Various factors are responsible for the problems of ICT development in Nigerian Secondary Schools. Nevertheless, the most significant amongst these factors are; Lack of adequate ICT infrastructure, Low percentage of teachers with ICT skills, Absence of National policy on ICT in education, Low access to the Internet, and Cost of acquiring ICT facilities where available.
Lack of adequate ICT infrastructure in Nigeria seems a major issue. Though the International Telecommunication Union(ITU) has rated Nigeria’s Telecommunication Sector as the fastest growing in Africa, the majority of Nigerians still have inadequate access to the Internet. (Aduwa-Ogiegbaen, S.E Iyamu, E.O.S 2005).Information, data, audio, video, and multimedia are meant to be transmitted on reliable networks supported by adequate ICT Infrastructures unfortunately, these infrastructures are lacking in most Nigerian Secondary Schools. Inadequate funding and lack of technology budget exacerbate the problems of ICT infrastructures (Illoanusi, O.N Osuagwu, C.C 2005). Moreover, ICT equipment was made to function with other infrastructures such as electricity (Aduwa-Ogiegbaen, S.E Iyamu, E.O.S 2005) the irregular and unstable supply of electricity in Nigeria poses a major difficulty in the proper functioning of ICT equipment even when they are acquired.
There are recorded cases of electrical home appliances damaged due to a lack of electrical power supply over a period of months. The absence of electric power grids in most parts of the country even where adequate telecommunication facilities are available contributes to the irregular power supply. (Agyeman, O.T 2007).
The percentage of Nigerian Secondary School Teachers with basic computer skills is low compared to their counterparts in developed economies. Nigerian Secondary School teachers attach little importance to IT literacy. Consequently, the use of ICT aids in teaching is minimal. Additionally, there is widespread ignorance and misconception about ICTs among Nigerians (Ighoroye and Ajayi. n.d) cited by (Adomi, E.E., Kpangban,E. 2010). Secondary School teachers in Nigeria need to be trained in educational technologies and the importance of integrating computers into classroom teaching. (Aduwa-Ogiegbaen, S.E., Iyamu, E.O.S. 2005).
Presently, there is no existing National Policy on ICT in education. Although the Nigerian Federal Government policy in 1988 introduced computer education in high schools(Okebukola 1997) cited by (Adomi, E.E, Kpangban, E. 2010).This policy was not successful as the only implementation was distributing computers to Federal Government High Schools which were never used for computer education of the students (Adomi, E.E, Kpangban, E. 2010). The Nigerian Federal Government have on several occasions revealed plans to integrate ICTs into school systems and provide infrastructure to schools, yet actions are still to be taken on these plans. In 2001, Nigeria started implementing its ICT policy which led to the establishment of the National Information and Technology Development Agency(NITDA) the purpose of establishing NITDA was to help Nigeria become an ICT capable country in Africa and a major player in the information society by 2005. This vision is yet to be fulfilled even a few years after the set time for achieving this vision. (Agyeman, O.T.,2007)
The major development of ICT in education depends largely on access to adequate ICT infrastructures especially the internet. Access to computer equipment, internet, and other accessories in most Nigerian Secondary Schools is low. (Agyeman, O.T. 2007).Underfunding and inadequate financial capacities lead to this problem. Irregular electricity supply exacerbates this problem. The availability of computers in a few Nigerian Secondary Schools located in urban areas is in the ratio of 5 computers to 1 student, on the contrary, the case in rural areas is absolutely not encouraging. Some rural areas still face the total absence of power supply. Secondary Schools in Nigeria are not adequately funded to provide furniture, requisite books, laboratories, and adequate classrooms let alone being given adequate funds for computers and internet connectivity. (Aduwa-Ogiegbaen, S.E, Iyamu E.O.S. 2005).
The High cost of acquiring ICT facilities even when they are available cannot be overlooked. The cost of purchasing computers in Nigeria is high not so many can afford it. Moreover, monthly internet rates are exorbitant and the charges are unaffordable for most people in Nigeria consequently, it is difficult for secondary schools to acquire and install ICT facilities for the use of teachers and students (Adomi, E.E., Kpangban, E. 2001). Additionally, the high cost of computers still makes most secondary schools unable to acquire these facilities.
Suggested Solutions to ICT development problems in Nigerian Secondary Schools
The integration of ICT in education in Nigerian Secondary Schools will produce sustainable development in the secondary school system..However, if the effort to integrate ICT into Nigerian Secondary Schools will be successful then it is pertinent that the Nigerian Government ensures ICT policy statements in education are translated into reality. Furthermore, the Federal Ministry of Power and Mines should work towards stabilizing the electricity power supply in Nigeria(Adomi, E.E., Kpangban, E., 2010). Additionally, stakeholders in the Nigerian ICT industry must help spread the knowledge and usage of ICT amongst Nigerian Secondary School Teachers and students in the best way possible. The Federal Ministry of Science and Technology most importantly must ensure the NigComSat-1R which is meant to be a replacement of the failed NigComSat1 and the SAT3 submarine cable is delivered as scheduled in the fourth quarter of 2011 as this will immensely reduce telecommunication and internet connection rates. Adequate funding and budgets for ICT integration in secondary schools should also be made possible by the Federal Ministry of Education.
The Importance of Embracing ICT in Education in Nigerian Secondary Schools
ICT integration in the Nigerian Secondary Schools system will gradually transform the quality of the Nigerian Secondary Educational System (Osuagwu, C.C., Illoanusi, O.N., 2009). The successful integration of ICT in Nigerian Secondary Schools will enhance teaching, learning, and research methods moreover, a significant development in Nigeria’s secondary educational system will occur. There is no doubt that teachers and students in secondary schools in Nigeria will have incredible resources at their disposal with reliable access to the internet. (Aduwa-Ogiegbaen, S.E., Iyamu, E.O.S., 2005).
Conclusion
There is no doubt what significant improvement successful ICT integration will bring in the Nigerian Secondary Educational System however the Nigerian Government must make adequate efforts to implement National policies on ICT in education, stabilizing electrical power supply, and provide adequate funding to secondary schools for the acquisition of ICT facilities if this goal of Integrating ICT in Nigerian Secondary Education System will become a reality
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