UCHE and UKACHUKWU Developing Global Partnership
Transcript of UCHE and UKACHUKWU Developing Global Partnership
![Page 1: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/1.jpg)
Journal of Education in Developing Areas (JEDA) Vol. 19, No. 1.
Developing Global Partnership with Nigerian Secondary School Systems through Information and Communications Technologies: A Road Network to Achieving
Quality Education in Abia State By
Uche, Chineze M., PhD [email protected]
&
Nwabueze, Akachukwu I. [email protected]
(Department of Educational Management, University of Port Harcourt)
Abstract This study investigated the development of global partnership with secondary schools through information and communication technologies as a means of achieving quality education in Abia State. The role of ICTs in developing global partnership for secondary school development, ways ICTs can enhance global development partners in secondary schools’ development, and associated problems of developing global partnership with secondary schools in Abia State. Three research questions and three hypotheses were posed. This study adopted a descriptive survey design and a population of 3,560 teachers and 10,880 SS3 students making a total of 14,440 eligible subjects. A sample size of 1800 respondents was drawn using the stratified random sampling technique (the schools were stratified under the three geopolitical zones in Abia State), which represents 12.5% of the population. Questionnaire developed by the researchers was used as the operational instrument which was validated and the reliability index of 0.90 was determined using a test-retest method. Mean score and standard deviation were used to answer the research questions and t-test to test the hypotheses at an alpha level of 0.05. The findings revealed that ICTs enhance information exchange between the schools and development partners, schools can reach development partners through the internet (via e-mails). Global development partners provide schools with ICT facilities, provide ICT training for teachers and students through the internet, provide learning materials for teachers and students through the internet. Problems militating against developing global partnership with secondary schools in Abia State herein highlighted. Based on the findings, these recommendations were made: secondary schools should partner with global development partners for secondary school development, government should provide schools with ICT facilities to enable them link up with global development partners; improve the state of electricity supply and internet facility in the state, and ICT training should be organized for teachers and students.
Key Words: Global partnership, ICTs, secondary school, quality education.
![Page 2: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/2.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
2
Introduction
Global Development Partnership is the number eight (8) of the millennium
development goals (MDGs) which was adopted at the United Nations’ Millennium
summit in September 2000 and was signed by 189 countries including 147 Heads of
State (Uche, Nwabueze and Ememe, 2009). However, the first seven goals are mutually
reinforcing and are directed at reducing poverty, disease and death in all its forms
while ensuring education for all and empowerment. While the last goal which is global
partnership for development is about the means to achievement of the first seven
goals. Information and communication technologies (ICTs) have a lot to contribute in
achieving these goals especially, through developing global partnership for secondary
school development. Secondary schools can partner with global development partners
through ICTs to generate and exchange information regarding whole school
development such as training for teachers and students, distribution of teaching and
learning materials as well as connecting/networking with other development partners
to solve problems of the school.
Effective and quality education in this 21st century must provide a harmonious
balance between the beneficiaries’ academic education and practical skills. It is a
known fact that education is the instrument for economic empowerment and
development of sustainable economy. In order to prepare young people for life and
work in a rapidly changing world, education and training systems need to be re-
oriented to impart a broad range of life skills which include the key generic
competencies and practical capabilities that cut across the field of ICT, the ability to
learn independently, work in teams, ethical entrepreneurship, civic responsibility and
awareness of diversity and multiculturalism. UNESCO (2005) pointed out that
education and training are the primary agents for mobilizing communities toward
sustainable development by increasing people’s capacities to transform their visions
for themselves and their society into reality. The international community now
strongly believes that we need to foster through education and training the values,
behaviour and lifestyles required for sustainable future.
The introduction of information and communication technology (ICT) into
secondary educational practices has widened the scope of opportunities in secondary
schools for sustainable development. It has been demonstrated that ICTs can increase
access to educational programmes while improving their quality (UNESCO, 2005).
Information and communication technology encompasses the effective use of
equipment and programs to access, retrieve, convert, store, organize, manipulate, and
process data and information (Blade, 2005).
Place of ICTs in Developing Global Partnership for Secondary School Development
![Page 3: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/3.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
3
The widespread hope within the international development community that ICT could
be a powerful tool for development and for achieving the MDGs led to a proliferation of
donor-funded ICT for development projects in several sectors in a wide range of
countries. Millennium development goal number eight (developing global partnership
for development) focuses on power and potential of cooperation between international
organizations, governments, the private sector and developing countries to help people
access what they need through fair and equitable market access and debt relief,
efforts, youth employment opportunities, and increased access to affordable essential
drugs such as the anti-retrovirals, and information and communication technologies.
Global Development Partners in this context refer to members of development group or
foundation (international or national organizations) that support practical and action-
based programmes that harness and promote the attainment of MDGs. The global
development partnership gives full responsibility for the achievements of MDGs 1-7 to
the developing partner countries.
The use of ICTs in secondary schools enhances partnership with development
partners such as donor agencies, universities, PTAs, national and international
organization for school development. This can be achieved through information
generation and dissemination via the internet and e-mails, phone calls and short
messaging services (SMS), fax and media services. However, the role of ICTs in the
achievement of global Partnership for secondary school development is enormous.
Apart from enhancing information generation, ICTs effectively remove the barriers of
time and location in linking secondary schools with government, international
communities and other development partners (Nwabueze, 2011).
Ways ICTs Enhance Global Partnership Development for the Development of Secondary Schools Improved secondary education is essential for the creation of effective human capital
in any country (Evoh, 2007). In this technology-driven age, everyone requires ICT
competence to survive. Organizations are finding it very necessary to train and re-
train their employees to establish or increase their knowledge of computers and other
ICT facilities (Adomi and Anie, 2006; Tyler, 1998). ICT usage will prove beneficial in
improving Nigeria's education system and giving students a better education. A
technologically-advanced workforce will lead to ICT growth in Nigeria, with the
potential to improve military technology and telecommunications, media
communications, and skilled ICT professionals who will be sufficiently well-equipped
to solve information technology problems in Nigeria and other parts of the world
(Goshit, 2006).
The global development partners can contribute maximally to the development
of secondary schools in Nigeria in the areas of ICT integration, computer training for
![Page 4: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/4.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
4
teachers and online training for the teachers. And the integration and use of ICTs in
secondary schools assist in recording observational data, analyzing disciplinary
information and maintaining links between across schools, parents and development
partners (Nwabueze, 2011). Anderson (2004) added that development partners for
secondary schools assist a lot in teacher professional development.
A wide range of programmes and projects on ICTs in education in Africa have
activities that involve one or more African countries in varying numbers (Samuel,
2007). These range from high-level intergovernmental, multi-stakeholder programmes
such as the NEPAD e-Schools initiative, to institutions focused on networking African
schools and universities such as the African Virtual University (AVU), to collaborative
learning projects that directly involve learners and teachers from schools in several
African countries such as the Global Teenager Project (GTP) and the International
Education Resources Network (IEARN).
Information and communication technology provides students with new
knowledge, ICT skills and application competency development. Education and
training through ICT provide students with scientific and technical skills as well as the
motivation, justification and social support for pursuing and applying the Millennium
Development Goals. The use and application of ICTs is totally redefining the way
things are done; opening up opportunities, transforming societies, increasing
efficiency and acting as an enviable means for wealth creation. ICTs can be
successfully employed to reach out to greater numbers of students and help in
promoting learning and knowledge(Uche, 2007), exposing students to the technical
and practical skills required for many occupations. These students can make the best
use of ICT in communicating their ideas and presentation of work.
Problems Militating Against the Use of ICTs in Developing Global Partnership with Secondary Schools Despite the recognized benefits of information and communication technology in improving quality and quantity of secondary education, ICT has remained a low policy or financial priority in the Nigerian education system. Onyegegbu (2007) states that the glaring challenge in Nigerian secondary school laboratories is the provision and utilization of new technological devices that will enable teachers and students meet the demands and challenges in the fast-changing world. Onyegegbu (2007) added that the non-availability of these new technological devices and the lack of knowledge and skills among teachers and students in using these devices are the major problems militating against ICT usage in secondary schools in Nigeria. Aladejana (2008) points out that the various barriers to ICT usage in Nigerian schools include poor infrastructure, epileptic power supply, lack of trained personnel, poverty, inadequate funding and limited or no access to internet. Adomi (2010) listed the factors militating against ICT usage in Nigerian secondary school education as:
limited/poor information infrastructure,
![Page 5: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/5.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
5
lack of and inadequate ICT facilities in schools, frequent electricity supply interruption, non integration into the school curriculum,
poor ICT policy and project implementation strategy, inadequate ICT manpower in the schools, high cost of ICT facilities and components, limited school budget, lack of and limited ICT skills among teachers, lack of and poor perception of ICTs among teachers and administrators,
inadequate educational software, poor management on the parts of school administrators and government, lack of maintenance culture,
lack of interest in ICT application and use on the part of the students. Theoretical Framework This study is hinged on communication theory. In the late 1940s, Claude Shannon
invented the theory of communication. His ground-breaking approach introduced a
simple abstraction of human communication called “the channel”. In order to
quantitatively analyze transmission through the channel, he also introduced a
measure of amount of information in a message. To Shannon, the amount of
information is a measure of surprise and is closely related to the chance of one of
several messages being transmitted. To complete his quantitative analysis of the
communication channel, Shannon introduced the entropy rate which measures the
source “information production rate” and also a measure of the information carrying
capacity called “the communication channel capacity”.
For purposes of this study, communication theory is very relevant. This study is
focused on information and communication exchange between the global development
partners and secondary schools for school development. This enables the international
communities and donor agencies share ideas on how to help these secondary schools
solve their problems. This can be best done through networking or communication
channels through information exchange via e-mails, phone calls, fax and SMS. Also,
for quality teaching and learning processes, effective communication is necessary
otherwise, knowledge cannot be transferred. Students are equipped with knowledge
and skills through effective communication and information exchange. Through
proper communication with global development partners, training for teachers and
students becomes easy. Therefore, for successful global partnership with secondary
schools effective and more efficient communication medium is required.
Statement of the Problem
It is a known fact that education is the instrument for economic empowerment and
development of sustainable economy. There has been a public outcry on the continual
![Page 6: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/6.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
6
decline in the standards of education in the country especially as indicated in the
general dismal public examination performance and the phenomenon of graduate
unsuitability for employment. This has contributed to the production of low quality
output that are unable to contribute to societal development. Most of the schools are
in dilapidated states. There is lack of fund to build and rehabilitate school structures,
train the teachers and provide learning materials as well as ICT facilities. It is quite
clear that government can no longer carry this burden alone. Thus, there is need to
invite and bring in other stakeholders governmental or non-governmental, local or
international/global for the development of secondary schools.
Having seen the benefits of ICTs in information generation, management and
knowledge dissemination and by implication in social and economic development, its
potential place in developing global partnership with secondary schools in Abia State
is glaring. Access to ICT is the key to development and growth because, only those
who are connected can benefit from information and information opens up more
possibilities and opportunities for people. Now, who are these development partners?
Can these development partners really contribute to the achievement of quality
education in secondary schools? Can they actually partner with secondary schools in
Nigeria for secondary school development? How can they achieve this? And what are
the problems that can hinder them from partnership with secondary schools in
Nigeria?
This study therefore, looks at developing global partnership with secondary
schools as a road network to achieving quality education in Abia State with major
focus on the role of ICTs in developing global partnership for secondary school
development, the ways ICTs can enhance global development partners in secondary
school development, and the problems militating against the development of global
partnership with secondary schools in Abia State.
Research Questions i) What is the place of ICTs in developing global partnership with secondary
schools for whole school development? ii) How can ICTs enhance global development partners in the development of
secondary schools? iii) What are the problems militating against the use of ICTs in developing global
partnership with the Nigerian secondary school system with special reference to the case of Abia State?
Hypotheses i) There is no significant difference between the opinion of teachers and
students on the use of ICTs by global development partners for secondary school development.
ii) There is no significant difference between the opinion of teachers and students on the problems militating against the use of ICTs in developing
![Page 7: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/7.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
7
global partnership with the Nigerian secondary school system with special reference to the case of Abia State.
Methodology This study adopted a descriptive survey design. The population comprised all the
teachers and all the SS3 students of the government secondary school systems in Abia
State with a total of 14,440 eligible subjects. Abia State comprised three zones
namely; Abia North, Abia Central and Abia South with a total of 17 Local Government
Areas. There are one hundred and thirty six (136) government secondary schools in
Abia State with 3560 teachers and 10,880 SS3 students (Abia State Secondary
Education Board Report, 2009). A sample size of 1800 respondents was drawn using
stratified sampling techniques (Schools were stratified under three geopolitical zones
in Abia State). The State was stratified into three zones namely; Abia North, Abia
Central and Abia South. 30 government secondary schools were drawn from the three
zones (10 schools from each zone). 360 teachers (12 teachers per school) and 1440
SS3 students (48 students per school) were randomly drawn from the 30 secondary
schools which represents 12.5% of the population.
The operational instrument used for this study was questionnaire tagged
“Developing Global Partnership with Secondary Schools through Information and
Communication Technologies’ Questionnaire (DGPSSICTQ)” developed by the
researchers. This questionnaire was validated and the reliability test yielded an index
of 0.86 using test-retest method and the result was calculated using Pearson Product
Moment Correlation Coefficient. Out of 1,800 copies of questionnaire administered to
the respondents, 1600 copies were properly completed and returned (360 from
teachers and 1240 from the students). For purposes of data analysis, a threshhold
mean of 2.5 was calculated as the cutoff point to accept or reject any questionnaire
item. Mean and standard deviation were used to answer the research questions and t-
test was used to test the hypotheses.
Results Research Question 1 What is the functional place of ICTs in developing global partnership with secondary school systems for development of constituent schools? Table 1: Mean scores and Standard Deviation on the Role of ICTs in Developing Global Partnership for Secondary School Development
Role of ICTs in Developing Global Partnership with Secondary Schools for School Development
Teachers Students
N X δ Decision N X Δ Decision
1. ICT enhances Information exchange between the schools and development partners.
360 3.20 1.52 Agreed 1240 3.41 1.66 Agreed
2. Schools can reach development partners through the internets (Via e-mails)
360 3.34 2.61 Agreed 1240 3.69 1.87 Agreed
![Page 8: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/8.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
8
3. Schools can reach global development partners through fax and media services
360 3.19 1.51 Agreed 1240 3.33 1.61 Agreed
4. Schools can send and receive information through phones via SMS, calls and MMS
360 3.63 1.84 Agreed 1240 2.56 1.29 Agreed
5. Global development partners can network with other development agencies through ICTs
360 3.26 1.56 Agreed 1240 3.19 1.51 Agreed
6. ICTs enhance communication between school authorities, students, government, parents and communities
360 3.00 1.41 Agreed 1240 3.16 1.50 Agreed
Aggregate Mean 3.27 Agreed 3.22 Agreed δ = Standard Deviation
Table 1 shows the mean scores and standard deviation on the role of ICTs in developing global partnership with secondary schools for school development. The respondents agreed on items 1-7 with mean scores of 3.20, 3.34, 3.19, 3.63, 3.26, and 3.00 for teachers; and 3.41, 3.69, 3.33, 2.56, 3.19, and 3.16 for students accordingly. The aggregate mean scores of 3.27 for teachers and 3.22 for students are greater than the threshold mean of 2.5. Therefore, it can be deduced from the table that ICTs enhance information exchange between the schools and development partners, Schools can reach development partners through Internets (Via e-mails), Schools can reach them through fax and media services, Schools can send and receive information through phones via SMS, calls and MMS, Global development partners can network with other development agencies through ICTs, and ICTs enhance communication between school authorities, students, government, parents and communities. Research Question 2 How can ICTs empower global development partners in the development of secondary schools? Table 2: Mean scores and Standard Deviation on the Ways of Achieving MDGs through ICTs Usage
Ways ICTs Enhance Global Development Partners in the Development Schools
Teachers Students
N X δ Decision N X Δ Decision
7. Global development partners provide school with ICT facilities
360 3.19 1.51 Agreed 1240 3.63 1.84 Agreed
8. They provide ICT training for teachers and students through the Internet.
360 3.88 2.10 Agreed 1240 3.34 1.62 Agreed
9. They also provide learning materials for teachers and students through the Internet
360 3.56 1.29 Agreed 1240 3.20 1.52 Agreed
10. They develop models for communication and distribution of learning materials through ICTs
360 3.16 1.50 Agreed 1240 3.19 1.51 Agreed
11. Information exchange through phones and e-mails is enhanced
360 3.06 1.42 Agreed 1240 3.00 1.41 Agreed
12. They partake in solving schools problems 360 3.38 1.64 Agreed 1240 3.36 1.63 Agreed
![Page 9: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/9.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
9
through knowledge sharing and networking
13. ICTs help Global partners network with other development agencies for secondary school development
360 2.88 1.37 Agreed 1240 2.69 1.28 Agreed
Aggregate Mean 3.30 Agreed 3.20 Agreed
Table 2 shows the mean scores and standard deviation on the ways ICTs enhance global development partners in the development of secondary schools. The respondents agreed on items 7-13 with mean scores of 3.19, 3.88, 3.56, 3.16, 3.06, 3.38 and 2.88 for teachers; and 3.63, 3.34, 3.20, 3.19, 3.00, 3.36 and 2.69 for students accordingly. The aggregate mean scores of 3.30 for teachers and 3.20 for students are greater than the threshold mean of 2.5. Therefore, the analysis indicates that Global development partners provide schools with ICT facilities, provide ICT training for teachers and students through the Internet, provide learning materials for teachers and students through the internet, develop models for communication and distribution of learning materials through ICTs, exchange information with schools through phones and e-mails, partake in solving schools problems through knowledge sharing and networking and ICTs help Global partners network with other development agencies for secondary school development. Research Question 3 What are the problems militating against the use of ICTs in developing global partnership with the Nigerian secondary school system with special reference to the case of Abia State? Table 3: Mean scores and Standard Deviation on the Problems militating Against the Use of ICTs in Developing Global Partnership with Secondary Schools
Problems Militating against the Use of ICTs in Developing Global Partnership with Secondary Schools
Teachers Students
N X δ Decision
N X Δ Decision
14. Unavailability of ICT facilities 360
3.56
1.51
Agreed 1240
3.53
1.76 Agreed
15. Lack of proper maintenance of the available ICT facilities
360
3.79
1.98
Agreed 1240
3.34
1.62 Agreed
16. Lack of ICT skills among teachers and students
360
3.20
1.52
Agreed 1240
3.40
1.65 Agreed
17. High cost of ICT facilities 360
3.76
1.95
Agreed 1240
3.19
1.51 Agreed
18. Limited access to Internet 360
3.46
1.71
Agreed 1240
3.16
1.41 Agreed
19. Unstable state of electricity 360
3.68
1.61
Agreed 1240
3.39
1.63 Agreed
20. Non-involvement of global development partners in schools’ development plans
360
3.88
2.10
Agreed 1240
3.69
1.82 Agreed
![Page 10: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/10.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
10
Aggregate Mean 3.62
Agreed 3.39
Agreed
Table 3 shows the mean scores and standard deviation on the problems
militating against the use of ICTs in developing global partnership with secondary schools. The respondents agreed on items 14-20 with mean scores of 3.56, 3.79, 3.20, 3.76, 3.46, 3.88 and 2.88 for teachers; and 3.53, 3.34, 3.40, 3.19, 3.16, 3.39 and 3.69 for students accordingly. The aggregate mean scores of 3.62 for teachers and 3.39 for students are greater than the threshold mean of 2.5. Therefore, the table shows that the problems militating against the use of ICTs in developing global partnership with secondary schools in Abia State include: lack of proper maintenance of available ICT facilities, non-involvement of global development partners in school development, high cost of ICT facilities, unavailability of ICT facilities, lack of ICT skills among teachers and students, unstable state of electricity to use the ICTs, and limited access to internet. Test of Hypotheses Hypothesis 1 There is no significant difference between the opinion of teachers and students on the use of ICTs by global development partners for secondary school development. Table 5: Difference between the opinion Means of teachers and students on the use of ICTs by global development partners for secondary school development Status N X S.D S.E.M P-value T-tab T-cal Decision Teachers 360 3.30 1.55
0.077 0.05
2.00
1.30
Accepted Students 1240 3.20 1.54
The result showed that there is no significant difference between the opinion
means of teachers and students on the use of ICTs by global development partners for secondary school development. This is evidenced from the fact that the t-calculated value of 1.30 is less than the t-tabulated value of 2.00 at 0.05 significant level. Hence, the null hypothesis is accepted. Therefore, there is no significant difference between the opinion means of teachers and students on the use of ICTs by global development partners for secondary school development. Hypothesis 2 There is no significant difference between the opinion of teachers and students on the problems militating against the use of ICTs in developing global partnership with secondary schools in Abia State.
Table 5: Difference between the opinion Means of teachers and students on the problems militating against the Use of ICTs in Developing Global Partnership with Secondary Schools in Abia State.
Status N X S.D S.E.M P-value T-tab T-cal Decision Teachers 360 3.62 1.77
0.085 0.05
2.00
1.71
Accepted Students 1240 3.39 1.63
![Page 11: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/11.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
11
The result showed that there is no significant difference between the opinion means of teachers and students on the problems militating against the use of ICTs in developing global partnership with secondary schools in Abia State. This is evidenced from the fact that the t-calculated value of 1.71 is less than the t-tabulated value of 2.00 at 0.05 significant level. Hence, the null hypothesis is accepted. Therefore, there is no significant difference between the opinion means of teachers and students on the problems militating against the use of ICTs in Abia State. Summary of Findings
1. ICTs enhance information exchange between the schools and development partners, Schools can reach development partners through Internets (Via e-mails), Schools can reach them through fax and media services, Schools can send and receive information through phones via SMS, calls and MMS, Global development partners can network with other development agencies through ICTs, and ICTs enhance communication between school authorities, students, government, parents and communities.
2. Global development partners provide schools with ICT facilities, provide ICT training for teachers and students through the Internet, provide learning materials for teachers and students through the internet, develop models for communication and distribution of learning materials through ICTs, exchange information with schools through phones and e-mails, partake in solving schools problems through knowledge sharing and networking and ICTs help Global partners network with other development agencies for secondary school development.
3. Problems militating against the use of ICTs in developing global partnership with secondary schools in Abia State include: lack of proper maintenance of available ICT facilities, non-involvement of global development partners in school development, high cost of ICT facilities, unavailability of ICT facilities, lack of ICT skills among teachers and students, unstable state of electricity to use the ICTs, and limited access to internet.
4. There is no significant difference between the opinion means of teachers and students on the use of ICTs by global development partners for secondary school development.
5. There is no significant difference between the opinion means of teachers and students on the problems militating against the use of ICTs in Abia State.
Discussion of Findings The findings of this study revealed that (1) ICTs enhance Information exchange
between the schools and development partners, (2) schools can reach development
partners through Internets (Via e-mails), (3) schools can reach them through fax and
media services, (4) schools can send and receive information through phones via SMS,
calls and MMS, (5) global development partners can network other development
agencies through ICTs and (6) ICTs enhance communication between school
authorities, students, government, parents and communities. This agrees with
UNESCO (2005) report which states that ICTs enable the rapid transmission of vast
![Page 12: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/12.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
12
amount of information and can be used as vehicles for expanding learning
opportunities, introducing innovative teaching methods and promoting cooperation
between secondary schools and global development partners. Based on the falling
standard and quality of secondary education in Nigeria and the inability of the
government to fund and develop the schools, there is need to contact other
stakeholders both locally and internationally to assist is developing the schools. This
can be easily done through the use of ICT facilities such as Internet, Phones, fax and
media services.
The finding also revealed that (7) Global development partners provide my
school with ICT facilities, (8) provide ICT training for teachers and students through
the Internet, (9) provide learning materials for teachers and students through the
Internet, (10) develop models for communication and distribution of learning materials
through ICTs, (11) exchange information with schools through phones and e-mails,
(12) partake in solving schools problems through knowledge sharing and networking
and (13) ICTs help Global partners network with other development agencies for
secondary school development. This is in line with the objectives of world summit on
information society 2003 to connect schools with ICTs and establish access points,
connect health care centers and hospitals with ICTs, and adapt secondary schools
curricular to meet the challenges of the information society, taking into account
national circumstances. However, ICTs help global development partners detect the
needs of secondary schools and how to help them solve their problems. This is in the
areas of providing them with teaching and learning materials as well as trainings on
ICT skills. The test of hypothesis 1 showed that there is no significant difference
between the opinion of teachers and students on the use of ICTs by global
development partners for secondary school development. They accepted that ICTs play
very significant role in the communication and information exchange between global
development partners and the school.
The findings finally revealed that problems militating against the use of ICTs in
developing global partnership with Nigerian secondary school systems with special
reference to the case of Abia State include: (14) lack of proper maintenance of
available ICT facilities, (15) non-involvement of global development partners in school
development, (16) high cost of ICT facilities, (17) unavailability of ICT facilities, (18)
lack of ICT skills among teachers and students, (19) unstable state of electricity to use
the ICTs, and (20) limited access to internet. This is line with Yusuf’s (2008) findings
on barriers to ICTs usage in secondary schools which are; Lack of teacher’s confidence
and computer anxiety, lack of training, skills and ICTs focus; lack of access to
resources; poor organization of resources; lack of time to use ICTs lack of technical
support, infrastructures and electricity, ineffective technological leadership in
schools”. The result also agrees with the works of Aladejana (2008); Petrova and
Sinclair (2005) which identified the obstacles to the use of ICTS in secondary schools
![Page 13: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/13.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
13
to be poor infrastructure, epileptic power supply, lack of trained personnel,
inadequate funding, and limiting or no access to internet. The test of hypotheses 2
showed that there is no significant difference between the opinion of teachers and
students on the problems militating against the use of ICTs in developing global
partnership with secondary schools Abia State. Both the teachers and students
accepted that unavailability of ICT facilities, lack of maintenance culture, poor
electricity supply and lack of training skill militate against the use of ICTs in
developing global partnership with secondary schools. All the schools in Abia State are
facing these problems. This conforms to the work of Okorie and Uche (2007) which
revealed that irregular supply of electricity has damaged available ICT facilities and
electronics such as computers, printer scanners, radio, television, video recorders and
even refrigerators.
Implications of the study and Conclusion
The implication of this study is very challenging. The first seven millennium
development goals are mutually reinforcing and are directed at reducing poverty,
disease and death in all its forms, ensuring education for all and empowerment, while
the last goal which is global partnership for development is about the means to
achieve the first seven goals. Global development partners can communicate and
partner with secondary schools to partake and help the school develop and improve
the quality of training through information and communication technologies. Hence, if
they partner with secondary schools, training can be given to teachers and students
on the required skills for employment, health and environmental training as well as
increased scientific knowledge among students.
Recommendations Based on the findings of this study, the following recommendations are made:
1. Secondary schools should partner with global development partners for secondary school development;
2. Government should provide schools with ICT facilities to enable them link with global development partners;
3. Government should improve the state of electricity supply and Internet facility in the state; and
4. Training on ICTs should be organized for teachers and students to acquire ICT skills.
References Adomi, E.E. (2010). Africa and the challenges of bridging the digital divide. In
Khosrow-Pour, M. (Ed.). Handbook of public information technology. Pennsylvania: Idea Group.
Adomi, E.E., & Anie, S.O. (2006). An assessment of computer literacy skills
![Page 14: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/14.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
14
of professionals in Nigerian university libraries. Library Hi Tech News 23 (2): 10-14. Anderson, J. (2004) IT, e-learning and Teacher Development: International Education Journal, 5(5), 1-14 Blade, R. (2005) Information Technology for EXCCSEC. Oxford, UK: Oxford University Press. CITAD, (2009) News on ICTS in Nigeria: March 2009, 8(3) Adapted from
www.citad.org. Evoh, C.J. (2007) Policy networks and the transformation of secondary education Through ICTs in Africa: The prospects and challenges of the NEPAD E-schools Initiative. International Journal of Education and Development Using Information and Communication Technology (IJEDICT) 3 (1), 64-84. Evoh, C. J. (2007) The New School Research, USA. International Journal of Education and Development Using ICT. 3(1)15-16. Goshit, T. (2006). Nigeria's need for ICT: SP. 259 technology and policy in Africa. Available: http://ocw.mit.edu/NR/rdonlyres/Special-Programs/SP-259Spring- 2006/891209EE-E63B-4617-BA9D-7635A63C754B/0/goshit.pdf Nwabueze, A.I. (2011). Transforming science instructions through ICTs usage in
Nigerian secondary schools. SAGE Journals. Okorie, N.C. & Uche, C.M. (2007) Inhibitions on Internet Usage in the University System. Journal of Applied Research in Education. 5(1), 16-25 Onyegegbu, N. (2007) Using New Technologies in Creating Excitement in Biology Laboratory Activities. Retrieved on 24/09/2007 from http://www.academicjournals.org. Petrova, K. and Sinclair, R. (2005) Business Undergraduate Learning Online: A One Semester Snapshot. International Journal of Education and Development Using Information and Communication Technology 1(4), 69-88. Samuel, M. (2007). Technology, Education, Children, Retrieved on 4/20/2009 from http:/www.comminit.com/en/node. Tyler, K.D. (1998). The problem in computer literacy training. Retrieved on 08/08/09 from http://www.ccs.new.edu/home/romulus/ papers/myw
![Page 15: UCHE and UKACHUKWU Developing Global Partnership](https://reader036.fdocuments.us/reader036/viewer/2022081811/547ed0c1b47959b6508b4c0d/html5/thumbnails/15.jpg)
March , 2011 JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).
15
u/report.htm Uche, C. M., Nwabueze, A. I & Ememe, O. N (2009) Developing entrepreneurial skills among university students: A tool for attaining MDGs in Nigeria. African Journal of Education and Research Development
(AJERD) 3(2): 98-113. Uche, C.M. (2007) Level of Internet Usage among Staff and Students of University of Port Harcourt: Implication for Quality Research and Management of Decision Making. Nigerian Journal of Educational Administration and Planning. 6(2), 257-270 UNESCO (2005). Reforming Secondary Education. Consortium Paris: UNESCO. UNESCO (2005), “United Nations Decade of Education for Sustainable Development 2005-2014”. Retrieved on the 10/04/2006 from http:portal.unesco.org/education/en/ev.PhpURL_ID=27234&URL_ DO= DO_TOPIC& URL_SECTION=201.html Yusuf, M.O. (2008) Trends and Barriers on the integration of ICT in The Nigerian School System. Retrieved on the 7/12/2009 from http://www unilorin.edu.ng/unilorin/Publication.