ICT Report Press Small Final 2010 Sept 15th

REPUBLIC OF KENYA
ICT Capacities and Capabilities in Secondary Schools in Kenya 2009/2010

NCST No: 046
Ministry of Higher Education, Science and Technology and National Council for Science and Technology
ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010
Foreword
ith Free Day Secondary Education (FDSE), massive expansion calls for affordable and appropriate education for students who are prepared for training institutions. This point out on appropriate technologies to provide fast and accurate feedback to students, technologies that focuses on education quality and relevance if schooling is to provide a skilled confident manpower equipped to prosper regardless of background with productive ability responsive to social challenges.
It is because of this important role that ICT in secondary education can play to link massive expansion with the relevant knowledge and skills to the world of further tertiary training and work that makes the youth and the population of fast growing generation the future knowledge-based, innovative and productive pool. Effective use of ICT in education and training can strengthen and facilitate their entry to more productive, more innovative and to build stronger businesses in the competitive global economy as workers and consumers and, exporters of linked goods, services and information, thus accelerating their pace of globalization.
students utilizing these tools in schools, do they have perceived competencies to be able to use those tools and what are their support needs, if any? Surprisingly, the baseline survey results of ICT in Education in National Secondary Schools indicate that ICT Coordinators are prime movers of ICT in schools and eager to adopt integration of ICT
However, with ICT in school, teachers and students are expected to be competent and effective in utilizing these tools. Are all teachers and students ready and making use of ICT in schools? To what extent are teachers and
in education. They reported that for effective use of ICT in schools, there is need to:-
1. Foster the use of relevant and appropriate ICTs in creating opportunities responsive to promote and engage all students in focused learning experience; 2. Better usage of ICT to enrich curriculum delivery; and 3. Provide support to advance ICT training and class-based equipment. The ICT in Education baseline survey group is grateful to the schools, administrators, teachers and pupils for their willingness to participate in the study. We wish to thank Flemish Association for Development, Cooperation & Technical Assistance (VVOB) for providing us with secondary data needed to estimate indices, Ministry of Education and the Ministry of Higher Education, Science and Technology for availing supportive infrastructures and resources, respectively.
Prof. Shaukat A Abdulrazak, PhD, FIBiol., MBS Executive Secretary, National Council for Science and Technology
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naTIonal CounCIl for sCIenCe and TeChnology-June, 2010 mInIsTry of hIgher eduCaTIon, sCIenCe and TeChnology
Published by the National Council for Science and Technology June, 2010
Edited by Dr. Edwardina O Ndhine, Mr. Henry M Njoroge and Mr. Carilus A Ogwel
EXECUTIVE SECRETARY NATIONAL COUNCIL FOR SCIENCE AND TECHNOLOGY P O BOX 30623 00100 Tel: 310571 (Office) 2242175 (Direct line) NAIROBI
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With the Implementation of e-learning as enabling tool to support teaching and learning; the survey report on ICT Capacities and Capabilities in selected Secondary Schools advocate for a culture of Science and Technology skills uptake and intensified critical thinking and Innovativeness
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Contents
Foreword Contents Definition of Key Terms ii v vii
CHAPTER ONE: GENERAL INTRODUCTION

1.0 Introduction 1.1 Background 1.2 Expanding Education Opportunities 1.3 Challenges in Expanding Opportunities and Building Skills in Secondary Education 1.4 ICT in Education and ST&I Support in Development 1.5 The Rational of Baseline Survey on ICT in Education 1.6 ICT Support for Secondary Education 1.7 Impact of ICT in Education
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1 3 3 6 7 10 11 11
CHAPTER TWO: METHODOLOGY

2.0 Scope and design 2.1 Sample size and Area 2.2 Data Collection 2.3 Data Processing and Analysis 2.4 Survey Schedule 2.5 The sample 2.6 Methods
2.6.0 Assessment Framework 2.6.1 Assessment Package 2.6.2 Questionnaire surveys 2.6.3 The involvement of schools
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14 14 15 15 15 16 17
17 17 17 18
CHAPTER THREE: FINDINGS AND DISCUSSION

3.0 Relevance of ICT in Secondary Schools 3.1 Summary of ICT Resource and Capacities in Secondary Schools 3.2 National Picture of ICT in Secondary Schools 3.3 National Secondary Schools Picture of ICT in Kenya
3.2.0 Use of ICT by Teachers in secondary schools 3.3.0 The views of students, teachers and ICT Coordinators 3.3.1 Form One students 3.3.2 Summary of Key points emerging from form one students questionnaire 3.3.3 Form Two and Three Students 3.3.4 Summary of secondary students questionnaires 3.3.5 The Teacher/ICT Coordinators summary of the questionnaire
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19 20 20 25
25 26 31 33 38 39 20
3.4 Discussions and implications 3.4 Staff Development and Training 3.5 Recommendations References
45 47 51 53
List of Figures
Figure 1: Enrollment in Public Primary Schools by Gender: 2004-2008 .................. 4 Figure 2: Enrollment in Public Secondary Schools by Gender: 1990-2003.......... 4 Figure 3: Enrollment in Secondary Schools by Gender: 2004-2008................. 5 Figure 4: Number of Primary and Secondary Schools by Type: 2004-200.............. 5 Figure 5: Student Enrollment in Technical Institutions: 2004-2008............... 7 Figure 6: Student Enrollment in Universities by Gender, 2004/5-2008/09................ 9 Figure 7. Concept map indicating relationships existing in use of ICT in and out-of- school........................................................... 12 Figure 8. ICT Secondary School Teachers Training............... 21 Figure 9. ICT in the Classroom Teaching and Larning ............. 22 Figure 10. ICT level of secondary school teachers by province......................... 23 Figure 11. ICT learning places in the classroom.................................................... 24 Figure 12. ICT linkages by province....................................................................... 25
List of Tables
Table 1. ICT capabilities and capacities activities planned for 2009 2010........... 16 Table 2. ICT capabilities and capacities activities planned for 2009 2010........... 26 Table 3. Form one students reported in-school use of computer ........... 27 Table 4. Form one students reported in-school use of computer .............. 28 Table 5. Form one students reported out of-school use of computer ............. 29 Table 6. Form one students reported out of-school use of compute........... 30 Table 7. Form two and three computer use across subjects in one week ......... 34 Table 8. Form two and three use of computer in school .................. 35 Table 9. Form two and three use of computer out-of-school school .................. 37
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Definition of Key Terms

Policy in Education: refers to a government-issued document which sets out the principles, guidelines and strategy for ICT in education.
Questionnaire: Information data collection to be undertaken that consists of students, teachers and administrators on the resources required and ICT assisted educational support.
ICT: A diverse set of information, communication and, technological tools and resources used to transmit, store, create, share or exchange information. These tools and resources include computers, the Internet (websites, blogs and emails), live broadcasting technologies (radio, television and web casting), recorded broadcasting technologies (pod casting, audio and video players, and storage devices), camera and telephony (fixed or mobile, satellite, Visio/video-conferencing, etc.). Education Institutional Policy: Individualized email accounts for all students (or all teachers) should be counted. Policy outline institutional vision, mission, strategies, implementation plan and priorities in utilizing of resources in achieving educational outcomes Electricity: Permanent sources of power (e.g. grid/mains connection, wind, water, solar and permanently fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes. Email: Individualized user name for each learner or teacher within a web domain (or host name). Shared Vision: School system, preschools, schools, school boards and educational leaders provide proactive leadership in developing a shared vision for learning technologies among school personnel, parents, and the community. Equitable Access: Students, teachers, staff, and administrators have equitable access to modern ICT, software and telecommunications resources. Skilled Personnel: School leaders, teachers and support personnel are skilled in the use of ICT appropriate to their job responsibilities. Professional Learning: School leaders, teachers and support personnel have consistent access to ICT-related professional learning. This professional learning supports educational leaders and teachers in making appropriate pedagogical choices to use ICT to enhance learning. Infrastructure: Teachers and students have access to a robust, secure infrastructure appropriately deployed to meet the learning needs of all students.
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Technical Personnel: Technical support in maintaining and using ICT, Curriculum Frameworks and Curriculum Resources Teachers and Administrators are knowledgeable about curriculum frameworks, related curriculum resources, pedagogy, and the use of ICT in schools to support and enhance administration, teaching and learning. Student-Centred Teaching: Teaching that allows students to develop critical thinking and problem-solving skills, fosters independent learning and enables students to be responsible for learning, and collaborate with other contacts Community Support: Schools maintain partnerships and communications with parents, businesses, and the community to support ICT use within the school.
Support Policies: Schools have policies, financial plans, and incentive structures to support the use of ICT in learning and in the operations of the school.
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Abbreviations and Acronyms

ASAL Arid and Semi-Arid Lands CEMASTEA Centre for Mathematics, Science and Technology Education in Africa EFA Email E-learning FSE ICT ILS KPUC MPUC NCST MOE R&D S1 S4 S&T ST&I TIVET UNESCO VVOB Education-For-All Electronic mail Electronic Learning Free Day Secondary Education Information Communications Technology Integrated Learning Systems Kenya Polytechnic University College Mombasa Polytechnic University College National Council for Science and Technology Ministry of Education Research and Development Sample 1 Sample 4 Science and Technology Science Technology and Innovation Technical, Industrial Vocational and Entrepreneurship Training United Nations Educational, Scientific and Cultural Organization Flemish Association for Development, Cooperation and Technical Assistance
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CHAPTER ONE
1.0 Introduction
GENERAL INTRODUCTION
Given that Information and Communication Technologies (ICTs) have considerably contributed to social and economic development of countries striving to catch up with the knowledge-based economy. And, that ICT bears the thrust to advance science and technology information and knowledge dissemination, the National Council for Science and Technology (NCST) support policy advice to access technologies that create the S&T critical talent pool of skilled manpower to respond better to social and economic challenges. Unfortunately, several factors contribute to the delay to prepare the youth and population of fast growing generation with individual knowledge, skills, and attitudes so that they can respond to social challenges in their communities. Access to quality and relevant knowledge is considered particularly important in recent extensive land degradation through deforestation and over cultivation; scarcity of safe drinking water and high rates of communicable diseases; impacts of climate change on sensitive sectors to continued forecast on floods and droughts noted to have profound adverse effects on our countrys social economic growth, peace and stability. In response to these and other challenges, the Ministry of Higher Education, Science and Technology established strategic framework1 that will enable improve the productivity and competitiveness of Kenyas human resource pool by: 1. Strengthening technical capacities and capabilities; 2. Developing a highly skilled human resource base; 3. Intensifying innovation in priority sectors; 4. Enhancing Science, Technology and Innovation awareness; 5. Strengthening the ST&I performance management framework. Clearly, support for building S&T capacity and competences of the youth and population of fast growing generation in education and training sector is a top priority for high level creativity or innovation of products and, processes and entrepreneurship services.
Failure to take full advantage of the opportunities offered by technological advances to education for massive expansion will represent a drastic lag in skilled innovative manpower narrowing the possibilities for individual activities in areas of business, research, learning, health and welfare and many other aspects of daily life. The education sector with the benefit of massive expansion and graduation of youth from primary to secondary to tertiary training can be justified not only on the basis of increased transition rates but as a pathway and alternative channel to address innovation and entrepreneurship for global competitiveness. The absence of ICT Policy in Education is considered a chief barrier notwithstanding, those students from rich technology environment experience positive achievements on performance in all subject areas for advanced training in higher education institutions2. This calls for comprehensive policies enhancing ICT in Education so that our young and population of fast growing generation are better equipped to better perform and also be able to respond to challenges of innovation and social change in their communities. Studies on e-readiness for ICT generally, address present concerns should schools effectively take full advantage of the opportunities provided by ICTs3. The report further reveals that while most secondary schools have some computer equipment, only a fraction is equipped with basic ICT infrastructure necessary for teaching and learning. ICT in public primary school is described as almost negligible. The critical role played by ICT in Education calls for comprehensive policy measures that can enable focus on: Knowledge access and relevance - supportive of training critical mass of skilled innovative workforce which future economic growth and jobs depend; Science, Innovation and Techno-entrepreneurship culture to realize better use of knowledge and skills as well as developing new once with changing global competitiveness. Essentially, ICT in Education is reflected in a range of multinational policy documents, being the engine of growth with potential to contribute significantly to sustained public welfare, to strengthen democracy, to increase transparency in governance, to nourish cultural diversity, and to foster international partnerships and stability in global economy4. Vast ICT opportunities are generated not only amongst the top leaders of developed nations but dynamic economies of Philippines and Korea5. United Nations and the World Bank reported that ICT can increase access to education network for students, train teachers and, broaden availability of quality education material for emerging global economies6. The African
Heads of State further citing the potential for ICT emphasized that ICT can improve learning and no longer separable from improved health care and, enhance governance7. The Government values the use of ICT in Education given its spillovers effects on critical economic sectors affecting the young and population of fast growing generation; gender related imbalances and challenges facing vulnerable groups in science sector - equipping them with relevant skills and knowledge that address social deprivation, poverty and inequality. This report present findings on ICT capacities and competences in education and point out the need for the country to generate national policies and programs focused on ICT use in education to enhance quality and develop students knowledge and skills responsive to changing social and economic needs in their communities.
1.1 Background
Sessional Paper No. 1 of 20058 and the KESSP document9, outlined introduction of information and communication technologies (ICT) educational priorities, their integration into education and the associated financial investments, which has also resulted in the need to monitor these developments, using reliable and valid indicators. It is believed that the use of ICT in education can increase access to learning opportunities. But, lack of reliable, quality data, in addition to the absence of standardized guidelines for establishing relevant and comparable indicators, hinder policymakers in making informed decisions or in demonstrating greater commitment to integrating ICT into education systems. In terms of relative productivity, it is apparent that ICT tools do not only respond to education quality and quantity but also, further training which facilitate ultimate access to tapping the vast opportunities central for high economic growth. Without policies in place, ICT appear to also expand new forms of inequity especially in limited ICT knowledge, skills, or insights with low ability to use ICT in schools. Furthermore, new technologies in ICT have social and economic implication as they now determine quality of workforce and status position10.
1.2 Expanding Education Opportunities

Many policy reports indicate that in order to combat social exclusion, education must go beyond the framework of initial schooling to individual innovation and entrepreneurship11. As with developed and emerging economies, this countrys future can only be built on educated, enterprising and skilled people. It is believed that with ICT in education, massive
expansion of our young and population of fast growing generation can be a leverage to support and reduce the gaps that exist between socioeconomic realities and the experienced effects on gender and regional disparities in performance12, 13. Investing in ICT in Education enable skilled and knowledge-based individuals to make informed choices, get satisfaction from work which stimulates creativity and better productivity14. At secondary schooling, where the returns to female education are highest, it is particularly important to acquire the skills and competences needed to become ideally empowered to respond to social change in communities for the better but without informed policies ICT in Education may be the main bottleneck preventing the equitable access of educational opportunities for social and labor market demand15.
4.5 4 Enrollment (millions) 3.5 3 2.5 2 1.5 1 0.5 0 2004 2005 Boys 2006 2007 Girls 2008
Years
Figure 1: enrollment in public primary schools by gender: 2004-200816

450,000 400,000 350,000 300,000
Enrollment
250,000 200,000 150,000 100,000 50,000 0 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2000 2000 2000
Years
Boys
Girls
Figure 2: enrollment in public secondary schools by gender: 1990-200316
Figure 3: enrollment in secondary schools by gender: 2004-200816
Figure 4: number oF primary and secondary schools by type: 2004-200816 The total enrollment between 2002 and 2008 expanded access to secondary schooling when the Government implemented the Free Primary Education (FPE) programme and later the Free Day Secondary Education (FSE) (Figure 1-3). The trend to the increased secondary education enrolment has been noted with public secondary schools reported to reach 5,091 and 2,305 private secondary schools (Figure 4). Available statistics indicate enrollment rate (NER) have continued to increase at all levels of schooling; mostly at secondary school where net enrollment rate increased by 55 percent between 2003 and 2008. This means that transition from formal primary to secondary education continued to increase over time from 207,730 KCSE
registered students in 2003 to 265,310 in 2007. While, the student teacher ratio in public secondary schools rose from 23:1 in 2007 to 28:1 in 200817. This is a challenge because the teacher capacity and capabilities are necessary for establishing class environment and preparing learning opportunities which facilitate the students ability to learn and communicate. The potential for the students to acquire important technology capabilities also resides in the teacher. The question is whether the public secondary schooling can reliably continue to sufficiently increase access to relevant education for further training or lifelong skills. This is a critical reason for special importance to providing resources for ICT in public secondary education to exploit the world of knowledge18. Besides, providing adequate access to modern tools and resources for learning, an obstacle that would otherwise be, ensure that teachers adopt and intensively use computer technology to enhance teaching in the process of supporting schooling expectation. The development of comprehensive, inclusive ICT Policy in Education at the national level, together with relevant implementation strategies could leverage the support and improve delivery of quality and relevant education to improve relatively low access of marginalized groups to postsecondary tertiary training which is largely determined by students performance by tackling shortage and gap barriers faced by under represented groups.
1.3 Challenges in Expanding Opportunities and Building Skills in Secondary Education

The variation in the quality of education that exists among secondary schools is already substantial and this affects the availability of knowledge and skills to better individuals on transition to tertiary education institutions. The way to turn what many perceive as a national risk into a global opportunity is by building and harnessing the values, attitudes, and skills related to learning, communication, problem solving and collaboration through enabling effective use of ICT in schools. Countries are also investing heavily in ICT for expansion and quality improvement of their higher education systems making them easily accessible, and often directing sizable portions of investments to enhance quality of new entrants to training in S&T related fields. In fact, most of the countries with high and emerging economies display high application of ICT in sectors such as education and training, which unless addressed strong and sustainable social and economic growth will remains almost elusive. In short, ICT use in education is at a particularly dynamic stage, which means that growing specialization of knowledge access of good quality and relevance is seen as a crucial tool for generating opportunities and benefits of social and economic development.
There is need to provide active support to inequities and regional disparities which remain despite of huge increase in enrolment, especially in resource constrained slum settings, rural and Arid and Semi-Arid Land (ASAL) areas19. The purpose of this report is to set policy options for supporting teaching and learning demands arising from schools in the remote places or where socio-economic condition of the students and people in the community where school is located is low with the massive education expansion. It is expected that specific facts and figures presented serve as building block that will be part of database updated collaboratively with partners, to realize potential benefits of integrating ICT in education for improved focus in the application and exploitation of S&T knowledge that contributes to high-value output products, services and processes, and stimulate economic activities generally.
1.4 ICT in Education and ST&I Support in Development

Probably, one of the most pressing concerns to competences, skills and abilities required for ICT in education for further training or life skills is preparing students and teachers to take up new roles in the 21st Century. This is indeed determined by availability of support especially from school administrators, since they make decisions on top priority if schools are to be institutions that contribute upon graduation dependable and continued inflow of enabled individuals for social change in communities. It is against this background that this report examines the data and describes ICT application in secondary schools before embarking on ICT capacities and capabilities in tertiary institutions with the focus to strengthening the production of S&T related skills for economic growth and global competitiveness. The government anticipated that, expanded Free Day Secondary Education (FSE) would increase the number of students in tertiary education institutions to meet the challenges of current and future skills. ICT in education has proved to be the most cost-effective means to prepare students to be creative and forward thinking in their environment. As knowledge becomes more central to economic activities, S&T educated and trained individuals use ICT to improve performance, productivity and efficiency on which a wide range of social and economic strengths
advantage depend.
Figure 5: student enrollment in technical institutions: 2004-200820 Technical, Industrial and Vocational Educational Training (TIVET) as the vehicle for socio-economic and technological transformation, cater for primary and secondary graduates who for some reason did not transit to institutions of higher education and training. Although currently TIVET institutions include Kenya Polytechnic (KPUC), Mombasa Polytechnic (MPUC) are under the mentorship of Nairobi and Kenyatta Universities, respectively as constituency colleges to award degrees, others like Kisumu and Eldoret National Polytechnics, Kenya Technical Teachers Training College, Institutes of Technology, Technical Training Institutes, Industrial Training Centres, Youth Polytechnics, vocational training centres and other private commercial colleges admit and train secondary graduates to award diplomas and certificates. Total student enrollment in TIVET institutions increased to 85,200 in 2008 (Figure 5). KPUC had the highest student enrollment of 10,148 students in 2008 followed by MPUC with 2,799 students, with only 200 and 150 students registered on degree courses, respectively.
Figure 6: student enrollment in universities by gender, 2004/5-2008/0920 Enrollment in 2008/09 academic year rose to 100,649 and 22,198 students in the public and private accredited universities, respectively (Figure 8). However, despite the rise in university enrolment, the transition rate from secondary level to both public and private universities still remain low, only 3.8 percent21. This indicates that over 90 per cent of our young and population of fast growing generation is neither in meaningful employment, nor in further education or training into tertiary institutions. Their entry is also, likely to be hindered by the fact that most secondary school students may lack the necessary ICT skills to exploit the opportunities which comes with quality knowledge and skills. A large numbers of secondary school students from the vulnerable groups of society remain increasing unprepared and unlikely to benefit from the information revolution, thus widening further the equity gap to develop ICT skills. While there has been an increase in university students at Kenyan universities (91,541 students in 2003/4 increase to 136,381 students in 2008/9) the transition rate from secondary education level is still below the sub Saharan African average of 5 percent and countries such as Malaysia (32 percent), South Africa (15 percent). It is therefore, necessary, that existing teachers available are equipped with ICT skills and competences to effectively teach the subject matter content and also provide, likewise the necessary knowledge and skills to students for better performance on transit to higher education or S&T workforce.
Compared to emerging and developed competitors, too few of our young and population of fast growing generation reach associated professional skilled occupation levels which are critical in supporting the development of a diverse economy based on knowledge, innovation and productive ability to fully exploit changing economic environment. Other concerns observed is about young and population of fast growing generation low level of interest in S&T courses taken in tertiary training institutions from where the country sought to build multi-skilled S&T workforce well positioned to compete in a global market of knowledge workers. Enhanced ICT in Education may ensure that our younger generations have the basic knowledge and skills at secondary level, this is expected to respond to low students tertiary student enrolment for tertiary training22. There are several ongoing initiatives by government ministries and stakeholders in the implementation of ICT in education aimed at developing an enabled workforce vital to remain competitive, and continually create an enabling environment for innovative ways of working. This study already recognized limitations and scarcity of accurate and systematic data on ICT in Education as a priority to improved quality of science education and training for schooling expectation, particularly at a time of educational expansion.
1.5 The Rational of Baseline Survey on ICT in Education

ICT in Education by supporting teacher and student activities connect student and teacher to a vast array of global stock of knowledge providing quality education, alternative sources livelihood, and ultimately, a better way of life. The critical role of a teacher as the guide, facilitator, manipulator and building of human capital require individuals eager to acquire ICT skills and competences well ahead of students. This is point out according by UNESCO that within educational institutions23, ICT empower and enable student to do the following tasks: 1. 2. 3. 4. 5. 6. Capable ICT users; Information seekers, analyzers and evaluators; Problem solvers and decision makers; Creative and effective users of productivity tools; Communicators, collaborators, publishers and producers, and Informed, responsible and, contributing citizens.
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1.6 ICT Support for Secondary Education
There are a number of immediate reasons for exposing students to using computers to access and current information in schools. First and foremost there is a need to search, select and respond to a mass of information. To some extent there is a social role in connecting students in touch with other people and their ideas. Thereby, enabling collaborative learning process, where peers and more knowledgeable interactions function as pillars for the individual development of new innovative abilities and competences. It is worth mentioning that ICT use has the potential by building on distributed knowledge to affect learning processes; enabling knowledge sharing; providing a framework of peer networking; giving rise to learning communities; and creating innovative collaborative linkages. Secondly, the efficiency of bringing information to students and teachers can indeed foster new learning environment with improved learning outcomes. If ICT use is to be grounded in education and training sector, this must start with an examination of learning environments and individuals capabilities and competences. It is likely that marginalized schools and classrooms in the country may very well remain excluded from nations education effort aimed at promoting use of ICT in education or in teacher training.
1.7 Impact of ICT in Education
The report reviewed the use of ICT by student, teacher and administrator in and out of school settings and noted creativity and innovation taking place. Creativity and Innovation can be triggered if ICT is used effectively to support learning (Figure 7). With the provision of audio, audiovisual, audio/ audio visual conferencing, computer conferencing, multimedia - online and offline ICTs eventually facilitate and promote classroom teaching learning practices and concepts promoting and improve access, quality and equity and stimulate students interest and motivation for life-long learning. Notwithstanding, much is yet to be done to reshape curriculum and education practices to embrace ICT in education and its integration in education sector for desired goals.
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Student
Acquired Have capabilities with
Learning
To live in the
Community
Responsible to
Demonstrated through
Element of
Learning outcomes Curriculum
Mandates
Educational System
Provides resource to Supports
Supports
Pedagogy
Content Influence
School
Used to deliver
Determine
Element
Support
Provides Member of
Teacher
Element of
Learning Environment -physical -learning peers
Element of
ICT Resource -software -hardware
Figure 7. concept map indicating relationships existing in use oF ict in and

outside school
Under the scenario cited, more policy participation initiatives are needed to provide the most basic fundamental social service not compromised and bridge the gap between knowledge society and groups at risk of key human capital exclusion for sustainable development. There is an urgent need to ICT integration in the classroom settings with emphasis to problems in policy, regulation, facilities, human capital and school access to management. The survey aims specified are: 1. To describe the level of ICT use by students, teachers and administrators; 2. To determine perceived competency and perception of ICTs; 3. To describe the obstacles faced by teachers in ICT use, and 4. To identify teachers training and support need. Three key groups of secondary school stakeholders are identified as: the Administrators, ICT Coordinator and Student in different national (locales) schools where facilities and equipment vary. The invariable is ICT use by administrators, teachers and students with capacities, competency, and support needs in school and out of school. Reference will also be made to: 1. Gather information on levels of access, provision and use of ICT by teachers, school managers and pupils within and out of schools, as well as their attitudes towards its use in education;
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2. Assess the ICT knowledge and skills of a nationally representative sample of secondary school teachers/ICT Coordinators, administrators and pupils at; 3. Assess the impact of training provided by in-service of teachers knowledge, skills, understanding and attitudes; 4. Determine levels of; a. attainment at each stage as well as competency and perception of ICTs differences across stages and within subgroups, e.g. gender; b. ways in which ICT initiatives have impacted upon pedagogy c. impact of ICT initiatives on school management and administration d. hopes and expectations of the uses and applications of ICT, e. role ICT will play in the future for teachers, pupils and school managers/ICT coordinators.
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CHAPTER TWO
METHODOLOGY
2.0 Scope and design
his is entirely a baseline survey. Its sampled localities and sample size were selected on a purposive method. It was based on qualitative as well as quantitative information. In this baseline survey both descriptive and explorative research designs were employed. The study was descriptive because the data interpretation was followed by explanation on responses. The study was explorative because it explored more information on ICT and its benefit to students, teachers and administrators. The study used structure questionnaires to collect quantitative information and interviews; participatory discussion was also used to collect qualitative information. Specifically random purposive sampling was used to select limited number of respondents from selected schools. The key participants in the ICT developments were students, their teachers and the administrators within their school. Materials were designed to assess pupils knowledge, understanding and skills and, sought evidence of access, usage and attitudes to ICT and aspirations and expectations for the future. Similar questionnaires were developed for teachers and coordinators. The questionnaires issued to teachers, students and coordinators contained a core of common items with additional cohort specific questions.
2.1 Sample size and Area

Sample area of study was purposive selected from category of public national 18 secondary schools of excellence where 810 respondents are students, drawn from each school across each stage cohort (form 1-3). The selection of the sample was based on assumption that the maximum number of student a class can hold is 50. It was considered that computer studies is a elective subject only one class was expected to be studying computer. A sample of 30 per cent of each class was selected from forms one, two and three. Three groups of 15 randomly filled the questionnaires on their users of ICT in and out-of-school. In addition 36 teachers and administrators were purposively selected to fill questionnaires designed for them. Thus, total sample of correspondents was 846.
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2.2 Data Collection

The study basically depended on both secondary and primary data collection. Different users on ICT from different groups in different secondary schools were asked questions on computer use in school and at home and, ICT interest, awareness, skill, capacity and regarding ICT based activities. A teachers and Administrators questionnaire to achieve more information about ICT, their local training and ICT programs and policies was obtained from another set of questions. Quantitative information was further collected from group discussions and observation of case studies. Secondary data played a critical to collect information about ICT and most collected data is from MOE ICT integration in Education through various database and survey reports.
2.3 Data Processing and Analysis

The quantitative data was processed and analyzed using SPSS software and presented in form of tables, charts and percentages. According to the pre-set objectives of the survey information on levels of access, provision and use of ICT by teachers, school managers and pupils within and out of schools analysis and discussion are reported centred on their status, their knowledge and use of components ICT such as internet, email, curriculum delivery and other uses. Each competence item where necessary measured scores of five point rating scale from 1 (no capability) to 5 (excellent) to evaluate if current training courses address teachers training need.
2.4 Survey Schedule

The survey started from December 2009 on consultations with the secondary data from MOE. There were staffs of MOE and VVOB in the ICT integration in Education Unit deployed for the maintenance of ICT in Education institutions database as a continuous processes. The NCST survey focused on individual details of ICT in National Secondary Schools for individual activities in areas of ICT awareness and opportunities in their daily day to day life.
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Table 1. Work plan for ICT capabilities and capacities activities planned for 2009 - 2010
Objectives / Activities by month(s) 1 2 Literature Review & Desk study Technical Committee Constituted (NCST, MOE & CEMASTEA) Baseline Survey Tool Developed Jul Aug Sept Oct Nov Dec Jan Feb Mar April May June
ACTIVITIES OF 2010 4 5 6 7 8 Carry out Data Collection and Review Data Entry, Data Cleaning & Validation Analyze Data & Prepare Graphic presentations Report Writing 1 Day Stakeholders Feedback (Presentation of Draft Report) Final Report
2.5 The sample

For primary data samples of students at three stages of secondary schooling (Secondary Form 1 12/13 years; Secondary 2 13/14 years; and Secondary 3 15/16 years) were drawn from the MOEs database of schools, using a sampling frame stratified by authority and size of school. Within schools, pupils were selected on a random basis, while ensuring equal numbers of boys and girls at each stage. In the secondary sample, S1 to S4 pupils were drawn from a wider range of schools and from across each stage cohort, i.e. not restricted to those taking computing courses. In the event, the number of schools that completed the various aspects of the study were not detailed as intended, mainly due to problems in securing limited participation of schools. All the provinces Central, Coast, Eastern, Nairobi, North Eastern, Nyanza, Rift Valley and Western were included in secondary school visits and it can be assumed that the samples are nationally representative of pupils in Kenyan Secondary Schools.
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2.6 Methods
The three types of data collection include: 1. Written assessment of pupils 2. Practical assessment of pupils 3. Questionnaires to pupil, teachers and ICT administrators/managers. 2.6.0 Assessment Framework Assessment materials, written and practical drawn heavily from previous surveys and additional input to bring the assessment package in line with curriculum statements as well as changes expected, particularly at a time of educational expansion. 2.6.1 Assessment Package The assessment package included both written and practical modes of assessment: 4. Pencil and paper assessment primarily for the display of knowledge and understanding, e.g. terminology, procedural knowledge, the purposes and capabilities of ICT, problem diagnosis and remediation; 5. Performance assessment ICT was used to perform specific tasks including word processing, data handling and various forms of communication (email, web searches and using websites).
The written information contained a number of common tasks to allow comparisons to be made across groups.
2.6.2 Questionnaire surveys Printed questionnaires were distributed to schools in the same package as the assessment booklets. Questionnaires for staff were also made available in different package of assessment booklets. Information was sought from each group as indicated: Pupils Information on: their attitudes; their ICT educational experiences; self-assessment of competence and confidence in ICT; access to a range of facilities and resources (both at home and in school); their ICT interests, attitudes, hopes and expectations for the future. Secondary Classroom Teachers /ICT Coordinators Information on: their attitudes, preferred and actual uses of ICT; their expectations and aspirations for the future; current levels of skills, access and level of use of ICT (area and local networks, Internet etc.); changes in pedagogy; staff development
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experiences, including strengths and weaknesses of training, and future needs; and responses to the digital gap between home and school. School Principals/Administrators Information on: their awareness of and involvement in the initiatives; the existence of a school policy on ICT; awareness of and support for changes in pedagogy; their perceived priorities with respect to ICT and resource allocation, development planning, the impact of staff development; their intentions and aspirations for the future; responses to the digital gap between home and school. 2.6.3 The involvement of schools In the survey of primary data, the final number of 3, 000 booklets and questionnaires were distributed in February 2010 to schools to undertake written and component exercise in the eighteen Kenyan Secondary National Schools. From the secondary data, over 1000 teachers and head teachers from 500 schools around the country took part in the gathering secondary data about their access to ICT facilities, broadband availability to internet and budget plan. The teachers made their own comparisons on level of ICT training from data collected in other locations.
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CHAPTER THREE
FINDINGS AND DISCUSSION
3.0 Relevance of ICT in Secondary Schools
s the information society gains momentum, there is an increasing need for reliable data and indicators regarding information and communications technologies (ICT) readiness, use and impact. Such data can help policy makers formulate policies and strategies for sustainable ICT in education driven growth, enable social inclusion and cohesion to monitor and evaluate ICT impact in both the social and economic realm. Access to computers in schools exposes the young and growing population to ICT that they can use to expand their knowledge to meet their training requirements, as well as global competitiveness. The focus on ICT skills included use of technical skills to locate, collect, analyze, prepare documentations and communicate or disseminate information in relevant manner. The most common goal to student use of ICT is challenged by the Internet, digital communication, and the need to filter information. Since, students ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT use contribute to lifelong learning skills which support the countrys knowledge economy. The Educational Reform for the Knowledge Economy recognizes the importance of ICT in support of human resource for national needs and therefore initiate major step towards its use. ICT use in schools teaching and learning should encourage EFA in accordance with abilities and interests, independent of traditional patterns of gender, functional disabilities and social or cultural backgrounds for high quality education students are entitled to. Currently, there is no globally agreed upon set of indicators that could be used to compare ICT use across borders, though ICT use within schools collected in a number of countries measures the social and economic implications of ICTs. The group focused on two main tracks: 1. meaningful use of ICT by administrators, teachers, and students to enhance quality and relevant teaching and learning; 2. acquired skills and knowledge for further teaching and learning and, employment
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3.1 Summary of ICT Resource and Capacities in Secondary Schools

In the 2007/08, survey showed that students in schools across Kenya shared computers at a ratio of 40 students for each computer. Teachers were reported to advance building skills in using ICT and recognize that an advanced ICT skill becomes a commonly required skill, who must have been able to each individual learner to participate and receive benefits from adapted e-learning. There is no doubt about scope, structure and content of teaching, when it comes to teaching materials although participation and commitment on the part of teachers, administrators and sponsors differ. The teachers to Less Extent or Do Not at All apply ICT in their professional practice; especially most public schools in urban Nairobi province and, North Eastern Arid and Semi-Arid Lands (ASALs) which should contribute to the generation of ICT-based benefits remained marginalized groups and could be excluded from exploiting the world knowledge around them.
3.2 National Picture of ICT in Secondary Schools

3.2.0 Use of ICT by Teachers in secondary schools Out of 232 teachers sampled from secondary schools, responsible for establishing classroom environment and preparing the learning opportunities which facilitate ICT Integration in Education. The CEMASTEA personnel assessed the preparedness of classroom teachers in Central, Coast, Eastern, Nairobi, Nyanza, Rift Valley and, Western Provinces to provide and work closely in support of students curriculum e-readiness. It is expected that teachers participate effectively to better prepare students for the integration of ICT across the curriculum and in the everyday school life. This is because it is the teacher responsible for establishing classroom environment and preparing the learning opportunities which facilitate students use of technology to learn and communicate.
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Figure 8. ict secondary school teachers training. As shown in Figure 8A-E, seventy three per cent (73%) respondents were reported to have acquired ICT training 5 years ago, majority of ICT trained teachers were beginners with basic skills (57%) which were mostly acquired in in-pre-service or commercial college training.
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In the previous survey, the study reported teachers relied on to champion ICT in secondary schools, are mostly trained in ICT at certificate level with ability to Basic Computer Skills use of Microsoft Office productivity tools.
Figure 9. ict in the classroom teaching and learning. With evidence of expanded ICT trained teachers ready to use additional facilities like computers in their teaching and professional tasks, to what extend do these teachers utilize ICT tools in school and how do their competency support students needs?. As shown in Figure 9, it is reported to a less extend use of ICT in either daily and/or weekly teaching and instruction support 35% in public and 6% in private schools. This reveals that though secondary school teachers acquired computer skills, they to a less
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extend made use of ICT for professional development and communication in the classroom. Thus, mechanism need to be put in place to ensure that teachers utilize acquired skills and knowledge for further development and communication in the classroom. Many secondary school teachers in the preparation of teaching and learning programmes showed little or no ICT application with business studies, computer and geography (Figure 9). The survey also revealed that teachers in teaching sciences and mathematics more frequently use ICT much more in the classroom.
Figure 10. ict level oF secondary school teachers by province The teachers in urban Nairobi province and, North Eastern Arid and SemiArid Lands (ASALs) to Less Extend or Do Not at All apply ICT in their professional practice, especially most public schools which should contribute to the ICT-based benefits and opportunities remained marginalized and could risk being excluded from exploiting the world knowledge around them (Figure 10). Earlier reports warned that the low ICT capabilities of teachers could have serious implications for the nations development efforts (Okebukola, 2000). In emphasis the integration of ICT across the curriculum to all secondary schools is intended to support learning and skills by students and teachers, lesson preparation, and school administration more extensively. But, unless education officers working in-service with teachers explore and link the diverse findings on ICT levels of secondary school teachers, by failing to support public secondary school teachers adequate accessibility particularly from urban slum areas and ASALs to embrace e-learning so as to balance learning process that make effective use of ICT and engender knowledge creation schooling expectation on individuals and institutional level, as assumed here, is likely to be much lesser extent innovative to solve
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problems, and capture what is learnt especially amongst the marginalized groups.
Figure 11. ict learning places in the classroom The secondary school showed that students with average experience to using ICT have 1:40 computer to student ratio which is ideal and chances that rural groups of students use a computer at the ratio 1:40 is higher than urban groups of students (Figure 11). The key challenge is to move from the opt-in-stage by keen staff to building pressure for all teachers especially marginalized urban and ASALs public schools to integrate active ICT learning environments.
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There is Linkage 70 60 50 40 30 20 10 0
Central Coast Eastern Nairobi North Eastern Nyanza Rift Valley Western
Secondary Schools outside ICT Linkage by Province
Figure 12. ICT linkages by province Hence, mechanisms need to be put in place to ensure that teachers utilize computer technology for further development and communication, such as seeking online professional development and, in classroom teaching (Figure 12). ICT linkages by school as an institution with neighboring communities around should enable individuals engage in activities that promote knowledge sharing, foster cultural creativity, increase democratic space and make other social services readily available and make wider integration of different cultural groups and individuals with different abilities. ICT in education is already shaping how and where teaching and learning is taking place. There is a necessity to provide support for active use and full integration, as the interest might increase positive outcomes especially specialized education services, and the delivery of educational services to marginalized populations.
3.3 National Secondary Schools Picture of ICT in Kenya

3.3.0 The views of students, teachers and ICT Coordinators This study showed that there id interest in ICT at the secondary school level. The study found that almost half of the students surveyed showed some interest in ICT and as high as 84% senior students thought that it made school work more interesting. Students who had exposure to ICT out-ofschool were most likely to use computers to search for information not available in their school text books and/or surf interesting web sites for downloads. On the other hand, national secondary school teachers responsible for ICT use in-school acquired ICT specialized courses designed for literacy in
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the use of computers with a range of qualification in diploma, degree and postgraduate for their jobs, but working committees for ICT development need to make progress and have policy for ICT in-schools as a top priority. The study presented aims to gain understanding of skills and competences of students in secondary school and the influence of these factors on their performance in school. It was recognized that that the class room teacher and administrator could affect student to gain in the benefits and opportunities of ICT in school. This section presents the key findings from the questionnaires. The total numbers in each group returning completed questionnaires were:
Table 2. ICT capabilities and capacities activities planned for 2009 - 2010
Respondents
Students Teachers/ICT Coordinators Administrators Total
Form 1
197 8 8
Form 3 & 4
376
Total
573 8 8 589
3.3.1
Form One students
a. Access to computers
In total, 573 students, 197 Form one 82 girls (42%) and 114 boys (58%) returned completed questionnaires. Just over 57% considered that they sometimes use computers, while 21% never made attempt to use computers and 3% showed no knowledge of use of computer. Fifty-one percent (51%) did not like using computers at school because they did not get to use computers often enough. Apparently, forty-seven percent (47%) used computers out of school and forty-five percent (45%) had computer within the house where they live. Seventy-five (75%) of those who used computers in school liked browsing for information which they could not find in text books, while 7.1% never bothered and, 2% did not show interest. Sixty percent (60%) reported using computers in school often working together with their friends. Frequencyout-of-school was relatively as high as in-school use of computers, with 42% percent linked to internet or web. Incidentally, fifty-two percent (52%) at home and fifty-three percent (53%) always had someone to help them if stuck with the computer. Fifteen percent (15%) did not use computer-outof-school and 45% reported no computer within their reach at home.
b. Using a computer 26
out of school. (A column dont know what this is was also provided). Table
3 shows the responses also of sometimes and never across the range of activities listed. No response was also anticipated and made up the remainder percentage in the written component. The most frequently cited activities using a computer in school included: writing letters; stories or report; searching the web; playing games; making drawings of designs; storing information in a database and searching database. The majority of students never sent emails to other people or students or linked to chat websites and speak with other people nor chat over the net, for example twitters or face book.
Table 3. Form one students reported in-school use of computer (n=197)
In School, I use a computer to.. Sometimes % write stories, letters or report for project work search for information on internet or web play games make drawings or designs store information in a database draw charts or graphs from a spreadsheet put numbers into a spreadsheet search for information on a CD-ROM make a newsletter or newspaper page make animations send email to other people send email to students in other schools compare information to school website video conference with other schools link to chat websites and speak with other people display or send digital photographs link-up to a music keyboard run simulations chat over the net, for example twitters or face book do my own programming using, Logo or Turtlegraphics 57 58 62 58 48 31 31 34 24 31 25 18 38 23 27 29 19 23 26 21 22 18 19 24 36 33 38 50 31 51 58 38 53 46 49 33 53 35 Never % I dont know what this is about % 3 4 2 3 8 12 14 9 6 16 2 3 4 4 5 2 27 4 19
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In school, I like using a computer because..
Sometimes %
Never % 12 4 11 7 16 11 16 44 57
I get to work faster it makes school work more interesting my work is much neater I find information that I cannot find in books it helps me do better my school work using computer at school is fun often work with my friends I get to Google on school computer I get to send email on a school computer Most students agreed that:
62 74 64 72 60 67 60 20 16
I dont know what this is about % 2 1 1 2 3 2 1 9 3
their work was faster (62%) computers made school work more interesting (74%) their work was neater (64%) they found information that could not be found in text books (72%) computers helped them do better their school work (60%)
their were able to also have fun using computers (67%). While, more than half of students whose work was done on school computer complained that of work never being too hard and, a third thought work on school computer was too easy. When asked if they use computers out of school, one third of those students played games (62%) and only 14% used computer to do their homework.
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I do not like using a computer in school because..
Sometimes
Never
I dont know what this is about % 2 2 2 5 3 5 4
% it is often too slow I do not get to use computers as often enough I do not get to use computers on my own the teacher does not allow me/us to try things for ourselves work on school computer is too hard for me the work l have to do on school computer is too easy the programs on the schools computer are not as good as ones I use at home 16 51 40 26 14 36 33 63 27 39 49 60 37 41
The main dislike was the fact that computers the students did not get to use computers often (51%) and that work done on computer never too hard (60%) yet, they never got to use computers on their own or try things on their own (49%), while, programs for use on school computers were never as friendly, as, those available out of school (41%).
Table 6. Form one students reported out of-school use of computer (n=197)
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Out of school, I use computer to..
Sometimes
Never
% to play games to do my homework to practice things I learnt at school to write stories, letters or newsletters to store information on a database to search for information from database
to search for information on CD-ROM to put numbers in a spreadsheet to draw charts from a spreadsheet to make drawings or designs to do my programming to play stimulations to make animations to download music to send emails to my friends and family to display or send digital photographs to browse for web sites of interest there is always someone to help me if I get stuck with the computer I can spend as long as I like doing my work on the computer computer hardly ever crash At cyber.. there is always someone to help me if I get stuck with the computer 40
% 12 48 8 20 17 13
24 34 31 18 22 27 27 18 23 27 12 12 27 8 17
I dont know what this is about % 0 0 0 0 5 5

9 9 9 1 3 14 10 1 4 3 3 1 1 0 5
62 14 58 42 40 45
31 19 21 43 36 20 25 44 35 31 49 52 33 58
Out of school most students had opportunity to practice what they learnt at school (58%); over a third used computers to write stories, letters or
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newsletters, store information and search for information to download music. Out of school, more than about half of these students browsed websites of interest (49%) and someone was available to help when stuck with the computer (52%). The lack of knowledge on the use of computers in-school was as high as twenty seven percent (27%) on simulations to browsing. When asked on difficult thing about using computers in schools, sending emails; making newsletters or newspaper page; searching for information on CD-ROM or exchanging information by chatting over net e.g. twitters; downloading and attachments to display or send information were identified as computers in schools never used. Most of those students who had the opportunity to access computers out of school, either at home or cyber cafe had the advantage of assisted by some one always available whenever stuck. They accessed computers at friends or family house were most mentioned, although the cyber featured in the responses and could be associated to highly playing games; search for information or browse web sites of interest. 3.3.2 Summary of Key points emerging from form one students questionnaire It is interesting to note that 72% of form one students sampled indicated It is interesting to note that 72% of form one students sampled indicated that they liked using computer in school but down 45% out of school to get information that was not available in text books. What was more interesting was that it made school work more interesting and 64% thought it made their work much neater. Sixty percent (60%) further reported that using computers in school helped them do their school work better but indicated that out of school able to use the computers better being that someone was always there to help them if stuck. However, 48% of students have no access to computers out of school. If taken into account that out of school I use computer to.. include only those with access, only 14% use ICT to do their homework. The students using computer reported to often work with friends much more often to play games (62%) both in and out of school. These figures indicate a link between students access and use and, how they often acquire and develop their ICT skills. Out-of school at home (52%) and at cyber caf (53%) is a dominant factor at this stage. The fact that 47% use computers out of school and 42% are link to internet or web while 51% do not get to use computers in school often enough calls attention to students limited access to develop ICT experience
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perhaps being the reason to 58% never send email to other pupils in my school; never send email to other friends around the world or never get to Google on a school computer. With regards to in-school computers provision, form one students majority indicated that there was no adequate support in times of difficulty, it is not clear whether this is in form of intentional positive direct teaching or in terms of troubleshooting in relation to hardware and software limitation and malfactions. When taken in either context, the home and cyber offered sufficient access and support out of school not available in school. This suggests that students experienced who have access to computers out of school benefit from ICT experience. Most students reported being not able to spend adequate time on computers in school. While this is understandable given the curriculum pressures and timetabling issues, the difference on students who never have access to computers out of school to do homework (48%) is highly significant whether with access to search for information from a database (45%) or browse web site of interest (49%). Together, these findings point to an underlying differences in the opportunities available in the experience of using ICT (downloads, emails, information exchange and sharing etc). Together, these findings point out point to disparities in ICT benefits and opportunities out of school not available in school. Overall, concerns on students engaging frequently and with enthusiasm in ICT activities, is key to questions if: o To some extent most students consider themselves with enough knowledge and skills to get by using computers (27%). o Majority of students consider that it was in school that they learnt most on using computers (28%) though there may be differences between ICT experiences out of school and in school. o Students are said to be more eager and highly motivated to try things for themselves (49%) or access using computers (47%) out of school than in school. o Students said computer makes school work more interesting (74%) and said computer helps do better school work (60%). o 57% students with boy (27%) and girls (29%) in strong conviction continue uphold that mathematics and sciences play the largest role in the computer age.
3.3.3
Form Two and Three Students
A total of 376 form two and three completed the questionnaires. Of 32

these there were strong indications of using computers in subject areas in the week before except those in computing class attending technological studies.
a. access to computers
Most of these students remained passive (27%) and those who responded thought, computers in school are slow, old, outdated and often crashed (15%) or insufficient computers in schools despite high students population (11%) besides the limited time made available to using computers in school (9%). According to student, the experience of ICT benefits and opportunities was minimal with either lack or limited access to the internet (7%). As many as 58% agreed that they do not get to use computers in school often enough majority of the form 2 and 3 students (71%) did not think that computers in school were actually slow but they neither got to use the computers on their own (61%) nor were they allowed by teachers to try things for themselves. They actually did not think that work they do on school computers as too hard for them (84%) or boring (80%) but generally agreed using computers was different.
b. using a computer
In order to get some insight into use across subjects, students were asked to indicate which subjects they attended classes during the previous week and to indicate if the had used computer during their classes (Table 7).
Table 7. Form two and three computer use across subjects in one week (n=376)
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Computer used in class (% of those attending) English Any modern foreign language Kiswahili Mathematics Science Technology Studies History Geography Agriculture Drama Fine Art Music Religious Education Home Economics Physical Education 12 10 3 13 19 63 6 4 8 3 3 8 3 8 2
Figures in subjects other than technology studies (63%) were low. It seemed reasonable that responses to English (12%), foreign language (10%), mathematics (13%) and science (19%) were fairly frequent which could influence students performance and progression as they enter their courses with a wide range of skills and experiences.
Table 8. Form two and three use of computer in school (n=376)
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In school I use computer to.. search for information on a CD-ROM browse for information on internet or web
Sometimes % 58 62
Never % 23 27 29 47 20 18 18 25 21 28 38 41 44 33 46 14 40 35 33 53
write stories, letters or reports for project 58 work make newsletters or newspaper page play games store information in a database make drawings or designs put numbers into a spreadsheet search for information in a database draw charts or graphs from a spreadsheet send email to other people chat on web and speak with other people send email to pupils in other schools display or send digital photographs do my homework practice things I learnt at school run simulations make animations download music make and edit movies 31 68 65 66 58 61 55 48 44 38 50 37 73 24 39 55 17
As indicated in Table 8 above, the most frequent cited uses of computer inschools include: browse for information on internet or web, write stories, letters or reports for project work, search for information on a CD-ROM, play games, store information in a database, make drawings or designs, put numbers into a spreadsheet, search for information in a database, draw charts or graphs from a spreadsheet, display or send digital photographs, practice things I learnt at school and download music. Other uses scored relatively low, including making newsletters or newspaper
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page, send email to pupils in other schools, do homework, play simulations and make and audit movies.
Likes and dislikes to using computer in-school
To gather information on likes and dislikes to using computers in-school, students are presented with a series of positive and negative statements, to give their views to agree or disagree with them. The form 3 and 4 students indicate that they liked using computers in-school for a range of reasons. The main ones were because: it makes school work more interesting (84%) my work is much neater (81%) I can find information that I cannot find in books (74%) I get to learn more on how computers work (89%) the graphics on the computer are great (71%|) I often work with friends (71%). Agreement with the negative statements was generally lower, indicating that there are more things to like than dislike, and considerable percentages disagreed with many of them.
Using computer out of school
One section of the questionnaire focused on computer use out of school and the first few questions sought information on access to computers. In order that they did not confuse computers with games machines, students were asked separately about connection to the internet. 207 students (55%) had access to computer out of school, with 48% of these linked to the internet. Most of these home computers also had a DVD facility. Of those with computer in house where they live, twenty three percent (23%) had computers in their own rooms, twenty six percent (26%) of these were linked to internet or web. Some students used computers else where, mainly at the cyber cafes. The following data on use out of school is based on 207 students with out-of school access to computer in house where they live.
Table 9. Form two and three use of computer out-of-school school (n=276)
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In school I use computer to.. create multimedia presentations (using ppt) look up for interesting sites on the web add information to my website write stories, letters or reports for project work make newsletters or newspaper page play games do my homework practice things l learnt at school store information in a database search for information in a database search for information on a CD-ROM make drawings or designs put numbers into a spreadsheet draw charts or graphs from a spreadsheet do my own programming send email to my friends and family display or send digital photographs visit chat rooms run simulations make animations download music make and edit movies
Sometimes % 54 72 43 49
Never % 22 8 33 29
75 36 67 52 51 55 63 41 42 37 60 55 56 26 38 70 27
7 43 13 27 28 22 18 38 37 39 12 15 16 39 35 10 41
The frequent cited uses included: playing games; send emails; downloading music; searching interesting web and practicing things learnt at school. Sizable numbers used a computer for most of the activities listed. As with the younger students, usage was spread across most of the activities listed and less polarized in responses compared to senior students to in-schooluse. The frequent cited uses included: playing games; send emails; downloading
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music; searching interesting web and practicing things learnt at school. Sizable numbers used a computer for most of the activities listed. As with the younger students, usage was spread across most of the activities listed and less polarized in responses compared to senior students to in-schooluse. At home apparently, there was also always someone available to help if they got stuck in 51% at home and 66% at cyber caf out-of-school cases, with 58% saying that they could spend as long as they liked working on the computer and 56% stated that the computers hardly ever crashed compared to 34% for computers in-school (much higher probabilities to computer crashing in-school). The senior students liked various things on the internet, similar to the young group, with playing games, making drawings of design, searching interesting web. Apparently unlike the young group seniors enjoyed chatting, downloading music and sending emails most frequently. Searching for information, sending digital photographs were also regular activities. reating MS word documents, word processor.and designing DTPS.; creating databases to store school information designing programs and writing HTML, VB tags for web pages accessing the internet, designing website using Joomla; downloading and viewing latest of inventions like phones... .; browsing for information on internet, write projects to present for science congress..; browsing and visiting social websites e.g. face book, myspace, Youtube, designing and programming; getting to use my own ideas and imagination
3.3.4 Summary of secondary students questionnaires It is interesting to note that similar patterns emerge in relation to form it is interesting to note that similar patterns emerge in relation to form one, two and three responses to questionnaire as were observed with regards to school work made more neater, faster, interesting/ search for information not available in text books; both form one and form 2/3 share a similar type of percentages relating to computer in school not slow (F1=63%; F2/3=71%) and work on school computer not too hard for me (F1=60%; F2/3=84%); in form one the balance in terms of students views on were they acquire their ICT skills still favors out-of-school (45% form one and 55% form 2/3 locating skills in the house where they live) the perception to low skills acquired in-school can be attributed to out-
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of-school links to a DVD player (F1=41%; F2/3= 52%) and someone available to help if stuck with the computer (F1=52%; F2/3= 51%). The school could therefore, consider wider exposure and guidance in learning; further contrast still exist between access inside and outside of school at both stages, however, higher frequencies to access and use is perceived as being out-of-school. Inefficient computers despite high students population and limited access to the internet; while, some of the restrictions like limited time for computer use can be explained in terms of timetable pressure, it is also indicative that that there is limited use of computers across subject areas; students of both stages remain very positive about continuity of the use of ICT in school and their recognition of the importance of learning ICT to better school work and future use; students of form one unlike forms 2/3 showed frustration to frequency of computer in-school crashing and not being able to try ideas for themselves as opposed to out-of-school; ideas of personal engagement remain consistent across F2/3 stages, with most students searching interesting web sites, information not in text books; downloading music; sending and receiving emails; chatting on social networking sites like face book, twitters. This clearly, indicate a wish to greater time on computers and freer access for experimentation and more creative use of ICT both in-school and out-of-school; The findings also showed form one students impressive attempt for the use of ICT to write stories, letters or newsletters or make drawings and designs or create multimedia presentations, the groups readily out-ofschool use computers to do
3.3.5 The Teacher/ICT Coordinators summary of the questionnaire
Background information
Questionnaires were returned by 8 teachers in the thirteen of the eighteen national secondary schools Questionnaires were returned by 13 out of 18 national secondary school proposed for the ICT survey. Thirty seven per cent (37%) of the secondary school respondents were female teachers and rest male teachers, all promoted to post of ICT coordinators in their schools. The secondary staff also held responsibility of particular areas of the curriculum. Their areas of responsibility tended to be in ICT, science, technology and more generally environmental studies. Twelve per cent (12%) of respondent secondary teachers qualified for over 15 years, while twenty five (25%) had qualified over ten years ago. The majority of teachers (50%) had qualified within the previous ten years prior
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to the survey. The rest of the teachers (25%), being equal number of male and female had less than 5 years qualification. All the respondent secondary school teachers reported that they held a formal qualification in ICT with no formal in-service training. A high number of the teachers (87%) indicated that the ICT training experience acquired was appropriate to teaching and learning needs.Twelve per cent (12%) of respondent secondary teachers qualified for over 15 years, while twenty five (25%) had qualified over ten years ago. The majority of teachers (50%) had qualified within the previous ten years prior to the survey. The rest of the teachers (25%), being equal number of male and female had less than 5 years qualification. All the respondent secondary school teachers reported that they held a formal qualification in ICT with no formal in-service training. A high number of the teachers (87%) indicated that the ICT training experience acquired was appropriate to teaching and learning needs.
Using ICT in teaching and learning
One question asked for the number of modern computers in use regularly within the teachers classroom. Sixty per cent (62%) of the secondary teachers reported having a number of modern computers in every classroom, while 50%) strongly disagree to possibility of insufficient modern computers. Apparently, they also indicated that, even though there are modern computers in the classroom, convenient access to the machines remains a challenge (50%) and most often incompatibility of schools ICT equipments with other systems (62%). Majority proposed that it is a priority to increase infrastructure and number of computers (50%) which remain not well achieved (62%). In the secondary schools, 62% teachers expressed the need to secure opportunities for students and teachers to access curriculum material directly from Teachers Education Institutions or even from conferences and seminars. A similar number proposed that participating teachers can share their experiences at conferences and seminars on the hands-on implementation of ICT across the curriculum. Only twelve percent (12%) of the secondary teachers reported that enhancing connectivity and access to internet is a top most priority in development of ICT in-school. The highest concern reported that the schools increase computer literacy as earlier proposed by increasing infrastructure and number of computers or enhancing connectivity and access to internet, described by respondents to be fairly achieved in national secondary schools. Teachers were asked to indicate the use that their students made of various aspects of ICT, including basic applications such as word processing; spreadsheets and database; internet to search for information; internet to send and receive email; multi media e.g. video-conferencing. The questions
40
asked to indicate the progress on 5-point scale. already well established beginning to happen planned for introduction in 2-3 years not yet on the plans no intention of introducing this aspect Most national secondary teachers (75%) reported that that the students either regularly used word processing or regularly used spreadsheets and database and that the students were not yet working towards videoconferencing. The students were beginning to use multimedia and likely to be introduced to regular use of internet to send and receive massages by email. Eighty seven percent (87%) of the secondary teachers said that they were involved with school ICT work or planning and to another group of teachers 37% identified local community group as taking the least of their time. Advise on the purchase of hardware and software had the top most lead on priorities by time spend among the other teachers (50%) and 62% of teachers, who were also ICT coordinators realized that advising other teachers on how to use ICT in teaching and learning was a priority in school. Less time was spent by national secondary school teachers dealing with computer crashes and other technical problems (37%). The least time was spent by teachers advising management on how to develop ICT management system (50%). The other ICT responsibilities of secondary teachers included the use of ICT in backing up school database and validating it (mostly male teachers); ensure that teaching, organizing examinations, preparation of teaching materials and any other computer resources for learners in place, making sure all students are ICT compliant (mostly female teachers) . The male teachers among other positions of responsibilities were subject heads, whereas, female teachers were active in school timetable making, examination moderators and programming. The examples cited range from across specific concepts and broader areas of curriculum, presentation, motivation, the efficiency of resources and time, also additional support for learners mostly dominated by female teachers. Programmes such as simulation for example, allow teachers to show interactive experiments which would otherwise be abstract, and have great educational potential with learners enhancing teaching.
c. Accessing ICT resources
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Teachers need to use a range of different sources to get information on classroom resources. The three most frequently cited need by secondary school teachers were identified as managing school development policy on ICT (62%); interactions with high achievers (75%); how students can video-conference for educational purpose (75%); using ICT on specialized learning systems e.g. Integrated Learning Systems (ILS) in mathematics and/or English (75%); use of authoring software in teaching (Hyper studio) and, using ICT in virtual learning environment (87%). The three most frequently cited sources of support for secondary teachers skills emphasized on improved ICT literacy for teachers and students (mostly female teachers); improved hands-on experience for students (mostly male teachers). For secondary school female teachers, other important sources of support for emphasis are enhanced ICT integration in teaching and learning and managing ICT gender divide in-schools. One question focused on future improvement and/or change in secondary schools through ICT knowledge and skills. Though ICT in absence of a policy, a common vision on ICT use in-school is not yet developed. Majority of the secondary school teachers, who are also ICT Coordinators, reported expanded computer literacy in secondary graduates leaving their schools with growing significance particularly to: improve communicate: effective range of skills for student average to express themselves not only through paper and pencil, but also audio, video, animation, design software as well as a host of internet environments (e-mail, web sites, message boards, blogs, multimedia, etc.) (37% mostly male teachers); ensure security and safety: students ability average to know and use strategies to acknowledge, identify, and access information from specialists (25% mostly female teachers); manage and prioritize tasks: students ability well established to mange the multi-tasking, selection, and prioritizing across technology applications that allow them to move fluidly among teams, assignments and communities of practice (12% mostly female teachers); engage in problem solving: students ability average to understand how to apply what they know and can do to new situations increasing benefits and opportunities (12% mostly female teachers).
d. Teachers confidence in using ICT

According to the teachers the activities of ICT Committee made consistent progress in expanding access with increased demand for ICT literacy in the schools.
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Teachers were asked to rate their own experience as ICT coordinators by qualification years half of them (50%) reported 6 to 10 years and the next range reported at least 15 years. Only a few teachers qualified in below 5 years and/or 16 years and above held assignments as ICT Coordinators. It may also appear that teachers with the longest experience to make use of ICT in-school is six years which suggests that ICT trained teachers on entry need an active involvement to make full use of ICT in teaching. The teachers generally, considered themselves to be more competent, either excellent or good in the use of ICT for student advancement judging by the quality of schools and educators who work with them. Therefore, efforts where individuals pursue their technical skills enriched with experience, roles, team building and knowledge exchange is needed to improve higherlevel ICT-related skills in national secondary schools.
e. The impact on students, teachers, schools and teaching

In national secondary schools, teachers reported least support from local authority staff (100%) or staff from associated schools (75%). Better form of support accrued from web/internet ((75%) and subject teachers networks (62%) to be dynamic to changes in ICT information and resources. Implementing ICT into schools is the responsibility of the school principals, they need to ensure that their students are served through effective ICT infrastructure and staff professional development. Though, the provision for adequate infrastructure appeared to be the least of concerns to the secondary schools respondents (12%). The support for teaching and learning resources (25%); technical support and maintenance (25%) remained essential if the national secondary schools are to manage and administer the ICT infrastructure. In national secondary schools, it was ideally noted that lack of leadership influencing teachers and learners motivation and their willingness to adjust and accept ICT as an essential component of their workplace was also a barrier in leading towards improved outcomes (25%). The national secondary school teachers reported dynamic adaptation to changes in ICT but proposed institutional changes for ICT sustainable development. Perhaps the approach of increasing ICT infrastructure is a more popular approach without delivering in-service courses for staff in specific professional areas so that teachers are encouraged to experiment using ICT in the e-Learning plan, aimed at developing a sustainable direction for ICT in teaching and learning in-schools. The encouragement of national secondary schools to lead fosters greater initiative and responsibility for the development of ICT in the secondary schools.
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f.
Summary of points from the teacher questionnaire

Secondary teachers were more likely on entry to teaching have been qualified with knowledge and skills on use on computers; The percentages of national secondary schools teachers holding additional ICT-related qualifications were mostly at advanced levels of first degrees and/or postgraduate and a few basic computer levels of certificates acquired from pre-service and/or commercial training; Teachers reported in-service courses for staff in specific subject areas and in-service delivery on ICT either not yet started or just started or yet to be established; The female teachers were reported as ICT Coordinators to spend the minimal hours per week on their ICT duties (4-8 hours);
Teachers reported that as ICT Coordinators most time-consuming activities used on computer were work related (87%), mostly backing up and validating school database (mostly male teachers), teaching, organizing examinations, preparing teacher teaching materials, maintaining computer resources and ensuring students are ICT compliant (mostly female teachers); The teachers were confident users of computers of word processing software, spreadsheets and CD ROMs but somewhat failed to share information which comes to the school or involve local authority on ICT resources; The teachers were less confident users of desk publishing, digital cameras and web/internet and, hardly reported familiarity with downloads or external appliances such as DVDs or MP3 players; Three-quarter of teachers and two-third of the teachers reported students were well established in use of computers and regularly used the internet (for downloads) and email; The number of computers available were generally reported limited (e.g. 1:20) and technical skilled support personnel was also a barrier for learning and teaching ICT; Most teachers were convinced that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs, accelerating internet connectivity, obsolete programmes and, research support; Most teachers reported professional networks and web links were the main source of information sharing and exchange on ICT resources;
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Teachers were positive about ICT in terms of their professional development and, overall, they saw opportunities for high achievers, to video conferencing, specialized programming and virtual learning environment; Teachers looked forward to classroom of the future but identified institutional reforms were particularly critical to leverage ICT use in-schools;
Staff development were proposed, chief amongst them - virtual learning environment as an essential resource for teaching and learning; Teachers expressed amongst others need for expertise to programmes for learners with disabilities, computer designs for ICT access by low achievers, video-conferencing for educational purpose, authoring software for teaching, specialized learning systems and managing school development policy (rather than basic information and advice); Internet use is more common by students, and les common by teachers;
There is a very strong and significant trend observed in form 1 and form 2&3 students for they reported active computer use inand out-of-school more than their teachers; Although, common pattern is reported on students infrequent use of computers in-school, their teachers significant time is also spend advising and organizing computer use.
g. Ethical and legal issues

The majority of teachers have had not received guidelines on a range of ethical and legal issues to do with ICT in-schools. Teachers reported attempts to passwords to prevent unauthorized access to data or information and copyright laws and regulations (25%). The protection of students from exposure to unsuitable materials and the protection from possible exploitation on the net, 12% had least attention on ethical and legal considerations.
3.4 Discussions and implications

This section pulls together the key messages from the questionnaires and assessment materials and looks across the surveys to identify current strengths and potential obstacles for future ICT use in-school and out-ofschool.
45
Knowledge and skills of students of form 1 and form 2&3

While the discussions on levels of knowledge and skills draw information from assessment data, there are also a number of issues arising from the MOE secondary data. Students achieve generally success and show enthusiasm in the assessment items. As stated earlier, competences on word processing, graphics and communication skills particularly among the form 2&3 students was most secure. Students at the older stages were familiar with a arrange of applications in use of computers in-school and out-of-school. The rates are highest on items in recognition of social and cultural dimensions of use in new and existing technologies. While most students made attempts that addressed these aspects, success rates tended to be low or diminished for classroom subject course support. A further influence on performance levels in-school showed little evidence that could make a difference. The performance levels of students in form 1 and form 2&3 showed an increasing awareness and understanding as to what they are able and expect to do with the computer but, left on their own with no provided guidance to experiment and work, their choice of context is not always with educational objectives. On the other hand most of the schools are found to have low level of ICT resources; where at least students access to computer is scarce; where the ICT Coordinator feel that the lack of ICT resource hinder the use-in-school. Many of these problems of students struggling to get access to ICT in-schools seem to be makes it clear that this may largely be related to distribution of resources within schools. This presents challenges for resourcing policies and has very little to do with factors related to policies and programmes for training teachers in ICT use. Or it could be the result of lack of deliberate policies based on educational benefits of ICT in improving performance achievement levels. It is also not clear, from either the present analysis or other evidence that relative concentration of ICT resources will necessarily contribute in improving classroom achievement levels. Certainly, the importance of ICT skills to develop ICT literacy and employment-relevant skills could be pointed out besides important issues of creativity and critical thinking in modern knowledge-based economies. Another positive message from the analysis is that there seems to be general or significant trend for students to be interested in use of computers than their teachers. There are, therefore hints from the results that they like to use computers in different ways (using-non verbal images for example), and there are strong evidence that in many schools, the students feel confident and competent when using computers while, their teachers are reluctant to embrace the use of computers. It is open to speculation on the extend to
46
which this is a function of the fact that the dominant subjects to not enjoy availability of appropriate educational hardware. The more important finding is that, in general, inequities in access and use seem to be far greater in-school than out-of-school where there is always someone to help. This emphasizes the importance of schools and school systems working actively to combat limited access; fewer computers; more limited internet access; and less educational software. ICT does not only concern gaining access to information but also involves using computer systems to process and interpret the information, to make meaning and present information, which enable increase in personalization of learning. Students become active participants who are empowered to shape their own resources when they practice on computers. Thirdly, secondary education contributes to the socialization process of youth and offers potential for behavior and social values. Experts point out that as a social tool for networking and communication, ICT contribute to creation of new forms of interactions.
3.4 Staff Development and Training

Most of the teachers, ICT coordinators in the study had undergone some form of staff development with information and communications technology qualifications at diploma, degree to postgraduate levels from pre-service training or commercial college. Though a number of secondary school teachers have good background on ICT and face no challenge to learn and acquire computer skills as they work with students, the study reported negative attitudes to activities in school activities and programs. Lack of systematic coordination between the various groups involved in ICT project is evident and the ICT coordinators appear overloaded as they work in areas of instruction and planning. This is affirmed as staff members who are reluctant to embrace use of ICT and lack of skilled personnel to assist servicing computer which succinctly affect greater use of ICT in teaching situation. Teachers equipped with the knowledge and skills in word processing used computer in the preparation of their notes, examinations and other school related documents. The teachers were able to use computers in-school to support computation of students grades, creating presentation of lessons and updating of school database. The teachers were positive that by recognizing their skills and knowledge, ICT integration in lesson delivery in the subjects could support learning and teaching and were looking forward to updating their skills by additional training. Some ICT Coordinators suggested use of suitable operating programmes with more features and user friendly for their students to have meaningful
47
and life-long learning when they integrate computer technology in their lessons using Linux operating systems. Observation reveals that secondary school teachers seriously consider training as a venue of enhancing teaching-learning process. The national secondary school students have high expectation with regards to the capacity of their teachers and much of the time they are neither allowed to try new things on their own nor able to get guidance when stuck when using computers in-school. It is a fact that many national secondary schools students have access to computers out-of-school either at the cyber caf or at home, hence, they are advanced in terms of ICT skills and knowledge. It is greater challenge other than to their teachers who as ICT coordinators to internalize the use of computers in the subjects they are teaching to integrate ICT in the classroom instruction. Or, ICT in education as enabling and productivity tool will fail to enhance students performance, educational efforts being re-focused to highly skilled competent human capital for wealth creation, driving innovation and prosperity. It is never too late that, majority of individual teachers with ICT understanding and skills can be motivated to use computer as a tool towards engaging students to promote and enhance students learning; networking and collaboration with professional institutions is an opportunity. However, adequate basic infrastructure, hardware and software and, internet availability need to be sustained. Technical support for operations and maintenance and, space to accommodate computers made available could leverage ICT use in-school. The demand for further training by teachers who are ICT coordinators and access to new or emerging technologies: digital video, video-conferencing and virtual learning environment included.
a. Impact upon pedagogy

The teachers responsible for ICT in-school, readily acknowledged that there had not been a lot of progress in using ICT to help individual student groups with special needs (high achievers, those with learning difficulties, slow achievers, etc) and were asking for additional training along those lines. The pressure of other priorities including time and resources were significant obstacles to make most opportunities that ICT can offer. In addition to helping students to more tangible learning, increased interest and motivation amongst teachers leading to greater use of computers in teaching remained a task at hand. Another limitation for change in ICT and education is build on teachers skills to purposely contribute to teaching and learning in the classroom environment other than so much the ability to use word processing or database management skills. Where enthusiasm within a school or department was shown, meaningful
48
contribution in addressing effective methods of sharing new and emerging information through teachers network across schools was widely used. The regular failure of computers in-school and limited time besides obsolete programs certainly increased the negative attitude to the computer use inschools. A number of teachers in secondary schools commented that securing opportunities for teachers to access curriculum material directly from staff in Teacher Education Institutions had not yet started neither putting teachers in contact with other ICT teachers and other professionals nor curriculum materials delivery via school internet. The forthcoming e-learning program could build on the information accumulated and variety of other consultative mechanisms. This study and accumulated experience therein indicate that, it would have to concentrate its work on research initiatives that are aimed at the adopting of adequate policies conditions for social inclusion and improved socio-economic equity amongst schools.
b. School management, administration and ICT

The permeation of uses of ICT in-school and out-of-school for educational purposes means that for all those who manage, ICT make information acquisition, and, improve efficiency in productivity and management empowering students and staff become more self-sufficient. This will also mean that there are likely implications on management of performance at school level, curriculum management, classroom management, site management, financial management, or personnel management. The role of management in undertaking integrated ICT change is a means for bridging the digital divide and empowering not just for individual students and teachers potentials within schools, but education sector at large. In order to assist the decision making process and work towards schools success in ICT use, the study recommends strategies: an effective secondary school ICT policy guide; ICT Programme of Study as a timetabled subject; comprehensive monitoring and evaluation on ICT-activities and programs.
c. Looking to the future

The general picture is that of teachers in secondary schools coming into terms with the impact governments ICT initiative of e-learning and the presence of supporting technologies, as the beginning to make the best use of them to support: (i) the creation of decent jobs and promotion of entrepreneurship among the youth (ii) improvement in the delivery of service and education
49
for the poor; and (iii) the development of innovative mechanisms for increased citizen participation and good governance. With sufficient support the national secondary teachers in charge of ICT wanted to learn more about how to develop greater skills in using ICT to support effective curriculum delivery particularly to improve learning outcomes with focus on low achievers, high achievers and special learners. Most of the teachers have undergone basic ICT training. The biggest obstacles identified time to learn new skills; share information with others; limited access to computers; technical support continued to slow down progress to ICT use within school. To a certain extend, students had time; preferred out-of-school; experimented new ideas and more importantly were guided to use their new knowledge and skills in cyber cafes and homes. For many teachers with qualifications mostly from pre-service ICT skills and knowledge, there is considerable potential on board in bringing about significant change in practice need to strategies on ways how best to exploit capacities and capabilities in particularly integration of ICTs into instructional processes and content development. They are now looking for further staff development on specific technologies, software and electronic resources. At present, the students display skills in a range of ICT use in-school and out-of-school that have scarcely began to make that impact and strategies could incorporate these into education experiences of students. Alongside such development, it is necessary to understand constrains in urban slums poor resource settings and regions reported to have reduced considerations (given a number of factors at play) and ensure that strategies adequately cater for them. With this backdrop, showing that majority of teachers are well equipped with basic skills and knowledge on ICT. And, majority of students enthusiastic about the potential to explore what computers can do. The secondary schools have a great opportunity for breaking down age- and subject-related barriers and make significant difference not only in the classrooms but as a result of the rapid spread interest of ICT as evidenced adopt these tools and exploit their potential in benefit of the youths local needs and conditions. Further research is required to identify exactly how the types of support out of school and in school affect the benefits of ICT experience. More research into the nature of students engagement under different context may be needed to determine whether students engagement is indeed a case to restricted creativity and innovativeness. In conclusion, more focussed research to report relationships observed between achievement level, availability of ICT and some indicators of
50
transformation that increase communication skills, teamwork, problem solving and self learning remain low. ICT capacities and capabilities to access are also important to adequately prepare students for transition to higher education and workforce development aligned to support economy that can sustain the countrys continued competitiveness.
3.5 Recommendations
IIt was noted earlier that computers can be used in a wide variety of ways by students, teachers and administrators characterized by appropriate applications of computers in-school and out-of school. They can be used as a tool by the classroom teacher for course preparation, student and resource management, and record keeping as well as by the school administration for many of the tasks which are required in the running of a school. The teachers on training acquired basic ICT knowledge and skills and national schools students seemed to know how to use the computers, and majority seemed eager to participate in the interactive internet exchange. It was also noted that the use of computers is most often hindered by the lack of evidence that the teachers extended support in-schools with limited access to computers and time. The use of computer out-of-school, though limited to some students seems to have a very enriching experience and provides opportunity to additional insight and to make effective exploration of useful and interactive sites. Consequently, there is increasing likelihood in absence of adequate policies to have a negative effect on regional equity looking at the at the following issues: (i) education and skills for e-economy (ii) education at the bottom of the pyramid, (iii) service for the poor. The potential use of ICT to support all students and teachers challenge the structures, policies and practices particularly in-schools. 3.5.0 Policies and Practices of Schools
a. Leadership
There are many areas of policy and practice in schools that can change by the presence of ICT in Education. Educational actors, students, teachers, administrators and school principals need to explore ways through which ICT-inclusive educational policies in which ICT implementation has the potential of fostering and producing a direct impact in the rise of more equitable society. For example, it has been estimated, that about 55 % of teachers do not make real use of ICT at their disposal hence the level of weak integration and usage in classroom activities and online use of the internet. Part of government ICT strategy must be to provide different mix of sustainable professional growth e.g. online courses, trainings etc. There should be aggressive teacher
51
motivation and incentive policies for retention after advanced ICT training. The teacher focus can contribute to empower vulnerable and marginalized communities through enhanced possibility of building successful regional knowledge networks; strengthening mechanisms for capacity building and, strategies to increasing effectiveness of policy engagement and policy influence in response to ever-changing conditions. The relative weakness of ICT modern infrastructure and advances in institutions may need focusing on adequate access and strengthening effective use of new information and communication technologies as long-term strategy if they seek to improve their productivity and maintain competitiveness.
b. Content Development
As students continue school with a growing ICT familiarity there is need now to better respond to their needs and embrace more and more of a new culture to fosters creativity, initiative, and collaboration with higher-order thinking skills that excites, engage and motivate them to pursue entrepreneurship, and a national vision for the development of the knowledge-based society. Several countries have made tangible progress and remain very active and successful in embracing new and emerging technologies in education and turning them into engines of growth. This is the case in Brazil, Chile and Korea, now frequently acknowledged as their regions technology engines. Even though these countries have very different socio-economic profiles, they have been able, not only to recognize where they stand in relation to the growing use and demand for new and emerging technologies, but also to respond to promote and facilitate their adoption for national plans and strategies.
c. Student Centred Approach
Expanded education with overcrowded classrooms and scare resources do not contribute to developing environment conducive to student-centred learning. This means teacher if not ICT supported in teaching practices or in-service, may be a challenge escalating the observed limited teacherstudent interaction especially in public schools. Government efforts should support and provide for the needs to create equitable environments that allow innovative student-centred approach in schools across the country towards equitable assertion of a knowledge society.
d. Information infrastructure and connectivity
ICT into schools is the responsibility of the school principal, they need to ensure that the best interests of the students are served through effective ICT infrastructure and staff professional development. The principal is responsible for ICT investment; otherwise, schooling fails to ultimately improve socioeconomic conditions for families, communities, and future
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generations. Prioritizing construction of ICT connectivity creates or fosters effective opportunities for those with difficulty in accessing and learning.
e. Financing, Sustainability, and Public Partnerships
The level of ICT awareness among education leadership is inadequate, mainly at school administrative level to ensure that schools develop their own alternative sources of funding for expected ICT infrastructure plans, connectivity strategies and technical sustainability needs and programs. Policy frameworks and guidelines creating legislation that enables schools to open school-based telecentres to their communities can empower schools to develop partnerships with local communities and the private sector as to promote partnerships in sharing resources, gain additional resources and carry out vision and plan that are culturally sensitive to respond to target populations needs.
References
1. Ministry of Higher Education, Science and Technology (2008). Kenya Vision 2030_ Sector Plan for Science, Technology and Innovation 2008-2010. Nairobi Government Printers. Look D. (2005). Discussion Paper: Impact of Technology on Education, PUSD Excellence Committee, December 2005. Retrieved on October 10, 2009 from http://pleasanton.k12.ca.us/Superintendent/Downloads/Technology.pdf Global E-Schools and Communities Initiative (2009). Kenya: ICY in Education Situation Analysis Report (Eds. Patti S and Wachira E M). In Prep. G8 Heads of State (2000). G8 Okinawa Communiqu. Retrieved on October 10, 2009 from: http://en.g8russia.ru/g8/history/okinawa2000/4/ James A and Thompson S H (1997). Global Competitiveness: Singapore staying competitive with advanced manufacturing technologies. Science and Public Politics, 24:5 pp 327-335. Beech Tree Publishing, Surrey England. World Bank (2003). ICT and MDGs: A World Bank perspective. Washington: World Bank. African Union (2004). Strategic plan of the Commission of the African Union: 2004-2007. Addis Ababa: African Union. MOEST (2005). Sessional Paper No. 1 of 2005 on A Policy Framework for Education, Training and Research Meeting the Challenges of Education, Training and Research in Kenya in the 21st Century. Nairobi, Gov Printer. MOEST (2005), Kenya Education Sector Support Programme: 2005-2010: Delivering Quality Equitable Education and Training to All Kenyans. Draft 9 May 2005.
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10. Liu J and D Wilson (2001). Developing Women in Digital World. Women in Management Review, 16(8):405-416. 11. ERT (European Round Table of Industrialists) (1997). Investing in Knowledge: The Integration of Technology in European Education. Brussels: ERT. 12. Ministry of Education, Science and Technology (2006). ICTs in Education Options Paper. Draft 2005. Nairobi, Government Printer. 13. Ministry of Planning and National Development and the National Economic and Social Council (2007). The Kenya Vision 2030. Nairobi, Government Press. 14. Skills For Growth National Skills Strategy(2009). - Retrieved on February 5, 2010 http://www.bis.gov.uk/wp-content/uploads/publications/SkillsStrategy-Equality-Assessment.pdf 15. Kenya Bureau of Statistics (2003). Kenya Demographic and Health Survey. Government Printers. Kenya. 16. Kenya National Bureau of Statistics (2009). Statistics Abstract from MOE: Statistics Section. pp 47-51. Government Printers. Kenya. 17. Kenya National Bureau of Statistics (2009). Economic Survey 2009: Number of Secondary Teachers by Qualification and Sex, 2004 - 2008. Government Printers. 18. Bregman J and Stallmeister S (2002). Secondary Education in Africa: Strategies for Renewal. Africa Region Human Development Working Paper Series, Washington, DC. 19. UN Global e-Schools and Communities Initiative (2009) Kenya: ICT in Education Situation Analysis, Dr. Patti Swarts and Esther Mwiyeria Wachira eds., Draft Document. 20. Kenya National Bureau of Statistics (2009). Statistics Abstract from MoHEST (DTE and DHE) & MOYAS: Statistics Section: Statistics Section. pp 56-57. Government Printers. Kenya. 21. Ministry of Planning and National Development and the National Economic and Social Council (2008). Millennium Development Goals, Status Report for Kenya-2007. Nairobi, Government Press. 22. Ministry of Information and Communications (2006). National Information and Communications Technology (ICT) Policy. Nairobi, Government Printers. 23. UNESCO (2008). ICT Competences Standards for Teachers. United Kingdom, UNESCO Press.
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REPUBLIC OF KENYA

ICT Capacities and Capabilities in Secondary Schools in Kenya 2009/2010

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

CHAPTER ONE: GENERAL INTRODUCTION

CHAPTER TWO: METHODOLOGY

CHAPTER THREE: FINDINGS AND DISCUSSION

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

Definition of Key Terms

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

Abbreviations and Acronyms

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

1.2 Expanding Education Opportunities

Figure 1: enrollment in public primary schools by gender: 2004-200816

Figure 2: enrollment in public secondary schools by gender: 1990-200316

Figure 3: enrollment in secondary schools by gender: 2004-200816

1.3 Challenges in Expanding Opportunities and Building Skills in Secondary Education

1.4 ICT in Education and ST&I Support in Development

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

1.5 The Rational of Baseline Survey on ICT in Education

1.6 ICT Support for Secondary Education

1.7 Impact of ICT in Education

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

Acquired Have capabilities with

Learning outcomes Curriculum

Learning Environment -physical -learning peers

ICT Resource -software -hardware

Figure 7. concept map indicating relationships existing in use oF ict in and

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

2.1 Sample size and Area

2.2 Data Collection

2.3 Data Processing and Analysis

2.4 Survey Schedule

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

2.5 The sample

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

3.1 Summary of ICT Resource and Capacities in Secondary Schools

3.2 National Picture of ICT in Secondary Schools

Secondary Schools outside ICT Linkage by Province

3.3 National Secondary Schools Picture of ICT in Kenya

Form One students

Table 4. Form one students reported in-school use of computer (n=197)

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

In school, I like using a computer because..

I dont know what this is about % 2 1 1 2 3 2 1 9 3

I do not like using a computer in school because..

I dont know what this is about % 2 2 2 5 3 5 4

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

Out of school, I use computer to..

I dont know what this is about % 0 0 0 0 5 5

Form Two and Three Students

A total of 376 form two and three completed the questionnaires. Of 32

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

Likes and dislikes to using computer in-school

Using computer out of school

3.3.5 The Teacher/ICT Coordinators summary of the questionnaire

Using ICT in teaching and learning

c. Accessing ICT resources

ICT CapaCITIes CompeTenCIes In seleCTed seCondary sChools 2009/2010

d. Teachers confidence in using ICT

e. The impact on students, teachers, schools and teaching

Summary of points from the teacher questionnaire