E-Learning in Secondary Schools in Kenya
A Case of NEPAD E-Schools
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Kenya's Information and Communication Technology (ICT) policy recognizes an ICT literate workforce as the foundation to economic growth,poverty eradication and improved school access. Yet to date only ten percent of the secondary schools in Kenya offer computer studies due to infrastructural constraints. For this reason, it was easy for the Government to embrace the New Partnership for Africa's Development (NEPAD) e-schools' project due to its promised funding. As a result, research was done to investigate the government's preference of NEPAD e- schools' project instead of expanding access to ...
Kenya's Information and Communication Technology (ICT) policy recognizes an ICT literate workforce as the foundation to economic growth,poverty eradication and improved school access. Yet to date only ten percent of the secondary schools in Kenya offer computer studies due to infrastructural constraints. For this reason, it was easy for the Government to embrace the New Partnership for Africa's Development (NEPAD) e-schools' project due to its promised funding. As a result, research was done to investigate the government's preference of NEPAD e- schools' project instead of expanding access to computer studies in other secondary schools given the magnitude of the funding involved. This book is a product of research work done in the six NEPAD and non-NEPAD schools in Kenya. It seeks to expose the scope of ICT integration in secondary schools in Kenya by comparing the practice in the NEPAD and non-NEPAD schools.The results of the study may be of great importance to researchers, educationists, and policy makers because of its contribution to knowledge about ICT curriculum in Kenya.
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