https://kerd.ku.ac.ke/handle/123456789/113 2026-10-01T23:58:13Z 2026-10-01T23:58:13Z Ministry of Education https://kerd.ku.ac.ke/handle/123456789/1628 2020-07-07T08:13:03Z 2006-06-01T00:00:00Z

National Information and Communication Technology (ICT) Strategy for Education and Training Ministry of Education This Strategy undertaking was prepared by the Ministry of Education (MoE) in collaboration with stakeholders from the public, private, civil society and development partner sectors. It outlines how Information and Communication Technologies (ICTs) will be adopted and utilized to improve access, quality and equity in the delivery of education services in Kenya. The Strategy is based on the vision that: “ICTs is a universal tool in education and training”. The mission statement that inspires it is: “to integrate ICTs in education and training to improve access, learning and administration.” The overall objective of the plan is to ensure that systematic efforts are made towards strengthening adoption and use of ICT in the education sector with appropriate attention given to education development priorities as outlined in the Economic Recovery Strategy for Wealth and Employment Creation (ERSWEC, 2003-2007); Sessional Paper No. 1 of 2005 entitled “A Policy Framework For Education”, Training and Research and the United Nations’ Millennium Development Goals (MDGs). The challenges that are outlined in these policy documents include; the need to achieve Education For All (EFA) by 2015 in tandem with the national and international commitment, Universal Primary Education (UPE) by 2010, and to increase transition rate from primary to secondary schools from 47% to 70%. Policy documents in the education sector have given considerable attention to priorities related to access, quality, equity and relevance at all levels. This strategic plan considers and proposes that ICT can contribute substantially towards realization of these objectives. In addition, ICT has considerable potential to support implementation of Free Primary Education (FPE) and to address emerging challenges such as; overcrowded classrooms, high Pupil Teacher Ratios (PTRs) particularly in densely populated and semi-arid areas, shortage of teachers on certain subjects or areas, and relatively high cost of learning and teaching materials A technical report by ministry of education

2006-06-01T00:00:00Z Bariu, Timothy Ntorukiri https://kerd.ku.ac.ke/handle/123456789/1623 2020-07-07T07:53:51Z 2020-05-14T00:00:00Z

Status of ICT Infrastructure Used in Teaching and Learning in Secondary Schools in Meru County, Kenya Bariu, Timothy Ntorukiri ICT increases access, enhances efficiency and improves quality in education. Kenya recommended the use of the ICT infrastructure in teaching and learning in secondary schools. However, studies show that adoption rate has been very low in comparison to global demands... The study sought to investigate the state of ICT infrastructure in teaching and learning in Kenyan secondary schools. The study adopted a descriptive survey research design. Questionnaires, interviews and observation schedules were used to collect data from the respondents. Descriptive statistics in form of frequencies and percentages were used to analyze data. The study established that most schools have low investment in ICT infrastructure due to high costs of computer hardware, software and related accessories. The use of ICT infrastructure has necessitated the need for development of new skills and competencies among teachers, school heads and learners. Therefore, there is need for all stakeholders to address all the challenges that hinder use of ICT in teaching and learning so as the schools cannot lag behind since the process is in its initial stages. An article in the European Journal of Interactive Multimedia and Education

2020-05-14T00:00:00Z Mingaine, Laaria https://kerd.ku.ac.ke/handle/123456789/1036 2020-06-16T08:30:24Z 2013-01-01T00:00:00Z

Leadership Challenges in the Implementation of ICT in Public Secondary Schools, Kenya Mingaine, Laaria Many authors argue that school leadership determines how Information Communication Technology (ICT) is implemented and its subsequent impact on teaching and learning. This involves Principal as a school leader to lead in implementation. A positive attitude of school leader towards implementation of ICT will encourage the school community to be actively involved in its implementation. Kenya is in the process of implementing ICT in schools. However, there are many challenges that hinder effective ICT implementation including school leadership challenge. This paper reports that school leader’s interest, their commitment and championing implementation of ICT programs in schools positively influences the whole process. The Paper recommends that all school leaders consider using ICT in their day-to-day activities of running their schools. ICT curriculum and managerial skills should be incorporated to training of school leaders in Kenya. Implementation of ICT is becoming more important to schools and the success of such implementation is often due to presence of effective school leadership. To a large extent, school leaders have been relying on government and development partners to equip schools with ICT infrastructure. This Paper recommends besides sensitizing development partners and waiting for their contributions, school leadership should consider ICT a priority in school and allocate budgets that would promote its implementation. A descriptive survey was used to collect data by administering questionnaires to selected sample of ICT/curriculum teachers, Principals and Board of Governors (BOG) chairpersons from 105 public secondary schools in Meru County, Kenya. An article published in Journal of Education and Learning

2013-01-01T00:00:00Z Wangila, Violet Muyoka https://kerd.ku.ac.ke/handle/123456789/962 2020-06-11T07:46:16Z 2015-01-01T00:00:00Z

Financing Information Communication Technology Projects in Secondary Schools E-Learning: A Case of Mombasa County, Kenya Wangila, Violet Muyoka Information communication and technology (ICTs) has become common place entities in all aspects of life. Within the education sector, ICT has begun to have a special attention although not extensively as in other fields both globally and locally. Limited funds still presents a challenge in rolling out the e-school projects in Kenyan secondary schools and more so in Mombasa County. This paper presents trends in financing ICT projects in secondary schools in Mombasa County and how projects in the sampled schools which are ICT complaint manage the IT programmes. Furthermore, the paper also sought to uncover the alternative financing options available that could complement the existing ICT projects in increasing the pace of e-schools project implementation. A case study was used using three categories of respondents in each school namely; the administrators, the teachers and the students who were issued with questionnaires and interview schedules whose results revealed that many of the schools which had ICT facilities depended heavily on government funding CDF in financing the ICT projects. The paper also reports that the schools under study were already using educational management software for various processes in the schools. It was revealed that schools still faced infrastructural challenges due to inadequate finances. Notable challenges including limited funding to support the purchase of the ICT facilities to improve access to educational materials, lack of training for teachers to adopt ICT as a teaching tool and lack suitable e-content for various subjects. The outcome of the findings indicated that largely the initial objectives of the project had been realized in a number of the sampled schools. Teachers, students and the school administrators were using computers to access educational resource material from the internet, prepare and process examination results, manage, monitor and process financial reports and communicate using email. It was also evident that the quality of teaching and learning, students’ level of interaction, reasoning, recall, synthesis and evaluation had improved tremendously. It is upon this background that the paper sought to analyze the impact of financing ICT projects in managing of secondary schools e- learning in Mombasa County, Kenya. An article published in Journal of Education and Practice

2015-01-01T00:00:00Z