country)	0
7.4.9 Number of male managers trained to use ICT (total for the institution) “Have you (Institution Manager) had any ICT training?” Indicate the number of male managers (directors, administrators, administrative personnel) in the institution who have had ICT training. (total for the country)	0
7.4.10 Percentage of female managers in the institution (total for the country)	0.00 % (0 / 0)
7.4.11 Percentage of male managers in the institution (total for the country)	0.00 % (0 / 0)
7.4.12 Percentage of females managers trained to use ICT in the institution (total for the country)	0.00 % (0 / 0)
7.4.13 Percentage of male managers trained to use ICT in the institution (total for the country)	0.00 % (0 / 0)

7.5 The impact of ICT on education management practices

7.5.1 Stated impact (by managers) of ICT on education management practices (150 words) “Describe the impact of ICT on education management practices at your institution.” Summarize in 150 words the impacts of ICT on the management educative practices as indicated by managers. (total for the country)	Data not available

7.6 The impact of ICT on which curriculum is taught (mathematics, science, language, arts, etc.)

7.6.1 Stated impact (by managers) of ICT on which curriculum is taught (150 words) “Describe the impact ICT has had on teaching and learning in your institution (particularly on curriculum choices by educators).” Summarize in 150 words the impacts of ICT on teaching programs (mathematics,sciences, arts, etc) as indicated by the managers. (total for the country)	Data not available

7.7 The impact of ICT on continuing education/professional development programs

7.7.1 Stated impact (by managers) of ICT on continuing education/professional development programs (150 words) “Describe the impact of ICT on professional development/continuing education programs for employees from your institution.” Summarize in 150 words the impact of ICT on teacher-training, as specified by the managers. (total for the country)	Data not available

7.8 The ability of managers to use ICT (basic skills)

7.8.1 Number of institution managers with email address “Do you (Manager) have your own personal email address?” Indicate the number of managers (directors, administrators, administrative personnel, etc) in the institution who have a personal email address. (total for the country)	0
7.8.2 Description of ability of managers to use ICT (basic skills; 150 words) “List the various ICT skills/competencies that you consider you have mastered.” Summarize in 150 words the ICT skills/competencies of institution managers. (total for the country)	Data not available
7.8.3 Percentage of managers with email addresses (total for the country)	0.00 % (0 / 0)

7.9 The major barriers (as identified by managers) hindering the achievement of their institution’s ICT-related goals for learners

7.9.1 Barriers, as identified by managers, hindering the achievement of their institution’s ICT-related goals for learners (600 words) “In your opinion (as an institution manager), what are the major barriers hindering the achievement of your institution’s ICT-related goals for learners?” Summarize in 600 words the major obstacles that prevent students from attaining the learning objectives. (total for the country)

Data not available

7.10 Leadership and best practices in ICT integration in education

7.10.1 Description of “success stories” in ICT-integration (what, by whom, how, with what result; 300 words) “Describe any particular “success stories”, “pioneering initiatives”, or “best practices”, in the integration of ICT at your institution (what was done, by whom, how, with what results etc.)” Summarize in 300 words the «success stories » (what, by who, how and with which results). Attach examples if possible. (total for the country)

Data not available

8.1 The existence of equity policy documents related to ICT

8.1.1 Presence of national ICT equity policy? “Presence of national ICT “Equity” policy (national ICT or telecommunications policy which makes reference to gender, special needs etc.)” Indicate by yes or no if the country has a national equity policy related to ICT.

No

8.1.2 Description of national ICT equity policy documents “Description of national ICT “Equity” policy documents (please attach a copy of the official document).” Summarize in 150 words the national policy on equity related to ICT. In the case where the national policies do not exist, please explain why, provide context and describe any future plans. Attach similar policies (institutional, etc.) if possible.

Data not available

9.1 The number of female learners who have access to computers

9.1.1 Number of male learners in institution “Number of male students.” Indicate the number of male students in the institution. (total for the country)	0
9.1.2 Number of male learners who have access to computers “Number of male students who have access to computers.” Indicate the number of male students who have access to the institution’s computers. (total for the country)	0
9.1.3 Number of female learners in institution “Number of female students.” Indicate the number of female students in the institution. (total for the country)	0
9.1.4 Number of female learners who have access to computers “Number of female students who have access to computers.” Indicate the number of female students who have access to the institution’s computers. (total for the country)	0
9.1.5 Percentage of male learners who have access to computers (total for the country)	0.00 % (0 / 0)
9.1.6 Percentage of female learners who have access to computers (total for the country)	0.00 % (0 / 0)

9.2 Number of female teachers who have access to computers

9.2.1 Number of male teachers “Number of male educators.” Indicate the number of male teachers in the institution. (total for the country)	0
9.2.2 Number of male teachers who have access to computers “Number of male educators who have access to computers.” Indicate the number of male teachers who have access to the institution’s computers. (total for the country)	0
9.2.3 Number of female teachers “Number of female educators.” Indicate the number of female teachers in the institution. (total for the country)	0
9.2.4 Number of female teachers who have access to computers “Number of female educators who have access to computers.” Indicate the number of female teachers who have access to the institution’s computers. (total for the country)	0
9.2.5 Percentage of male teachers who have access to computers (total for the country)	0.00 % (0 / 0)
9.2.6 Percentage of female teachers who have access to computers (total for the country)	0.00 % (0 / 0)

10.1 The impact of ICT on the development of a variety of African educational content

10.1.1 Stated impact (by managers) on the development of African course content “What impact has integrating ICT had on the development of African course content?” Summarize in 150 words the impacts of the ICT on the development of African course contents as indicated by the managers. If course contents have not been affected, please explain why, provide context and describe any future plans to alter course content. (total for the country)

Data not available

11.1 The impact of ICT on learners with special needs

11.1.1 Number of learners with special needs “Of the above students, how many in the institution are qualified as having “special needs”?” Indicate the number of students of the institution qualified as having special needs. (total for the country)	0
11.1.2 Number of learners with special needs who have access to ICT “How many of these “special needs” students have access to ICT?” Indicate the number of students of the institution qualified as having special needs, who have access to ICT. (total for the country)	0
11.1.3 Impacts, as stated by managers, of ICT on learners with special needs What impact has integrating ICT had on learners at the institution who are qualified as having “special needs”? Summarize in 150 words the impact of ICT on students of special needs in the institution. (total for the country)	Data not available
11.1.4 Percentage of learners with special needs who have access to ICT (total for the country)	0.00 % (0 / 0)

12.1 The relationship between ICT-in-education integration and local language(s)

12.1.1 Perception of educators of the relationship between the first language(s) of the learners and ICT-in-education “Please describe the relationship between the first language of learners and ICT in their education (for instance, do learners who are not fluent in English or French have more difficulties with ICTs)?” Summarize in 150 words the relationship between the local language and the ICT integration in education as perceived by the educators. (total for the country)

Data not available

12.1.2 Perception of parents (or community-members) of the relationship between the first language(s) of the learners and ICT-in-education Summarize in 150 words the relationship as indicated by parents (and/or members of the community) between the local language and ICT integration in education. Please attach an MP3 file of all the interviews. (total for the country)

Data not available