Information And Communication Technology Policy Enrichment:Evidence From Secondary School In Zanzibar

Information and communication technology(ICT)in education system faced many challenges in different countries.So,to overcome challenges that hinder the implementation process,the countries supposed to change ICT policies.The research shows that despite being many efforts taken by the Revolutionary Government of Zanzibar to implement ICT in an education setting,still encountered various challenges.Thus,this study addresses the problem on the following title "ICT Policy Enrichment:ICT literacy within the Education Policy in Secondary School in Zanzibar.”Various government documents mention the use of ICT in every sector of education from preschool up to the tertiary level.So,the study has examined to what extent the government of Zanzibar through responsible authority,i.e.,Ministry of education and Vocational Training(MoEVT)has taken an effort to implement the ICT use in public secondary schools.The primary purpose of the study aims to examine the main challenges that face the implementation of ICT literacy on public secondary education as guided by the Education Policy of 2006.The study applied mixed methods approach including survey questionnaires,interview,and documents review as the case study designed by the researcher for data collection.Approximately 513 respondents have involved the sample size of this study.The majority of data collected from students' respondents in six secondary schools from form one to form three classes only.Some classes were not included in this study because it was not on the part of 2006 Zanzibar Education policy.Also,another questionnaire collected from teachers in seven secondary schools.The data analysed through two software programmes namely:Statistical Package for Social Sciences(SPSS)version 21 for analyses the survey data and SmartPLS version 3.0 for analyses the research model and hypotheses.Some data results were presented in tables and figures to provide more understanding to the reader.The hypothetical analyses show that seven hypotheses out of ten are statistically significant.Also,the Cronbach's alpha was analysed to check the validity and reliability of the study.The value reported was more significant than 0.70 which is valuable in the social sciences fields.The finding revealed that adequate infrastructure in the schools is essential,however,not sufficient in itself to encourage to utilise ICT in the teaching and learning.For example,the computers are not much enough in the public secondary school(rage between five to ten).Indeed,the majority of teachers have the computer literacy at least for the necessary skills.However,students know very little use of computer like how to switch on and off and other few Microsoft programmes.The findings revealed that students had shown positive effects on the ICT use in education.On the other hand,the teacher expressed that computer and other ICT tools need the high skills personal to operate,due to insufficient training to utilise ICT in education.Moreover,many teachers lack ICT awareness.Thus,emerging challenges for them to integrate and implement the ICT in the teaching process.It is,therefore,if taken the experiences of China the empirical review show that has initiated various programmes until to be more successful of the ICT use in their educational setting.However,more efforts still needed in the village areas.The study recommended that it is time now for the Government of Zanzibar through MoEWVT to establish Zanzibar strategic plans for the progress of implementation of the ICT not only to the secondary schools but also to all fields of knowledge.The awareness has the prominent role in the implementation of ICT in teaching and learning as well.The government ought to create the awareness programme for all teachers' and educational staff.