https://kerd.ku.ac.ke/handle/123456789/32 2026-08-02T10:22:02Z 2026-08-02T10:22:02Z Mariga, Geoffrey Ogenga, Stephen Shikali, Casper Muliaro, Joseph https://kerd.ku.ac.ke/handle/123456789/746 2020-05-29T08:21:54Z 2017-01-01T00:00:00Z

Computer Laptop Project Strategy for Basic Education Schools in Kenya Mariga, Geoffrey; Ogenga, Stephen; Shikali, Casper; Muliaro, Joseph Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology (ICT) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy paper is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public primary schools. The existing education policy on ICT is imbedded in three documents namely; e-Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need therefore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education policy on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights. In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curriculum Development, Center for Mathematics, Science and Education in Africa, Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses that hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work-related demands. In addition there exists lack of appropriate learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal framework is non-harmonized and this inhibits the performance of Ministry of Education, Science and Technology. Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Model for Laptop Project and an implementation matrix. An Article published in International Journal of Information and Communication Technology Research

2017-01-01T00:00:00Z Kagwiria, Josephine Kirimi https://kerd.ku.ac.ke/handle/123456789/687 2020-05-27T08:52:50Z 2013-01-01T00:00:00Z

Impact of Information Communication Technology on Education-Kenya Kagwiria, Josephine Kirimi 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. An Article Published Journal of Information Engineering and Applications

2013-01-01T00:00:00Z Wims, Pádraig Lawler, Mark https://kerd.ku.ac.ke/handle/123456789/674 2020-05-27T07:48:47Z 2007-01-01T00:00:00Z

Investing n ICTs in Educational Institutions in Developing Countries: an Evaluation of Their Impact in Kenya Wims, Pádraig; Lawler, Mark The incorporation of Information and Communication Technologies (ICT) into the educational curriculum has been promoted as a key step in bridging the digital divide. Despite considerable growth in the numbers of computers acquired by schools in Kenya in recent years and the sacrifices made to finance these, there has been little evaluation of their effectiveness. Consequently, this research seeks to redress this by examining the impact of ICT projects in educational institutions in Kenya. Teaching staff, current students and former students together with parents of current students were surveyed. Key informants were also interviewed to establish the current policies concerning ICT in education in Kenya. An absence of educational software was found, as was the lack of Internet access and use of e-mail. Some 35-40% of secondary school teachers had never used a computer. The research revealed tangible benefits to students from exposure to ICT. It was also found that exposure to computers in schools influenced the career choices of former students. It was concluded that reform of the telecommunications sector is necessary to hasten the rollout of computer technology in educational institutions in Kenya. At school level, the key issues which arose included staff training, mainstreaming of ICT across the curriculum and provision of adequate ICT equipment. An Article published in International Journal of Education and Development using Information and Communication Technology (IJEDICT)

2007-01-01T00:00:00Z Obonyo, Paul Mugai https://kerd.ku.ac.ke/handle/123456789/640 2020-05-26T08:35:54Z 2019-01-01T00:00:00Z

An Investigation in to the Status of Kenya’s Information Communication Technology (ICT) Policy in the Education System Obonyo, Paul Mugai 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. An Article Published in European Journal of Education Studies

2019-01-01T00:00:00Z