Computer Laptop Project Strategy for Basic Education Schools in Kenya

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dc.contributor.author Mariga, Geoffrey
dc.contributor.author Ogenga, Stephen
dc.contributor.author Shikali, Casper S.
dc.contributor.author Muliaro, Joseph
dc.date.accessioned 2017-09-13T07:54:41Z
dc.date.available 2017-09-13T07:54:41Z
dc.date.issued 2017-05
dc.identifier.citation International Journal of Information and Communication Technology Research, Volume 7 No. 5 , May 2017 en_US
dc.identifier.issn 2223 - 4985
dc.identifier.uri http://www.esjournals.org/journaloftechnology/archive/vol7no5/vol7no5_2.pdf
dc.identifier.uri http://repository.seku.ac.ke/handle/123456789/3541
dc.description.abstract Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology ( ICT ) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy pa per is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public p rimary schools. The existing education policy on ICT is imbedded in three documents namely; e - Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need there fore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education polic y on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights . In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curri culum Development, Center for Mathematics, Science and Education in Africa , Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses tha t hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work - related demands. In addition there exists lack of appropria te learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal frame work is non - harmonized and this inhibits the performance of Ministry of Education, Science and Technology . Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Mo del for Laptop Project and an implementation matrix. en_US
dc.language.iso en en_US
dc.subject Information and Communication Technology en_US
dc.subject Strategy en_US
dc.subject Laptop en_US
dc.subject Education en_US
dc.title Computer Laptop Project Strategy for Basic Education Schools in Kenya en_US
dc.type Article en_US


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