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行銷硏究 : Marketing research

Government of Botswana launches an initiative to develop a national Information and Communications Technology (ICT) Policy

Educational planning and development has been influenced by the social-economic and political needs of the society since time immemorial. One of the greatest educational challenges in developing countries is to maximize learning in educational systems based on available and reliable data since they have limited resources. Data in this study were collected through primary sources which included questionnaires to 28 and 112 Principals and HoDs respectively who were purposively sampled from 28 public secondary schools in Rarieda Sub-County, Kenya. In addition, the Sub-County Education Officer, 3 Sub-County Quality Assurance Officers and 4 Teachers Service Commission (TSC) officers at the sub-county were subjected to interview schedules. Reliability of the instruments was tested using test-retest method while expert judgments were used to determine their validity. Data were analyzed using descriptive statistics with the aid of Statistical Package for Social Sciences (SPSS). The data were summarized in tables and percentages to present analysed data. The study findings indicated that: the extent of computer literacy among secondary school teachers, presence of computers and other ICT gadgets, Master database in schools, remote access to database and information were below average. In addition, it was established that data storage for students and other resources were rated at 51-100%. However, the mode of storage was manual. This study recommends that schools should promote computer literacy among teachers through trainings and seminars and recognition of the resultant certificates to step up the practice of EMIS at all management levels such as data collection, processing and storage. Dissemination should be computerised to enhance linkage and accessibility to data remotely.

Establishment of EMIS Infrastructure in Public Secondary Schools in Rarieda Sub-County, Kenya

The education system was one of the biggest casualties of the three decade old war in Afghanistan. In 2000, when the American led International Security Forces reached Afghanistan, there were less than one million children enrolled in school and virtually no girls in the system. Today, there are over eight million children in school of which 40 percent are girls. Even before the Taliban, investment in the education system was weak. During the rule of the King as well as the Communists the number of schools providing modern education was minuscule. By 1980 only 11 percent of the countrys population beyond the age of 25 had any formal education. By 1996, only 22 percent of the eligible population of children was studying in formal schools. At the end of the war in 2001, rebuilding the education sector was one of the first priorities of the new government as well as the international community. However, with no accurate and/or reliable data, planning and financing of the sector proved difficult. Data collection, collation and analysis except in the most rudimentary forms were virtually non-existent. Most of the reports were based on extrapolation of historic data. Supported by the World Bank and the Afghanistan Reconstruction Trust Fund (ARTF), the Education Quality Improvement Project (EQUIP) was launched in 2004. At USD 460 million, EQUIP II is today the largest education program in the country. Increasing use of Information and Communication Technology (ICT) in the education sector and strengthening the Education Management Information System (EMIS) has been a priority under EQUIP II. Indeed, the evolution of EMIS has been one of the most important achievements of the project.

The impact of information technology on the education sector in Afghanistan

Purpose: The study investigated the level of preparedness of secondary school Principals to adopt the National Education Management Information System (NEMIS) in Keiyo North Sub-County, Elgeiyo-Marakwet County in Kenya. \nMethodology: It was an explanatory research based on the Unified Theory of Acceptance and Use of Technology (UTAUT) and the public choice theory. A target population of 30 secondary schools Principals and 30 HODs in charge of ICT in Keiyo North Sub-County schools consisting of Boarding and Day secondary schools was used. This formed a population of 60. The schools were classified as National, Extra-County, County and Sub-County secondary schools. This ensured that all the sub-groups were proportionately represented. Quantitative data was collected using close-ended questionnaires and analyzed using descriptive and inferential statistics. A model was developed through regression analysis. \nFindings: Results indicate that the sub-variable of Principal’s level of preparedness (acceptance, training and skills, and ICT infrastructure) had a statistically significant positive effect on adoption of NEMIS in secondary schools. The finding of this study is useful to the Ministry of Education (MOE) in planning purposes. The constructs of Principal’s level of preparedness (acceptance, training and skills and ICT infrastructure) positively and significantly correlated with adoption of NEMIS and as these constructs are enhanced, adoption of NEMIS receives a positive boost. \nUnique Contribution to Theory Practice and Policy: The study points out that use of technology is a function of acceptance by the user and is in line with the postulates of UTAUT theory that drove this study. It is therefore recommended that managers in the education circles should pay greater attention to the postulates of UTAUT theory for effective implantation of ICT driven programs like NEMIS. The study further points out that for any government policy to succeed, those in authority should allocate resources for public interest to support such policy rather than follow their own self-interest as pointed out by the public choice theory.

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Moses Beru

Papers

Secondary school principals’ level of preparedness and adoption of national education management information system in keiyo north sub-county, kenya