Full Project – IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON THE MANAGEMENT OF HIGHER INSTITUTIONS IN NIGERIA

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CHAPTER ONE

INTRODUCTION

1.1         Background to the Study

Education has long been seen as a crucial instrument for advancing a country’s economy and society. In truth, education is a driving force behind positive shifts in society, the economy, and the lives of individuals. Nigeria’s federal government, as part of its development initiatives, has implemented improvements and innovations that include integrating information and communication technology into the educational system at all levels.

Making ICT (Information and Communication Technology) obligatory at all levels of education is one of the federal government of Nigeria (NITgoals, )’s according to Yusuf (2005). Creating ICT courses for elementary, secondary, and postsecondary schools. ICT-related scholarships and awards are available. National Youth Service Corps participants will be trained to be trainers for other members of the Corps. Zonal, state and local ICT capacity development. Computer-based facilities used by organization staff to record, transmit, develop, retrieve, affect knowledge, and process information and communication demands are known as Information and Communication Technology (ICT) (Asiyai, 2010).

ICT is any technology that students and teachers use to organize, create, manipulate, solve, find, draw, design, synthesize, share, collaborate, modify, analyze, evaluate and disseminate information. ICTs include internet, computer, hyper net software and hardware, network, data projector and other devices that convert information into digital forms. In this era of digitalization, the flow of information through the satellite and internet enhances rapid dissemination of knowledge ―which has become the most important factor in economic development in the 21st century‖ (Saint, Hartnett and Strasser, 2003), it becomes imperative for ICT to be applied to teaching and learning in schools across the universe.

ICT has been recognized as effective for use in the education industry as an effective delivery mechanism (Westera, and Sloep, 2001). They maintained that ICTs can provide an efficient delivery mechanism of educational services by supplementing conventional delivery mechanism. The emergence of ICTs has generated lots of changes and innovations in all sectors of the economy across the globe. As a result, of the impact of ICTs, the whole world has been transformed into a global village. According to Johnson (2007), the prevalence and rapid development of ICTs have transformed human society from information technology age into knowledge age.

As noted by Omeniyi, Agu, and Odimegwu. (2007), the education industry appears to be the major sector where ICT integration and effective application could extend massively to other areas of life. This assertion presupposes that educational institutions in Nigeria be technology-based with teachers and students being information and technology literates so as to facilitate effective application of ICTs to other areas of life. As a result of the use of information and communication technologies, distance education became acceptable worldwide as a standard alternative mode of education (Ojokheta and Adepoju, 2007). Most developed communities have invested largely in centralized media systems that enable information to be broadcast to their schools at one time. Schools in such communities have a common cabled computer and media network. Teachers monitor activities rather than directing, in order to encourage creativity in technology (Omeniyi, Agu and Odimegwu, 2007).

However, teaching approaches and pedagogy used in Tertiary Institutions are changing from the traditional Oxbridge model of master-learner or teacher centered approach to a learner centered approach of teaching, where the learner controls his or her learning (Reinhart, 2008). Learning environments of Tertiary Institutions in developed countries are often supported by ICTs and continue to evolve to include more active learning through student participation but reverse in the case in developed as well as developing countries particularly, Nigeria. The focus here is on the quality and availability of ICT in the management of higher institutions of learning. ICT offer flexibility, engage and motivate learners and therefore encourage a learner centered approach to teaching. The use of ICT has evolved from the simple e-learning systems of the 1960s to the more collaborative learning using modern technologies where students are not just passive learners but also generators of knowledge (Omeniyi, Agu and Odimegwu, 2007).

1.2         Statement of the Problem

It appears that, developing countries had been focusing on using ICT as a tool to develop the society. When we look at experiences gained in academic perspective, we will find that ICT is more than a tool, but a foundation which can be used to build futures; especially in the area of education. More so, one cannot deny the fact that every nation will continue to compete in a global economy that demands innovation.

ICT has a central role in maintaining the quality of higher education in Niger State and it serves as a basis for competitive advantage of the Tertiary Institutions. However, education is being considered as the driving force of economic and social developments in any country. Looking at this, it is necessary to find ways to make education of good quality, accessible and affordable to all, using the latest technology available.

There have been a number of factors impeding the wholesale uptake of ICT in education across all sectors. Some of these factors could be shortage of funds to support the purchase of the technology, inadequate training among established teaching practitioners, inadequate motivation and need among teachers to adopt ICT as teaching tools. However, it should be noted that in recent times, factors have emerged which have strengthened and encouraged moves to adopt ICT into classroom and learning settings. These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by ICTs, the capacity of technology to provide support for customized educational programs to meet the needs of individual learners and the growing use of the Internet and www as tools for information access and communication.

However, despite the relevance or positive impacts of Information and Communication Technology (ICT) on management of educational institutions, it appears there are still obstacles connected with the application of ICT in the institutions of higher learning particularly in Niger State, Nigeria. Some of these obstacles includes inadequate training and retraining, poor maintenance culture, the misuse of internet facilities, erratic power supply, poor communication channel, poor record keeping of documents, unskilled staff, lack of proper use of ICT facilities in decision making process, shortage of ICT facility supply, wear and tear with and most of the staff in the institutions have little or no knowledge of how to use ICT to carryout researches. This is what prompted this study.

1.3         Objectives of the Study

The objectives of this research are to:

1. Determine the impact of information and communication technology on communication in the management of Higher Institutions in Nigeria;
2. evaluate the impact of information and communication technology on records keeping in the management of Higher Institutions in Nigeria;
3. assess the impact of information and communication technology on educational research in the management of Higher Institutions in Nigeria;
4. determine the impact of information and communication technology on decision making in the management of Higher Institutions in Nigeria; and
5. determine the impact of information and communication technology facilities on maintenance culture the management of Higher Institutions in Nigeria.

1.4         Research Questions

This research work seeks to ask the following questions:

1. Is there any impact of Information and communication technology (ICT) on communication in the management of Higher Institutions in Nigeria?
2. Does Information and communication technology (ICT) impact on record keeping in the management of Higher Institutions in Nigeria?
3. Is there any impact of information and communication technology (ICT) on educational research in the management of Higher Institutions in Nigeria?
4. What impact does information and communication technology (ICT) have on decision making in the management of Higher Institutions in Nigeria?
5. What impact does information and communication technology (ICT) facilities have on maintenance culture in the management of Higher Institutions in Nigeria?

1.5         Research Hypotheses

The following hypotheses are postulated for the purpose of this study:

Ho₁: There is no significant difference in the opinions of managers of tertiary institutions, academic and non-academic staff on the impact of information and communication technology (ICT) on communication in the management of Higher Institutions in Nigeria.

Ho₂: There is no significant difference in the opinions of stakeholders on the impact of information and communication technology (ICT) on record keeping in the management of Higher Institutions in Nigeria.

Ho₃: There is no significant difference in the opinions of stakeholders on the impact of information and communication technology (ICT) on educational research in the management of Higher Institutions in Nigeria.

Ho₄: There is no significant difference in the opinions of stakeholders on the impact of information and communication technology (ICT) on decision making in the management of Higher Institutions in Nigeria.

Ho₅: There is no significant difference in the opinions of stakeholders on the impact of information and communication technology (ICT) facilities on maintenance culture in the management of Higher Institutions in Nigeria.

1.6         Basic Assumptions

The following are basic assumptions about this research study:

1. Whenever there is adequate provision of information and communication technology (ICT), effective communication will be enhanced in Higher Institutions in Nigeria.
2. If there is sufficient and qualitative information and communication technology (ICT) in tertiary institutions, there will be effective records keeping in Niger State, Nigeria.
3. Effective information and communication technology (ICT) will promote effective educational research in the management of Higher Institutions in Nigeria.
4. Whenever there is availability of information and communication technology (ICT), decision making will be effective enhanced in the management of Higher Institutions in Nigeria.
5. If there are trained personnel and adequate information and communication technology (ICT) facilities, maintenance culture will be enhanced in the management Higher Institutions in Nigeria.

1.7         Significance of the Study

This is important in a number of ways to many people. The findings of this study will be beneficial to the managers of Tertiary Institutions, Academic and non-Academic staff as well as students and researchers in the various institutions in Niger State, Nigeria. The information from the findings of this study will be useful to the managers on functions, importance and value of ICT and why they should be adopted in the management of their institutions.

Furthermore, this research work is significant to supervisors in education, educational planners, curriculum experts and/or developers as well as all other stakeholders in education sector. It will assist stakeholders in education to perform their duties and roles more effectively and sufficiently towards achieving the stated goals of tertiary institutions particularly in Niger State. It will again serve as basis for budgeting and procurement of ICT facilities in tertiary institutions in Niger State.

1.8         Scope of the Study

The study titled evaluation of the impact of information and communication technology on the management of Higher Institutions in Nigeria. The Study covered all the State Public Tertiary Institutions in Niger State which includes; all the institutional Managers, Academic and Non-academic staff. Nevertheless, the research work does not include Federal and Private Tertiary Institutions situated within and outside the Niger State, Nigeria.

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Full Project – IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON THE MANAGEMENT OF HIGHER INSTITUTIONS IN NIGERIA