Influence Of ICT On Traditional System Of Education In Lagos State District V

Influence Of ICT On Traditional System Of Education In Lagos State District V
Abstract
The study was designed to examine the Influence Of Ict On Traditional System Of Education In Lagos State District v. The specific purposes of the study were; identify the available ICTs for traditional education system in Lagos state, find out the extent of utilization of ICT in traditional education system, identify the implementation process adopted in traditional education system in Lagos state. determine the constraints to the utilization and implementation of ICT in traditional education system in Lagos state and ascertain the strategies for effective utilization and implementation of ICT in traditional education system in Lagos state. The study was guided by five research questions and three hypotheses. The design of the study was a descriptive survey. The study showed available ICT facilities to include, the internet, computers, radios, mobile phones etc. The study revealed that the identified ICTs available will aid in the utilization and implementation of traditional education system in Lagos state. The work also highlighted the extent of utilization of ICT in traditional education system which is to a very large extent. The study identified the implementation process to include; the use of virtual libraries, emails, discussion groups, mailing list, video conferences and collaboration with others. The study also identified the constraints to include; absence of internet facilities, lack of funds to procure computer, high cost of linking computers to the internet etc. The identified strategies are training of staff, encouraging the participation in seminars, conferences and workshops, establishing cyber cafes that allows easy usage of the internet. Based on the findings, the researcher made some recommendations which are ranging from the national and state agencies for adult and non-formal education should create an environment where instructors can become conversant with the identified ICts, to the organization of seminars, conferences and training of staff by the agency. The limitations, suggestions and summary of the study were made based on the findings.
Table of Content
Chapter One:
Introduction
- 1.1 Background of the study
- 1.2 Statement of the problem
- 1.3 Objective of the study
- 1.4 Research questions
- 1.5 Significance of the study
- 1.6 Scope of the study
- 1.7 Limitation of the study
- 1.8 Definition of terms
- 1.9 Organizations of the study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the study
- 3.3 Sample size determination
- 3.4 Sample size selection technique and procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of data collection
- 3.7 Method of data analysis
- 3.8 Validity of the study
- 3.9 Reliability of the study
- 3.10 Ethical consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Interpretation of Result
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
Education is faced multiplicity of issues. These issues include access, quality, relevance, amongst others (Hallak, 1999). Researches in the field of education have the ultimate goal of adding value to the educational process. This explains the numerous studies conducted in different areas and variables that have influences on education (Akir, 2006; Nkanu, 2006; Eyo, 2005).
According to the Constitution of the Federal Republic of Nigeria (1999), the security and welfare of the people shall be the primary purpose of government; and government shall achieve this through the provision of equal and adequate educational opportunities at all levels and the promotion of science and technology. More so, the National Policy on Education (2004) describes education as an instrument for national development. It also recognizes the place of ICT in education, as Articles 101(a), 102(a) and 102(b) are predominantly concerned with ICT. Based on its acknowledgement of the pivotal role of ICT in education, the NPE makes a commitment, on behalf of government, to “provide facilities and necessary infrastructure for the promotion of Information and Communication Technology (ICT) at all levels of education.” Both the Constitution of the Federal Republic of Nigeria and the National Policy on Education therefore recognize the inter- relationship between ICT and education.
Information and Communication Technology (ICT) can be described as a new entrant in Nigeria in general and education in particular, if one considers when the country adopted a policy on ICT. The country got a National Policy for Information Technology in March 2001,establishingtheNigerianNationalInformationTechnology Development Agency (NITDA) in April 2001 but got an enabling law giving legal recognition to the Agency in April 2007 (Iboma, 2007; Okonji, 2007). This state of affairs explains the novelty of ICT in Nigeria. Interestingly, the National Policy for Information Technology is explicit on using ICT as the bedrock for national survival and development. In its mission statement the policy adopted to use ICT for “education” in its quest to contribute to the developmental strives of the country. The policy even proposed to make the use of IT mandatory at all levels of educational institutions through adequate financial provision for tools and resources (National Policy for Information Technology, 2007). With such national stance, a research into the utilization of this new concept in traditional education system can be justified.
ICT is a very broad field. It includes communication devices and applications like television, radio, computer, cellular phones, satellite systems, network hardware and software, and the various services and applications associated with these, including video conferencing. According to Akir (2006), ICT is a term that refers to stand-alone computers, networked devices and telecommunication technologies with multimodal interface, mobile phones/devices with capability to perform data communication, and other technologies that allow multimodal and interactive communication. The National Policy for Information Technology (2007) sees ICT as computers, ancillary equipment, software and firmware (Hardware) and similar procedures, services (including support services) and related resources. This according to the policy includes any equipment or interconnected system or subsystem of equipment, that is used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission or reception of data or information.
It is worth mentioning that these definitions are very ambitious attempts to incorporate the very wide scope of ICT into one definition. The implication is that the keywords of these definitions depict the different spheres of ICT. Nkanu (2006) identified computers, photocopiers, CD-ROM Databases, printers, videotapes, and audio tapes as some examples of ICT. These examples are themselves umbrellas covering other subordinate units. For instance, the computer can be seen as having hardware and software components. The software can be system or application software, furthermore, application software includes Microsoft Word, Excel, PowerPoint, Oracle, Photoshop, Corel draw, Microsoft Outlook, internet explorer etc. These applications software are also seen as ICT. However, for the purpose of this research, ICT is defined and restricted to include the Internet. The Internet is a worldwide interconnection of computers that allows for sharing of resources, and which accessibility is not limited by time and space.
Traditional education system as a non-formal education system, is a kind of education designed for the illiterate population, the formal school dropouts, and the unskilled and semi-skilled workers and carried on outside the formal schools system, (Eyibe, 1999). The recipients of traditional education system programmes need functional literacy education, remedial education and in-service, on the job vocational training for improvement in their different areas of educational discontent. Consequently, the National Policy on Education (2004) in its section 7 stated the objectives of adult and non-formal education as follow;
- Provide functional literacy education for adults who have never had the advantage of any formal education;
- To provide functional and remedial education for these young people who prematurely dropped out of the formal school system;
- To provide further education for different categories of completers of the formal school system in order to improve their basic knowledge and skills;
- To provide in-service on the job vocational training for different categories of workers and professionals in order to improve their skill;
- To give the adult citizens of the country necessary aesthetic, cultural and civil education for public enlightenment.
Expectedly, the realization of these objectives by the government and other agencies involved in traditional education system automatically should eliminate the observed educational discontents of the identified categories of adults. However, a lot of obstacles have continued to make the realization of the traditional education system objective unattainable as observed by Nwabuko, (2004). According to him, the following among others are barriers to the realization of traditional education system objectives.
- There was absence of formidable base upon which to establish a viable policy and a strategy of implementation.
- Inadequate or even total lack of planning and supervisory-bodies vested with immense responsibility of implementing the policy needs.
- Lack of operational structures and machinery to supervise, arrange, follow up, coordinate and adjust programmes so that the goals could be achieved within the defined time frame.
- Insufficient number of personnel, and
- Systematic data gathering is not always provided which hamper essential analysis and evaluation.
Fortunately these are strong areas that information communication technology has the potential for action. In recognition of the enormous role of ICT to education, the federal government of Nigeria in April, 2001 established the National Information Technology Development Agency, (NITDA), to implement the National Information Technology (IT) policy, as well as promote the healthy, growth of ICT in Nigeria (Onweh, 2004). According to him, the mission statement of the policy is, use IT for:
- Education
- Creation of wealth
- Poverty alleviation
- Job creation and
- Global competitiveness
Recognizing the importance of ICT in education, the Federal government established a sustainable framework for educational management information system (EMIS). EMIS is an integrated, user- machine system for providing information to support operations management, and decision-making functions in education (FRN, 2001). It is a member of the family of management information systems (MIS) which utilizes computer hardware and software, manual procedures, models for analysis, planning, control and decision making and a database. So when MIS is applied to education it is called EMIS. When applied to Health and Agriculture, it is called HMIS and AMIS respectively.
When ICT is applied in traditional education system programmes, it begins with the fundamental database and data-processing element, the system proceeds to a subsystem that supports modeling and scenario analysis and ends with a subsystem that supports strategic planning. This subsystem for purpose of this paper is telecentre. By this, ICT, through telecentre in traditional education system will be able to provide the right information on traditional education system programmes to the right adult clientele at the right time, in the right way and to achieve the objectives of such traditional education system programmes (Nkanu, 2006).
A reality, fast gaining prominence and power is that of convergence, meaning a combination of ICTs or formats of delivering information and communication. It is this functional convergence ability of the ICTs that has made them suitable as a delivery mode for most traditional education system programmes. According to Oduaran (1998) ICTs provide increased participation of clients in traditional education system programmes. Programme management can be used to solve the problem of low level participation on the part of the adult.
ICTs have the capabilities of enhancing the internal efficiency of traditional education system programmes in such areas as the collection, storage, control, processing, and utilization and exchange of realizable data.
There is hardly any doubt that an traditional education system programme carefully planned and managed on the basis of the procurement of reliable data is the first and most urgent requirement for establishing efficient programmes that could attract, a high level of participation.
The use of the ICTs in interacting with other countries has enabled information to be circulated round the world. This enables planners, administrators and academicians in the field of traditional education system to know what is going on globally in the area. Oduaran (1998) noted that information exchange is vital to the survival of organizations. It is common knowledge that most efficient information systems are ICT- based and speed up the rate of growth of organizations most of the time.
There has not been maximum use of ICTs in the field of traditional education system. Most traditional education system programmes require the use of ICTs from the stages of programme development to programme evaluation. But some factors such as lack of physical facilities, high cost of ICT components, dearth of sufficiently trained instructors, and lack of financial support cripple efforts in the use of ICT for most traditional education system programmes.
As a result of the above constraints, there is obvious reluctance to establish ICT driven traditional education system programme package for adult in the urban and rural communities. Countries like Mali (Timbuckta telecentre), Mozimbique, Uganda, South Africa and Senegal, to mention but a few, are some African countries that established Telecentres in communities where ICTs are utilized. Services provided in these centres include photocopying, E-mail, Internet, word processing and type setting, IT skills training, library services, telephone, facsimile, Television, video services, Radio and Scanning etc (IDRC, 2003).
In Nigeria, cybercafés exist mostly in the urban areas. There is almost none existing in the rural areas chiefly due to the absence of electricity and low patronage as majority of the adults and young persons resident in the rural areas have no training in ICTs. At the various state traditional education system agencies and traditional education system centres, the use of ICT is only limited to the utilization of mobile telephones and radio to send messages to programme coordinators/supervisors and to make advertisements/announcements respectively. ICTs are not used for the actual programme delivery to the adult learners of different traditional education system programmes.
Finally, it is established by researchers that cultural and economic differences affect the applicability of a research result across divergent divides. Factors that influence the adoption and use of ICT in one country may therefore not be applicable to another country, (Anadarajan, Igbaria, & Anakwe, 2002). A gap therefore exists to establish the factors that affect the utilization of ICT in traditional education system in Nigeria considering our own peculiarities. More so, Agbonlahor (2006) averred paucity of research on the utilization of ICT in Nigeria, claiming that where this is available, it is usually focused on the library. This creates a need to establish how traditional education system programmes are being carried without ICT. These amongst other gaps are what the present study seeks to fill.
1.2 Statement of Problem
The world is dynamic. This dynamism implies that changes, modifications and adjustments are part and parcel of the society as humanity makes conscious effort to improve upon the present reality at every point in time. In its non-static nature, the society shifted to an era where education assumed a status of indispensability in societal development. This all-important standing has since been acknowledged by all and sundry.
Therefore in a bid to maximize the benefits of traditional education system, researchers have been involved in finding ways of improving upon traditional education system. This is evident in studies conducted in the multiplicity of variables link motivation, teaching methods and techniques, that have direct and indirect influence on the outcome of the adult teaching learning process. Researches have been conducted on the learners’ interest, the instructors effectiveness, the role of laboratories, teaching aids, the influence of physical infrastructure, instructional techniques, among many others on the outcome of the traditional education systemal process.
Very interestingly, one of the newest entrants in the array of variable that influence traditional education system is ICT. It involves technologies that allow for information and data processing, storage, retrieval, transmission and reception. The Internet is an example of ICT and it can be put to various uses in traditional education system. This includes browsing for materials for assignment and term papers, accessing online journals, using the resources in virtual libraries, amongst others.
There seems to be dearth of research on the extent of usage of ICT in traditional education system programmes in Nigeria. More so, researches on the factors influencing the utilization of ICT are done outside traditional education system, and are not particularly done vis a vis traditional education system. These are some of the gaps that the present study intends to fill. The study seeks to identify the level of awareness on the use of ICT in traditional education system; the extent of utilization of ICT in traditional education system; the factors influencing the extent of utilization; and the strategies for effective utilization of ICT in traditional education system. The statement of the problem of this study can therefore be posed in the form of a question thus: what is the extent of utilization of ICT in traditional education system programmes and what are the strategies for effective utilization and implementation of ICT in traditional education system programmes.
1.3 Objective of the Study
The general purpose of this study will be to investigate the extent of utilization and implementation of ICT in traditional education system programmes.
Specifically, the purposes include:
- Identify the ICT available for traditional education system in Lagos state.
- Find out the extent of utilization of ICT in traditional education system programmes.
- Identify the implementation processes adopted in traditional education system programmes in Lagos state.
- Determine the constraints to the utilization and implementation of ICT in traditional education system programme in Lagos state.
- Ascertain the strategies for effective utilization and implementation of ICT in traditional education system programmes in Lagos state.
1.4 Research Question
The following research questions will guide the study:
- What are the ICT facilities available for traditional education system programmes?
- What is the extent of utilization of ICT in traditional education system programmes
- What are the implementation processes adopted in traditional education system programmes ?
- What are the constraints to the utilization and implementation of ICT in traditional education system programmes in Lagos state ?.
- What are the strategies for effective utilization and implementation of ICT in traditional education system?
1.5 Significance of the Study
ICT in today’s world is a pivotal tool in national development. A research with a prospect of strengthening the application of ICT in traditional education system is therefore a research towards national development. It seems that this research holds much positive prospects to the developmental strive of Nigeria. This research shall be of immeasurable benefit to Policymakers, National Information Technology Development Agency (NITDA), adult instructors, traditional education system curriculum experts, learners, researchers, and agencies for adult and non formal education in that it will equip them with knowledge of how to adopt ICT in their various functions.
It is an indisputable fact that ICT is relatively new in Nigeria. As a major contribution of this study, this research would add to the data pool on relevance of ICT in adult and continuing education.
Moreso, the National Information Technology Development Agency (NITDA) is another major beneficiary of this study. The agency has the responsibility of ensuring a successful implementation of the National Information Technology (IT) Policy in Nigeria, which policy thrust is on making Nigeria an IT capable country in Africa and using it as the engine for sustainable development. The findings of this study would serve as an evaluation tool to the agency. It shall bring to the fore the level of awareness/utilization of ICT in traditional education system, the variables influencing this application and the strategies for a more effective application of ICT. These expositions shall announce to the commission, the reality with respect to the use of ICT, thus guiding her in future planning and implementation. This special role includes giving special services to facilitate the realization of the goals of traditional education system. The instructors shall benefit from this study as its findings shall prompt them into making effective use of ICT thus boosting their overall effectiveness.
In the traditional education system process, the adult curriculum experts review the traditional education system curriculum occasionally; irrelevant contents are discarded while noble and relevant ones are introduced into the traditional education system curriculum during this period. This is to keep in sync with the dynamic nature of the society. The adult curriculum experts would also benefit from this study as its outcome would provide them with the data that are very essential for evaluation and the modification arising thereof. Other learners and researchers at different levels shall not be left out in the benefits that shall accrue from the findings of this study. ICT being a relatively new field in the country has little empirical data for one to base a research on. Findings of this study shall therefore serve as a foundation on which many other researches can be built upon. The learners and researchers shall also reap from the factors that the study shall identify as hindrances to the use of ICT in traditional education system and the strategies for improvement.
1.6 Scope of the Study
The scope of the study includes identifying the available ICT in traditional education system, the extent of utilization of ICT in traditional education system, factors necessary for effective strategies and utilization of ICT in traditional education system. Nevertheless, the study shall delimit itself to Lagos states State.
1.7 Limitation of the Study
The researcher encountered problems during the course of carrying out this research; such problems were as a result of selected respondents who refused to accept and participate and also encountered difficulty in acquiring relevant materials and items. The attitude of selected subjects to fill the questionnaire to time so as not to delay the result of the research also posed a problem. However, the researcher appealed to the participants through persuasive means.
1.9 Organizations of the Study
The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.
The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives
Chapter Five
Summary, Conclusions and Recommendation
5.1 Summary of the Study
The general purpose of the study was to investigate the influence of ICT on traditional system of education in Lagos state district v. In order to achieve the purpose of the study, specific purposes and corresponding research questions were posed to guide the study. The study was delimited to, level of awareness, extent of utilization, implementation processes, constraints to utilization and strategies for the effective use of ICT in traditional education system.
A survey research design was used for this study. The population was spread across the Lagos state district V and a purposive sampling technique was used to draw the sample of the district with instructors and adult Learners. A structured questionnaire with 43 items was used for the collection of data. The collected data were analysed using mean, standard deviation.
The study found out that there is available awareness on the facilities, therefore some strategies were found to be useful in the utilization and implementation of traditional education system in Lagos state.
5.2 Conclusion
Based on the findings of the study, it was therefore concluded that:
- The extent of awareness on the availability of ICT facilities will help in the utilization of traditional education system in Lagos state.
- The tools that aid instructors to use ICTs in traditional education system are accepted as veritable tools for ICT utilization in traditional education system in Lagos state.
- The implementation processes adopted in traditional education system in Lagos state are efficient in the implementation of traditional education.
- The constraints to the utilization of traditional education are accepted as being responsible for why instructors and adult learners have difficulty in the use of ICT.
- A proper putting in place of all the strategies spelt out for effective use will bring about effective utilization and implementation of ICT in traditional education system in Lagos state.
5.3 Recommendations
Based on the findings, discussions and conclusion, the following recommendations were made.
- The national and state agency for adult and non-formal education should aid in creating an environment where adult instructors can become conversant with the outlined ICT facilities.
- That the agency should create an environment where the instructors will constantly be using the ICT facilities so that they can be able to easily use it in implementing traditional education system.
- That government should encourage instructors to always use the internet and other processes in order to enable them get use to the various ICTs that will enhance the implementation of traditional education system in Lagos state.
- That the agency should look at these constraints and proffer assistance that will reduce these constraints.
- That the agency should constantly be organizing seminars, conferences and workshops to enable instructors use the internet effectively. The agency should also arrange and facilitate soft loans to enable the instructors acquire computers.

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