(UNESCO / Japan Young Researchers' fellowships programme)

Integrating Information and Communications Technology into Education in Gabon

Summary of research carried out: 
Integrating Information and Communications Technology into Education in Gabon

Under the UNESCO/Japan research fellowship programme, I took part in a three-month course at the University Centre for French Studies, at Stendhal-Grenoble 3 University from 5 October to 17 December 2010.

During this period, I took part in teaching and observed teaching practices and the use of information and communications technology (ICT) in the classroom, as well as the equipment and facilities available at the university and at CUEF.

Following this highly interesting, beneficial observation that was capital in finding answers to the problem of integrating ICT, it can be said that this integration will have been achieved when computer equipment has in fact been made available in the education system and when the population has “tamed” computers. Through the observations and experiences of teachers at CUEF, we have been greatly impressed by the long and winding road that has been travelled, since the interactive whiteboard has been in use there for only two years, and several training sessions were required in order to able to manage it and become familiar with ICT in education.

This process actually began at CUEF some time ago, as is shown by the current facilities. All rooms are equipped with computers, video projectors and Internet connections, and there are several courses leading to diplomas in the multimedia field, and specific modules on designing and using computer products.

The State and national and international institutions will be the sole promoters and investors In Gabon for rapid development of the use of Internet and online services and to facilitate access for all to ICT with a view to updating teaching practices by training teachers and workers and educating the future citizens of the world.

The integration of ICT in education must involve all stakeholders directly at the workplace (primary and secondary schools and universities). The project will affect many fields: education, culture, administration, economy and industry, as well as the international and organizational dimensions.

Education has a key role in the project as a whole, with close collaboration with those involved in town and country planning and economic development in the geographical area: administrative departments, local government and businesses, especially in the ICT sector.

In the context of a global approach to education, the introduction of ICT is based on three objectives: updating educational methods through the introduction of new tools; training future workers; and educating future citizens.


17 February 2011