Abstract
Information Communication Technology (ICT) plays an important role in enhancing the quality of education. The adoption of ICT for educational management in developed countries has significantly transformed the education sector in terms of data storage, resource management, and decision making. In African countries, initially, the use of ICT in management of schools was low compared to other fields such as business and engineering, however, in recent times, school managers have embraced ICT in the education sector. In the case of Kenya, through the ministry of education, the Kenyan government has made deliberate attempts to encourage the use of ICT to revolutionize the management of schools, which is evident through the introduction of National Education Management Information System (NEMIS), putting in place an ICT policy and creation of institutional websites. However, very few primary schools have effectively adopted ICT for management with a majority using it for teaching and learning. This is attributed to a myriad of challenges facing most schools and consequently resulting in slow and low adoption rates despite its promise and potential for improving educational management in schools. As such, this paper analyses the slowness that has surrounded the adoption of ICT in the management of Kenyan schools. The focus is on the benefits of introducing ICT in educational management, the current status of ICT adoption in educational management in Kenya and barriers to the adoption of ICT in educational management of primary schools in Kenya.
Highlights
In the past, little attention was focused on the use of Information Communication Technology (ICT) for educational management than its use in teaching and learning
This paper is organized as follows; Section II explains the benefits of introducing ICT in educational management, section III discusses the status of ICT adoption in management of schools in Kenya, section IV explains major barriers to the adoption of ICT in management of primary schools in Kenya and section V concludes by suggesting strategies that education manages in Kenyan schools can embrace for effective adoption of ICT
This is seen in its initiative through the ministry of education to develop an ICT policy to guide ICT integration, development of a Kenya Education Support Programme (KESSP) that featured ICT as a priority, introducing the National Education Management Information System (NEMIS) which was meant to ensure efficiency and effective utilization of education resources by tracking performance mobility of learners and teaching staff and encouraging school mangers to implement Management Information Systems (MIS) that can help deal with complex problems
Summary
Little attention was focused on the use of Information Communication Technology (ICT) for educational management than its use in teaching and learning. Through the Ministry of Education, the government of Kenya has made deliberate attempts to actualize vision 2030 by introducing the National Education Management Information System (NEMIS) which collects data and information from education institutions aimed at tracking performance mobility of learners and teaching staff to ensure efficiency and effective utilization of education resources It has put in place an ICT policy that guides ICT integration in the education sector. Despite the effort made by the Kenya government through the Ministry of Education, the use of ICTs in management of the primary schools is greatly underemphasized This is attributed to a myriad of challenges facing most schools and resulting in slow and low adoption rates despite its promise and potential for improving educational management in schools. This paper is organized as follows; Section II explains the benefits of introducing ICT in educational management, section III discusses the status of ICT adoption in management of schools in Kenya, section IV explains major barriers to the adoption of ICT in management of primary schools in Kenya and section V concludes by suggesting strategies that education manages in Kenyan schools can embrace for effective adoption of ICT
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