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Abstract
This paper presents an overview of policy issues worth considering
when developing
Information and Communication Technology (ICT) policy for higher
learning institutions in East Africa countries. It commences by
expounding the rationale behind ICT policy in education. Then
discusses the ICT policy issues, which are particularly diverse and
challenging, in part because the rapid rate of change in the
technology continues to create new possibilities for use.
Furthermore, policy makers must wrestle with the potential of the
ICT revolution to transform the ways teaching and learning, its
threat to traditional ways of thinking about education, and strongly
voiced claims both in favour of and opposed to this transformation.
In no way the discussion of the issues is exhaustive. Finally the
paper is ended with some concluding remarks.
Introduction
Rapid developments in information and communication technologies
(ICT) in recent years have resulted in significant changes in the way
the world operates and communicates. This in turn has had an
impact on educational and training needs, both in terms of the
content and the delivery of educational and training services, but
also there has been increasing pressure on decision-makers to
acquire new technologies. Simultaneously, forms of ICT are
multiplying with an increasing array of ICT options for decision-
makers to choose from when integrating ICT into education and
training.
This paper identifies and discusses the significant ICT policy issues
in education. The key issues in the ICT policy development
addressed includes: ICT Education and training for all citizens, Rural
Communication, Gender Imbalance, The Physically challenged, ICT
policies informing Education & Training, Intellectual Property Rights,
and Virtual Universities and cross border education implications.
This list is by no mean exhaustive, nor does it provide an in-depth
analysis. It does, however, draw attention to the most pressing
issues facing those who are struggling to find the best ways to
integrate ICT into the educational context.
Information about the issues and options will help create a public
discourse that can lead to better policy choices. Building and
sustaining a dialogue on ICT policy and education in East Africa will
help us move forward with desired action and achievements in both
policy and practice.
Rural Communication
The rural inhabitants account for majority of the population of East
African countries. The rural areas are involved in a lot of agricultural
and other economic activities that form backbone of the countries’
economy. ICT for development is needed in the rural areas to
facilitate information sharing essential for economic growth. This
calls for the masses in rural areas to be educated and trained in
skills essential for their welfare as well as information exchange that
fosters their economic activities. A good ICT policy in education that
embraces communication in the rural areas in which concerted
effort to provide adequate ICT infrastructure throughout the
education sector, from computers and digital equipment to
telecommunications and Internet access, as well as supportive
infrastructure such as electricity is critical.
Given the current lack of ICT infrastructure, the rollout of ICT can be
carried out in phases, with the overall aim of nationwide coverage in
a certain year. From the outset, an effort can be made to provide
infrastructure to remote and underserved areas, using technological
solutions that are suited to local needs and conditions. Rural
connectivity requires a backbone transmission lines and a
technologies to connect to individual end users. Technologies
include wireless local loops, cellular phones, and satellites. What are
the best choices for different situations? The Mobile communication
seems to be more idea or feasible in rural areas as some are very
remote to be accessed by any other means.
Gender Imbalance
The concept of ‘gender’ has not been well understood. Gender is
often confused with sex. However sex generally refers to biology
and anatomy. By contrast gender refers to set qualities, attributes
and opportunities, and behaviours expected from a female or male
by society. Gender roles are learned and can be affected by factors
such as education or economics. Gender imbalance speaks to an
unequal power relationship, or access to power, between men and
women(Wikipedia).
Also ICT present both opportunities and challenges for the economic
and social inclusion of disabled people. A digital Divide exists
between people with disabilities and people without any such
challenge, because of non-employment, less education or less
income. ICT can make physically challenged people more
independent and can provide them access to variety of information.
Major challenge in using ICT for educating physically challenged
person lies in creating contents for their learning requirements,
pace and efficiency of learning. Multimedia components can provide
rich learning contents for such persons and help in creating
multimodal websites for accessibility of all. Also there is lack of
appropriate technologies to enable the physically challenged to
participate in a knowledge based economy and networkedsociety.
There is lack of a policy framework for the development of ICT for
the physically challenged.
Conclusion
In developing a coherent ICT policy in any of the East African
countries that will impact education sector and social-economic
status of its citizens, a thorough analysis of policy issues is
imperative. A comprehensive policy on ICT for education and
training will require involvement participation of many stakeholders
in education sector and other related sectors or government
ministries. For higher learning institutions ICT policy, crucial issues
(also discussed in the paper) to consider are: ICT Education and
training for all citizens, Rural Communication, Gender Imbalance,
The Physically challenged, ICT policies informing Education &
Training, Intellectual Property Rights, and Virtual Universities and
cross border education implications is important. For comprehensive
list of key issues, a thorough research input is required. In addition,
it will take resources and dedication from many actors to implement
such a policy. In conclusion, the issues discussed are complex and
input from local context is important to complement or challenge
the ideas presented. Hence the paper has highlighted concisely
some points that may be used as a foundation for further
discussion.
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