CHAPTER ONE

INTRODUCTION

1.0 Overview

This chapter gives an introduction of the background of the study, the statement of the problem,
purpose of the study. Furthermore, it will bring to light the objectives of the study, the research
questions, and the significance of the study. It will also highlight the operational terms in the
study and the limitation.

1.1 Background of the study.

The Zambian Government through the Ministry in General Education rolled out a new
curriculum from early childhood education to Secondary School in 2013. The new Curriculum
adopted the learning and teaching of ICT as a subject. Schools in both urban and rural setting
were expected to implement the new curriculum. The inclusion of ICT as a subject into the
school curriculum in Zambia was long overdue. Although ICT has the potential to improve the
well-being of a nation and it’s citizenly to a great extent, developing countries like Zambia are
far from reaping these benefits because of certain barriers. Among the notable among the many
challenges is the lack of computers. The Zambian government in an effort to mitigate this
challenge has partnered with cooperating partners to make computers available in most of the
schools in Zambia. For instance, the Computers for Zambian Schools Trust (a partnership
between the Ministry of Education, Zamnet, SchoolNet Zambia, the Beit Trust, the British High
Commission, HSBC, the British Council and Computers for Africa Schools project) are
providing computers to schools across the country. A project known as the Computers for
Zambian Schools has embarked on a project to train ICT teachers, distribute hardware and
provide technical support to schools, and recycle computers in partnership with a South African
Company. A nongovernmental organization known as, The Africonnet ischool has also come on
board and have embarked on a project aimed at creating a National ischool Network in Zambia
by connecting schools across the country via internet and by providing access to learning
material on the ischool website.

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1.2 Statement of the problem

The main problem here is the failure to integrate ICT into rural schools’ curriculum. Private
companies such as Telkom Foundation, Eskom, M-Ubuntu, learning academies worldwide,
Vodacom, have donated ICT devices to schools and they continue to do so on an annual basis.
Unfortunately, they are not being fully utilized, integrated and implemented in the schools’
curriculum. Most schools have received computers, mobile phone and modems with data bundles
for Internet access from companies in partnership with the Department of Education but they are
now white elephants. It is on this basis that the researcher sets to find out the challenges rural
schools face in implementing compulsory ICT lessons in Sioma District of Western Province.

1.3 Purpose of the study

The aim of this research study is to find out the challenges rural schools face in implementing
compulsory ICT lessons in Sioma District of Western Province.

1.4 Objectives of the study

1.4.1 General objective

The objective of the study is to find out the challenges rural schools face in implementing
compulsory ICT lessons in Sioma District of Western Province.

1.4.2 Specific objectives

i. To ascertain the levels of implementation of compulsory ICT lessons in Sioma District.

ii. To find out challenges rural schools face in implementing compulsory ICT lessons.

iii. To propose the strategies or solutions to curb these challenges.

1.5 Research Questions

This study will answer the following question:

i. What are the levels of implementation of compulsory ICT lessons in Sioma District?

ii. What are the challenges rural schools face in implementing compulsory ICT lessons.?

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iii. What are the strategies or solutions to curb these challenges.?

1.6 Significance of the study

The study is important in that it will provide information on challenges rural schools face in
implementing compulsory ICT lessons in Sioma District of Western Province. The findings of
this study are beneficial to the, Schools, the government, the community and the country at large.
The study will also act as a base for further study on the topic at hand; the study will also help
policy makers to know of the strategies that would to help to mitigate the challenges that rural
schools face in implementing compulsory ICT lessons.

1.7 Limitation of the study

In the process of soliciting for data on the topic at hand, the researcher may face a number of
challenges or difficulties, ranging from distances between schools and the home where the
researchers stays, limited financial resources, limited time given to the researcher to collect data
from the respondents to lack of cooperation from certain respondents.

1.8 Delimitation of the Study

This research will be conducted in one district only due to the nature and level of the research
and also due to limited time given to the researcher in which to conduct the research. However,
the choice of this district did not make other districts less important.

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CHAPTER TWO

LITERATURE REVIEW

3.0 Overview

This chapter deals with significant documented literature concerning the relationship between
creativity and academic achievement in primary schools. It looks at most but not all available
literature that has been document. It has been noted that a lot has been written on this topic and
thus the limited literature read will serve the very purpose of this research.

Similar studies have been carried out in both developed and developing countries aimed at
identifying challenges that inhibit sustainable ICT implementation in Schools. For instance, a
study carried out in Kenya that reviewed ICT in education in Kenya identified Cost of ICT
Infrastructure as a major challenge that hampers efficient ICT implementation. He argued that
despite a typical claim that investing in ICT is cost-effective, as well as the continuous decline in
ICT prices, the entire cost of possession of ICT including software, hardware, upgrading,
maintenance, development and acquiring right skills remains high. He further argued that
Investing in ICT for schools might be perceived as an additional cost, and supporting significant
ICT implementation is a problem experienced by many schools in developing countries, mainly
those that rely on donor support. The above observation was supported by a study that reviewed
the use of ICTs to enhance teaching and learning in East African schools, it was also observed in
this study that, one of the greatest challenges in implementation of ICT in school was balancing
educational goals with economic realities. Because implementing ICT requires large capital
investments, schools need to be prudent in making decisions about what models of ICT will be
implemented and be conscious of maintaining economies of scale. Ultimately it is an issue of
whether the value added by implementing ICT offsets the cost, relative to the cost of alternatives.

The study further identified burglary as a challenge in the implementation of ICTs in Schools. He
argued that the fact that computers are still very expensive in developing countries, makes them a

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target for thieves who usually have ready markets to another party at a much less figure. This has
made many schools to incur extra expenses trying to burglar proof the computer rooms. This
extra expense makes some schools shy away from purchasing computers for their students.

Aduwa-Ogiegbaen and Iyam in their study argued that “a formidable obstacle to the use of
information and communication technology is infrastructure deficiencies. Computer equipment
was made to function with other infrastructure such as electricity under controlled conditions”.
They further argued that when electricity supply is not stable and constant, it is difficult to keep
high-tech equipment such as computers functioning, especially under extreme weather
conditions as obtained in African countries. Dzidonu identified lack of well trained teachers and
low levels of teachers’ ICT skill and knowledge as a major obstacle in implementation of ICT in
schools. The author argued that for efficient implementation of ICT in schools, there should be
adequate personnel that have correct skills. Where such skills are missing, it would be difficult to
fully implement the technology in schools. Jenkin identified the isolation of rural schools from
the urban education mainstream as an obstacle that makes it difficult for ICT related resources
and facilities to reach them. He argued that there were limited transport resources to these areas,
where scholars usually walk long distances to school.

Furlonger identified lack of computer hardware and software as challenges in the implementation
of ICT in rural schools. He reported in his work that it is unlikely that you will find a computer
lab in rural schools, yet alone someone with knowledge of the Internet, unlike urban schools.

Naidoo identified lack of physical infrastructure as a hindrance to the sustainable implementation

of ICTs in rural schools. He argued that more than 90% of public rural schools do not have the
right infrastructure to conduct ICT lessons. The subject of ICT requires that a separate and
permanent, well secured, if possible with good ventilation such as air- conditioned room should
be made available to conduct lessons and this has not been the case. In short, most rural schools
do not have computer laboratories to store and conduct lessons effectively.

Andoh identified lack of enough teaching materials and other reference materials such as enough

text books for ICT as one of the challenges to the successful and sustainable implementation of
ICT as a subject in rural public schools. This is because the majority of these schools do not have
the capacity to buy necessary learning and teaching materials to carter for everyone. Butcher

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identified the high pupil-computer ratio as a serious challenge worth noting as many pupils will
share one computer which is not supposed to be the case. This may lead to high tear and wear
including short life span of the computers. The ideal scenario is supposed to one computer per
pupil but this is not the case on the ground.

The similar studies reviewed above mostly looked at the implementation of ICTs in Schools in
general and yet our review is looking at the introduction of ICT as subject in rural Schools and
while developing countries may have similar challenges, the Zambian context presents various
unique challenges that affect the successful implementation of ICT as a subject in rural schools.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Overview

Research methodology deals with the description of the methods that will used in conducting or
carrying out the research. This includes, research design, population sample, sampling technique,
research instruments, data collection and data analysis.

3.1 Research Design

Research design refers to the overall strategy that one chooses to integrate the various
components of the study in a coherent and logical manner or pattern, consequently, ensuring
efficient handling of the research problem, it constitutes the blueprint for the collection,
measurement and analysis of data. Therefore, in this research, the researcher will use descriptive
design which will be both qualitative and quantitative. The term descriptive design refers to the
type of research question, design and data analysis that will be applied to a given topic.

3.2 Research Sites

The research was conducted on three selected secondary schools of Sioma District. The research
will be conducted only in one district due to the nature and level of study, and also the limited
time given to the research in which to conduct the research.

3.3 Sample population

The research will target 150 respondents, broken down as follows, 3 head Teachers, 30 ICT
teachers, 7 officers from Ministry of technology, District Education Board secretary and 109
pupils.

3.4 Sampling technique

Random sampling technique will be used to select participants. This means individuals will be
selected in such a way as to accord every individual an opportunity to be part of the research.
Radom sampling is entirely objective and is free from personal prejudice.

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3.5 Method of Data collection

Both primary and secondary data will be collected for the purpose of the study. Primary data will
be collected through administering of questionnaires and interview guides to the selected sample
or participants. Secondary data will be drawn from books, journals and documentaries. This will
be done in order to gather specific information aimed at providing some facts based on the
research problem.

3.6 Data Analysis

Data analysis involves putting the collected data in the system form and examining it closely.
Data will later be processed, classified into themes and analyzed qualitatively and quantitatively.
It is important to note that qualitative methods involve description survey and sort to describe
and analyze the culture and behavior of humans and their groups from the point of those who are
being studied. As a result, this method has been settled for to allow for detailed and in depth
study of the situation and makes the researcher to collect data without preconceived framework
analysis. On the one hand, quantitative approach relies on measurements and it will be used in
counting of scores and tallying frequency and establishing statistical differences and
relationships between set of variables.

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REFERENCES

Education for Development. Zambia launches new Education Curriculum. (2022). [Online].
Available: [Link] cms/news/zambia-launches-new-educational-curriculum

S. Isaacs, Survey of ICT in Education in Zambia, Washington, DC: infoDev/World Bank, 2007.

Computers for Zambian Schools. [Online]. Available:[Link]

iSchhol. Revolutionalising Education. [Online]. Available:[Link]

G. Farrell. (2007). ICT in education in Kenya. [Online]. Available: [Link]

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S. Hennessy, B. Onguko, D. Harrison, E. K. Ang’ondi, S. Namalefe, A. Naseem, and L.
Wamakote, “Developing the use of information and communication technology to enhance
teaching and learning in east african schools: Review of the literature,” Research Report No. 1.
Centre for Commonwealth Education & Aga Khan University Institute for Educational
Development –Eastern Africa, 2010.

S. E. Aduwa-Ogiegbaen and E. O. S. Iyamu, “Using information and communication

technology in secondary schools in Nigeria: Problems and prospects,” Journal of Educational
Technology & Society, vol. 8, no. 1, pp. 104-112, 2005.

B. M. Dzidonu. (2010). The role of ICTs to achieving the MDGs in education: An Analysis of
the Case of African Countries. Accra. Ghana. [Online]. Available: [Link]

groups/public/documents/UN-DPADM/[Link]

T. Jenkin. (1995). The rural development strategy of the government of national unity. [Online].
Available: [Link] [Link]/govdocs/rdp/[Link]

D. Furlonger. (January, 2002). Rally to read. [Online]. Available:

[Link]

S. Naidoo. Education in rural schools. [Online]. Available:

[Link] html

C. Baubeng-Andoh, “‘Factors influencing teachers’ adoption and integration of information

communication technology into teaching: A review of the literature,” International Journal of
Education and Development Using Information and Communication Technology, vol. 8, no. 1,
pp. 136-155, 2012.

Butcher N “Technological Infrastructure and Use of ICT in Education in Africa: An Overview,”

Association for the Development of Education in Africa, Paris, 2003.

G. Farrell. (2007). ICT in education in Kenya. [Online]. Available: [Link]

D. Kessy, M. Kaemba, and M. Gachoka, “The reasons for under use of ICT in education: in the
context of Kenya, Tanzania and Zambia,” in Proc Fourth IEEE International Workshop on
Technology for Education in Developing Countries, Iringa, July 2006, pp. 83-85.

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SchoolNET Zambia. [Online]. Available: [Link] directory/non-governmental-
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W. J. Pelgrum, “Obstacles to the intergration of ICT in education: Results from worldwide

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ERB official website, [Online]. Available: [Link] /[Link]?viewpage=erip

Times of Zambia. ICT in Schools Uphill Battle. [Online]. Available: [Link]

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Appendix I

Time Plan

S/O ACTIVITY TIME/DURATION

1. Preparation of the proposal January-25th February 2023

2. Handing in of proposal February 2023

3. Data collection 14th March-14th May 2023

4. Data analysis 4th June-30th June 2023

5. Writing the report 2nd July-4th August 2023

6. Submission of final report

Appendix II

BUDGET

S/N DESCRIPTION UNIT COST (K) TOTAL COST (K)

1. Transport 1000.00 1000.00

2. Food 800.00 800.00

3. Accommodation 1500.00 1500.00

4. Typing and printing 500.00 500.00

5. Stationery 300.00 300.00

6. Binding 400.00 400.00

7. Miscellaneous 500.00 500.00

8. Total K5000.00 K5000.00

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