ICT integration during the Pandemic

 Will the pandemic help to clarify ICT integration into education  in Kenya?

To be part of the global efforts in curbing the spread of COVID-19, the Ministry of Education in kenya  closed all schools, colleges and universities from Monday, 23rd March 2020. As a result, this decision has put millions of children  youth  and adults out of school. Sometimes later, the Government was prompted to implement Radio and Television learning through the KICD package to ensure continued learning in the absence of schooling.On the other hand, some private schools started Online classes using some of the latest platforms in tech world e.g. Zoom,Google meet,Gooole classroom,Microsoft Teams as well as Streamyard.But unfortunately like i earlier stated ,these platforms,were in use by a small selected percentage .

Going by history, Online and Distance Learning (ODL) is not a new phenomenon in the country, but COVID-19 has led to  a new high of its usage  by many learners and probable focus by stakeholders and policy makers in matters education in Kenya. As an educator,  the aim of writing this article is to propose that the ODL mode of learning offers a certain level of solution to learners during times as this,when learners can not access physical classrooms.  The use of Information and Communication Technology (ICT) integration into resource-constrained education systems has been said to be very beneficial to the learner even when we have actual learning going on in schools.Now with the schools closed,it may be the only option during  the pandemic.This however does not rule out reading of books as we know it especially the course books.

Despite making strides in improving access to education, Kenya still faces challenges to deliver quality education across all levels. A recent research by a non-governmental organization indicated that some of the major challenges in our education system include high pupil-to-qualified teacher ratios(especially in rural and marginalised areas) , high pupil-to-classroom ratios(with Free Primary and  Free Day Secondary Education), poor transition from primary to secondary level of schooling(though the government has pushed for 100% transition), inadequate teaching and learning materials and infrastructure.

The National Education Management Information Systems (NEMIS 2018-2019) indicate that the pupil-to-qualified teacher ratio has remained  below the recommended ratio of 60 in many public schools,but this is more severe in far flung and marginalised areas in the country. The ratios tend to differ  between various schools and different classes within the same school.One reason for this trend is that, because of free primary education , there has been a rapid rise in enrolment at primary level,with an accompanying rise in the secondary education enrolment .

All the while, policy and decision makers in the education sector, recognise the potential of ICT such as computers ,laptops,I.C.T trained and equipped teachers and the internet in improving the access, quality and management of education systems. In reality, several educational ICT projects in the country have yielded positive results.This may including raising literacy and numeracy learning outcomes at all learning levels especially in primary schools where the new Competency Based Curriculum ( CBE) is being implemented.Additionally, there is evidence that Online and Distance Learning is making higher education  in colleges and universities more accessible to Kenyans now more than other time before.

Unfortunately, when this is said and done,ODL— particularly the use of ICT—is still in its infancy stages in the teaching and learning processes, and therefore remains an area in need of clear understanding by all stakeholders. For instance, in a recent study by an ICT taskforce found out that, the efforts by the various ICT interventions providers are unguided and unregulated. The process of embracing and implementing the ICT usage in primary schools education is still in a form of experimentation, being led by the private interventions providers rather than the Ministry of Education.This phenomena may lead to exploitation and undesirable outcomes, hence proper systems must be put in place by the ministry in form of policy.Multi -sectoral approach may be the best to use so as to bring all stakeholders together.