ICT Policy for Education Systems

How Information Communication Technologies can transform Uganda's Education System

One of the areas in which the pervading Information Communication Technologies (ICTs) are having enormous impact on societies across the globe is the sphere of education. Information digitalising technologies (such as Computers and the Internet) present new platforms and tools -read opportunities, for educational transformation. ICT as a means of teaching and learning has flung itself at the heart of education systems in the 21st century. I'm not talking about Students just learning about ICT, I'm talking about students learning through ICT -as a channel. In this regard, Uganda cannot afford to be left out, given her regional significance in education. It would have far reaching consequences.

Access to learning resources has been completely revolutionalised by these technologies. Lets take a glimpse at how schools operate. Schools traditionally rely on teacher experience, availability of learning space and other conditions, printed books and materials in their libraries for their educational needs. All these are however, either available in limited quantities or limited times to students, and most times the number of students often overwhelms these resources. This is true for both private and public institutions. This is the basis upon which policies to transform education by guaranteeing access and availability, leans towards ICTs. 

A wealth of learning materials -on every subject and in a variety of media formats, can be accessed from anywhere at anytime and by an unlimited number of students, in an ICT enabled school. This can be of particular importance to the government programs of Universal Primary Education (USE) and Universal Secondary Education (USE). The cost of the traditional system, distributed across all free schools, and for resources to be replenished every now and then, is too much a cost in my opinion.

On the other hand, providing education resources via ICT tools reduces the cost to one thing –a network. A lot of high-quality materials (voice, video, image, text and other data) can be networked for remote teaching purposes to bring a diversity of knowledge into the classrooms. Government can employ these technologies to deliver the free education programs at a lower cost while giving quality education to the young generation.

Access by students is also enabled in the same channel, to resourceful experts, researchers, professionals, leaders and peers all over the world. With a technology infrastructure to connect students to these electronic resources, the government would have made a step in the right direction.

The work environment, for instance has become increasingly digitalised. In modern, doctors are using computers with sensors to determine problems faster and for handling data; in manufacturing, computers do the modeling for pre-manufacture stages; in business, you must provide your business via digital options to serve the customers better. These sectors rely on the education system to provide the required skills.  If an education system does not prepare students in as far as the work developments of the day are concerned, then a question is raised as to the relevance of that education.

The effective integration of ICT into the educational system means better quality, quicker delivery (less time), cheaper provision, sustainability, and meeting development goals.

The physical and organisational infrastructure of ICT has hitherto presented the biggest challenge to the developing world. But with a flourishing telecommunications network in Uganda , and the landing of high speed undersea internet cables on our shores, the opportunity is here, finally.

ICT strategists can strive to harmonize the efforts of the different stake holders towards shared infrastructure, shared content platforms and long term technology servicing. Schools can then undertake to make proportionate computer-to-pupil ratios and teacher training. The cost of ICT implementation vis-à-vis the societal price of not providing access is like the case of stopping the clock to save time. These are the realities, and aspirations of the young generation. Our country cannot claim development in their absence. Integrating ICT right into the heart of free education will provide the Ugandan children a chance to face the future boldly.