Information Communication Technology Policy Research Articles

THE HUMAN ASPECT OF ICT IMPLEMENTATION IN THE JAPANESE EDUCATION SYSTEM: A CASE STUDY OF PRE-PANDEMIC SECONDARY EDUCATION IN KANAGAWA PREFECTURE

This article is based on a case study done at one public secondary school in Yokohama, Japan with supplementing data from surrounding schools. The aim of the research is to bring attention to student and teacher lifestyles concerning information communication technology (ICT) prior to the pandemic (before it became an enforced necessity) in personal and school-related settings and discuss possible implications for ICT policies at secondary schools in Japan. After a yearlong observation period, a questionnaire was conducted to find specific patterns that could impact ICT policies for the school. Additionally, teachers and parents were interviewed for details and information to highlight potential reasons behind the survey results along with additional findings. Interviews from surrounding schools were conducted to further supplement the case study. The analysis focused on finding patterns that highlight positive and negative elements of ICT perceived by the students, teachers, and parents at the school. Discovered patterns were further discussed to find implications for policy development and areas for future research. Critical findings included the deterring factors for teachers to use ICT being nearly identical to the desired factors for parents, thus creating a conflict of interest when it comes to ICT use cases for school-related purposes. Additional findings include the parents’ roles in assisting ICT-related productivity work in conjunction with modern-day smartphone consumerism, which leads to a lack of productivity mindset for the students. It was identified that without measures in place to address teachers, it is difficult to expand the usage of ICT for teachers with just a general policy and device availability. This implies that post-pandemic ICT plans could still produce resistance and issues from users despite their proliferation and that any progress in ICT for education can enter stagnation unless the issues found in this study are addressed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0102/a.php" alt="Hit counter" /></p>

Examining the Interconnections among ICT, Education, and Unemployment Evidence from Selected Asian Economies

Purpose of the research: This study investigates the influence of education and information communication technology (ICT) on economic growth and development in selected Asian countries, with a focus on reducing unemployment rates. Design/methodology: Using the Generalized Method of Moments (GMM) technique, the research analyses the relationship between unemployment rates and key independent variables such as secondary education, ICT index, foreign direct investment (FDI), economic growth, and inflation. Results/findings: The findings highlight the significant impact of secondary education, ICT, FDI, economic growth, and inflation on reducing unemployment levels in the selected Asian countries. The study emphasizes the importance of government initiatives to provide free higher education and expand financial debt facilities to boost per capita income and stimulate economic growth. Practical Implications and Conclusions: The research underscores the critical role of education, ICT, and economic policies in addressing unemployment challenges and fostering sustainable development in Asian economies. It recommends prioritizing investments in education and technology infrastructure and implementing measures to enhance financial accessibility and ICT utilization to combat unemployment effectively.

National Information Communication Technology Policy and Teaching Quality in Nigerian Universities

National Information Communication Technology Policy and Teaching Quality in Nigerian Universities

Stakeholders’ Perceptions of ICT Integration on KCSE Chemistry Performance in Public Secondary Schools in Kisumu County, Kenya

Information Communication Technology (ICT) integration is embraced in education to improve the quality of learning and performance globally. In 1996, the Ministry of Education in Kenya directed secondary schools to introduce computer studies into their curriculum. In 2006 (with studies having demonstrated a positive correlation between ICT integration and performance), under its national ICT policy, the ministry encouraged ICT integration in education using even basic infrastructure, including mobile phones and the Internet. It jumpstarted the program with grants for ICT equipment to 5 schools in every constituency in the republic. Chemistry is expected to benefit more because the versatile ICT tools concretize concepts and enhance the learning of its abstract content. This study aimed to assess stakeholders' perceptions of ICT integration on Kenya Certificate of Secondary Education (KCSE) Chemistry performance. The study was anchored on the 'stimulus and response' theory involving Teacher Quality, Instructional Quality, and Student Outcome. A descriptive survey and a sequential exploratory design were used. Quantitative analysis of data was done using descriptive statistics that included frequency counts, percentages, means, and standard deviations, while qualitative data was analyzed thematically. Findings indicated that stakeholders had positive perceptions that ICT integration improves performance, but teachers seldom used it in instruction. The study concluded that all schools should have instructional websites and go digital with all their pedagogical activities.

SOCIAL CONTROL THEORY AND CYBERCRIME

The paper pays attention to the potential role that the social control theory has in the improvement and development of previous Information-Communication Technology (ICT) Policy. Online activities are daily routine of people all around the world. Emerging information and communication technologies create numerous challenges and issues how to regulate its use. ICT policy interests are closely related to concern of social order in cyberspace. The development of ICT possibilities at the same time follows development of new cybercrime forms. The ICT policy needs to explore new strategies and theoretical integration that transcend the existing criminological frame. The sociological theory of social control to a significant degree may predict and explain crime and how people define and respond to deviant behavior. How social control theory may order individual behavior in cyberspace? May it help prevention of cybercrime and maintain more safer and conscientious use of the internet? The following article provides an analysis of the possibilities of social control theory in maintaining the order in cyber society. Throughout the article, the social control theory is discussed by content analysis scientific method. Main purpose of the paper is to encourage concerning use of social control mechanisms as one of the effective tools for regulation in cyberspace and prevention of cybercrime.

ICT Adoption and Stock Market Development in Africa: An Application of the Panel ARDL Bounds Testing Procedure

The nexus between Information Communication Technology (ICT) and stock market development has been predominantly based on studies of the developed markets and high-income economies of the world. The objective of this study was to examine the causal relationship between ICT adoption and stock market development in Africa. The study examined a panel of 11 African stock exchanges for the period 2008–2017 and employed the panel ARDL bounds testing procedure to test for cointegration and examine the causal relationship between ICT adoption and stock market development. The dependent variable employed was the stock market development index (FINDEX), while the independent variable was the ICT adoption index (ICTDEX), and the financial freedom index (FFI) was employed as a control variable. Firstly, the results of the study documented that the variables are cointegrated in the long term. Secondly, the results of the study documented a bi-directional causal relationship (complementarity) between ICT adoption and stock market development. In essence, ICT adoption and stock market development reinforce each other. Thirdly, the study established a causal relationship running from financial freedom to stock market development. This lends credence to the notion that financial market deregulation promotes stock market development. Lastly, a positive causal relationship that ran from financial freedom to stock market development was documented. This study contributes to the body of knowledge in the sense that it is the first study to examine the phenomenon of the ICT–stock market development nexus by employing a panel study. Hitherto, studies were mainly country-specific in nature. The findings of the research imply that policymakers should be more resolute when formulating ICT policies, as ICT adoption can drive stock market development and vice versa for better economic growth. Policymakers should embrace policies that support the deregulation of stock markets as this will lead to the development of the latter.

Digital Divide of the Shattered "Iron Rice Bowl": Economic Insecurity and ICT Access in China.

Although economic factors account for the digital divide, the effect of economic insecurity on information communication technology (ICT) access has not been determined. The market-oriented reform of Chinese state-owned enterprises in the 1990s resulted in massive layoffs, encouraging us to investigate the relationship between economic insecurity and the digital divide. We draw on data from the China Health and Retirement Longitudinal Study (CHARLS). To handle the endogeneity related to economic insecurity, we use experience in a management position and the number of siblings as instruments for economic insecurity. With the introduction of these two instrumental variables, we find a negative relationship between economic insecurity and ICT access. This study provides insight into ICT policies involving underprivileged people in developing countries.

Optimising ICT infrastructure performance in developing countries: Kenyan viewpoint

The aim of this study was to ascertain how the delivery of information communication technology (ICT) projects in Kenya can be optimised. As established from the reviewed literature, it is not possible to realise benefits and ascertain a meaningful set of ICT infrastructure indicators without knowing what form and level of performance is required and valued by stakeholders. It was for this reason that the researchers set out to establish how the amalgamation of stakeholders, performance and benefits realisation can be attained. A purposive sampling strategy targeting ICT policy makers, project directors, engineers and project planners in various ICT projects was used. A total of 500 questionnaires were distributed to participants, and 286 usable questionnaires were received from respondents. Data was analysed through descriptive statistical tests supplemented with t-tests to compare means. The findings of the study suggest that ICT performance be measured against the achievement of stakeholder integration and realisation of benefits. Commitment to project objectives, competence of key stakeholders, alignment of stakeholder skills, understanding of core project processes and addressing stakeholder needs and expectations were found to be key to stakeholder integration. Through theory elaboration, we have structured the sequence relations of project management constructs that could be used to assess and optimise the delivery of ICT infrastructure projects.

Optimizing ICT Infrastructure Performance in Developing Countries: Kenyan Viewpoint

The aim of this study was to ascertain how the delivery of information communication technology (ICT) projects in Kenya can be optimized. As established from the reviewed literature, it is not possible to realize benefits and ascertain a meaningful set of ICT infrastructure indicators without knowing what form and level of performance is required and valued by stakeholders. It was for this reason that the researchers set out to establish how the amalgamation of stakeholders, performance and benefits realization can be attained. A purposive sampling strategy targeting ICT policy makers, project directors, engineers and project planners in various ICT projects was used. A total of 500 questionnaires were distributed to participants, and 286 usable questionnaires were received from respondents. Data was analyzed through descriptive statistical tests supplemented with t-tests to compare means. The findings of the study suggest that ICT performance be measured against the achievement of stakeholder integration and realization of benefits. Commitment to project objectives, competence of key stakeholders, alignment of stakeholder skills, understanding of core project processes and addressing stakeholder needs and expectations were found to be key to stakeholder integration. Through theory elaboration, we have structured the sequence relations of project management constructs that could be used to assess and optimize the delivery of ICT infrastructure projects.

“Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria

PurposeThis paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies.Design/methodology/approachThis case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis.FindingsIn the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet.Research limitations/implicationsThe 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools.Originality/valueDespite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.

Information and Communication Technology in Higher Education of Uganda and Education Implications: A Case of Kyambogo University

The emergence of knowledge society globally today has created new challenges for Higher Education (HE) particularly with the development of Information Communication Technology (ICT) at a speed that has no match in history yet HE in Uganda is still lagging behind. The paper aims at unraveling the role and challenges of using ICT in HE of Uganda and education implications in order to provide the way forward with Kyambogo University as a case. This study used a mixed methods approach that combined desk review and interviews. The paper reveals the role of ICT in HE as central in the teaching-learning process, on the learner and learning and on the academic staff and teaching while the challenges as; learners, economy, equipment and academic staff which poses as a drawback in the teaching –learning process. The paper concludes that ICT is central in the teaching-learning process as well as in the management of HE institutions. The way forward rests majorly in the newly created ICT Ministry with effective implementation of ICT Policy 2014 to improve the livelihoods of Ugandans by ensuring the availability of accessible, efficient, reliable and affordable ICT services in which HE will benefit automatically hence its effective application and use in the teaching-learning process.

ICT Adoption in the Educational Management of Primary Schools in Kenya

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.

An Investigation in to the Status of Kenya’s Information Communication Technology (ICT) Policy in the Education System

While it is apparent that the information revolution has changed the way the world learns, conducts business or governs, there is a compelling divide between the digital ‘Haves’ and the ‘Have nots’. Despite the many initiatives taking place in our educational institutions, there is no uniformity in the adoption and implementation of ICTs in our secondary schools. The central problem of this study was the vexed question of the status of the Kenya National ICT Policy on Education and Training. The study adopted a descriptive research design which involved collecting data in order to determine the status of ICT Policy in Education and Training in Kenya. Out of a target population of five ICT experts in the Ministry of Education Science and Technology, six from Kenya Institute of Curriculum Development, seven from Teachers’ Service Commission and eight from Computer for Schools Kenya, all the respondents were purposively sampled giving a total of 26 respondents. The sample responded to items in the research instruments which were administered by the researcher. The instruments were Questionnaires and Interview Schedules for TSC ICT Department, Ministry of Education ICT Department, Kenya Institute of Curriculum Development Media Department and Computer for Schools Kenya officials. The researcher visited all the three sections of the Ministry of Education and the Computer for Schools Kenya offices and administered the instruments. The vast field of collected data was condensed and summarized before being analyzed using statistical methods such as the mean, percentages, frequency tables and graphs. The findings of the study have shown that Kenya adopted her ICT Policy on Education and Training in the year 2006. It further emerged that the Ministry of Education developed ICT curriculum for secondary schools in 1996. The study noted that computer studies are optional and most public secondary schools lacked the facilities needed for the subject. This means that computer curriculum could not be implemented in most secondary schools and the objective of making all secondary schools graduates computer literate is far from being achieved. Most teachers were found to be computer illiterate thus hindering the use of computers in secondary schools as an instructional tool. For effective implementation of the National ICT Policy on Education and Training, the study noted that the government re-look into the ICT policy on education and training and come up with clear-cut implementation strategies and policies. The government should ensure that computer studies are made a core unit in secondary schools and in all teacher training programs. It was also noted that the government should fast track the digitization of the curriculum and provision of e-books to all secondary schools for equitable access. This would ensure uniformity in the ICT policy on education and training implementation process and help the government to achieve her objective of making all secondary schools graduates computer literate. Article visualizations:

Information communication technology policy and public primary schools’ efficiency in Rwanda

Teaching and learning processes have been developed through different methods and materials; nowadays the introduction of computers and other ICT tools in different forms and levels of education have been found to be highly influential in education system of different countries. The main objective of this study was to correlate Information Communication Technology with public primary schools’ efficiency in Rwanda. The study employed the descriptive survey and descriptive co-relational design. One hundred and forty-four primary teachers participated in the study. The level of ICT was poor (M = 1.72); and the level of primary schools’ efficiency (external and internal) was satisfactory with an average mean of 2.53. The relationship between ICT and public primary schools’ efficiency was significant (r-value = 0.56, sig = 0.029). The study recommended that the government ought to distribute enough ICT equipment equally to all primary schools, promote the One Lap Top Per Child Programme in all primary schools, and provide trainings to teachers and head teachers. Keywords : computers in primary schools; ICT policy; primary schools’ efficiency; vision 2020

Smallholder farmers’ knowledge of mobile telephone use: Gender perspectives and implications for agricultural market development

Recent growth in mobile telephone and mobile-based information services in many developing countries provides opportunities to reduce costly and incomplete information dissemination in the agricultural sector and ensure efficient functioning of markets. But in order to successfully use mobile phones for the optimal development of agricultural markets, understanding the impact of social structure on mobile phone adoption, its uses and perceived impacts are invaluable. Although global assessments of capacity in the use of information communication technology (ICT) devices have been considered, such assessments mask significant geo-spatial variations among local farmers—male and female—with respect to their capacity to effectively use basic mobile phone functions. Documenting and recognizing this is important for the development of national agricultural ICT policies, as well as programmes aimed at increasing farmers’ knowledge and use of ICT for agricultural marketing. This article’s contribution to agricultural marketing and the use of ICT in developing countries (such as Ghana) is anchored in the assessment of the technical capacity and mobile telephone-based market information access to farmers in selected rural districts of Ghana. The selected districts are where most households are poor and heavily dependent on farming as their mainstay, and furthermore, where market information which mobile phones facilitate is crucial to maximizing their incomes.

Governing the “Digital Shadows”: Public Policy and Information Communication Technology (ICT) Acquisition and Utilization in Africa

This paper examines the challenges of appropriating the benefits of the Information Communication Technology (ICT) revolution by African states, against the backdrop of the realities of globalization and the role that ICT plays in global power relations. Built on the foundations of Jurgen Habermas’ public sphere, it weaves a conceptual framework around the ideas of a “cyber-square” and “cyberspace policy” to argue for an African perspective to the adoption, acquisition and utilization of Information Communication Technology (ICT) to meet the specific needs of sub-Saharan African countries. It argues that, in spite of the challenges of ICT development in Africa, it is a lifeline that African states should embrace determinedly through purposeful public policy. It argues this deliberately to underscore the importance of purposeful ICT policy making to meet Africa’s needs for social and economic revival and the promotion of the numerous national and continental interests that straddle the broad spectrums of the African political, cultural and economic landscapes. Through the use of secondary data, the author gives evidences for these by drawing examples from African countries. The paper recommends a multi-stakeholder approach to ICT policy development that reigns in not only African governments but also other stakeholders in Africa’s ICT revolution. This, it argues, will help Africa evolve acceptable, adaptable and beneficial ICT policies capable of galvanizing and sustaining positive development to move Africa to its next stage of development.

Preserving the digital heritage of public institutions in Ghana in the wake of electronic government

Purpose The purpose of this paper is to examine digital preservation of e-government in Ghana under the research question: what are the current digital preservation strategies being deployed across the ministries and agencies in Ghana? Design/methodology/approach Guided by a conceptual framework, underpinned by a quantitative approach, the paper uses the survey approach, to address the digital preservation strategies deployed across public sector organisations in Ghana. It underscores the link between the conceptual framework and the literature to analyse the various digital preservation strategies. Findings Backup strategy, migration, metadata and trusted repositories were noted as the most widely implemented preservation strategies across the ministries and agencies. On the other hand, cloud computing, refreshing and emulation were the least implemented strategies used to address the digital preservation challenges. Research limitations/implications The paper adds to the existing conceptual underpinnings that have dominated the debate about data management, archival storage, preservation strategies, challenges and best practices of digital preservation of e-government. Originality/value This study draws its originality from the evidence of studies on digital preservation in Ghana as most studies have rather focussed on the preservation of documentary heritage, preservation and security of microfilms, preservation practices in the public records (Akussah, 2002; Ampofo, 2009; Festus, 2010). The emergence of this study addresses the knowledge gap in the preservation of digital records in a country where little attention has been accorded to digital preservation. The study also feeds into Ghana’s vision 2020 and the information communication technology policy document of the ministry of communication which aims at ensuring that Ghanaians have access to information and communication technology products and services.

The Role of Information Communication Technology and Economic Growth in Recent Electricity Demand: Fresh Evidence from Combine Cointegration Approach in UAE

This paper investigates the relationship among information communication technology (ICT), economic growth, and electricity consumption in the case of the UAE. The study covers the period of 1975–2011. We have tested the unit root properties of the variables and applied the Bayer-Hanck combined cointegration approach for the long-term relationship. The innovative accounting approach is applied to test the robustness of the VECM Granger causality findings. Our empirical results confirm the existence of the cointegration between the series. We find that ICT increases electricity demand but electricity prices lower it. Income growth increases electricity consumption. The nonlinear relationship between ICT and electricity consumption is an inverted U-shaped. The causality results reveal that ICT and electricity price Granger cause electricity demand. The feedback effect exists between economic growth and electricity consumption. This paper provides new insights to policy makers in designing a comprehensive energy and ICT policy to sustain economic growth for long span of time, although the feedback effect between economic growth and electricity consumption encourages in continuing electricity supply policies.

Engaging Academics in Training in Information Communication Technology (ICT): An African Experience with special focus on Uganda

Training academics in ICT utilisation has been widely regarded as a key to successful staff development practice in higher education and, hence, considerable efforts and resources have been invested into ICT training programmes. However, little is known about the extent to which higher education policymakers in Africa give attention to the issue of preparing academics for ICT usage. This paper reports the findings of a research study exploring the utilisation of ICT in Uganda, Africa. Qualitative research methods were employed and data were collected through interviews, observations and open-ended questionnaires. The findings indicate that the university has put resources into the development of ICT policies, including policies related to training academics. Subsequently, academic staff were trained in ICT utilisation. However, little attention appears to have been given to the issue of engaging academics in ICT training. The paper also highlights the importance of engaging academics in ICT training for successful ICT staff-development outcomes.

ICT Policy Outcomes for National Development: The Place of Knowledge Integration and Management in Nigerian Higher Education

The prologues of Information Communication Technology (ICT) usage including its integration and diffusion kicked off a new era in educational processes and has fundamentally changed the conventional methods of teaching and learning in higher education institutions (HEIs) around the world, and have transformed contemporary processes of teaching and learning experiences of both lecturers and students. The debates here are made with reference to (1) the contexts of ICT and knowledge integration (2) the challenges of ICT usage and knowledge integration, and (3) ICT policy outcomes and national development. A qualitative research method was adopted; the use of document and observation were indispensable part of the methods for data gathering. The study found that the lofty hopes, keenness and enthusiasm for ICT and knowledge integration and management are obstructed as the nation is faced with inadequacies in essential ICT infrastructures and services such as telecommunication services, electricity, incompetent ICT personnel, inadequate funding, poor economic situation, poverty, high ICT literacy rate and so on. However, there is an ongoing moves and development to ensure effective ICT knowledge integration and management in education resources in Nigeria and Africa higher education institutions. This novel study recommends that higher education should become expansive, positive and proactive actors in ICT knowledge integration and management in teaching, learning and research for academics, non-academics to foster admirable academic environment aimed at meeting national development. This learned debate has implication for education practitioners, curriculum developers and designers, policy makers, planners and the government.