2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Tanzania_Country_Report_9页_277kb

ICT in Education in Tanzania: Summary

Core Content

This report provides an overview of the current state of Information and Communication Technology (ICT) integration in the education sector of Tanzania, as of July 2007. It highlights the initiatives, policies, and challenges related to the adoption of ICT in schools and teacher training.

Main Points

Overview of ICT in Education

• The education sector in Tanzania has seen increased awareness and interest in ICT due to various projects and partnerships.
• The Ministry of Education and Vocational Training (MoEVT) has developed an ICT Policy for Basic Education in July 2007, aiming to structure the adoption of ICTs across all levels of education.
• ICT initiatives have often preceded formal policy development, leading to uncoordinated efforts and potential duplication.

Education System

• Tanzania follows a 7-4-2-3 system of education: 7 years of primary, 4 years of secondary, 2 years of high school (advanced level), and 3 years of university.
• In 2006, there were 14,700 primary schools, 2,289 secondary schools, 20 tertiary colleges, and 53 teacher-training colleges.
• The education budget for 2006/07 was TZS958 billion (USD$740 million), with the majority allocated to primary education.

ICT Policies

• The ICT Policy for Basic Education includes infrastructure, curriculum, teacher training, and monitoring and evaluation.
• The Education and Training Policy (1995), Primary Education and Development Plan (PEDP 2002-2006), and Secondary Education Development Plan (SEDP 2004-2009) all emphasize the need for improved access and quality of education through ICT.

ICT in Schools

• Private schools in urban areas, especially Dar es Salaam, are using ICTs, but often for administrative purposes rather than teaching.
• The eSchools Programme aims to integrate ICT into secondary education with a phased rollout: 200 schools in phase one, 2,000 in phase two, and nationwide coverage by 2015.
• The programme includes equipping schools with ICT equipment, adopting EMIS (Education Management Information System), and developing curriculum and online content.

ICT Teacher Training

• A project initiated in 2005 with support from Sida aims to make teachers ICT literate.
• 32 teacher training colleges are being equipped with thin client computers, servers, and Internet access.
• Tutor technicians are being trained to provide installation and maintenance services to schools.

National ICT Infrastructure

• The government lifted a ban on computers and television in 1984, leading to increased adoption of ICT.
• As of 2006, there were 138,227 telephone lines, 5.7 million mobile phone subscribers, and 333,000 Internet users.
• The country has 29 television stations and 47 radio stations, with 8609 Internet hosts.

Current ICT Initiatives

• The Barclays/Digital Links/TEA Computer for Schools Project aims to place 10,000 computers in 500 schools across East Africa.
• The Tanzania Computers Literacy in Secondary Schools Trust Fund refurbishes donated computers and equips secondary schools with computer labs.
• The Tanzania Education Services Web site provides information on schools, examination results, and administration.

Key Challenges and Enablers

Enabling Features

• The new ICT Policy will guide the development of ICT in education and help the ministry take leadership.
• Open source software and Wireless Connectivity solutions are promising new technologies that can lower costs.
• Kiswahili localisation of online content and software is increasing access for the majority of the population.

Constraining Features

• High cost of bandwidth limits ICT access, especially in rural areas.
• Limited electricity supply in rural schools increases the cost of maintaining ICT infrastructure.
• Language barriers remain a significant constraint, as most people are more comfortable with Kiswahili than English.
• Lack of in-service training for teachers on ICT continues to hinder effective integration.

Conclusion

Tanzania is at a dynamic stage in its ICT integration into education, with a growing number of initiatives and policies aimed at improving access and quality. However, challenges such as infrastructure limitations, high costs, and language barriers still impede progress. The upcoming ICT Policy for Basic Education is expected to provide a more structured approach to ICT adoption, but implementation and support will be crucial for its success.