GENDER DIFFERENCES IN ICT ACCESS GENDER DIFFERENCES IN ICT ACCESS AND USE IN PANAF SCHOOLS IN AND USE IN PANAF SCHOOLS IN

CAMEROONCAMEROON

YEBA JUDITH SAMA MOUOKUIO MENOYEBA JUDITH SAMA MOUOKUIO MENOResearcher/Guidance CounsellorResearcher/Guidance Counsellor

Educational Research Network for West and Educational Research Network for West and Central Africa (ERNWACA) CameroonCentral Africa (ERNWACA) Cameroon

Email: Email: jusayemeno@yahoo.co.uk

Presentation outlinePresentation outline

IntroductionIntroduction ObjectivesObjectives MethodMethod Results/FindingsResults/Findings ConclusionConclusion Implication to Policy and PracticeImplication to Policy and Practice Future Research DirectionsFuture Research Directions

INTRODUCTIONINTRODUCTION Not everybody benefits in the same way from the new opportunities that Not everybody benefits in the same way from the new opportunities that

ICT hold. Gender digital divide between those who benefit and those who ICT hold. Gender digital divide between those who benefit and those who do not.do not.

In Cameroon the changes brought in by ICTs, have not touched all of In Cameroon the changes brought in by ICTs, have not touched all of humanity. The results of a research undertaken in Benin, Burkina Faso, humanity. The results of a research undertaken in Benin, Burkina Faso, Cameroon, Mali, Mauritania and Senegal, with the support of IDRC Cameroon, Mali, Mauritania and Senegal, with the support of IDRC (Canada), and presented by the Gender and ICT Network (ENDA) in (Canada), and presented by the Gender and ICT Network (ENDA) in Dakar, July 25, 2005, revealed that women have globally one third chances Dakar, July 25, 2005, revealed that women have globally one third chances less than men to benefit from ICT in francophone Africa. less than men to benefit from ICT in francophone Africa.

If access to and use of ICTs is directly linked to social and economic If access to and use of ICTs is directly linked to social and economic development, then it is imperative to ensure that women and girls in development, then it is imperative to ensure that women and girls in developing countries understand the significance of these technologies and developing countries understand the significance of these technologies and use them. If not, lack of access to ICTs leads to the further marginalization use them. If not, lack of access to ICTs leads to the further marginalization of women from the economic, social, and political mainstream of their of women from the economic, social, and political mainstream of their countries.countries.

The barriers which prevent women and girls from participating in ICT The barriers which prevent women and girls from participating in ICT need to be identified and solutions developed to encourage them to study need to be identified and solutions developed to encourage them to study ICT.ICT.

MAIN OBJECTIVEMAIN OBJECTIVE

To find out whether there is a To find out whether there is a gender difference in gender difference in ICT access and use for educators and learners in ICT access and use for educators and learners in selected schools in Cameroonselected schools in Cameroon..

Specific ObjectivesSpecific Objectives

1.To find out if there is a gender disparity in access to 1.To find out if there is a gender disparity in access to and use of ICTs for educators and learners in PanAf and use of ICTs for educators and learners in PanAf schools in Cameroon. schools in Cameroon.

2.To find out why this gender difference. 2.To find out why this gender difference.

3.To find out how access to and use of ICTs can be 3.To find out how access to and use of ICTs can be improved for girls and female educators in some improved for girls and female educators in some schools in Cameroon.schools in Cameroon.

METHODMETHOD

Qualitative and quantitative data was collected from five Qualitative and quantitative data was collected from five Cameroonian Secondary Schools (a representative sample of Cameroonian Secondary Schools (a representative sample of the ten schools in the PanAf project).the ten schools in the PanAf project).

The linguistic divide in Cameroon calls for two Francophone The linguistic divide in Cameroon calls for two Francophone schools, two Bilingual schools and one Anglophone school.schools, two Bilingual schools and one Anglophone school.

Data already existing on the PanAf observatory was used.Data already existing on the PanAf observatory was used. The population of the study - educators and learners of five The population of the study - educators and learners of five

selected secondary schools in Cameroonselected secondary schools in Cameroon Interviews and focus group discussionsInterviews and focus group discussions We used tables,percentages, and graphs to illustrate dataWe used tables,percentages, and graphs to illustrate data

Table 1: Information on the selected schoolsTable 1: Information on the selected schools

We realize from table 1, above that all the schools are mixed as concerns We realize from table 1, above that all the schools are mixed as concerns student gender. In three of the schools the number of girls enrolled in student gender. In three of the schools the number of girls enrolled in school is more than that of the boys, while in two of the schools the school is more than that of the boys, while in two of the schools the number of girls enrolled is less than the boys.number of girls enrolled is less than the boys.

Name of schoolName of school LevelLevel LocationLocation LanguageLanguage Student Student GenderGender

No of male No of male learnerslearners

No of female No of female learnerslearners

Ecole les Champions Ecole les Champions FCB de MemiamFCB de Memiam

PrimaryPrimary RuralRural FrenchFrench MixedMixed 148148 132132

Lycee Technique Lycee Technique BafoussamBafoussam

SecondarySecondary UrbanUrban FrenchFrench MixedMixed 11761176 241241

Ecole Normale Ecole Normale Superieure YaoundéSuperieure Yaoundé

Teacher’s Teacher’s TrainingTraining

UrbanUrban BilingualBilingual MixedMixed 17001700 28502850

Lycee Bilingue Lycee Bilingue YaoundeYaounde

SecondarySecondary UrbanUrban BilingualBilingual MixedMixed 30003000 40004000

Longla Longla Comprehensive Comprehensive College BamendaCollege Bamenda

SecondarySecondary UrbanUrban EnglishEnglish MixedMixed 11301130 12961296

Figure 2: Percentage of students with access to ComputersFigure 2: Percentage of students with access to Computers

Figure 2, shows that the percentage of female learners who Figure 2, shows that the percentage of female learners who have access to the computer is the same as the male learners. have access to the computer is the same as the male learners.

0%

20%

40%

60%

80%

100%

Male Learners Female Learners

Ecole les ChampionsFCB de Memiam

Lycee TechniqueBafoussam

Lycee General LeclercYaounde

Lycee Bilingue Yaounde

Longla ComprehensiveCollege Bamenda

Table 2: Average ICT use by female and male learners per week (Indicator Table 2: Average ICT use by female and male learners per week (Indicator 4.2)4.2)

In table 2 above we realise that the average ICT use by female In table 2 above we realise that the average ICT use by female learners is the same as compared to the male learners except for learners is the same as compared to the male learners except for Lycee Bilingue Yaoundé where there is a marked difference with a Lycee Bilingue Yaoundé where there is a marked difference with a proportional gap of 2/1.proportional gap of 2/1.

SchoolSchool Average ICT Average ICT use by male use by male learners per learners per weekweek

Average ICT use by Average ICT use by female learners per female learners per weekweek

Proportional Gap In Proportional Gap In The Male/Female The Male/Female learners’ use of ICTSlearners’ use of ICTS

Ecole les Champions FCB Ecole les Champions FCB de Memiamde Memiam

2.02.0 2.02.0 2/22/2

Lycee Technique Lycee Technique BafoussamBafoussam

2.02.0 2.02.0 2/22/2

Ecole Normale Superieure Ecole Normale Superieure YaoundéYaoundé

2.02.0 2.02.0 2/22/2

Lycee Bilingue YaoundéLycee Bilingue Yaoundé 1.01.0 2.02.0 2/12/1

Longla Comprehensive Longla Comprehensive CollegeCollege

6.06.0 6.06.0 6/66/6

Table 3: Percentage of female educators who have access to computers Table 3: Percentage of female educators who have access to computers (Indicator 9.2)(Indicator 9.2)

SchoolSchool No of male No of male educators educators in the in the institutioninstitution

No of female No of female educators in educators in the the institutioninstitution

Percentage of male Percentage of male educators who educators who have access to have access to computerscomputers

Percentage of female Percentage of female educators who educators who have access to have access to computerscomputers

Ecole les Champions Ecole les Champions FCB de MemiamFCB de Memiam

77 22 100%100% 100%100%

Lycee Technique Lycee Technique BafoussamBafoussam

4343 6868 100%100% 100%100%

Ecole Normale Ecole Normale Superieure Superieure YaoundéYaoundé

115115 1010 100%100% 100%100%

Lycee Bilingue Lycee Bilingue YaoundéYaoundé

7575 175175 100%100% 100%100%

Longla Longla Comprehensive Comprehensive College BamendaCollege Bamenda

6969 2525 100%100% 100%100%

In table 3 above male educators in three of the schools are more than the female, In table 3 above male educators in three of the schools are more than the female, while in two of the schools the females are more. The percentage of female/male while in two of the schools the females are more. The percentage of female/male educators who access the computer is the same.educators who access the computer is the same.

Table 4: The Frequency of ICT use by Educators for Academic purposes Table 4: The Frequency of ICT use by Educators for Academic purposes (Indicator 4.1)(Indicator 4.1)

SchoolSchool Average ICT use Average ICT use by male by male educators per educators per weekweek

Average ICT use by Average ICT use by female educators per female educators per weekweek

Proportional gap in the Proportional gap in the Male/Female average ICT use Male/Female average ICT use by educatorsby educators

Ecole les Champions Ecole les Champions FCB de MemiamFCB de Memiam

4.04.0 12.012.0 3.00 (12/4)3.00 (12/4)

Lycee Technique Lycee Technique BafoussamBafoussam

4.04.0 2.02.0 0.50(2/4)0.50(2/4)

Ecole Normale Ecole Normale Superieure Superieure YaoundéYaoundé

4.04.0 3.03.0 0.75(3/4)0.75(3/4)

Lycee Bilingue Lycee Bilingue YaoundéYaoundé

4.04.0 2.02.0 0.50(4/2)0.50(4/2)

Longla Longla Comprehensive Comprehensive CollegeCollege

6.06.0 6.06.0 1.00(6/6)1.00(6/6)

There is a proportional gapThere is a proportional gap in the Male/Female average ICT use by educators per in the Male/Female average ICT use by educators per week. The average ICT use by male educators per week is more than that of the week. The average ICT use by male educators per week is more than that of the female.female.

Qualitative data from interviews and focus Qualitative data from interviews and focus group discussionsgroup discussions

Female learners said ICTs is very boring and it is Female learners said ICTs is very boring and it is meant for boys.meant for boys.

lack of female role models reinforcing gender-lack of female role models reinforcing gender-stereotyping in school. stereotyping in school. where ICT is taught in where ICT is taught in different parts of the curriculum it is often men who different parts of the curriculum it is often men who organize access to the hardware and networks. organize access to the hardware and networks.

Female educators-they don’t feel comfortable going Female educators-they don’t feel comfortable going to cyber cafes because people have the impression to cyber cafes because people have the impression that they go there to scam, hyke and look for that they go there to scam, hyke and look for husbands(indicator 4.4.3 to 4.4.6)husbands(indicator 4.4.3 to 4.4.6)

Lack of time to attend seminars and workshops which Lack of time to attend seminars and workshops which could encourage them to learn ICTs.could encourage them to learn ICTs.

FINDINGSFINDINGSSpecific objective one:Specific objective one:To find out if there is a gender disparity To find out if there is a gender disparity

in access to and use of ICTs for educators and learners in in access to and use of ICTs for educators and learners in selected schools in Cameroon. selected schools in Cameroon.

Quantitative data revealed that the percentage of female/male learners Quantitative data revealed that the percentage of female/male learners who access the computer is the same(100%).who access the computer is the same(100%).

The proportional gap in the male/female learners’ use of ICTS is the The proportional gap in the male/female learners’ use of ICTS is the same in four of the schools. In one of the schools precisely Lycee same in four of the schools. In one of the schools precisely Lycee Bilingue Essos the gap is 2/1.Bilingue Essos the gap is 2/1.

The The percentage of female/male educators who access the computer is percentage of female/male educators who access the computer is the same. the same.

There is a proportional gapThere is a proportional gap in the Male/Female average ICT use by in the Male/Female average ICT use by educators per week. The average ICT use by male educators per week educators per week. The average ICT use by male educators per week is more than that of the female.is more than that of the female.

Specific objective one continues:Specific objective one continues:

Qualitative data reveal that there is a gender Qualitative data reveal that there is a gender difference difference

From group discussions and interviews,female From group discussions and interviews,female and male learners/educators acknowledge that and male learners/educators acknowledge that women are few in the computer rooms and women are few in the computer rooms and cyber cafes as compared to men.cyber cafes as compared to men.

Specific objective two Specific objective two To find out why this gender difference in ICT use To find out why this gender difference in ICT use

and access:and access:

-The perception of the female learners and educators -The perception of the female learners and educators about ICTs; about ICTs;

-Male teachers of ICT still vastly out-number their -Male teachers of ICT still vastly out-number their female counterparts, and where ICT is taught in female counterparts, and where ICT is taught in different parts of the curriculum it is often men that different parts of the curriculum it is often men that are in charge of organizing access to the hardware are in charge of organizing access to the hardware and networks. This reinforces gender-stereotyping in and networks. This reinforces gender-stereotyping in school.school.

-Female educators are shy to go to cyber cafes.-Female educators are shy to go to cyber cafes. - Most educators are still at the phase of initiation - Most educators are still at the phase of initiation

(indicator 2.3.4) into computer use.(indicator 2.3.4) into computer use.

Specific Objective 3Specific Objective 3To find out how access to and use of ICTs can be To find out how access to and use of ICTs can be

improvedimproved

Training more female teachers on ICTs Training more female teachers on ICTs to to encourage the girls, encourage the girls,

Increasing the number of computers in schools Increasing the number of computers in schools will widen access, will widen access,

Allot more time for ICT classesAllot more time for ICT classes

ConclusionConclusion-The main objective of this study was-The main objective of this study was find out whether there find out whether there

is a is a gender difference in ICT access and use for educators gender difference in ICT access and use for educators and learners in selected schools in Cameroonand learners in selected schools in Cameroon..

-Quantitative data reveal access is same for male learners -Quantitative data reveal access is same for male learners and female learners and educators(100%)and female learners and educators(100%)

-There is a slight -There is a slight proportional gap in the male/female proportional gap in the male/female learners’ use of ICTS.learners’ use of ICTS.

-There is a proportional gap-There is a proportional gap in the Male/Female average ICT in the Male/Female average ICT use by educators per week. use by educators per week.

-Qualitative data reveal a gender disparity in ICT access and -Qualitative data reveal a gender disparity in ICT access and use.use.

-The reasons for this are the perception of the girls -The reasons for this are the perception of the girls themselves about ICTs; computers are few; Male teachers themselves about ICTs; computers are few; Male teachers of ICT still vastly out-number their female counterparts, of ICT still vastly out-number their female counterparts, women are shy to go to cyber cafes.women are shy to go to cyber cafes.

Policy ImplicationsPolicy Implications The study is expected to make a significant The study is expected to make a significant

contribution to current thinking and encourage contribution to current thinking and encourage international organizations, the Cameroonian international organizations, the Cameroonian government to implement strategies to ensure government to implement strategies to ensure equitable access to and use of ICTs.equitable access to and use of ICTs.

The findings will also encourage policymakers to The findings will also encourage policymakers to implement actions towards a more inclusive and fair implement actions towards a more inclusive and fair society in terms of gender. society in terms of gender.

National ICT strategies to address the divide need to National ICT strategies to address the divide need to specifically tackle gender disparities and unequal specifically tackle gender disparities and unequal access and set specific targets for enhancing access and set specific targets for enhancing opportunities for women.opportunities for women.

THANKS FOR YOUR KIND THANKS FOR YOUR KIND ATTENTIONATTENTION