Information and Communication Technology and Educational Policies in the Sub-Saharan African Region

Abstract

This chapter refers to policies toward integrating ICT in primary and secondary education from the perspective of Sub-Saharan Africa region. This chapter explores how recent development in ICT policy facilitates the integration of ICT in teaching and learning in primary and secondary education in the region. Varieties of strategies are in progress to ensure the technology is integrated into primary and secondary education. These strategies focus mainly ICT professional development for management and teaching and learning; electronic content resource development and distribution; access to ICT infrastructure; connectivity, community engagement; and research and development, though the emphasis vary from country to country. Moreover, trends show that different countries are at different stages of ICT adoption and use (UNESCO. (2004). Integrating IT into education: A collective case study of six Asian countries. Bangkok: UNESCO). Majority countries are at emerging and applying stages in ICT adoption and use in education, with only Seychelles, Mauritius, and South Africa at infusing stage. The main challenges facing the region include lack of sufficient budget to sustain ICTs in schools, inadequate ICT infrastructure, untrained teachers and technicians on ICT integration, and ineffective coordination of ICT initiatives, which leads to unfriendly curriculum which does not specify where, how, and when to use ICT for educational purpose. However, low cost and proliferation of mobile technologies in the region have enormous potential to improve ICT use in education. In many countries, mobiles are the only channel for effectively distributing reading material, given the high cost of books and their distribution, especially in rural areas. In addition, mobiles offer interactivity, connectivity, and personalized content.