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Survey of ICT and Education in Africa : Equatorial Guinea Country Report

This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and iss...

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Bibliographic Details
Main Author: Fall, Babacar
Language:English
Published: World Bank, Washington, DC 2012
Subjects:
ACADEMIC INSTITUTIONS
ADULTS
ADVANCED DEGREES
BOARD OF EDUCATION
CAREER
COMPUTER EQUIPMENT
DEGREES
DISTANCE EDUCATION
DISTANCE TRAINING
EDUCATION POLICY
EDUCATION SYSTEM
EDUCATIONAL RESOURCES
EDUCATIONAL STUDIES
EDUCATORS
GENDER EQUITY
GIRLS
HIGH SCHOOL
HIGH SCHOOL STUDENTS
HIGHER EDUCATION
HIGHER EDUCATION ESTABLISHMENTS
INTERNATIONAL TELECOMMUNICATIONS
KINDERGARTEN
LEADERSHIP
LEARNING
LEARNING RESOURCES
LEVELS OF EDUCATION
LITERACY
LITERACY RATE
LITERACY RATES
NATIONAL UNIVERSITY
NET SCHOOLING RATE
NURSERY SCHOOL
PRE-SCHOOL EDUCATION
PRIMARY CYCLE
PRIMARY SCHOOL
PROFESSIONAL TRAINING
RURAL AREAS
SCHOOL EDUCATION
SCHOOL STUDENTS
SCHOOL SYSTEM
SCHOOLING
SCHOOLS
SECONDARY EDUCATION
SECONDARY SCHOOL
SECONDARY SCHOOLS
TEACHER
TEACHER TRAINING
TEACHING
TEACHING RESOURCES
TELECOMMUNICATIONS
UNIVERSITIES
YOUNG PEOPLE
Online Access:http://documents.worldbank.org/curated/en/2007/06/10018685/survey-ict-education-africa-equatorial-guinea-country-report
http://hdl.handle.net/10986/10676
Description
Summary:This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. In Equatorial Guinea, there is no specific policy concerning ICT, although attempts to improve management in the Ministry of Telecommunications are being made. This could help facilitate the adoption of such a policy in the near future. The efforts to strengthen the presence of ICT in communities and in schools are primarily made by non-governmental organizations, universities, and other actors. They collaborate on projects that make computer equipment, training, and management available and accessible to students, educators, and members of the community. These initiatives take the form of computer labs in schools or media centre's in the community.

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