Challenges in the Investment of ICT Infrastructure at Secondary School in Zambia, in Promoting Quality Education Delivery
- August 7, 2021
- Posted by: rsispostadmin
- Categories: Education, IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VII, July 2021 | ISSN 2454–6186
Peggy Nsama, Margaret Mwale-Mkandawire, Sibeso Lisulo, Webster Hamweete and Simuyaba Eunifridah
The University of Zambia, Zambia
Department of Educational Administration and Policy Studies
Abstract: The Information and Communication Technology (ICT) industry has undergone unprecedented growth, making significant contribution to global trade and investment. Over the years, governments have developed plans to intensify investments in ICT in education. Most countries are now leveraging on the education and economic benefits on investing in ICT, as societies are increasingly gravitating from efficient to being knowledge based. This paper focuses on the challenges in investing in ICT infrastructure in secondary schools in promoting quality education delivery. Data was generated and gathered using a convergent parallel mixed-methods design, using questionnaires (Teachers: N=360), semi-structured interviews (18 Ministry of Education Officials and 36 Head Teachers), Focus Group Discussions (324 pupils) and supplemented by document analysis. Participants were drawn from four provinces in Zambia: Lusaka, Copperbelt, Eastern and Luapula. The paper was anchored on The Theory of Capital Investment Appraisal Technique (CIAT). Quantitative data was analysed using SPPS using both descriptive and inferential statistics while qualitative data was subjected to thematic analysis.
The paper highlights significant challenges in ICT, among others: load-shedding of power in most schools; inadequate infrastructure, which compromised the input, process and output to education. Due to lack of specialised computer laboratories, some schools converted classrooms into computer laboratories. Hence, affecting the lifespan of the facilities. The study concludes that most of the challenges the country had were a result of lack of an investment criteria and strategy in ICT for schools, making it difficult to monitor or attract support from other stakeholders. Based on the findings and conclusions, the following recommendations were made: This study proposes an investment framework in ICT (ICTCIF), under the PPP approach (BOT Model), to invest in ICT in education. Which the Ministry of Education, with support from other stakeholders, should test and assess its potential benefit to the Zambian education system.
Key Words: Information and Communication Technology; Challenges; Public-Private-Partnership; Facilities; Investment.
I.INTRODUCTION
Indubitably, the unprecedented development of ICT has exerted demand on capacity building in infrastructure in both developed and developing countries. Consistently, ICT is perceived relevant in the promotion of sustainable development in education and other aspects in the 21st Century and having its main feature in the knowledge-based economy (Ramaswami and Sivarajan, 2002; Kaminow and Li, 2002; Butcher, 2010; Zhao and Jiang, 2013). In view of the foregoing, several studies have indicated the potential for ICT to transform education and other sectors of society (Hudson, 1997; Kozma, 2005; Chitkul, B., Mittoo, S., & Bradley, M., 2006; Relly and Sabharwal, 2009). In agreement with this, Viitanen (2003) comments on the major role ICT plays in all aspects of national life.
