Publication: Survey of ICT and Education in Africa : Egypt Country Report
Loading...
Published
2007-06
ISSN
Date
2012-08-13
Author(s)
Editor(s)
Abstract
This short country report, a result of larger Information for Development Program (infoDev)-supported survey of 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. Egypt faces significant challenges in harnessing its education system to promote its development plans. The government has articulated a vision of an information society in which widespread access to technology can nurture human capital, improve government services, promote Egyptian culture, and support economic growth, and the ICT sector has been targeted as a vehicle for this growth and social development. A national ICT policy has been adopted and is managed by the Ministry of Communication and Information Technology, of which education is one priority. The Egyptian education initiative, launched by the first lady, is a prominent result.
Link to Data Set
Citation
“Hamdy, Amr. 2007. Survey of ICT and Education in Africa : Egypt Country Report. InfoDev ICT and Education Series. © World Bank. http://hdl.handle.net/10986/10674 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Survey of ICT and Education in Africa : Botswana Country Report(World Bank, Washington, DC, 2007-04)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. Botswana is a small, dynamic country with visionary leadership particularly in the sector of ICTs in education. Not only does it boast a liberal telecoms policy, its education and national ICT policies are linked to a broader economic vision for the country. Moreover, in practice, Botswana arguably boasts among the highest computer penetration in education institutions in Africa. As well, all junior and senior secondary schools and government tertiary institutions have computer labs. The government has committed financial resources to improve connectivity and to promote the educational use of ICTs.Publication Survey of ICT and Education in Africa : Niger Country Report(World Bank, Washington, DC, 2007-06)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. The Republic of Niger is mostly desert and it is the poorest country in the world. Subsistence agriculture is the principal economic activity of its people who are confronted with inclement seasonal weather changes that further impact negatively on harvest volumes. The country has an underdeveloped electric power and communications infrastructure that can hamper its drive towards the deployment of ICT in the education sector and the public at large. Another challenge is the scarce financial resources that render the provision of basic educational infrastructure nearly intractable to government not to mention the supply of computers to schools. It is worthy to note, however, that the Niger government has implemented structures and made plans that should enable accelerated development in the ICT sector if the necessary donor support is found.Publication Survey of ICT and Education in Africa : Nigeria Country Report(World Bank, Washington, DC, 2007-06)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. The Federal Republic of Nigeria has no specific policy for ICT in education. The Ministry of Education created its ICT department in February 2007, notwithstanding several government agencies and other stakeholders in the private sector having initiated ICT-driven projects and programs to impact all levels of the educational sector. The challenge is the lack of electric power and telecommunications infrastructure in a substantial part of the country. Mobile telecommunication currently covers 60 percent of the national territory, but mobile telephone companies generally power their base stations using electric power generators since the Power Holding Company of Nigeria (PHCN) is unable to supply them with power. This phenomenon is prevalent nationwide and constitutes the bottleneck to effective countrywide deployment of ICT in education. It is projected that Nigeria will be a net supplier of electric power by the end of 2007 when its massive cross-country electric power grid construction and interconnection projects are completed. It is hoped that mobile operators will introduce technologies that permit Internet access on their networks across the country to facilitate the implementation of e-learning programs.Publication Survey of ICT and Education in Africa : Uganda Country Report(World Bank, Washington, DC, 2007-06)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. As it adopts ICT in education, Uganda faces the same challenges as most developing economies - poorly developed ICT infrastructure, high bandwidth costs, an unreliable supply of electricity, and a general lack of resources to meet a broad spectrum of needs. However, with the rapid emergence of wireless network capacity and the ubiquitous growth of mobile phones, the context of the infrastructure is changing. A national ICT policy is in place and an education sector ICT policy is before cabinet. The ministry of education and sports is taking steps to co-ordinate ICT development and has allocated resources to support implementation of its ICT strategy.Publication Survey of ICT and Education in Africa : Benin Country Report(World Bank, Washington, DC, 2007-06)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. Benin was the first country in West Africa to connect to the internet, which it did in 1995. However the weak legal and investment framework stalled progress and development of its ICT sector. Currently, deployment and integration of ICTs in education are at their lowest from the primary to the tertiary levels. While donor support helped realize some amount of meaningful connectivity to the internet, the necessary contribution from ministerial and government agency sources that should have contributed to advance the cause failed because they were inept at delivering on their assigned roles. Connectivity to the Third Semi-arid Tropics (SAT-3) submarine cable has made permanent connection to the internet via Asymmetrical Digital Subscriber Line (ADSL) a possibility and has reduced service charges considerably. This may provide a way forward from a seemingly intractable situation.
Users also downloaded
Showing related downloaded files
Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication World Development Report 1984(New York: Oxford University Press, 1984)Long-term needs and sustained effort are underlying themes in this year's report. As with most of its predecessors, it is divided into two parts. The first looks at economic performance, past and prospective. The second part is this year devoted to population - the causes and consequences of rapid population growth, its link to development, why it has slowed down in some developing countries. The two parts mirror each other: economic policy and performance in the next decade will matter for population growth in the developing countries for several decades beyond. Population policy and change in the rest of this century will set the terms for the whole of development strategy in the next. In both cases, policy changes will not yield immediate benefits, but delay will reduce the room for maneuver that policy makers will have in years to come.Publication Digital Progress and Trends Report 2023(Washington, DC: World Bank, 2024-03-05)Digitalization is the transformational opportunity of our time. The digital sector has become a powerhouse of innovation, economic growth, and job creation. Value added in the IT services sector grew at 8 percent annually during 2000–22, nearly twice as fast as the global economy. Employment growth in IT services reached 7 percent annually, six times higher than total employment growth. The diffusion and adoption of digital technologies are just as critical as their invention. Digital uptake has accelerated since the COVID-19 pandemic, with 1.5 billion new internet users added from 2018 to 2022. The share of firms investing in digital solutions around the world has more than doubled from 2020 to 2022. Low-income countries, vulnerable populations, and small firms, however, have been falling behind, while transformative digital innovations such as artificial intelligence (AI) have been accelerating in higher-income countries. Although more than 90 percent of the population in high-income countries was online in 2022, only one in four people in low-income countries used the internet, and the speed of their connection was typically only a small fraction of that in wealthier countries. As businesses in technologically advanced countries integrate generative AI into their products and services, less than half of the businesses in many low- and middle-income countries have an internet connection. The growing digital divide is exacerbating the poverty and productivity gaps between richer and poorer economies. The Digital Progress and Trends Report series will track global digitalization progress and highlight policy trends, debates, and implications for low- and middle-income countries. The series adds to the global efforts to study the progress and trends of digitalization in two main ways: · By compiling, curating, and analyzing data from diverse sources to present a comprehensive picture of digitalization in low- and middle-income countries, including in-depth analyses on understudied topics. · By developing insights on policy opportunities, challenges, and debates and reflecting the perspectives of various stakeholders and the World Bank’s operational experiences. This report, the first in the series, aims to inform evidence-based policy making and motivate action among internal and external audiences and stakeholders. The report will bring global attention to high-performing countries that have valuable experience to share as well as to areas where efforts will need to be redoubled.Publication Europe and Central Asia Economic Update, Fall 2024: Better Education for Stronger Growth(Washington, DC: World Bank, 2024-10-17)Economic growth in Europe and Central Asia (ECA) is likely to moderate from 3.5 percent in 2023 to 3.3 percent this year. This is significantly weaker than the 4.1 percent average growth in 2000-19. Growth this year is driven by expansionary fiscal policies and strong private consumption. External demand is less favorable because of weak economic expansion in major trading partners, like the European Union. Growth is likely to slow further in 2025, mostly because of the easing of expansion in the Russian Federation and Turkiye. This Europe and Central Asia Economic Update calls for a major overhaul of education systems across the region, particularly higher education, to unleash the talent needed to reinvigorate growth and boost convergence with high-income countries. Universities in the region suffer from poor management, outdated curricula, and inadequate funding and infrastructure. A mismatch between graduates' skills and the skills employers are seeking leads to wasted potential and contributes to the region's brain drain. Reversing the decline in the quality of education will require prioritizing improvements in teacher training, updated curricula, and investment in educational infrastructure. In higher education, reforms are needed to consolidate university systems, integrate them with research centers, and provide reskilling opportunities for adult workers.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.