A Review on the Challenges that Hinder Sustainable Implementation of ICT as a Subject in Rural Zambia

Abstract

The paper attempted to bring out the challenges that hinder sustainable implementation of Information communication Technology (ICT) as a subject in rural Zambian schools. The methodology employed in carrying out the exercise included the review of relevant literature published from printed and electronic sources including research studies, evaluation reports, government policy documents, donor policy documents and project reports, newspaper reports and so on. Among the most notable factors that emerged as challenges that hinder sustainable implementation of ICT as a subject in schools in rural Schools in developing countries such as Zambia are; Lack of electricity, Inadequate ICT teachers to teach the subject, high pupil-computer ratio and lack of enough ICT learning and teaching materials. Given the challenges above, the paper proposes an implementation framework. The framework reflects the four players that might influence the successful implementation of ICT as a subject in the rural schools of Zambia. These players are the Government, School administration, Cooperating partners and Colleges and Universities. 

Grade 10 Learners’ Science Conceptual Development Using Computer Simulations

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Primary Teachers’ Challenges in Implementing ICT in Science, Technology, Engineering, and Mathematics (STEM) in the Post-Pandemic Era in Uganda

“…It is worth noting that the infrastructure challenge is coupled with large numbers of learners; this increases the learner-to-computer ratio in classes. The large learner-to-computer ratios are especially evident in Zambia, where the ratio was 143:1 [43], whereas in South Africa it was 17:1 [44], and a ratio of as low as 3:1 is reported [45]. While these studies show an oblique picture of Africa, the urban school in this study used a rotational approach where three learners shared one computer, suggesting that the learner-to-computer ratio is 3:1.…”

The Effect of Using Computer Simulations on Grade 11 Learners’ Performance in Plants Biodiversity in South Africa

“…The effect of using CS on learners' performance has not been well studied, particularly in developing countries, where learners-to-computer ratio varies. For example, in Zambia, the learners to computer ratios were as high as 143:1 (Chaamwe, 2017;Sossa et al, 2015) and 17:1 in South Africa (Kibirige & Hodi, 2019). It should be noted that in South Africa as a developing country, learners are challenged in two aspects: 1) lack of access to the use a computer, learners cannot afford to own one (Habibi et al, 2018), and 2) learners have limited time to practice on the computer because they typically access the computer during school hours (Tarman & Chigisheva, 2017).…”