Research Article
ICT Performance Indicators in Formal Education at the Secondary School Level in Rwanda
@INPROCEEDINGS{10.1007/978-3-319-98878-8_5, author={Florien Gumyusenge and Robert Mugisha and Aminata Garba and Martin Saint}, title={ICT Performance Indicators in Formal Education at the Secondary School Level in Rwanda}, proceedings={Innovations and Interdisciplinary Solutions for Underserved Areas. Second International Conference, InterSol 2018, Kigali, Rwanda, March 24--25, 2018, Proceedings}, proceedings_a={INTERSOL}, year={2018}, month={9}, keywords={Information and communication technology ICT Policy Indicators Education Rwanda}, doi={10.1007/978-3-319-98878-8_5} }- Florien Gumyusenge
Robert Mugisha
Aminata Garba
Martin Saint
Year: 2018
ICT Performance Indicators in Formal Education at the Secondary School Level in Rwanda
INTERSOL
Springer
DOI: 10.1007/978-3-319-98878-8_5
Abstract
The objective of this study is to evaluate the performance of ICT indicators used to support education in formal secondary schools in Rwanda. By examining related research papers, Rwandan ministerial reports, and relevant journals, we were able to obtain secondary data for analysis. Additionally, primary data were collected from 46 secondary schools through a questionnaire. Overall, Rwanda has demonstrated significant improvement over the course of just one year. The ratio of students to computers increased from 27:1 in 2016 to 7:1 in 2017, and access to electricity increased from 25% in 2016 to 95.7% in 2017. Additionally, the number of ICT-trained teachers increased from 2.5% in 2016 to 43.7% in 2017. However, there are still improvements to be made; only 43.5% of schools have an Internet connection, and, of those, only 37.1% of students actually use it.
