•Information and Communication Technologies help us learn better, more efficiently and creatively to innovate and to solve complex problems.

By HARBGUY MWAMBAZI –

IT has been observed by members of society that the introduction of Information Communication Technology (ICT) in schools under the new revised curriculum has led to different outlooks, especially in educational institutions in Zambia.
Some people have received the development positively. Others have given a different view on the newly-introduced subject.
It is understandable that communication technology opens access to knowledge not only for the benefit of individuals but all the countries.
One can agree that ICT in the 21st century in fact has become a basic skill required in all areas of individual, national and global development.
The question left lingering in the public’s minds is, how successful will the ICT subject be in its implementation process in the various schools around Zambia?
Education specialist Edward Phiri said effects the programme will have on the pupils as regards to their development in ICT will be minimal.
He said that the Ministry of Education had rushed the introduction of the ICT subject in the schools mainly because children did not have hands-on practical experience of computers.
“When you look at this subject of information technology, it is not simply a theory subject but practical, which requires students not only to study the computer but to know how to operate a computer as well.
Majority of students in different schools, especially those in rural areas, do not have access to such devices for them to better acquaint themselves with the subject,” he said.
Lusaka-based Burma Primary School head teacher Angela Mukuma said the Examinations Council of Zambia (ECZ) had delayed in delivering the necessary materials for the subject at different schools.
“Most schools have little computer facilities and computers as well. We don’t know why the Ministry of Education and ECZ are delaying in sending the materials as quickly as possible,” she said.
Miss Mukuma said that the delay in providing computer material to the schools will make it even more difficult for those students who are not computer illiterate as the exams were fast approaching.
“Already many students are not computer conversant and the hold up of these materials will mean that most of the students who are not familiar with computers will have little time to get up to date with the subject.
This will most likely affect students’ performance on the subjects as you well know that the exams commence in October and students will only have two months in between to master the subject before those exams, which is not good,” she said.
She also said that grants and funds that are received from the Government are little, and urged the ministry to look at ways at which they can best assist schools in meeting their objectives to better enhance student learning.
“Grades 1-7 is free which means that not much income comes in at our primary school. We usually wait for the Government to provide funds and other financial help to help cater for further projects of the school,” she said.
Director for Examinations Council of Zambia (ECZ) Micheal Chilala however said that the process of introducing the new ICT subject in schools was not rushed as is a curriculum progression.
“The current curriculum is intended to enhance pupils to progress and the introduction of the ICT subject in schools marks a step forward for our objectives in that order,” he said.
Mr Chilala said that ICT is an important skill that enables all pupils in different schools around Zambia to acquire the right means of dealing with the modern world.
He said that academic institutions should support the council and the ministry in its endeavor for educational development, and that they would not give up on the exams in the subject as well.
“We should not give up on this new educational arrangement, and we will go ahead with the exams in this subject. If we stop now, we won’t start again and that is why we need support from the many schools to see this progressive step,” he said.
He also added that programs to train at least 100 children in each school will be an improvement towards the new curriculum subject.
But some people feel that pupils who are not up to date with computers will most likely fail their exams which might affect their overall pass rate in the end.
It has been said that the failure of pupils to pass in this subject will strongly affect their performance in other subjects and lessen their chances of passing.
Mr Chilala however stressed that students usually write more subjects that might act as back up, even when they don’t perform well in the subject of ICT.
“Students write six subjects on their exams, and surely even though they don’t perform well in ICT, they are still backed up by the other subjects in which they perform strongly,” he said.
Another issue of concern is that a good number of teachers are not computer illiterate. These teachers will not be able to perform the task of adequately teaching ICT to pupils.
Not long ago Education Permanent Secretary Patrick Nkanza had called on teachers to be ICT literate.
Dr Nkanza said teachers play a critical role in imparting ICT knowledge to their learners in order to make them compete favorably on the labor market which is mostly ICT based.
“ICT presents many opportunities for improving the way we live, the way we teach, the way we learn. There are opportunities for decent, rewarding work”, he said.
He said that the way we teach will only have a positive impact on the students been taught if the teacher has background practical skills on the subject.
He however added that such opportunities could only be realized if people made efforts to improve their knowledge and competencies in ICT.
“Teachers have a critical role and must, themselves, be ICT literate.
The learning environment must be ICT based and the ministry supports this initiative,’’ he said.
Zambia Research and Education Network (ZAMREN) Vice Chairperson Helise Ng’ambi observed that the numbers of females in ICT related jobs worldwide was very low because of the low numbers of girls opting to study in ICT related fields.
“It is said that worldwide, more than 95 per cent of jobs have a digital component. It goes without saying that if the girl child is to make a meaningful contribution at any level of development and to realize her full potential, she needs to be ICT literate”, Professor Ng’ambi said.
Prof Ng’ambi who is also Mulungushi University Vice-Chancellor said her organization was privileged to contribute to a technologically transformed nation by creating a platform to encourage and mentor female children in various schools and communities in ICT education.
He said that this opportunity of a new revised curriculum should not hamper on the benefits that girls would get from the ICT, and that it created a good platform for girls to take up computer related studies as they move to college.
He said that an equal balance of computer skills should be obtained from both genders, as this will create an equivalent chance of both to use that skill in their future careers.
Zambia National Union of Teachers (ZNUT) general secretary Newman Bubala observes that what may only pose a major challenge is the current lack of computers in some schools for learners in the rural areas to use.
Mr Bubala said that the ministry has made it compulsory for students in primary schools to learn ICT although the move is not supported by adequate facilities to cater for rural areas.
He said that students in rural areas were forced to learn theory in class, while those in urban schools had an opportunity to learn both theory and practical lessons.
He added that sufficient access to computers would help both the students and the teachers in distant areas to get acquainted with the subject on a greater scale.
He further urged the Government to invest in rural schools and ensure that students in those areas all have laptops and other devises to better enable them for the theme.
This goes in line with Isaiah Mumba from Chibombo who said that the low number of teachers who are competent with computers were worrying and could cause difficulties in successfully teaching the students.
“We need more teachers to be trained in computers in order for us to accomplish this new task at hand. When more teachers are not familiar with computer fundamentals, it means the level at which students grasp the actual aspect of the subject is also minimized.
“At our school I can say that I am the only one who has good computer skills, and as we speak I take time to train other teachers and pupils during school time, but most especially after school hours. Really we can see that there is need to train as many teachers as we can various schools, for the benefit of the students,” he said.
When one thinks about the tough conditions that pupils in rural schools have to deal with, it is doubtful as to whether the introduction of ICT in schools will be successful.
Some people have argued that most teenagers in today’s society have access to technological devices such as computers, which should not be a problem for them to do deal with subject in school.
However, the undeniable fact still remains that technology is limited in rural areas where pupils do not have the means to purchase such devices.
It cannot be disputed that these learners also require teachers who are knowledgeable in ICT to handle the subject.
The ministry of Education should also ensure that teachers in primary schools countrywide gain the necessary competencies in ICT.
All in all, the introduction of ICT as a subject at primary school level is a positive move which would accelerate development even in rural areas of the country.
The only thing is to ensure that pupils are well acquainted with the subject well before being assessed..
As ICT endeavors to make a change in the standard of education and system of learning for pupils, it is important that the ministry of Education continues to work towards ensuring that all schools have sufficient material for better enhancement of the teaching of ICT.