Survey of ICT and Education in Africa : Tunisia 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 issue...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2007/06/9894836/survey-ict-education-africa-tunisia-country-report http://hdl.handle.net/10986/10656 |
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okr-10986-106562021-04-23T14:02:51Z Survey of ICT and Education in Africa : Tunisia Country Report Hamdy, Amr ACADEMIC YEAR BASIC EDUCATION BASIC EDUCATION SYSTEM CLASSROOM COLLABORATIVE LEARNING COMMUNICATION TECHNOLOGIES COMPUTER SCIENCE CONTINUOUS TRAINING CONVENTIONAL EDUCATION CREATIVE TEACHERS CREDIT-HOUR SYSTEM CURRICULUM DIGITAL DIVIDE DIPLOMAS DISTANCE EDUCATION DISTANCE LEARNING DOCTORAL DEGREES EDUCATION CYCLE EDUCATION INSTITUTIONS EDUCATION OFFICIALS EDUCATION STATISTICS EDUCATION STUDENTS EDUCATION SYSTEM EDUCATION TEACHERS EDUCATIONAL INSTITUTIONS EDUCATIONAL SOFTWARE EDUCATIONAL SYSTEM ETHNIC GROUPS FEMALE STUDENTS FURTHER EDUCATION GENERAL EDUCATION HIGH SCHOOLS HIGHER EDUCATION HIGHER EDUCATION INSTITUTES HIGHER EDUCATION INSTITUTIONS HIGHER TECHNICAL EDUCATION HUMAN RESOURCES INFORMATION TECHNOLOGIES INSTITUTIONS OF HIGHER EDUCATION KINDERGARTENS LEARNERS LEARNING LEARNING METHODS LEARNING SKILLS LITERACY MINISTRY OF EDUCATION NORTH AFRICA NUMBER OF STUDENTS NUMBER OF TEACHERS OPEN SCHOOL PRE-SCHOOL EDUCATION PREPARATORY SCHOOLS PRIMARY EDUCATION PRIMARY SCHOOLS PRIVATE INSTITUTIONS PRIVATE UNIVERSITIES PROFESSIONAL DEVELOPMENT PUBLIC HIGHER EDUCATION PUBLIC INSTITUTIONS PUPILS QUALITY OF EDUCATION RADIO REGISTRATION FEES REPEATERS RURAL AREAS SCHOOL EDUCATION SCHOOL INSPECTORS SCIENTIFIC RESEARCH SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOLS TEACHER TEACHER TRAINERS TEACHER TRAINING TEACHERS TEACHING TEACHING-LEARNING TEACHING-LEARNING PROCESS TRAINING FOR TEACHERS TRAINING OF TRAINERS TRAINING PROGRAMME TRAINING PROGRAMMES UNEMPLOYMENT RATE UNIVERSITIES UNIVERSITY GRADUATES UNIVERSITY LEVEL VIRTUAL INSTITUTIONS 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. Tunisia has committed to the institutionalization of ICT in all aspects of the economy and has played a leading role on the global level by hosting the second phase of the world summit on the information system. To introduce and sustain the integration of ICT in education, Tunisia has implemented a multi-dimensional strategy based on modernizing its infrastructure. Education is an important sector affected by this policy where a major restructuring took place and reforms have taken into consideration the integration of ICT. Training and professional development of teachers and administrators were also considered as keys to successfully implementing ICT at all stages of the teaching-learning process. Distance education opens new horizons and constitutes a rich field of research, innovation, and creation that still needs to be reinforced and further developed. 2012-08-13T12:37:21Z 2012-08-13T12:37:21Z 2007-06 http://documents.worldbank.org/curated/en/2007/06/9894836/survey-ict-education-africa-tunisia-country-report http://hdl.handle.net/10986/10656 English InfoDev ICT and Education Series CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research Middle East and North Africa Tunisia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
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Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
ACADEMIC YEAR BASIC EDUCATION BASIC EDUCATION SYSTEM CLASSROOM COLLABORATIVE LEARNING COMMUNICATION TECHNOLOGIES COMPUTER SCIENCE CONTINUOUS TRAINING CONVENTIONAL EDUCATION CREATIVE TEACHERS CREDIT-HOUR SYSTEM CURRICULUM DIGITAL DIVIDE DIPLOMAS DISTANCE EDUCATION DISTANCE LEARNING DOCTORAL DEGREES EDUCATION CYCLE EDUCATION INSTITUTIONS EDUCATION OFFICIALS EDUCATION STATISTICS EDUCATION STUDENTS EDUCATION SYSTEM EDUCATION TEACHERS EDUCATIONAL INSTITUTIONS EDUCATIONAL SOFTWARE EDUCATIONAL SYSTEM ETHNIC GROUPS FEMALE STUDENTS FURTHER EDUCATION GENERAL EDUCATION HIGH SCHOOLS HIGHER EDUCATION HIGHER EDUCATION INSTITUTES HIGHER EDUCATION INSTITUTIONS HIGHER TECHNICAL EDUCATION HUMAN RESOURCES INFORMATION TECHNOLOGIES INSTITUTIONS OF HIGHER EDUCATION KINDERGARTENS LEARNERS LEARNING LEARNING METHODS LEARNING SKILLS LITERACY MINISTRY OF EDUCATION NORTH AFRICA NUMBER OF STUDENTS NUMBER OF TEACHERS OPEN SCHOOL PRE-SCHOOL EDUCATION PREPARATORY SCHOOLS PRIMARY EDUCATION PRIMARY SCHOOLS PRIVATE INSTITUTIONS PRIVATE UNIVERSITIES PROFESSIONAL DEVELOPMENT PUBLIC HIGHER EDUCATION PUBLIC INSTITUTIONS PUPILS QUALITY OF EDUCATION RADIO REGISTRATION FEES REPEATERS RURAL AREAS SCHOOL EDUCATION SCHOOL INSPECTORS SCIENTIFIC RESEARCH SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOLS TEACHER TEACHER TRAINERS TEACHER TRAINING TEACHERS TEACHING TEACHING-LEARNING TEACHING-LEARNING PROCESS TRAINING FOR TEACHERS TRAINING OF TRAINERS TRAINING PROGRAMME TRAINING PROGRAMMES UNEMPLOYMENT RATE UNIVERSITIES UNIVERSITY GRADUATES UNIVERSITY LEVEL VIRTUAL INSTITUTIONS |
| spellingShingle |
ACADEMIC YEAR BASIC EDUCATION BASIC EDUCATION SYSTEM CLASSROOM COLLABORATIVE LEARNING COMMUNICATION TECHNOLOGIES COMPUTER SCIENCE CONTINUOUS TRAINING CONVENTIONAL EDUCATION CREATIVE TEACHERS CREDIT-HOUR SYSTEM CURRICULUM DIGITAL DIVIDE DIPLOMAS DISTANCE EDUCATION DISTANCE LEARNING DOCTORAL DEGREES EDUCATION CYCLE EDUCATION INSTITUTIONS EDUCATION OFFICIALS EDUCATION STATISTICS EDUCATION STUDENTS EDUCATION SYSTEM EDUCATION TEACHERS EDUCATIONAL INSTITUTIONS EDUCATIONAL SOFTWARE EDUCATIONAL SYSTEM ETHNIC GROUPS FEMALE STUDENTS FURTHER EDUCATION GENERAL EDUCATION HIGH SCHOOLS HIGHER EDUCATION HIGHER EDUCATION INSTITUTES HIGHER EDUCATION INSTITUTIONS HIGHER TECHNICAL EDUCATION HUMAN RESOURCES INFORMATION TECHNOLOGIES INSTITUTIONS OF HIGHER EDUCATION KINDERGARTENS LEARNERS LEARNING LEARNING METHODS LEARNING SKILLS LITERACY MINISTRY OF EDUCATION NORTH AFRICA NUMBER OF STUDENTS NUMBER OF TEACHERS OPEN SCHOOL PRE-SCHOOL EDUCATION PREPARATORY SCHOOLS PRIMARY EDUCATION PRIMARY SCHOOLS PRIVATE INSTITUTIONS PRIVATE UNIVERSITIES PROFESSIONAL DEVELOPMENT PUBLIC HIGHER EDUCATION PUBLIC INSTITUTIONS PUPILS QUALITY OF EDUCATION RADIO REGISTRATION FEES REPEATERS RURAL AREAS SCHOOL EDUCATION SCHOOL INSPECTORS SCIENTIFIC RESEARCH SECONDARY EDUCATION SECONDARY SCHOOL SECONDARY SCHOOLS TEACHER TEACHER TRAINERS TEACHER TRAINING TEACHERS TEACHING TEACHING-LEARNING TEACHING-LEARNING PROCESS TRAINING FOR TEACHERS TRAINING OF TRAINERS TRAINING PROGRAMME TRAINING PROGRAMMES UNEMPLOYMENT RATE UNIVERSITIES UNIVERSITY GRADUATES UNIVERSITY LEVEL VIRTUAL INSTITUTIONS Hamdy, Amr Survey of ICT and Education in Africa : Tunisia Country Report |
| geographic_facet |
Middle East and North Africa Tunisia |
| relation |
InfoDev ICT and Education Series |
| description |
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. Tunisia has
committed to the institutionalization of ICT in all aspects
of the economy and has played a leading role on the global
level by hosting the second phase of the world summit on the
information system. To introduce and sustain the integration
of ICT in education, Tunisia has implemented a
multi-dimensional strategy based on modernizing its
infrastructure. Education is an important sector affected by
this policy where a major restructuring took place and
reforms have taken into consideration the integration of
ICT. Training and professional development of teachers and
administrators were also considered as keys to successfully
implementing ICT at all stages of the teaching-learning
process. Distance education opens new horizons and
constitutes a rich field of research, innovation, and
creation that still needs to be reinforced and further developed. |
| format |
Publications & Research :: Brief |
| author |
Hamdy, Amr |
| author_facet |
Hamdy, Amr |
| author_sort |
Hamdy, Amr |
| title |
Survey of ICT and Education in Africa : Tunisia Country Report |
| title_short |
Survey of ICT and Education in Africa : Tunisia Country Report |
| title_full |
Survey of ICT and Education in Africa : Tunisia Country Report |
| title_fullStr |
Survey of ICT and Education in Africa : Tunisia Country Report |
| title_full_unstemmed |
Survey of ICT and Education in Africa : Tunisia Country Report |
| title_sort |
survey of ict and education in africa : tunisia country report |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2007/06/9894836/survey-ict-education-africa-tunisia-country-report http://hdl.handle.net/10986/10656 |
| _version_ |
1764413896431501312 |