2007年-世界发展银行全球_Survey_of_ICT_and_Education_in_Africa___Kenya_Country_Report_14页_301kb

Summary of ICT in Education in Kenya

Core Content

This report provides an overview of the state of ICT integration in the Kenyan education system, highlighting policy frameworks, infrastructure challenges, and current initiatives. It is part of a larger survey of ICT in education across Africa, with the understanding that the information is current as of April 2007 and may become outdated quickly due to the fast-paced development in the region.

Main Points

National ICT Policy and Education Strategy

• Kenya has developed a National ICT Policy (2006) that encourages the use of ICT in schools, colleges, and universities to improve the quality of teaching and learning.
• The Kenya Education Sector Support Program (KESSP), launched in 2005, made ICT a priority for mainstreaming in education.
• The National ICT Strategy for Education and Training was introduced in June 2006. It includes several components such as digital equipment, connectivity, content development, and capacity-building.

Implementation Mechanisms

• The Kenya ICT Trust Fund was established in 2004 to facilitate public-private partnerships (PPPs) and resource mobilisation for ICT in schools and learning centres.
• The Kenya Institute of Education (KIE) plays a key role in developing digital curricula, teacher training, and educational content.
• NICE (Network Initiative for Computers in Education) is an umbrella organization for NGOs working in ICT education, which collaborates with the Trust Fund to coordinate initiatives and share priorities.

Education System Overview

• Kenya has an 8-4-4 education system: 8 years of primary, 4 years of secondary, and 4 years of tertiary education.
• In 2003, Kenya introduced universal, free, non-compulsory primary education, leading to an increase of 1.3 million students.
• There is a growing demand for secondary and tertiary education due to this expansion.
• The Gender Equity Index shows relatively high equity in primary education, but it declines significantly at the tertiary level.

Key Information

ICT Infrastructure

• Limited access to electricity and phone lines affects ICT usage in schools, especially in rural areas.
• Internet access is growing, with over 1 million users by 2006, but the cost remains high.
• Mobile phones are widespread, and Internet cafés are becoming more common, particularly in urban areas.
• KENET (Kenya Education Network) aims to provide high-speed, reliable, and sustainable Internet infrastructure for educational institutions.

Current ICT Initiatives and Projects

• Learning Resource Centre (LRC): Offers training in ICT for school managers, lecturers, and students. Funded by the Flemish Association and UNESCO.
• Computers in Schools: A primary example of NGO-led ICT projects. Funded by multiple partners.
• ICT Equipment for Schools: The Kenya ICT Trust Fund has provided computers to 142 schools.
• Mukuru ICT Centre: A community-based initiative for ICT skill development for underprivileged youth. Funded by British Airways, Microsoft, and Cisco.
• Digital Content Development: The Kenya Institute of Education is working on digitizing curricula, and the AVOIR Project involves 14 universities in creating educational software.
• Free Software Licenses: Microsoft provides free software licenses to reduce costs for schools and universities.
• School Broadcasting: A pilot project using WorldSpace technology was launched to broadcast educational content to over 11 million students.
• NEPAD e-Schools Initiative: A multi-partner project that equipped six secondary schools with ICTs and provided teacher training.
• Agricultural Non-formal Education: A resource centre in Mwingi district offers ICT and information resources for farmers.

Factors Influencing ICT Adoption

• Enabling Features:

  • A sophisticated ICT in Education Strategy and Implementation Plan with measurable outcomes.
  • Strong advocacy leadership from the Ministry of Education and Permanent Secretary.
  • Emphasis on gender equity in access to ICT.
  • Collaborating mechanisms like the Kenya ICT Trust Fund and NICE.
  • Recognition of the need for training and sustainability.

• Constraining Features:

  • Lack of national ICT infrastructure and electrification, especially in rural areas.
  • High cost of Internet access and bandwidth limitations.
  • Low human resource capacity in the school system, particularly at the primary level.
  • Procurement duties and taxes make ICT products expensive.
  • Cynicism about the sustainability of ICT projects once funding ends.
  • Limited availability of local language content.

Conclusion

Kenya has made significant strides in developing an ICT policy framework and implementation strategy for education. However, challenges such as inadequate infrastructure, limited resources, and high costs remain, especially in rural and low-income areas. The country is actively pursuing various ICT initiatives and projects, many of which are supported by international donors and partnerships. The success of these efforts will depend on addressing the key constraints, particularly in infrastructure, human resources, and affordability, to ensure long-term sustainability and equitable access to ICT in education.