Journal of Education in Developing Areas (JEDA) Vol. 19, No. 1.

Developing Global Partnership with Nigerian Secondary School Systems through Information and Communications Technologies: A Road Network to Achieving Quality Education in Abia State By Uche, Chineze M., PhD nezenwam@yahoo.com & Nwabueze, Akachukwu I. Nwabueze_akaino@yahoo.com (Department of Educational Management, University of Port Harcourt)

Abstract
This study investigated the development of global partnership with secondary schools through information and communication technologies as a means of achieving quality education in Abia State. The role of ICTs in developing global partnership for secondary school development, ways ICTs can enhance global development partners in secondary schools development, and associated problems of developing global partnership with secondary schools in Abia State. Three research questions and three hypotheses were posed. This study adopted a descriptive survey design and a population of 3,560 teachers and 10,880 SS3 students making a total of 14,440 eligible subjects. A sample size of 1800 respondents was drawn using the stratified random sampling technique (the schools were stratified under the three geopolitical zones in Abia State), which represents 12.5% of the population. Questionnaire developed by the researchers was used as the operational instrument which was validated and the reliability index of 0.90 was determined using a test-retest method. Mean score and standard deviation were used to answer the research questions and t-test to test the hypotheses at an alpha level of 0.05. The findings revealed that ICTs enhance information exchange between the schools and development partners, schools can reach development partners through the internet (via emails). Global development partners provide schools with ICT facilities, provide ICT training for teachers and students through the internet, provide learning materials for teachers and students through the internet. Problems militating against developing global partnership with secondary schools in Abia State herein highlighted. Based on the findings, these recommendations were made: secondary schools should partner with global development partners for secondary school development, government should provide schools with ICT facilities to enable them link up with global development partners; improve the state of electricity supply and internet facility in the state, and ICT training should be organized for teachers and students. Key Words: Global partnership, ICTs, secondary school, quality education.

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Introduction Global Development Partnership is the number eight (8) of the millennium development goals (MDGs) which was adopted at the United Nations Millennium summit in September 2000 and was signed by 189 countries including 147 Heads of State (Uche, Nwabueze and Ememe, 2009). However, the first seven goals are mutually reinforcing and are directed at reducing poverty, disease and death in all its forms while ensuring education for all and empowerment. While the last goal which is global partnership for development is about the means to achievement of the first seven goals. Information and communication technologies (ICTs) have a lot to contribute in achieving these goals especially, through developing global partnership for secondary school development. Secondary schools can partner with global development partners through ICTs to generate and exchange information regarding whole school development such as training for teachers and students, distribution of teaching and learning materials as well as connecting/networking with other development partners to solve problems of the school. Effective and quality education in this 21st century must provide a harmonious balance between the beneficiaries academic education and practical skills. It is a known fact that education is the instrument for economic empowerment and development of sustainable economy. In order to prepare young people for life and work in a rapidly changing world, education and training systems need to be reoriented to impart a broad range of life skills which include the key generic competencies and practical capabilities that cut across the field of ICT, the ability to learn independently, work in teams, ethical entrepreneurship, civic responsibility and awareness of diversity and multiculturalism. UNESCO (2005) pointed out that education and training are the primary agents for mobilizing communities toward sustainable development by increasing peoples capacities to transform their visions for themselves and their society into reality. The international community now strongly believes that we need to foster through education and training the values, behaviour and lifestyles required for sustainable future. The introduction of information and communication technology (ICT) into secondary educational practices has widened the scope of opportunities in secondary schools for sustainable development. It has been demonstrated that ICTs can increase access to educational programmes while improving their quality (UNESCO, 2005). Information and communication technology encompasses the effective use of equipment and programs to access, retrieve, convert, store, organize, manipulate, and process data and information (Blade, 2005). Place of ICTs Development in Developing Global 2 Partnership for Secondary School

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The widespread hope within the international development community that ICT could be a powerful tool for development and for achieving the MDGs led to a proliferation of donor-funded ICT for development projects in several sectors in a wide range of countries. Millennium development goal number eight (developing global partnership for development) focuses on power and potential of cooperation between international organizations, governments, the private sector and developing countries to help people access what they need through fair and equitable market access and debt relief, efforts, youth employment opportunities, and increased access to affordable essential drugs such as the anti-retrovirals, and information and communication technologies. Global Development Partners in this context refer to members of development group or foundation (international or national organizations) that support practical and actionbased programmes that harness and promote the attainment of MDGs. The global development partnership gives full responsibility for the achievements of MDGs 1-7 to the developing partner countries. The use of ICTs in secondary schools enhances partnership with development partners such as donor agencies, universities, PTAs, national and international organization for school development. This can be achieved through information generation and dissemination via the internet and e-mails, phone calls and short messaging services (SMS), fax and media services. However, the role of ICTs in the achievement of global Partnership for secondary school development is enormous. Apart from enhancing information generation, ICTs effectively remove the barriers of time and location in linking secondary schools with government, international communities and other development partners (Nwabueze, 2011). Ways ICTs Enhance Global Partnership Development for the Development of Secondary Schools Improved secondary education is essential for the creation of effective human capital in any country (Evoh, 2007). In this technology-driven age, everyone requires ICT competence to survive. Organizations are finding it very necessary to train and retrain their employees to establish or increase their knowledge of computers and other ICT facilities (Adomi and Anie, 2006; Tyler, 1998). ICT usage will prove beneficial in improving Nigeria's education system and giving students a better education. A technologically-advanced workforce will lead to ICT growth in Nigeria, with the potential to improve military technology and telecommunications, media communications, and skilled ICT professionals who will be sufficiently well-equipped to solve information technology problems in Nigeria and other parts of the world (Goshit, 2006). The global development partners can contribute maximally to the development of secondary schools in Nigeria in the areas of ICT integration, computer training for 3

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teachers and online training for the teachers. And the integration and use of ICTs in secondary schools assist in recording observational data, analyzing disciplinary information and maintaining links between across schools, parents and development partners (Nwabueze, 2011). Anderson (2004) added that development partners for secondary schools assist a lot in teacher professional development. A wide range of programmes and projects on ICTs in education in Africa have activities that involve one or more African countries in varying numbers (Samuel, 2007). These range from high-level intergovernmental, multi-stakeholder programmes such as the NEPAD e-Schools initiative, to institutions focused on networking African schools and universities such as the African Virtual University (AVU), to collaborative learning projects that directly involve learners and teachers from schools in several African countries such as the Global Teenager Project (GTP) and the International Education Resources Network (IEARN). Information and communication technology provides students with new knowledge, ICT skills and application competency development. Education and training through ICT provide students with scientific and technical skills as well as the motivation, justification and social support for pursuing and applying the Millennium Development Goals. The use and application of ICTs is totally redefining the way things are done; opening up opportunities, transforming societies, increasing efficiency and acting as an enviable means for wealth creation. ICTs can be successfully employed to reach out to greater numbers of students and help in promoting learning and knowledge(Uche, 2007), exposing students to the technical and practical skills required for many occupations. These students can make the best use of ICT in communicating their ideas and presentation of work. Problems Militating Against the Use of ICTs in Developing Global Partnership with Secondary Schools Despite the recognized benefits of information and communication technology in improving quality and quantity of secondary education, ICT has remained a low policy or financial priority in the Nigerian education system. Onyegegbu (2007) states that the glaring challenge in Nigerian secondary school laboratories is the provision and utilization of new technological devices that will enable teachers and students meet the demands and challenges in the fast-changing world. Onyegegbu (2007) added that the non-availability of these new technological devices and the lack of knowledge and skills among teachers and students in using these devices are the major problems militating against ICT usage in secondary schools in Nigeria. Aladejana (2008) points out that the various barriers to ICT usage in Nigerian schools include poor infrastructure, epileptic power supply, lack of trained personnel, poverty, inadequate funding and limited or no access to internet. Adomi (2010) listed the factors militating against ICT usage in Nigerian secondary school education as: limited/poor information infrastructure, 4

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lack of and inadequate ICT facilities in schools, frequent electricity supply interruption, non integration into the school curriculum, poor ICT policy and project implementation strategy, inadequate ICT manpower in the schools, high cost of ICT facilities and components, limited school budget, lack of and limited ICT skills among teachers, lack of and poor perception of ICTs among teachers and administrators, inadequate educational software, poor management on the parts of school administrators and government, lack of maintenance culture, lack of interest in ICT application and use on the part of the students.

Theoretical Framework This study is hinged on communication theory. In the late 1940s, Claude Shannon invented the theory of communication. His ground-breaking approach introduced a simple abstraction of human communication called the channel. In order to quantitatively analyze transmission through the channel, he also introduced a measure of amount of information in a message. To Shannon, the amount of information is a measure of surprise and is closely related to the chance of one of several messages being transmitted. To complete his quantitative analysis of the communication channel, Shannon introduced the entropy rate which measures the source information production rate and also a measure of the information carrying capacity called the communication channel capacity. For purposes of this study, communication theory is very relevant. This study is focused on information and communication exchange between the global development partners and secondary schools for school development. This enables the international communities and donor agencies share ideas on how to help these secondary schools solve their problems. This can be best done through networking or communication channels through information exchange via e-mails, phone calls, fax and SMS. Also, for quality teaching and learning processes, effective communication is necessary otherwise, knowledge cannot be transferred. Students are equipped with knowledge and skills through effective communication and information exchange. Through proper communication with global development partners, training for teachers and students becomes easy. Therefore, for successful global partnership with secondary schools effective and more efficient communication medium is required. Statement of the Problem It is a known fact that education is the instrument for economic empowerment and development of sustainable economy. There has been a public outcry on the continual 5

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decline in the standards of education in the country especially as indicated in the general dismal public examination performance and the phenomenon of graduate unsuitability for employment. This has contributed to the production of low quality output that are unable to contribute to societal development. Most of the schools are in dilapidated states. There is lack of fund to build and rehabilitate school structures, train the teachers and provide learning materials as well as ICT facilities. It is quite clear that government can no longer carry this burden alone. Thus, there is need to invite and bring in other stakeholders governmental or non-governmental, local or international/global for the development of secondary schools. Having seen the benefits of ICTs in information generation, management and knowledge dissemination and by implication in social and economic development, its potential place in developing global partnership with secondary schools in Abia State is glaring. Access to ICT is the key to development and growth because, only those who are connected can benefit from information and information opens up more possibilities and opportunities for people. Now, who are these development partners? Can these development partners really contribute to the achievement of quality education in secondary schools? Can they actually partner with secondary schools in Nigeria for secondary school development? How can they achieve this? And what are the problems that can hinder them from partnership with secondary schools in Nigeria? This study therefore, looks at developing global partnership with secondary schools as a road network to achieving quality education in Abia State with major focus on the role of ICTs in developing global partnership for secondary school development, the ways ICTs can enhance global development partners in secondary school development, and the problems militating against the development of global partnership with secondary schools in Abia State. Research Questions i) What is the place of ICTs in developing global partnership with secondary schools for whole school development? ii) How can ICTs enhance global development partners in the development of secondary schools? iii) What are the problems militating against the use of ICTs in developing global partnership with the Nigerian secondary school system with special reference to the case of Abia State? Hypotheses i) There is no significant difference between the opinion of teachers and students on the use of ICTs by global development partners for secondary school development. ii) There is no significant difference between the opinion of teachers and students on the problems militating against the use of ICTs in developing 6

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global partnership with the Nigerian secondary school system with special reference to the case of Abia State. Methodology This study adopted a descriptive survey design. The population comprised all the teachers and all the SS3 students of the government secondary school systems in Abia State with a total of 14,440 eligible subjects. Abia State comprised three zones namely; Abia North, Abia Central and Abia South with a total of 17 Local Government Areas. There are one hundred and thirty six (136) government secondary schools in Abia State with 3560 teachers and 10,880 SS3 students (Abia State Secondary Education Board Report, 2009). A sample size of 1800 respondents was drawn using stratified sampling techniques (Schools were stratified under three geopolitical zones in Abia State). The State was stratified into three zones namely; Abia North, Abia Central and Abia South. 30 government secondary schools were drawn from the three zones (10 schools from each zone). 360 teachers (12 teachers per school) and 1440 SS3 students (48 students per school) were randomly drawn from the 30 secondary schools which represents 12.5% of the population. The operational instrument used for this study was questionnaire tagged Developing Global Partnership with Secondary Schools through Information and Communication Technologies Questionnaire (DGPSSICTQ) developed by the researchers. This questionnaire was validated and the reliability test yielded an index of 0.86 using test-retest method and the result was calculated using Pearson Product Moment Correlation Coefficient. Out of 1,800 copies of questionnaire administered to the respondents, 1600 copies were properly completed and returned (360 from teachers and 1240 from the students). For purposes of data analysis, a threshhold mean of 2.5 was calculated as the cutoff point to accept or reject any questionnaire item. Mean and standard deviation were used to answer the research questions and ttest was used to test the hypotheses. Results Research Question 1 What is the functional place of ICTs in developing global partnership with secondary school systems for development of constituent schools? Table 1: Mean scores and Standard Deviation on the Role of ICTs in Developing Global Partnership for Secondary School Development
Role of ICTs in Developing Global Partnership with Secondary Schools for School Development 1. ICT enhances Information exchange between the schools and development partners. 2. Schools can reach development partners through the internets (Via e-mails) Teachers N 360 360 X 3.20 3.34 1.52 2.61 Decision Agreed Agreed Students N 1240 1240 X 3.41 3.69 1.66 1.87 Decision Agreed Agreed

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360 360 360 3.19 3.63 3.26 1.51 1.84 1.56 Agreed Agreed Agreed 1240 1240 1240 3.33 2.56 3.19 1.61 1.29 1.51 Agreed Agreed Agreed

3. Schools can reach global development

partners through fax and media services 4. Schools can send and receive information through phones via SMS, calls and MMS

5. Global development partners can network

with other development agencies through ICTs 6. ICTs enhance communication between school authorities, students, government, parents and communities Aggregate Mean = Standard Deviation

360

3.00

1.41

Agreed

1240

3.16

1.50

Agreed

3.27

Agreed

3.22

Agreed

Table 1 shows the mean scores and standard deviation on the role of ICTs in developing global partnership with secondary schools for school development. The respondents agreed on items 1-7 with mean scores of 3.20, 3.34, 3.19, 3.63, 3.26, and 3.00 for teachers; and 3.41, 3.69, 3.33, 2.56, 3.19, and 3.16 for students accordingly. The aggregate mean scores of 3.27 for teachers and 3.22 for students are greater than the threshold mean of 2.5. Therefore, it can be deduced from the table that ICTs enhance information exchange between the schools and development partners, Schools can reach development partners through Internets (Via e-mails), Schools can reach them through fax and media services, Schools can send and receive information through phones via SMS, calls and MMS, Global development partners can network with other development agencies through ICTs, and ICTs enhance communication between school authorities, students, government, parents and communities. Research Question 2 How can ICTs empower global development partners in the development of secondary schools? Table 2: Mean scores and Standard Deviation on the Ways of Achieving MDGs through ICTs Usage
Ways ICTs Enhance Global Development Teachers Partners in the Development Schools N X Students 1.51 2.10 1.29 1.50 Decision Agreed Agreed Agreed Agreed N 1240 1240 1240 1240 X 3.63 3.34 3.20 3.19 1.84 1.62 1.52 1.51 Decision Agreed Agreed Agreed Agreed

7. Global development partners provide school

with ICT facilities

360 360 360 360

3.19 3.88 3.56 3.16

8. They provide ICT training for teachers and

students through the Internet.

9. They also provide learning materials for

teachers and students through the Internet They develop models for communication and distribution of learning materials through ICTs Information exchange through phones and 11. e-mails is enhanced 12. They partake in solving schools problems

10.

360 360

3.06 3.38

1.42 1.64

Agreed Agreed

1240 1240

3.00 3.36

1.41 1.63

Agreed Agreed

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through knowledge sharing and networking ICTs help Global partners network with 13. other development agencies for secondary school development Aggregate Mean

360

2.88

1.37

Agreed

1240

2.69

1.28

Agreed

3.30

Agreed

3.20

Agreed

Table 2 shows the mean scores and standard deviation on the ways ICTs enhance global development partners in the development of secondary schools. The respondents agreed on items 7-13 with mean scores of 3.19, 3.88, 3.56, 3.16, 3.06, 3.38 and 2.88 for teachers; and 3.63, 3.34, 3.20, 3.19, 3.00, 3.36 and 2.69 for students accordingly. The aggregate mean scores of 3.30 for teachers and 3.20 for students are greater than the threshold mean of 2.5. Therefore, the analysis indicates that Global development partners provide schools with ICT facilities, provide ICT training for teachers and students through the Internet, provide learning materials for teachers and students through the internet, develop models for communication and distribution of learning materials through ICTs, exchange information with schools through phones and e-mails, partake in solving schools problems through knowledge sharing and networking and ICTs help Global partners network with other development agencies for secondary school development. Research Question 3 What are the problems militating against the use of ICTs in developing global partnership with the Nigerian secondary school system with special reference to the case of Abia State? Table 3: Mean scores and Standard Deviation on the Problems militating the Use of ICTs in Developing Global Partnership with Secondary Schools Problems Militating against the Use Teachers Students of ICTs in Developing Global N X Decisi N X Partnership with Secondary on Schools 14. Unavailability of ICT facilities 36 3.5 1.5 Agreed 124 3.5 1.76 0 6 1 0 3 15. Lack of proper maintenance of 36 3.7 1.9 Agreed 124 3.3 1.62 the available ICT facilities 0 9 8 0 4 16. Lack of ICT skills among 36 3.2 1.5 Agreed 124 3.4 1.65 teachers and students 0 0 2 0 0 17. High cost of ICT facilities 36 3.7 1.9 Agreed 124 3.1 1.51 0 6 5 0 9 18. Limited access to Internet 36 3.4 1.7 Agreed 124 3.1 1.41 0 6 1 0 6 19. Unstable state of electricity 36 3.6 1.6 Agreed 124 3.3 1.63 0 8 1 0 9 20. Non-involvement of global 36 3.8 2.1 Agreed 124 3.6 1.82 development partners in schools 0 8 0 0 9 development plans 9 Against

Decisi on Agreed Agreed Agreed Agreed Agreed Agreed Agreed

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Aggregate Mean

Table 3 shows the mean scores and standard deviation on the problems militating against the use of ICTs in developing global partnership with secondary schools. The respondents agreed on items 14-20 with mean scores of 3.56, 3.79, 3.20, 3.76, 3.46, 3.88 and 2.88 for teachers; and 3.53, 3.34, 3.40, 3.19, 3.16, 3.39 and 3.69 for students accordingly. The aggregate mean scores of 3.62 for teachers and 3.39 for students are greater than the threshold mean of 2.5. Therefore, the table shows that the problems militating against the use of ICTs in developing global partnership with secondary schools in Abia State include: lack of proper maintenance of available ICT facilities, non-involvement of global development partners in school development, high cost of ICT facilities, unavailability of ICT facilities, lack of ICT skills among teachers and students, unstable state of electricity to use the ICTs, and limited access to internet. Test of Hypotheses Hypothesis 1 There is no significant difference between the opinion of teachers and students on the use of ICTs by global development partners for secondary school development. Table 5: Difference between the opinion Means of teachers and students on the use of ICTs by global development partners for secondary school development Status N X S.E.M P-value T-tab T-cal Decision S.D Teachers 360 3.30 1.55 2.00 1.30 Accepted Students 1240 3.20 1.54 0.077 0.05 The result showed that there is no significant difference between the opinion means of teachers and students on the use of ICTs by global development partners for secondary school development. This is evidenced from the fact that the t-calculated value of 1.30 is less than the t-tabulated value of 2.00 at 0.05 significant level. Hence, the null hypothesis is accepted. Therefore, there is no significant difference between the opinion means of teachers and students on the use of ICTs by global development partners for secondary school development. Hypothesis 2 There is no significant difference between the opinion of teachers and students on the problems militating against the use of ICTs in developing global partnership with secondary schools in Abia State. Table 5: Difference between the opinion Means of teachers and students on the problems militating against the Use of ICTs in Developing Global Partnership with Secondary Schools in Abia State. Status N X S.E.M P-value T-tab T-cal Decision S.D Teachers 360 3.62 1.77 2.00 1.71 Accepted Students 1240 3.39 1.63 0.085 0.05 10

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The result showed that there is no significant difference between the opinion means of teachers and students on the problems militating against the use of ICTs in developing global partnership with secondary schools in Abia State. This is evidenced from the fact that the t-calculated value of 1.71 is less than the t-tabulated value of 2.00 at 0.05 significant level. Hence, the null hypothesis is accepted. Therefore, there is no significant difference between the opinion means of teachers and students on the problems militating against the use of ICTs in Abia State. Summary of Findings 1. ICTs enhance information exchange between the schools and development partners, Schools can reach development partners through Internets (Via emails), Schools can reach them through fax and media services, Schools can send and receive information through phones via SMS, calls and MMS, Global development partners can network with other development agencies through ICTs, and ICTs enhance communication between school authorities, students, government, parents and communities. 2. Global development partners provide schools with ICT facilities, provide ICT training for teachers and students through the Internet, provide learning materials for teachers and students through the internet, develop models for communication and distribution of learning materials through ICTs, exchange information with schools through phones and e-mails, partake in solving schools problems through knowledge sharing and networking and ICTs help Global partners network with other development agencies for secondary school development. 3. Problems militating against the use of ICTs in developing global partnership with secondary schools in Abia State include: lack of proper maintenance of available ICT facilities, non-involvement of global development partners in school development, high cost of ICT facilities, unavailability of ICT facilities, lack of ICT skills among teachers and students, unstable state of electricity to use the ICTs, and limited access to internet. 4. There is no significant difference between the opinion means of teachers and students on the use of ICTs by global development partners for secondary school development. 5. There is no significant difference between the opinion means of teachers and students on the problems militating against the use of ICTs in Abia State. Discussion of Findings The findings of this study revealed that (1) ICTs enhance Information exchange between the schools and development partners, (2) schools can reach development partners through Internets (Via e-mails), (3) schools can reach them through fax and media services, (4) schools can send and receive information through phones via SMS, calls and MMS, (5) global development partners can network other development agencies through ICTs and (6) ICTs enhance communication between school authorities, students, government, parents and communities. This agrees with UNESCO (2005) report which states that ICTs enable the rapid transmission of vast 11

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amount of information and can be used as vehicles for expanding learning opportunities, introducing innovative teaching methods and promoting cooperation between secondary schools and global development partners. Based on the falling standard and quality of secondary education in Nigeria and the inability of the government to fund and develop the schools, there is need to contact other stakeholders both locally and internationally to assist is developing the schools. This can be easily done through the use of ICT facilities such as Internet, Phones, fax and media services. The finding also revealed that (7) Global development partners provide my school with ICT facilities, (8) provide ICT training for teachers and students through the Internet, (9) provide learning materials for teachers and students through the Internet, (10) develop models for communication and distribution of learning materials through ICTs, (11) exchange information with schools through phones and e-mails, (12) partake in solving schools problems through knowledge sharing and networking and (13) ICTs help Global partners network with other development agencies for secondary school development. This is in line with the objectives of world summit on information society 2003 to connect schools with ICTs and establish access points, connect health care centers and hospitals with ICTs, and adapt secondary schools curricular to meet the challenges of the information society, taking into account national circumstances. However, ICTs help global development partners detect the needs of secondary schools and how to help them solve their problems. This is in the areas of providing them with teaching and learning materials as well as trainings on ICT skills. The test of hypothesis 1 showed that there is no significant difference between the opinion of teachers and students on the use of ICTs by global development partners for secondary school development. They accepted that ICTs play very significant role in the communication and information exchange between global development partners and the school. The findings finally revealed that problems militating against the use of ICTs in developing global partnership with Nigerian secondary school systems with special reference to the case of Abia State include: (14) lack of proper maintenance of available ICT facilities, (15) non-involvement of global development partners in school development, (16) high cost of ICT facilities, (17) unavailability of ICT facilities, (18) lack of ICT skills among teachers and students, (19) unstable state of electricity to use the ICTs, and (20) limited access to internet. This is line with Yusufs (2008) findings on barriers to ICTs usage in secondary schools which are; Lack of teachers confidence and computer anxiety, lack of training, skills and ICTs focus; lack of access to resources; poor organization of resources; lack of time to use ICTs lack of technical support, infrastructures and electricity, ineffective technological leadership in schools. The result also agrees with the works of Aladejana (2008); Petrova and Sinclair (2005) which identified the obstacles to the use of ICTS in secondary schools 12

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to be poor infrastructure, epileptic power supply, lack of trained personnel, inadequate funding, and limiting or no access to internet. The test of hypotheses 2 showed that there is no significant difference between the opinion of teachers and students on the problems militating against the use of ICTs in developing global partnership with secondary schools Abia State. Both the teachers and students accepted that unavailability of ICT facilities, lack of maintenance culture, poor electricity supply and lack of training skill militate against the use of ICTs in developing global partnership with secondary schools. All the schools in Abia State are facing these problems. This conforms to the work of Okorie and Uche (2007) which revealed that irregular supply of electricity has damaged available ICT facilities and electronics such as computers, printer scanners, radio, television, video recorders and even refrigerators. Implications of the study and Conclusion The implication of this study is very challenging. The first seven millennium development goals are mutually reinforcing and are directed at reducing poverty, disease and death in all its forms, ensuring education for all and empowerment, while the last goal which is global partnership for development is about the means to achieve the first seven goals. Global development partners can communicate and partner with secondary schools to partake and help the school develop and improve the quality of training through information and communication technologies. Hence, if they partner with secondary schools, training can be given to teachers and students on the required skills for employment, health and environmental training as well as increased scientific knowledge among students. Recommendations Based on the findings of this study, the following recommendations are made: 1. Secondary schools should partner with global development partners for secondary school development; 2. Government should provide schools with ICT facilities to enable them link with global development partners; 3. Government should improve the state of electricity supply and Internet facility in the state; and 4. Training on ICTs should be organized for teachers and students to acquire ICT skills. References Adomi, E.E. (2010). Africa and the challenges of bridging the digital divide. In Khosrow-Pour, M. (Ed.). Handbook of public information technology. Pennsylvania: Idea Group. Adomi, E.E., & Anie, S.O. (2006). An assessment of computer literacy skills 13

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of professionals in Nigerian university libraries. Library Hi Tech News 23 (2): 10-14. Anderson, J. (2004) IT, e-learning and Teacher Development: International Education Journal, 5(5), 1-14 Blade, R. (2005) Information Technology for EXCCSEC. Oxford, UK: Oxford University Press. CITAD, (2009) News on ICTS in Nigeria: March 2009, 8(3) Adapted from www.citad.org. Evoh, C.J. (2007) Policy networks and the transformation of secondary education Through ICTs in Africa: The prospects and challenges of the NEPAD E-schools Initiative. International Journal of Education and Development Using Information and Communication Technology (IJEDICT) 3 (1), 64-84. Evoh, C. J. (2007) The New School Research, USA. International Journal of Education and Development Using ICT. 3(1)15-16.

Goshit, T. (2006). Nigeria's need for ICT: SP. 259 technology and policy in Africa. Available: http://ocw.mit.edu/NR/rdonlyres/Special-Programs/SP-259Spring2006/891209EE-E63B-4617-BA9D-7635A63C754B/0/goshit.pdf Nwabueze, A.I. (2011). Transforming science instructions through ICTs usage in Nigerian secondary schools. SAGE Journals. Okorie, N.C. & Uche, C.M. (2007) Inhibitions on Internet Usage in the University System. Journal of Applied Research in Education. 5(1), 16-25 Onyegegbu, N. (2007) Using New Technologies in Creating Excitement in Biology Laboratory Activities. Retrieved on 24/09/2007 from http://www.academicjournals.org. Petrova, K. and Sinclair, R. (2005) Business Undergraduate Learning Online: A One Semester Snapshot. International Journal of Education and Development Using Information and Communication Technology 1(4), 69-88. Samuel, M. (2007). Technology, Education, Children, Retrieved on 4/20/2009 from http:/www.comminit.com/en/node. Tyler, K.D. (1998). The problem in computer literacy training. Retrieved on 08/08/09 from http://www.ccs.new.edu/home/romulus/ papers/myw 14

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