ICT Use by students of the Higher Teachers Training College Yaounde: are there Gender Differences?

Ndangle, Nkehsera C
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One of the main problems to be solved in Africa if the EFA goal quality education for All is to be achieved by 2015 is without any doubt the taking into consideration good educational policies. The final report of UNESCO’s Teacher Training Initiative for Sub Saharan Africa that held in Dakar 2006 with BREDA, held that it is necessary to assist sub-Saharan African countries in restoring their education system both by putting the appropriate infrastructure in place and by introducing policies and programs that take national EFA priorities and the MDGs into account (BREDA, 2006). Harnessing all their human potential, from both men and women, is the only route to meeting the educational and developmental needs of Africa. Benchmarking participation and use of ICT in the sector, almost absent until recently across Africa, is critical to establishing the status and progress of ICT access, usage and production and ultimately the success and failure of ICT policies aimed at promoting ICT uptake. // In this article therefore we assumed that, there are gender differences in the usage of ICTs, and the productions done by students of the higher teachers training college Yaounde. It also draws on a wide range of global indices and evidence that indicate that, there are some socio-cultural factors that contribute to the gender differences in ICT usage in this higher institution. This article aimed to provide the kind of disaggregated data, analysis and proposals required to identify areas of inequity in access to ICTs between men and women and any differences in their usage at the national level. This should provide a basis for policy makers to develop interventions aimed at ensuring greater gender equity in relation to usage of ICTs. // We therefore sought to find out whether there are gender differences in ICT usage in the Higher Teachers Training College (E.N.S) Yaounde. Data from indicator 4 of the PanAf observatory was be used for this study. Data was analyzed descriptively using tables, graphs and percentages. The results showed that as far as ICT based productions are concerned, there are no gender differences in the use of ICTs. Both male and female students use these tools to type their work, project their exposés and dissertations. On analyzing data for socio cultural factors that bring in gender differences in ICT use, a slight difference was gotten from interviews and group discussions. Females like their male counterparts, use ICTs to send e-mails freely but not to participate in social internet based networks and also not to chat. This is due to the female perception of themselves and what the society holds about these activities. We proposed that parents should be sensitized: on the importance of education and most especially the pedagogical integration of ICTs; and also on the MDG goal 3 and EFA goals by 2015 so that they understand the importance of providing ICTs to their female children. // Paper ID: 357

Women and Girls' Education,Teacher Education,Gender,Information and Communication Technology (ICT)