Modelling the Determinants of ICTs Policy Formulation in Technical and Vocational Education in Nigerian Institution of Higher learning

Babawuro Shu’Aibu

doi:10.17485/ijst/2013/v6i4.19

Abstract

Developing sound and relevant Information and Communication Technologies (ICTs) policies in education and higher learning institutions in particular is still not exhausted in some developing countries around the world. Despite ICTs adoption in education, mostly higher institutions of learning deploy the use of such facilities without relevant policies guide showing how, what, where and when these facilities are going to be utilised. In order to develop ICTs policy in those institutions, specific areas for consideration need to be developed. Therefore, this study aimed at developing a model based on linear regression and Structural Equation Modelling (SEM) of significant determinants that need to be given priority during ICTs policy formulation in Technical and Vocational Education (TVE) in Nigerian higher institutions of learning. One hundred and forty (140) respondents comprised of policy makers, administrators and lecturers responded to a structured questionnaire addressing research question and its corresponding hypothesis. A conceptual model developed consisted of 7 observed variables that will serve as areas that should be considered in ICTs policy for TVE programmes in Nigeria. A model was recommended for adoption and implementation in higher institutions offering TVE in Nigeria

Highlights

Information and Communication Technologies (ICTs) is becoming a live wire driving the educational development of every nation [11], its use in modernization of teaching methods in developing countries is well documented [12]
Not much research has been done in the area of ICT policy formulation in Technical and Vocational Education (TVE); studies carried out in general education revealed ICT policy should be considered as a universal phenomena that found root in school culture and should cover vision, finance, infrastructure, professional development, and curriculum [16]
A questionnaire was used in the collection of data on the opinions of policy makers, administrators and lecturers on areas considered important to be included in ICTs policy formulation for TVE programme in Nigerian higher institutions of learning

Summary

Introduction

ICTs is becoming a live wire driving the educational development of every nation [11], its use in modernization of teaching methods in developing countries is well documented [12]. ICT policy in education becomes a switch regulating the operation of ICT facilities. It was found to be a significant instruments that affect the classroom application of ICTs [14] educational ICT policy comprised of objectives and vision on the way educational system operates; how students, parents, teachers and the entire school community tend to utilized the ICT facilities [8]. Not much research has been done in the area of ICT policy formulation in TVE; studies carried out in general education revealed ICT policy should be considered as a universal phenomena that found root in school culture and should cover vision, finance, infrastructure, professional development, and curriculum [16]. It is evident that ICTs in education policies in these countries made provision on staff professional development and provisions of ICT facilities. To provide guide on the way and manner ICT policy is to be developed, an online tool has been developed to that effect [18]

Methods

Discussion

Conclusion