The Role of Information and Communication Technology in the Education Sector in Developing Countries - Term Paper Example

Running Header: ICT in the education sector Title: The role of ICT in the education sector in developing countries. Student’s name: Course: Institution: Instructor:   Outline Subtitle Page Abstract 3 Introduction 3 Level of ICT enhanced learning in developing countries 5 Benefits of ICT in education sector of developing countries 6 Challenges of ICT application in the education sector in developing countries 8 How to the overcome the challenges 10 Conclusion 12 Bibliography 15 Abstract Information and communication technology refers to technology that promotes communication and information through electronic capture, processing and transmission. ICT is widely applied in educational, industrial and economic sectors. In most developing countries ICT is gradually being included in the education sector as a strategy of ensuring the future generation have a better and quality life. Developing countries believe that ICT in the education sector will play a key role in narrowing educational gap, promoting social equality and improving quality of life. However there are many challenges that developing countries have to overcome in order to experience these benefits. Some of these challenges include lack of trained teachers in ICT, poor policies and lack of funding (Parliamentary Office of Science and Technology, 2006). Poverty and limited access to internet and other ICT facilities has also affected its implementation in the education sector. Developing countries need to develop strategies that can be employed to address these challenges. In this paper after discussing ICT application in the education sector in developing countries, a conclusion was reached that ICT application plays a key role in providing quality life, narrowing educational gap and promoting social equality. Introduction Information and communication technology (ICT) refers to a technology that promotes communication through electronic capture, processing and transmission of information (Parliamentary Office of Science and Technology, 2006). ICT has been widely applied in educational, industrial and economic development. In developing countries ICT is believed as the only strategy that can be used to reduce educational gap that was created during the colonial period. Most developing countries are up to date struggling to provide quality education several decades after they became independent. In most of these developing states it is not only the work of the government but also of non government organization such as UNESCO and USAID to ensure the education sector improves to meet international standards. Education that has been enhanced technologically is considered an indirect way of alleviating social division, poverty and improving living standards especially in developing countries. ICT also promotes dissemination of information through communication channels such as TV, radio and even internet. These communication channels can be used to provide quality education and a very low cost when compared to traditional education systems. Education systems supported by technology are effective and efficient in the developed countries. However, in developing countries ICT especially in the education sectors is relatively limited. There are many challenges that developing countries are facing that directly contribute to limited use of ICT in the education sector. Some of these factors include negative attitude towards distance learning among most people living in developing countries, poor quality IT infrastructure, lack of teachers who are IT competent, and poverty. In addition, most of the developing countries governments have not put appropriate policies or funded projects promoting technologically supported education (Gulati, 2008). In order for ICT application in the education sector to be effective and efficient in developing countries, strategies to ensure challenges such as lack of funding and policies, poverty and negative attitude towards distance learning should be put in place. This paper discusses the application of ICT in education sector in developing countries. The paper discusses how ICT has impacted education system in developing countries resulting to better and quality life and promoting social equality. The paper will also discuss other benefits associated with application of ICT in developing countries education sector and challenges that should be addressed to make the process more efficient. Challenges that will be analysed in this paper include social, technology, financial and policy challenges. Level of ICT enhanced learning in developing countries ICT enhanced education is not only gaining popularity in developing countries but also globally. Most communities in the globe have already adopted internet use in educational sectors considering it a value neutral tool that can be used to help students overcome constrains they encountered when using traditional learning system. In developing countries, ICT enhanced learning is gradually being implemented. Most of the developing countries believe ICT enhanced education will help promote educational equity and reduce social exclusion. Most developing countries have been struggling to ensure they provide quality education that can meet international standards with no success (Steward, 2004). In most developing countries ICT enhanced education is as a result of collaboration of government and non government agencies. These agencies have been promoting ICT in the education sector by introducing technology facilitated learning in both open and distance learning units. Due to lack of basic resources such as infrastructure and other social and political factors such as political instability most of the developing countries are yet to achieve their desired targets. Most of the ICT facilities used to enhance education such as audio, telephone, internet and television are not readily available in developing countries because majority of the people in these regions leave below poverty lines. To most people in these regions, such ICT facilities are considered luxuries. This has contributed to slow penetration and embracement of ICT enhanced education. Other challenges such as lack of trained teachers have also affected the advancement of ICT in the education sector in developing countries. Compared to developed countries such as United States and Australia which have effective and efficient ICT enhanced education sector socioeconomic factors can be blamed for the slow development of ICT in the educational sector. The educational gaps that were widen during the colonial period also contributed to the low levels of ICT enhanced education in developing countries. Most of the ICT enhancement in educational sectors is mostly provided for secondary and tertiary sectors (Parliamentary Office of Science and Technology, 2006). This is a limiting factor which only allows the rich who can afford educating their children to such levels access to ICT enhanced education. According to the world bank, one of the agencies funding ICT enhancement in the education sector, technology based studies should mainly be provided as part of the basic courses in any school level starting with primary level in order for its full benefits to be experienced. Benefits of ICT in education sector of developing countries ICT has promoted better understanding of various aspects that have previously been associated with the widening of the educational gap between the developing and developed countries. ICT in the education sector has addressed issues such as culture, gender gap and lowered the expenses incurred to access education. If fully embraced in the education sector ICT will promote faster and efficient education systems. In addition, ICT is associated with many innovations that can contribute to fats growth of a nation. Use of ICT facilities such as media, curricular articulations and advancement in research works is some of the benefits developed countries have been enjoying for promoting ICT in the education sector. ICT has made information and means of communication much more accessible thus encouraging most scholars in developing countries to enter into research. ICT applications are being used in the developing countries’ education sector to generate new innovations that have contributed in the advancement in economic and social factors. As a result ICT applications in the education sector have not only contributed to positive development in the education sector but other sectors such as economic and political sectors. Traditionally ICT application used in the educational sector was considered minor curriculum activities. Some of the ICT applications that were provided in schools include keyboarding, computer literacy and informatics. This has gradually changed due to technology advancement. However, current ICT applications are used to help students in other subjects such as science and math. While developed countries have made ICT applications the centre of education, the developing countries are yet to achieve these goals (Steward, 2004). In some developing schools even the basic ICT application training such as keyboarding and basic computer literacy are only offered in tertiary levels. ICT applications in the education sector can be used to advance curriculum, to improve assessment and training practices. In developed countries ICT applications are used in the education sector to ensure the students are adequately equipped to overcome the 21st century challenges especially in the global market. However, most developing countries are yet to experience such benefits. Information and technology applications are used in the education sector to improve research and investigation processes which play a key role in determining the quality of education. With the gradual increasing number of schools in developing countries using ICT applications in different studies, most developing countries well soon be able to shift from tradition method of teaching to own or distance learning which is believed by many educational analysts will play an important role in reducing the educational gap mainly because it will make the process of accessing education efficient. Most scholars believe education gap in developing countries will soon be narrowed since ICT applications such as use of internet enables students in this region to collaborate with students in other states such as US who are considered to have access to quality education. In addition, increased use of ICT applications in education sector will improve research work in developing countries since students will be able to access research information from other schools and research stations. Most of the research information used in developing countries is out of date especially in institutions that have not started to embrace technology enhanced education. ICT applications such as internet use will enable students in these regions have the opportunity to access information of the latest research (Oliveira, 1989). In order to ensure developing countries also share the benefits for using ICT in educational sector various world education collaboration programs have been designed to help school in developing countries have the opportunity to access internet thus overcome some of the barriers contributing to poor quality education. Global partnerships which most schools are enjoying are courtesy of ICT applications in the educational sectors. One of the most popular programs promoting ICT application in the education sector is the World program that is a pilot project in over 15 countries in Africa, Middle East, Latin America and Eastern Europe (Gulati, 2008) . Most of the countries in these regions are classified as developing nations. ICT application in education sector also benefits the students by improving communication and information skills. Internet for instance provides up to date and diverse information when compared to other sources of information such as books and journals. Due communication and information skill development, ICT help in improving quality of education in a given region. Research shows that students who have access to ICT applications normally outperform their counterparts from schools which have not integrated ICT applications in their curriculum. Developing countries’ schools which have embraced ICT application in the education sector are able to enjoy reformation in education. Such schools have benefited from the education systems since ICT application on the education sector has contributed to the shift of curriculum to one that is based on real world problems which is considered an effective tool of influencing students to become innovative and good thinkers. Challenges of ICT application in the education sector in developing countries. Despite the fact that it is clearly evident that ICT has helped developing countries address some of the challenges they were facing in the education sector due to improvement of information access and promotion in communication, there are many challenges that have contributed to most developing countries being unable to provide effective and efficient ICT applications in this sector. Due to these challenges most developing countries are yet to experience the benefits associated with ICT application in the educational sector. One of the chief challenges that have been affecting the process of implementing ICT application in the education sector mainly in the developing countries is poverty. Most people in developing countries are unable to raise the cost needed to provide internet and other ICT based requirements to their children. Even in developing countries with ICT uptake most of the people in these areas are unable to access the information since the products provided are not designed to address the needs of the poor. Lack of electricity and other basics needed to ensure ICT applications are run smoothly and effectively are also challenges that education sector in developing sector has been struggling to overcome (Kozma, 1999). Most people in developing countries live below poverty line. Poverty reduces the human capacity required to support ICT applications. In addition, due to poor infrastructure and communication channels most people in developing countries especially those living in rural areas are unable to access ICT applications such as internet and mobile phones. Lack of trained teachers in ICT application is another challenge that education sector has been facing. Most of the teachers in developing countries do not have the technical skills required in ICT applications thus making its integration in the education sector quite delicate. Other than lack of trained teachers, poor literacy due to poor quality education are other challenges facing ICT application in the education sector. Poor literacy affects communication advancement. The few literate teachers in this region easily get employment in developed countries. Gender inequality is another challenge facing the educational sector in developing countries. Some of the ICT communication channels used such as radio in some communities in the developing countries it is only men who are allowed to listen. In addition communities against gender equality are reluctant to allow ICT applications to be used in the education sector since they considered this is one of the factors contributing to erosion of some of their cultures (Light, 2009). In developing countries most schools especially in the rural areas are not wiling to use ICT applications in the education sector due to mistrust and misconceptions about technology enhanced education. Distance learning one of the learning systems associated with ICT application in education sector has also been poorly accepted in developing countries’ schools. Most people in developing countries have poor perception on distance learning thus limiting ICT applications. While in developing countries distance learning was introduced to enhance strong knowledge and economy, in developing countries this learning process is done to provide basic education. In most schools in the developing countries the curriculum used emphasizes on memorising procedures and facts rather thus pushing ICT application to the periphery. Most of the ICT applications offered in the educational sectors are in addition not included in national assessments (Gulati, 2008). Most of the schools in the developing countries are thus reluctant to integrate ICT into their curriculum. Most teachers in these countries continue to promote skills that will help its students improve their memorizing procedures rather than skills improving collaboration, analysis of real world problems and investigation in research skills. How to the overcome the challenges Developing countries need to recognise that they have a role to play in ensuring ICT application in educational sector is enhanced. It’s a country’s commitment in improving computer literacy and dealing with most of the challenges facing ICT in this region that will help in ensuring ICT is fully integrated in the education system. The government of these developing countries should provide all resources needed are a strategy of overcoming ICT resources scarcity. In order to promote ICT application in the education sector, developing countries need to develop flexible policies and strategies that will enhance teacher involvement and technical support. Country’s policies especially those relating to communication and information technology play a crucial role in education sector as well. The government should ensure the ICT policies developed are aimed at addressing the growing needs of digital divide, and promoting massive investment especially in the education sector (Kozma, 1999). Some of the policies addressing needs of the education sector that developing countries should include in their ICT polices include policies promoting sustainable low cost internet access in schools. In addition developing countries should also include policies that will enable schools have the opportunity of evaluating quality of education through ICT intervention and comparing the results at national and global levels. Dealing with these challenges will not only improve the quality of education but will also help the next generation be in a position to meet demands in the labour market which is gradually shifting to research and problem solving based. In order to overcome most of the challenges developing nations are faced with when implementing ICT in the education sector, the government should be in the forefront to address the anxieties and wrong beliefs that have been slowing the ICT implementation process. In addition, the government should provide more information on ICT application especially in regions which have strong traditions and cultures to be followed (Kubota, 2010). It’s only by overcoming these challenges that arise due to misinformation and mistrust of the relationship information and technology has with education that its application in educational sector will be effective. The governments of developing countries should also invest in training its teachers and showing them the importance of ICT in education systems. In order to overcome poverty and poor communication and technology infrastructure government should also encourage non government agencies interested in ensuring developing countries embrace technology and information developments. These non government agencies can help the government by sponsoring the process of integrating ICT in education sector. Already regions such as parts of Uganda that have used non government agencies to promote ICT application in the education sector are already reaping positive benefits. Conclusion ICT has key roles to play in the education sector. In most parts of the world, ICT in education sector is employed to ensure students become familiarised with computer operations and understand ethical and social issues associated with ICT (Gulati, 2008). ICT has been associated with improvement of learning since it makes students active by utilising all the body senses. Generally human communication has always been affected by technological changes. ICTs were developed to ensure needs associated with communication and information are met in order to contribute in the building of knowledge. ICT has had profound implications in the educational sector. In both developed and developing country ICT enhanced education is considered an effective way of alleviating poverty, gender inequality and social division (Kozma, 1999). In addition, technology enhanced education has contributed positively in improvement of living standards since it promotes innovation and development of strategies for dealing with real world problems. Education using ICT applications is able to deliver quality educational program to the poor at reduced cost when compared to traditional educational systems. However, ICT in education sector in developing countries has been experiencing many challenges when compared with developed countries. Some of these challenges that ICT in education sector in developing countries has been facing include poor quality information and technology infrastructure, poverty, lack of trained teachers and limited internet access especially in rural areas. Negative attitude towards distance learning and poor policies and insufficient finding are other challenges that ICT in the education sector has been facing especially in developing countries. The government and non governmental agencies should work together in ensuring these challenges are addressed. In educational sector ICT has played a key role in promoting social equality and improving quality of life in developing countries. Bibliography Gulati, S. 2008. Technology-enhanced learning in developing nations: A review, International Review of Research in Open and Distance Learning, vol. 9, no.1, viewed 8 April 2010, http://www.distanceandaccesstoeducation.org/contents/IRRODL-Gulati.pdf.  Kozma, R. 1999. ICT and educational reform in developing and developed countries, Center for technology on learning: SRI International, CA, viewed 19 March 2010, http://web2.udg.es/tiec/orals/c17.pdf. Kubota, K. N.D. 2010. Promoting ICT education in developing countries: Case Study in the Philippines’, viewed 25 March 2010, http://www.med.kutc.kansai-u.ac.jp/~philippine/research/Kubota.Yamamoto&morioka.pdf.  Light, D. 2009. The Role of ICT in Enhancing Education in Developing Countries: Findings from an Evaluation of The Intel® Teach Essentials Course in India, Turkey, and Chile’, EDC/Center for Children and Technology, viewed 18 March 2010, http://www.equip123.net/JEID/articles/4_2/Light.pdf. Oliveira, J. 1989. Computer education in developing countries: Facing hard choice. Education & Computing, vol.9, no. 2, pp. 301-311.  Stewart, B. 2004. Online learning: a strategy for social responsibility in educational access, Internet and Higher Education, no.7, pp. 299–310.   Parliamentary Office of Science and Technology. 2006. ICT in developing countries, Postnote, no.261, viewed 13 April 2010, http://www.parliament.uk/paliamentary_offices/post/pubs2006.cfm. \ Read More