ICT Policy Implementation Research Articles

Nature and Extent of Electronic Security Surveillance Systems in Secondary School Safety in Kenya

Secondary safety is paramount to the sustainability of school performance; however, threats leveled against schools globally are interfering with safety. Schools in Kenya have experienced a horde of threats such as fire and theft coupled with radicalization. There is hardly the use of electronic security surveillance systems to mitigate threats. In Trans Nzoia County, secondary schools have been a recipient of security threats threatening the safety of the school community. Against this backdrop, this study assessed the influence of electronic security surveillance systems on the sustainability of secondary school safety in Trans Nzoia County, Kenya. The specific objective of the study was to establish the nature and extent of electronic security surveillance systems in secondary schools in Kenya. The descriptive survey research design was used to study electronic security surveillance systems in secondary school safety in Trans Nzoia County. The study population was composed of 14 secondary schools that had previous security threats and had installed electronic security surveillance systems (unit of analysis). The sampling strategy in this study was simple random and purposive sampling. Quantitative data was analyzed descriptively and inferentially with the aid of SPSS version 25. The data was analyzed at a 0.05 probability level and presented in tables and figures in percentages and frequencies. Results: CCTV was installed in all the secondary schools surveyed sampled. It was agreeable by the respondents (76.9%) that the nature and extent of electronic security surveillance systems in secondary schools promoted safety in the school community. The interaction between the electronic security surveillance systems installed in schools and the implementation of national ICT policy and school safety policy had a 29.9% impact on promoting safety in secondary schools (R2 = 0.299, (F (2, 75) = 15.966, p = 0.000). About 80.8% of the respondents agreed that electronic security surveillance systems effectively promote safety in secondary schools.

Digitalising Social Protection Systems for Achieving the Sustainable Development Goals: Insights from Zimbabwe

Social protection systems, a target of the United Nation’s (UN) Sustainable Development Goals (SDGs), are intended to reduce extreme poverty, build human capital, and protect against risks to sustainable livelihoods and well-being. As social protection systems are by their nature inherently complex, multi-faceted, and socially embedded, it is inevitable that tensions will emerge between their design and implementation, representing design-reality gaps. These tensions present an excellent opportunity for cross-disciplinary research, by understanding how best to bridge these design-reality gaps. In this qualitative, interpretivist case study, we situate our work on the ground with the actors involved in the design, implementation, and use of a social protection system in Zimbabwe. We find interaction failures amongst some users; design-reality gaps around network access and ICT policy implementation; as well as mixed views regarding transparency and accountability of ICT. Our findings provide rich insights from ICT users in the global south and underscore the importance of the co-creation of IS interventions together with communities to ensure technologies consider social, political, economic, and network realities. We conclude by providing directions for future research.

Expediting ICT Policy Implementation in Malawi Through Public-Private Partnership

This paper analysed the role of public private partnership (PPP) in expediting ICT policy implementation. The study used the case of Malawi as an example of a low-income status country in Africa. Data for the study was gathered through key informant interviews and verified using secondary data. The findings showed that public private partnership supported the development and endorsement of the ICT policy as a priority of government activities. Further, the public private partnership supported ICT sector improvements in legal and regulatory frameworks, human capacity, telecommunications infrastructure, and ICT access in public institutions. The government benefited from the external parties in supporting the ICT investment programs. To some extent, ICT policy implementation focused more on the strategic level of government programs and the supply side of the ICT sector. The study offers insights into how the public private partnership supported execution of ICT policy programs, processes, and politics in the context of a developing country.

ICT Adoption Readiness and ICT Policy Implementation in Secondary Schools in Mayuge District, Uganda

This study explored the levels of and relationship between ICT adoption readiness and ICT policy implementation in Secondary Schools in Mayuge District. The objectives included determining the level of ICT adoption readiness, establishing the level of ICT policy implementation and examining the relationship between ICT adoption readiness and ICT policy implementation. A cross-sectional survey research design employing both quantitative and qualitative approaches was used. A sample of 232 teachers was selected from both private and public secondary schools using simple random sampling technique to participate in the study. Three District Inspectors of Schools (DIS) selected purposively also participated in the study. A questionnaire containing closed ended questions was used to collect quantitative data from the teachers, while an interview guide was used to obtain qualitative responses from the DIS. The quantitative data were analyzed using descriptive statistics: frequencies, percentages, means and standard deviations, while the qualitative data were analyzed using thematic content analysis. The results revealed a moderate overall level of ICT adoption readiness (M = 42.19, SD = 10.10), a moderate overall level of ICT policy implementation (M = 85.11, SD = 9.88), and a significant moderate positive relationship (r = .50, p < .01) between ICT adoption readiness and ICT policy implementation. From the results it was concluded that secondary schools in Mayuge District were in the early stages of domestication of ICT and ICT policy implementation. It was recommended that concerted effort be directed towards improving schoolsi¯ ICT adoption readiness in order to improve ICT policy implementation.

ICT policy implementation in higher education institutions in Namibia: A survey of students’ perceptions

The purpose of this paper is to analyse the factors that affect the perception of the implementation of the ICT policy in education in the empirical context of higher education in Namibia from a students’ perspective. The paper explains the current situation regarding ICT policy in higher education in Namibia. There are no studies that could be found to have measured these factors in a developing country in Africa. A quantitative approach was followed in this study. Data were collected using a structured questionnaire and were analysed by means of descriptive statistics, exploratory factor analysis and multiple linear regression analysis. The perception of the implementation of the ICT policy in higher education in Namibia is affected mostly by lack of ICT literacy and limited access to learning and training content. Some of the challenges from past studies were also reconfirmed in this study, though they were investigated in a different context. This study also identified new challenges that affect the perception of the implementation of ICT policy in higher education, specifically from a developing country context. The findings in this study should be confirmed by further research to help developing economies evaluate their ICT policies in education and their outcomes.

Addressing the undergraduate internship challenge in developing countries

PurposeThe difficulties higher education institutions in developing countries face in finding adequate and relevant onsite student internship opportunities make a case for online internships. The purpose of this paper is to present an online internship model, developed over a two-year period, which challenged students to engage in learning-by-doing projects that addressed a key barrier in the implementation of ICT policies in public education, the paucity of audio-visual content in local languages.Design/methodology/approachThe design of the model comprised the development of instructional videos by 340 interns, the evaluation of the videos by two interns and their testing by 31 interns through a field experiment using a between-subjects pre-test – post-test design in 54 schools. The process was repeated the following year with the field experiment replaced by the development of teaching manuals. The changes in reflective learning among 112 of the 119 interns who developed video content in this repeat round were assessed.FindingsThe field experiment found that the intern-developed videos improved Mathematics and Science scores among school students but not the attitudes to these subjects. Participation in online internships improved reflective learning.Research limitations/implicationsThe evaluation of change in reflective learning is based on self-reported measures.Practical implicationsThe online internship model presented in the paper can address concerns related to inadequate internship opportunities, while addressing gaps in public policy implementation by systems such as education, health and rural development.Originality/valueThe paper outlines the design of an online student internship model and a methodology for implementing it. The study indicates the feasibility of a low-cost, large-scale online model of internship.

Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour

Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour

Digital Divide

This paper discussed digital divide, issues and strategies for intervention in Nigerian libraries. It defined digital divide as the gap that exist between countries, within countries, individuals, families and so on in their access and usage of Information Technology facilities such as the internet, computers, laptops, various handheld devices, application software etc. The paper also discussed the causes of digital divide comprising finance, level of education, location of the individual and language as well as discussing the effects of digital divide to encompass inequality in access to information; ineffective services to users, libraries being unable to satisfy their clientele. The paper went further to discuss the present state of ICT facilities adoption and use by Libraries in Nigeria, compared to their equals in developed countries. The paper pointed out that most Nigerian libraries are far from full automation and Internet connectivity; the staff lack technical skills to build and maintain ICT for enhanced service delivery; libraries in rural areas of these developing countries are more neglected as available ICT facilities and internet connections are mostly available and accessible in the urban areas thus, those leaving in the rural areas are cut off from the numerous benefits of ICT. The paper concluded that Digital divide is a menace that affects information availability and access; growth and development in between countries and within countries and has led to inequality in access and use of ICT facilities as such, Nigerian libraries should wake up to their responsibilities by providing the required infrastructure needed to bridge the gap to prevent the escalation of digital divide. The paper finally recommended the formulation and implementation of ICT policy, adequate funding of libraries by those concerned, education and training of human resources to build and maintain ICT facilities, curriculum innovation by library schools so as to inculcate ICT courses for skills acquisitions of the professionals, improvement of maintenance culture and eradication of corruption in the entire system to enable developing countries take advantage of ICT facilities, make progress and move along with modernity and global sophistication.

PARADIGM SHIFT IN OPEN EDUCATION AND E-LEARNING RESOURCES AS TEACHING AND LEARNING IN PHILIPPINES

Education has over the years moved from one stage of development to the other with its peculiarities and challenges. There have also been series of innovations, strategies and policies based on the changes in the society. Some of these changes require technological approach which usually poses challenges because the country, like other developing countries, is ill-prepared and unable to immediately address each educational challenge as it appears. The paradigm shift, general acceptance of the new move or model in global technological education, government policies and massive enrollment for e-education and e-learning by the learners, the attitudes of all concerned in the design and full implementation of ICT and e-learning policies in education should be sustained. Some of the students and even the teachers or facilitators may still prefer the print materials which may limit their knowledge, effectiveness and resourcefulness with time. As a result, there is an increase in demand for a more flexible and cost effective means of education through e-education, e-learning or open and distance learning. This has brought a paradigm shift on how people generally view the significance of e-learning for higher education in Philippines.

Cross-national policy learning on ICT policy implementation: case of Malawi

This paper presents an analysis of policy learning on the national ICT policy implementation between Malawi and Rwanda. The study used qualitative data from key informants and policy documents to highlight the exchange of knowledge between two African countries. The findings showed Malawi learnt from Rwanda on institutional arrangements and local human capacity development on the national ICT policy implementation. Institutional settings were important in establishing the roles of policy implementation agencies. Other lessons were about the need for political will and strengthening ICT investment partnerships. The study addresses part of the paucity of studies on policy learning in the context of developing countries.

Understanding Electronic Governance in Nigeria : Amix-Scanning Approach

The objectives of this paper is to address the aims, benefits, challenges and solutions of electronic government\administration policy using Mix-scanning framework of analysis.EGovernment,simplyput,referstotheuseofinformationandcommunicationtechnology(ICT)toenh anceaccessto,anddeliveryofgovernmentservicestothebenefitofall.It is, to a large extent, a success story, imbued with challenges. In Nigeria, like in some other African States, the laws are in place, the government that taken further step of formulate a policy on ICT and the relevant institutions are in place and operational. It is, therefore, the hope of all and sundry that, with the honest implementation of the new National ICT Policy, the provision of regular power supply, building of the relevant capacity to man ICT, e-Government/e-Administration will firmly find its feet in Nigeria by the year 2020.

Factores que dificultan la integración de las TIC en las aulas

&lt;p&gt;Este artículo incorpora parte de los resultados de una investigación sobre algunos factores que dificultan el efectivo desarrollo de la innovación con TIC en centros de enseñanza obligatoria de las comunidades de Andalucía, Canarias, Extremadura y País Vasco, además de ver si existen diferencias entre ellas. Los datos presentados forman parte de un proyecto de investigación titulado ‘&lt;em&gt;Políticas educativas autonómicas y sus efectos sobre la innovación pedagógica en el uso de las TIC en los centros escolares&lt;/em&gt;’, financiado&lt;em&gt; &lt;/em&gt;por el Plan Nacional de I+D. La información se ha obtenido a partir de una escala tipo Likert basada en factores que dificultan y obstaculizan el éxito de la implantación de las políticas educativas TIC, y que a su vez está basada en resultados de otras investigaciones nacionales e internacionales acerca del objeto de estudio. La muestra se compone de 49 centros de educación obligatoria de las comunidades de Andalucía, Canarias, Extremadura y País Vasco. Según los resultados obtenidos se corrobora que la escala utilizada es válida y fiable. Además del análisis global de medias se extrae que la ‘falta de tiempo y dedicación para la incorporación de las TIC en la enseñanza’ y que ‘los profesores no tienen conocimientos ni habilidades básicas en TIC’ son variables que dificultan la implantación de las políticas educativas TIC en los centros escolares. Por ello, este estudio puede ser muy interesante a considerar a la hora de planificar nuevas políticas educativas TIC.&lt;/p&gt;

Use of Instructional Technology for Effective Management of Primary Schools in Anambra State

This study examined the use of instructional technology for effective management of primary schools in Anambra State. Four research questions guided the study in relation to the availability and usage of Instructional Technology (IT) in teaching-learning activities; its influence on student learning and academic achievements; and the factors influencing effective use of (IT) in primary schools in the Anambra State of Nigeria. The study employed the descriptive survey research design. The systematic sampling technique was used to select a sample size of 420 teachers from 52 primary schools (at interval of 20) selected out of a total population of 8, 396 teachers within the 1,040 primary schools in Anambra State, including 52 head teachers selected out of a total population of 1,040 head teachers within the primary schools in Anambra State. A questionnaire titled: Instructional Technology for Effective Management of Primary Schools Questionnaire (ITEMPSQ), which contained 40 items and designed on a 4 point scale was used to collect data for this study. The instrument was validated by two experts; one expert from the Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka and the other from the Department of Primary Education Studies, Federal College of Education (Technical), Asaba, Delta State. A pilot-test was conducted by the researchers on the instrument and was found to have a reliability coefficient of 0.86 using a Cronbach alpha coefficient measurement to appraise the reliability of the research instrument. Data was equally analyzed using mean score at 2.50 rating and standard deviation. Consequently, from the findings of the study, it was recommended that primary education be adequately funded in Nigeria through adequate budgetary allocation; constant and continuous staff training, retraining for teachers; and effective implementation of ICT policy couple with adequate provision of instructional technology facilities in teaching-learning activities in the primary schools.Key words: Instructional Technologies, Effective Management of Primary Schools

Impact of Information Communication Technology on Education-Kenya

Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435

Strategies for Enhancing the Teaching of ICT in Business Education Programmes as Perceived by Business Education Lecturers in Universities in South South Nigeria

This study assessed the strategies for enhancing the teaching of ICT in Business Education programme as perceived by Business Education lecturers in universities in south south Nigeria. Three research questions and six hypotheses guided the study. The design of this study was a descriptive survey. The population which also served as a sample comprised 134 Business Education lecturers in universities in the south south geopolitical zone of Nigeria. The instrument for data collection was a 66 – item questionnaire. The instrument was validated by experts in Business Education. The internal consistency of the instrument was determined using cronbach alpha, which has a reliability coefficient of 0.93. The data were analysed using mean and standard deviation. The study revealed the prospects of teaching ICT: ICT facilitates interaction between lecturers and students; ICT enhances effective storage of business information; ICT facilitates the retrieval of business information. The study also revealed constraints facing the teaching of ICT such as inadequate ICT facilities/equipment; frequent electricity interruption of ICT facilities and poor implementation of ICT policies. Moreover, the study revealed some strategies for enhancing the teaching of ICT: adequate funding of ICT facilities; provision of adequate ICT equipment; provision of adequate ICT facilities among others. Among the recommendations made were that Business Education lecturers should undergo training and retraining in ICT programme to have more skills and competencies, that adequate ICT facilities should be provided by university authorities to enable lecturers carry out their teaching assignment effectively.

Collisions between the Worldviews of International ICT Policy-Makers and a Deep Rural Community in South Africa: Assumptions, Interpretation, Implementation, and Reality

The purpose of this paper is to understand and learn from the collisions between the underlying assumptions embedded in UNESCO's ICT Competency Standards for Teachers policy framework and the realities that face a deep rural Afrocentric community in South Africa. These collisions ultimately are about the manifestation of a deeper issue, namely collisions between worldviews. Although some preliminary issues regarding policy conflicts are highlighted, the primary focus is on understanding collisions that have emerged from the community entry phases of policy alignment and the introduction of the ICT for Development (ICT4D) artifact. A critical theoretical underpinning is presented which also constitutes the departing values and thinking pursued by a team of academics which, in collaboration with local community visionaries, facilitates ongoing ICT training initiatives in the community. The author writes from his position as the “outsider” champion in this project; and due to his commitment and the length of time that he has been immersed in the training and all other aspects of the project, an ethnographic approach is adopted. The paper contributes to ICT4D discourses by representing a South African perspective on the international ICT policy frameworks. Consequently, compelling issues for further research are highlighted, including examples and practical guidelines for international ICT policy alignment and implementation in the deep rural Afrocentric context.

Information and Communication Technology and the Places Left Behind 1

Abstract This article focuses on the critical role ICT policy design and implementation can play in developing a knowledge‐based economy in distressed US communities. Using a multiple case study research design, the study tests three hypotheses: (1) linkages among government, education and industry are a critical success factor for ICT interventions; (2) due to the long‐term nature of ICT, vision and leadership are also critical; and (3) investments in technology infrastructure must be part of a larger local planning process to succeed. These hypotheses are supported, but the strength of the article is in the details about how communities crafted unique responses to critical issues.

Implementing government policy on ICT in education: Lessons learnt

This paper examines lessons learnt from national research and evaluation studies of ICT in schools in the UK. From research on policy implementation and reform in education, it is well known that change is either very slow or tends to fail. Implementation is a complex procedure, not a direct translation from government policy to practice. Alongside documentary analysis of national evaluation reports, the analysis provides a framework for understanding the implementation process, which exemplifies the structural procedures involved. Government policy has to be filtered through macro, meso and micro levels, as policy is mediated through national agencies (macro), regional agencies (meso) down to individual schools and teachers at the micro level. The analysis identified five key areas that were problematic regarding government policy implementation. These related to management, funding, technology procurement, ICT training and impact on pedagogy. Specifically these were (1) the multi-agency nature of the initiatives in the UK and their leadership; (2) funding disparities that emerged and (3) how these impacted on differential technology resourcing and procurement between schools; (4) the UK's national ICT training programme for serving teachers; and (5) the impact on pedagogy, of which the latter to date, has been more limited than politicians had hoped. The analysis indicates that policy aims can be achieved if an awareness of the complexity of the implementation process is maintained. This necessitates an understanding of the fact that it is a fluid, non-linear, reiterative process in which key factors are dynamically inter-related: namely, ICT needs to be implemented on multiple fronts, both materially in terms of an ICT infrastructure and culturally in terms of generating an ethos that values ICT for classroom practice. Attending to the multidimensionality of ICT policy implementation aids the management of the change process at the local level of the school. This allows for an understanding of the ways in which teachers interpret policy and engage in implementation of ICT at the local level.

The Cultural Shaping of ICTs within Academic Fields: Corpus-based Linguistics as a Case Study

The aim of this paper is to show that the appropriation of ICTs is determined by a field's specific cultural identity. Knowledge is not a homogeneous whole, but a patchwork of heterogeneous fields. These fields are most visible as embodied in academic disciplines, which have distinct cultural identities shaped by intellectual and social considerations. Scholarly communication systems evolve over time within the context of these cultural identities. The paper discusses the cultural shaping of ICTs by drawing on an ongoing ethnographic study within corpus-based linguistics. The findings suggest that cultural elements such as 'task-uncertainty', 'mutual-dependency', heterogeneity, and institutional configurations will influence the appropriateness of a specific ICT infrastructure for a particular intellectual community. For example, fields that have a highly politicized and tightly controlled research culture will develop a coherent field-based strategy for the uptake and use of ICTs, whereas domains that are pluralistic and have a loosely organized research culture will appropriate ICTs in an ad-hoc localized manner. These findings demonstrate that overlooking cultural diversity in the development and implementation of ICT infrastructures and policies could prove detrimental for fields that do not map onto 'big science' conceptualizations of knowledge production. Furthermore, the paper demonstrates that effective understanding similarity and difference in patterns of scholarly communication needs to take the fine-grain of specialist fields as the unit of analysis, rather than the course-grain of the discipline.