Abstract: Information Communication Technology (ICT) has been used in education and training in most European countries during the last decade although the progress has not been the same in the various countries. The developed countries such as UK, most schools have undertaken the use of ICT in teaching and learning into their curriculum and demonstrate high level of effectiveness in the use and support in teaching and learning organization. The countries that have integrated ICT into their education system have reaped benefits since their teachers and students are able to construct rich multi-sensory, interactive learning environments with far reaching teaching and learning potential as a result of ICT integration. On the contrary, many developing countries in Africa are deficient of technology, that is, the countries lack access to knowledge that is acquired by use of the internet. African countries have invested heavily in setting up ICT infrastructure in readiness for shifting towards embracing its use in schools.
Kenya came up with her National ICT policy that was launched in 2006 in response to the ICT issues raised in seasonal paper No.1 of 2005. The policy was meant to ensure that the nation achieves part of the Millennium Development Goals (MDGs). The policy framework of the Ministry of Education pointed out a number of challenges concerning access to and use of ICT in Kenyan schools, including high level of poverty, limited rural electrification and mains electricity distribution being the major setbacks. The use of information and communication technology (ICT) in Kenyan education is lagging behind expected and desired levels. This was shown by the fact that while a good number of secondary schools have considerable number of computer equipment; only few principals and teachers have basic ICT skills necessary for teaching and learning using the available ICT tools. As a matter of fact, ICT in education is used to promote information literacy that is the ability to access, use and evaluate information from different sources so as to enhance teaching and learning, solve problems and creation of new knowledge. Based on these findings the researcher concluded that the rate of ICT policy implementation in secondary schools in Kenya is sluggish, as characterized by inadequate IT literacy, high cost of funding ICT programmes, inadequate infrastructure, lack of psychological and technical preparedness and insufficient policy guidelines for the implementation process and ICT adoption.
Keywords: Information technology, ICT Policy, Enhancing, ICT Tools, Teaching and Learning, Information and Communications Technology (ICT), ICT Adoption.
Title: SUCCESSFUL IMPLEMENTATION OF ICT POLICY IN SECONDARY SCHOOLS IN MBOONI EAST SUB COUNTY IN MAKUENI COUNTY, KENYA
Author: BENARD KYALO MAKATO, COLLINS ODUOR ONDIEK, ELISHA T. OPIYO OMULO
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 10, Issue 3, July 2022 - September 2022
Page No: 381-390
Research Publish Journals
Website: www.researchpublish.com
Published Date: 31-August-2022
