EDUCATIONAL REFORMS IN NIGERIA: THE POTENTIALS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)
Abstract
The Nigerian educational reform act of 2007 provides information on wide ranging reforms for the country’s education sector. While the conceptual ideas and provisions are laudable, the issue of implementation becomes a matter of concern. This theoretical paper examines the potentials of information and communication technology in the implementation of the reforms. It explores the basic concepts of educational reforms, the nature of the reform, the implementation of previous education reform programmes, and information and communication technology (ICT) in the Nigerian school curriculum. The paper concludes on the need to systematically use ICT to implement the Nigerian educational reforms Key words: Reforms, Nigerian educational reforms, information and communication technology, evaluation of reforms. The Nigerian educational reform act of 2007 provides information on wide ranging
reforms for the country’s education sector. While the conceptual ideas and provisions are laudable, the issue of implementation becomes a matter of concern. This theoretical paper examines the potentials of information and communication technology in the implementation of the reforms. It explores the basic concepts of educational reforms, the nature of the reform, the implementation of previous education reform programmes, and information and communication technology (ICT) in the Nigerian school curriculum. The paper concludes on the need to systematically use ICT to implement the Nigerian educational reforms Key words: Reforms, Nigerian educational reforms, information and Communication technology, evaluation of reforms.
TABLE OF CONTENT
TITLE PAGE
TITLE PAGE I
CERTIFICATION II
DEDICATION III
ACKNOWLEDGEMENT IV
ABSTRACT V
TABLE OF CONTENT VI
CHAPTER ONE
1.1 INTRODUCTION 1
1.2 PROBLEMS OF ICT AND EDUCATIONAL TECHNOLOGY IN NIGERIA 4
1.3 THE PURPOSE OF THE STUDY 8
1.4 RESEARCH QUESTION 8
1.5 RESEARCH HYPOTHESES 9
1.6 SCOPE OF THE STUDY 10
1.7 LIMITATION OF THE STUDY 10
1.8 THE SIGNIFICANT OF THE STUDY 11
1.9 DEFINITIONS OF TERMS 12
CHAPTER TWO
LITERATURE REVIEW
2.1 BASIC ASPECTS OF THE NIGERIANEDUCATION REFORMS 14
2.2 THE NIGERIAN EDUCATION REFORM ACT 19
2.3 MAJOR CHANGES FROM EARLIER EDUCATIONAL POLICIES ARE ENUNCIATED AS FOLLOWS 20
2.4 PREVIOUS EDUCATIONAL REFORMS AND IMPLEMENTATION 21
2.5 INFORMATION AND COMMUNICATION
TECHNOLOGY IN THE NIGERIAN EDUCATION SYSTEM 23
2.6 TO ACHIEVE THESE OBJECTIVES, NINE MAJOR STRATEGIES WERE OUTLINED, THESE INCLUDE:26
2.7 POTENTIALS FOR INFORMATION AND COMMUNICATION TECHNOLOGY IN THE IMPLEMENTATION OF THE NIGERIAN EDUCATIONAL REFORMS 28
2.8 INFORMATION AND COMMUNICATION TECHNOLOGY CAN ASSIST IN EVALUATION AT THESE LEVELS IN SEVERAL WAYS 34
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 METHODOLOGY 37
3.2 VALIDITY OF INSTRUMENT 37
3.3 RESEARCH HYPOTHESIS 38
3.4 RESEARCH HYPOTHESIS 39
3.5 DATA ANALYSIS 39
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS 40
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 SUMMARY 56
5.2 CONCLUSION 58
5.3 RECOMMENDATIONS 59
REFERENCES
APPENDIX
CHAPTER ONE
1.1 INTRODUCTION
A common lexicon in the Nigerian education system has, of recent, been the issue of educational reforms. As re-guards its conception, goals and strategies for implementation, it has attracted the attention of all stakeholders. It’s apposite from the onset to compartmentalize the major concepts which are essential in the understanding and treatment of reforms within the Nigerian education system. Such terms which need clarifications include: reform, educational reforms and information and communication technology.
The term reform is etymologically derived from the Latin root reformare which means “to shape”. It is a verb that refers to improvement by alteration, a correction of error or removal of defects (Yahoo Education, 2007). Similarly, Young and Levin (1999) defined educational reforms as program of educational change that are government directed and initiated based on an overtly political analysis (that is, one driven by the political apparatus of government rather than by educators or bureaucrats), and justified on the basis of the need for a very substantial break from current practice. Based on the miscegenation of the aforementioned definitions, in this context, educational reforms means federal government induced and directed substantial alteration of the Nigerian education system (programme curriculum agencies, educational levels, etc.). Information and communication technology (ICT), as a term, is a globally common word. This stems from the penetrating impact of ICT on every facet of human endeavor. OECD definition quoted by Curtin (2002) defined ICT as “a set of activities, that facilitate by electronic means; the capturing, storage, processing, transmission, and display of information” (p. 4). It is also defined by the United Nations Scientific, Educational and Cultural Organization (UNESCO, 2005a) as the combination of the computer, telecommunication, and media technologies. Thus, ICT, as a term is broader than computer. It is the combination of the potentials of computer, telecommunication, and electronic media using the digital technology. Information and communication technology has impacted positively on every aspect of human existence, thereby creating a powerful force for changes in how human beings live, convey information, process information, conduct businesses, and in fact, determine the status of the nations.
Information and communication technology has the potential for not only introducing new teaching and learning practices, but also for acting as a catalyst to revolutionize the education system. It can empower teachers and learners and promote the growth of skills necessary for the 21st century workplace (Trucano,2005).
1.2 PROBLEMS OF ICT AND EDUCATIONAL TECHNOLOGY IN NIGERIA
In the recent past, there has been an emergence of ICT revolution in Nigeria, which has equally affected the development of Educational Technology in our institutions of learning. Evidently, there has also been relative awareness of the vital role of information in nation building. Thus, ICT does no only provide access to this information but is an indispensable tool for both national and international interpretational of data in advancing Global society. The global Community is now being determined by the ease and speed with which people have access to data and how they can effectively use them to technologically improve their global outlook (Tribune, 2003). Also, World Bank Report (2000) has exemplified that ICT could be used to enhance computer skills for young people seeking employment.
As for University graduates and undergraduates, computer skill is necessary to effectively appreciate the benefits of programme learning and computer assisted instruction. These are the core theoretical aspects of educational technology where learners can manipulate ICT hard and software gadgets to support their personalized instruction or merely surfing in the net for general information and data gathering purposes. There is therefore, an urgent need on the part of academic institutions or partnering 8 S. W. Wodi with private service providing agencies to acquire ICT skills necessary for learners to use in enhancing their capacity in research and development in every field of study.
Meanwhile, with the proliferation of educational institutions in Nigeria, and with the concept of ICT becoming popular in most of them, quite a huge sum of money will be expended annually on the importation of computer hardware’s and other IT accessories including educational technology equipment for training and capacity building Consequently, (Komoski, 1975) argued that most of these hard and software ICT materials are “inappropriate and ineffective” for use in our rural environment due to absence of electricity. Another problem which he also identified was that hard and software prototypes are hardly subjected to formative evaluation so as to determine their usefulness before such equipment can be mass produced for the use of general learning public in our educational institutions.
By implication, this also means that such software materials will equally be “inappropriate and ineffective” for the educational programmes of an importing country like Nigeria since these materials were not specifically made with Nigeria in mind.
Studies have shown that one’s culture influences one’s perception and learning. Most ICT software materials produced overseas are end product of research findings geared to solve specific problem in their country of origin”. Thus a major criticism leveled against these software materials is the unrelated ness of the educational materials sold to the Nigerian environment. The bones of contention is that in most cases examples and illustrations used have no relevance to the experience of the Nigerian children (Gana, 1982).
As regards ICT software materials, Gana (1982) also provided reasons why they are considered “unsuitable for Nigeria. Some of the reasons he gave was that the sophistication in construction and operations of most of the equipment, the absence of adequately trained staff for maintenance and repair and the non – availability of spare parts for the different types of ICT equipment. Other problems equally identified by Dike (1994) include the problem of compatibility and standardization of equipment sold by different manufacturers. Finally, the reliance on electricity as the major source of power for most of the ICT equipment with little regard to the fact that these equipment may be mostly needed in rural parts of Nigeria where there is no electricity.
1.3 THE PURPOSE OF THE STUDY
The study is design to make a critical analyst on Educational reforms in Nigeria: The potentials of Information and communication technology (ICT).
This analyst can be made by carrying out a research on the felling of people towards Educational reforms in Nigeria: The potentials of Information and communication technology (ICT) which the study intends to do.
1.4 RESEARCH QUESTION
- The basic questions that may be asked in the reforms of the Nigerian education system are as follow
- What role can ICT play in ensuring that the envisaged objectives of the reforms are achieved?
- What are the major objectives and goals of the educational reforms?
- Were the previous educational reforms successfully implemented and were the goals for such reforms achieved?
- What are the potentials for information and communication technology in the current educational reform programmes of the federal government?
1.5 RESEARCH HYPOTHESES
- ICT plays a significant role in ensuring that the envisaged objectives of the reforms are achieved
- Major objectives and goals of the educational reforms are to Empower youths with ICT skills to prepare them for competitiveness in a global environment, integrate ICT into the mainstream of education and training, and establishment of multifaceted ICT institutions as centers of excellence on ICT.
- Previous educational reforms had been implemented half heartedly or abandoned at its inception. The goals of the educational reforms have been achieved at a certain level.
- The potentials for information and communication technology to improve the quality of instruction, transform the school, improve school management, increase access to education and improve in teacher education..
1.6 SCOPE OF THE STUDY
The scope of the study is specifically about Nigeria. For the purpose of this study, I will be studying the Nigerian educational reforms, Information and Communication Technology, evaluation of reforms
1.7 LIMITATION OF THE STUDY
This research is strictly limited to the findings of Nigerian educational reforms, information and Communication technology, evaluation of Reforms
1.8 THE SIGNIFICANT OF THE STUDY
It is obvious that the result of the study should be useful various ways. These ways include the following:
- It would provide policy makers with the useful information needed for the formulation of educational policies.
- It would enlighten curriculum planners on the various problems facing information communication technology (ICT).
- It will generate hypotheses for further research to the advantage of educational system.
- It will suggest ways of improving the qualities of instruction in computer science classes.
- It will suggest solution to the problem facing computer technology.
1.9 DEFINITIONS OF TERMS
Reform: To shape”.(Yahoo Education, 2007).
Educational reforms: Program of educational change that are government directed and initiated based on an overtly political analysis
Information Communication Technology (ICT): “a set of activities, that facilitate by electronic means; the capturing, storage, processing, transmission, and display of information”
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