{"id":35879,"date":"2026-03-27T12:36:35","date_gmt":"2026-03-27T11:36:35","guid":{"rendered":"https:\/\/www.sfsic.org\/?p=35879"},"modified":"2026-03-24T12:46:51","modified_gmt":"2026-03-24T11:46:51","slug":"les-technologies-de-linformation-et-de-la-communication-tic-et-leducation-pour-une-ecole-inclusive-en-afrique","status":"publish","type":"post","link":"https:\/\/www.sfsic.org\/en\/aac-publication\/les-technologies-de-linformation-et-de-la-communication-tic-et-leducation-pour-une-ecole-inclusive-en-afrique\/","title":{"rendered":"Les technologies de l\u2019information et de la communication (TIC) et l\u2019\u00e9ducation pour une \u00e9cole inclusive en Afrique"},"content":{"rendered":"<p><!-- fxzn:singledetail --><\/p>\n<div class=\"zone zn-singledetail\" id=\"fxzn-singledetail-1\">\n<div class=\"zone-block zn-singledetail-block alignwide va-top\">\n<div class=\"row\">\n<div class=\"columns large-8 large-push-4\">\n<div class=\"zn-singledetail-metabox\">\n<div class=\"zn-singledetail-pubdate pubdate\">\n\t\t\t\t\t<span class=\"pubdate-txt\">Mis en ligne le<\/span><span class=\"doubledot\"><\/span> <time class=\"pubdate-time\" datetime=\"2026-03-24T12:36:41+01:00\">24 mars 2026<\/time>\t\t\t\t<\/div>\n<p class=\"zn-singledetail-calenda-info\">\n\t\t\t\t\t\tInformations \u00e9dit\u00e9es \u00e0 partir d\u2019une annonce <a class=\"calenda-link prettylink\" href=\"https:\/\/calenda.org\/1376168\" target=\"_blank\"><strong>Calenda<\/strong><\/a>.\t\t\t\t\t<\/p>\n<div class=\"zn-singledetail-thematiques with-sep-comma\">\n<ul class=\"termslist termslist-thematique\">\n<li class=\"termslist-item termslist-title\"><span class=\"termslist-titletxt\">Th\u00e9matiques<\/span><span class=\"doubledot\"><\/span><\/li>\n<li class=\"termslist-item tax-thematique term-numerique-strategies-dispositifs-et-usages\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/en\/thematiques\/digital-strategies-devices-and-uses-en\/\" title=\"Num\u00e9rique : strat\u00e9gies, dispositifs et usages\"><span class=\"termslist-itemname\">Num\u00e9rique : strat\u00e9gies, dispositifs et usages<\/span><\/a><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"row\">\n<div class=\"columns large-4\">\n<div class=\"zn-singledetail-sidebar bg-cornersquares\">\n<div class=\"zn-singledetail-infos\">\n<p class=\"zn-singledetail-reponse-date\">\n\t\t\t\t\t\t<span>R\u00e9ponse attendue pour le<\/span><span class=\"doubledot\"><\/span> <strong>30\/05\/2026<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-reponse-type\">\n\t\t\t\t\t<span>Type de r\u00e9ponse<\/span><span class=\"doubledot\"><\/span> <strong>Contribution compl\u00e8te<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-type\">\n\t\t\t\t\t\t\t<span>Type de contribution attendue<\/span><span class=\"doubledot\"><\/span> <strong>Article<\/strong>\n\t\t\t\t\t<\/p>\n<p class=\"zn-singledetail-name\">\n\t\t\t\t\t\t\t<span>Nom de la publication<\/span><span class=\"doubledot\"><\/span> <strong>Ouvrage collectif<\/strong>\n\t\t\t\t\t<\/p>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<div class=\"columns large-8\">\n<div class=\"zn-singledetail-contentbox\">\n<div class=\"zn-singledetail-annonce wig-content\">\n<p>La fermeture des \u00e9coles en raison de la pand\u00e9mie de la COVID-19 a contribu\u00e9 \u00e0 g\u00e9n\u00e9rer des innovations dans l&rsquo;\u00e9ducation \u00e0 distance par le biais des TIC. Outils d\u2019inclusion \u00e9ducative, ces technologies ont d\u00e9montr\u00e9 \u00e9galement en Afrique de grands foss\u00e9s du num\u00e9rique entre les zones rurales et les zones urbaines, les familles pauvres et les familles riches, les connect\u00e9s et les non connect\u00e9s, ceux qui poss\u00e8dent l\u2019\u00e9lectricit\u00e9 et ceux qui ne l\u2019ont pas. Les hommes et les femmes.\u00a0 Les \u00e9l\u00e8ves porteurs du handicap et ceux qui ne le sont pas. Creusant ainsi une fracture num\u00e9rique.<\/p>\n<p>Une enqu\u00eate mondiale men\u00e9e par l\u2019Initiative pour l\u2019\u00e9ducation inclusive de la Banque mondiale aupr\u00e8s de 4 000 parties prenantes lors des fermetures d\u2019\u00e9coles dues \u00e0 la pand\u00e9mie de COVID-19, a r\u00e9v\u00e9l\u00e9 qu\u2019environ 1 parent d\u2019enfants en situation de handicap sur 4 n\u2019avait pas acc\u00e8s \u00e0 l\u2019internet (25&#160;%) ou \u00e0 des appareils num\u00e9riques (23&#160;%<\/p>\n<p>Quelle philosophie des TIC et de l\u2019\u00e9ducation pour une \u00e9cole inclusive aujourd\u2019hui en Afrique&#160;?<\/p>\n<h3>1)\u00a0 L\u2019interaction TIC et l\u2019\u00e9ducation en Afrique<\/h3>\n<p>En Afrique, la situation s&rsquo;est aggrav\u00e9e, puisque 140 millions d&rsquo;enfants n&rsquo;ont pas pu acc\u00e9der \u00e0 l&rsquo;\u00e9ducation, ce qui a augment\u00e9 le nombre d&rsquo;enfants non scolaris\u00e9s. Une \u00e9tude r\u00e9cente sur l&rsquo;impact du COVID-19 sur l&rsquo;\u00e9ducation a montr\u00e9 que les \u00e9l\u00e8ves de deuxi\u00e8me ann\u00e9e en Afrique du Sud ont perdu entre 57&#160;% et 70&#160;% d&rsquo;une ann\u00e9e d&rsquo;apprentissage par rapport aux niveaux d&rsquo;avant la pand\u00e9mie3. L&rsquo;Ouganda a ferm\u00e9 les \u00e9coles pendant deux ans, ce qui a rendu difficile l&rsquo;am\u00e9lioration des comp\u00e9tences des \u00e9l\u00e8ves en mati\u00e8re de lecture et de compr\u00e9hension.<\/p>\n<p>Il s\u2019agit dans cet axe d\u2019analyser l\u2019interaction TIC et \u00e9ducation en Afrique.<\/p>\n<h3>2) Les diff\u00e9rentes fractures num\u00e9riques, sociales et infrastructurelles dans un contexte de fonctionnement d\u2019une \u00e9cole \u00e0 plusieurs vitesses<\/h3>\n<p>L\u2019\u00e9cole en Afrique fonctionne \u00e0 plusieurs vitesses selon que l\u2019on soit dans une zone rurale, p\u00e9ri- urbaines ou urbaine. Cette situation affaiblit et finit par paralyser, le travail de l\u2019enseignant qui n\u2019est plus soumis \u00e0 l\u2019obligation des r\u00e9sultats mais \u00e0 celui des moyens mis \u00e0 la disposition des enseignants par<\/p>\n<p>L\u2019\u00c9tat. Quelles sont les diff\u00e9rentes fractures num\u00e9riques, sociales et infrastructurelles dans un contexte de fonctionnement d\u2019une \u00e9cole \u00e0 plusieurs vitesses<\/p>\n<h3>3) Le d\u00e9fi de la formation des enseignants au num\u00e9rique en Afrique.<\/h3>\n<p>G\u00e9n\u00e9ralement inscrite en lettres d\u2019or dans les programmes de d\u00e9veloppement des pays, l\u2019\u00e9ducation constitue l\u2019une des priorit\u00e9s dans la formation des g\u00e9n\u00e9rations montantes. D\u2019\u00e9normes efforts sont en effet consentis pour traduire dans les faits, la volont\u00e9 politique qui est exprim\u00e9e par la Charte de l\u2019Education adopt\u00e9e en 1961 \u00e0 la Conf\u00e9rence d\u2019Addis-Abeba puis, \u00e0 sa suite, la D\u00e9claration de Jomtien sur l\u2019Education pour tous en 1990, et r\u00e9affirm\u00e9e par le Cadre d\u2019Action de Dakar en 2000. Or, l\u2019un des d\u00e9fis auquel, le continent africain est confront\u00e9 est celui de la formation des enseignants au num\u00e9rique en Afrique.<\/p>\n<h2>Modalit\u00e9s de contribution<\/h2>\n<p>Nous vous invitons \u00e0 en prendre connaissance attentivement et \u00e0 respecter scrupuleusement les consignes suivantes.<\/p>\n<p>Langues de Pr\u00e9sentation &amp; Dur\u00e9e des Communications<\/p>\n<ul>\n<li>Langues accept\u00e9es&#160;: Les communications pourront \u00eatre pr\u00e9sent\u00e9es exclusivement\u00a0 en fran\u00e7ais.<\/li>\n<li>Longueur\u00a0&#160;: La longueur de chaque texte ne doit pas d\u00e9passer 15 pages.<\/li>\n<\/ul>\n<p>\u00c9l\u00e9ments importants de votre contribution<\/p>\n<ul>\n<li>Un titre&#160;: Clair, concis et \u00e9vocateur du sujet trait\u00e9.<\/li>\n<li>Un axe du colloque&#160;: Pr\u00e9cisez l\u2019axe th\u00e9matique dans lequel s\u2019inscrit votre\u00a0 contribution.<\/li>\n<li>Un r\u00e9sum\u00e9&#160;: De 300 \u00e0 500 mots en Fran\u00e7ais et en Anglais . Ce r\u00e9sum\u00e9 doit pr\u00e9senter de mani\u00e8re synth\u00e9tique la probl\u00e9matique, la m\u00e9thodologie, les r\u00e9sultats attendus ou principaux ainsi que la conclusion de votre contribution.<\/li>\n<li>Une courte biobibliographie&#160;: Pr\u00e9sentez bri\u00e8vement l\u2019(les) auteur(e)(s) (environ 100-150 mots par personne), en mentionnant vos domaines de recherche, vos principales publications ou travaux en lien avec le sujet.<\/li>\n<\/ul>\n<h2>Modalit\u00e9s de soumission<\/h2>\n<ul>\n<li>La date limite pour l\u2019envoi de votre proposition compl\u00e8te est fix\u00e9e au&#160;:<strong> 30 mai 2026, \u00e0 minuit.<\/strong><\/li>\n<li>Aucune proposition soumise apr\u00e8s cette date ne sera prise en consid\u00e9ration.<\/li>\n<li>Adresse e-mail pour l\u2019envoi&#160;: <strong>bamankou@yahoo.fr<\/strong><\/li>\n<li>Format de soumission&#160;: Veuillez regrouper toutes les informations demand\u00e9es dans un seul document (de pr\u00e9f\u00e9rence au format .doc, .docx ) et l\u2019envoyer en pi\u00e8ce jointe \u00e0 l\u2019adresse indiqu\u00e9e. Le nom de fichier doit obligatoirement \u00eatre nomm\u00e9 par&#160;: Votre NOM et votre titre.<\/li>\n<\/ul>\n<h2>Publication<\/h2>\n<p>Les contributions s s\u00e9lectionn\u00e9es seront publi\u00e9es\u00a0 aussi bien dans une revue\u00a0 \u00e0 comit\u00e9 de lecture que dans un ouvrage collectif \u00e0 paraitre en 2027.<\/p>\n<h2>Calendrier<\/h2>\n<ul>\n<li>Lancement de l\u2019appel \u00e0 communication&#160;: 16 mars\u00a0 2026<\/li>\n<li>Date limite de soumission des textes complets\u00a0 r\u00e9sum\u00e9s&#160;: 30 mai 2026 \u00e0 minuit<\/li>\n<li>Date limite de soumission de l\u2019article complet&#160;: 30 mai\u00a0 2026\u00e0 minuit<\/li>\n<\/ul>\n<h2>Comit\u00e9 scientifique<\/h2>\n<ul>\n<li>Pr Brice Ars\u00e8ne Mankou, Professeur au CVPT- IARPA,\u00a0Titulaire de la Chaire de mobilit\u00e9 francophone \u00e0 l\u2019Universit\u00e9 d\u2019Ottawa<\/li>\n<li>Pr Sariette BATIBONAK, Professeure (Universit\u00e9 des Technologies de l\u2019Information et de la Communication de Yaound\u00e9)<\/li>\n<li>Pr M&rsquo;Badi Miehakanda est Maitre de conf\u00e9rences l\u2019universit\u00e9 des Antilles et de la Guyane \u00e0 Fort de France Martinique.<\/li>\n<\/ul>\n<h2>Bibliographie indicative<\/h2>\n<p>Conein Bernard (2004a), \u00ab&#160;Communaut\u00e9 \u00e9pist\u00e9mique et r\u00e9seaux cognitifs&#160;: coop\u00e9ration et cognition distribu\u00e9e&#160;\u00bb, March\u00e9 en ligne et communaut\u00e9s d\u2019agents, Revue d\u2019\u00e9conomie politique, p. 141-160.<\/p>\n<p>Conein Bernard (2004b), \u00ab&#160;Relations de conseil et expertise collective&#160;: comment les experts choisissent leurs destinataires dans les listes de discussion&#160;\u00bb, in B. Conein, A. Ferrand &amp; E. Lazega (eds), Connaissance et relations sociales, \u00ab&#160;Recherches Sociologiques&#160;\u00bb, Universit\u00e9 Louvain-la-Neuve, p. 61-74.<\/p>\n<p>Cowan Robin, Jonard Nicolas &amp; Jean-Beno\u00eet Zimmerman (2002), \u00ab&#160;The Joint Dynamics of Networks and Knowledge&#160;\u00bb, in R. Cowan &amp; N. Jonard (eds), Heteregenous Agents, Interaction and Economic Performance, Spenger, Lecture Notes in Economics and Mathematical Systems, 531,<\/p>\n<p>Cox James C. &amp; Alvin I. Goldman (1994), \u00ab&#160;Accuracy in Journalism&#160;: An Economic Approach&#160;\u00bb, in F. Schmitt (ed.), Socializing Epistemology, Lanham (MD), Rowman &amp; Littlefield.<\/p>\n<p>Dorat R\u00e9my, Latapy Matthieu, Conein Bernard &amp; Nicolas Auray (2006), \u00ab&#160;Multiple Analysis of an Interaction Network Between Individuals in a Mailing List&#160;\u00bb, Analyse des trafics et traces d\u2019usages, Annales des T\u00e9l\u00e9communications, mars-avril.<\/p>\n<p>Foray Dominique (2000), L\u2019\u00e9conomie de la connaissance, Paris, La D\u00e9couverte.<\/p>\n<p>Foray Dominique &amp; Jean-Beno\u00eet Zimmerman (2001), \u00ab&#160;L\u2019\u00e9conomie du logiciel libre&#160;: organisation coop\u00e9rative et incitation \u00e0 l\u2019innovation&#160;\u00bb, Revue \u00c9conomique, 52, num\u00e9ro sp\u00e9cial \u00c9conomie de l\u2019Internet,<\/p>\n<p>Goldman Alvin I. (1992), \u00ab&#160;Foundations of Social Epistemics&#160;\u00bb, in Id., Liaisons&#160;: Philosophy Meets the Cognitive and Social Sciences, Cambridge, MIT Press,<\/p>\n<p>Goldman Alvin I. (1999), Knowledge in a Social World, Oxford, Clarendon Press.<\/p>\n<p>Goldman Alvin I. (2002), Pathways of Knowledge, Oxford, Oxford University Press.<\/p>\n<p>Goldman Alvin I. (2004), \u00ab&#160;Qu\u2019est-ce que l\u2019\u00e9pist\u00e9mologie sociale&#160;?&#160;\u00bb, in \u00c9. Pacherie &amp; J. Proust (eds), La philosophie cognitive, Paris, Ophrys\/\u00c9ditions de la Maison des sciences de l\u2019homme,<\/p>\n<p>Kitcher Philip (1994), \u00ab&#160;Contrasting Conceptions of Social Epistemology&#160;\u00bb, in F. Schmitt (ed.), Socializing Epistemology, Lanham, Rowman &amp; Littlefield<\/p>\n<\/p><\/div>\n<div class=\"zn-singledetail-keywords\">\n<h3 class=\"zn-singledetail-section-title\">Mots-cl\u00e9s<\/h3>\n<ul class=\"termslist termslist-post_tag\">\n<li class=\"termslist-item termslist-title\"><span class=\"termslist-titletxt\">Mots-cl\u00e9s<\/span><span class=\"doubledot\"><\/span><\/li>\n<li class=\"termslist-item tax-post_tag term-afrique\"><a class=\"termslist-itemlink\" href=\"https:\/\/www.sfsic.org\/en\/tag\/africa\/\" title=\"Afrique\"><span class=\"termslist-itemname\">Afrique<\/span><\/a><\/li>\n<\/ul><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/div>\n<p><!-- \/fxzn:singledetail --><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mis en ligne le 24 mars 2026 Informations \u00e9dit\u00e9es \u00e0 partir d\u2019une annonce Calenda. Th\u00e9matiques Num\u00e9rique : strat\u00e9gies, dispositifs et usages R\u00e9ponse attendue pour le 30\/05\/2026 Type de r\u00e9ponse Contribution [&hellip;]<\/p>\n","protected":false},"author":781,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[28,60],"tags":[361],"thematique":[39],"sfsic":[],"class_list":["post-35879","post","type-post","status-publish","format-standard","hentry","category-aac-publication","category-article","tag-afrique","thematique-numerique-strategies-dispositifs-et-usages","wp-sticky"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Les technologies de l\u2019information et de la communication (TIC) et l\u2019\u00e9ducation pour une \u00e9cole inclusive en Afrique<\/title>\n<meta name=\"description\" content=\"Appel \u00e0 articles 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