. Nkanza

By HARBGUY MWAMBAZI –

IT is no longer a debatable matter that Information Communication Technology (ICT) in the 21st Century has become a basic skill required in all areas of individual, national and global development.
In order to move with the times, the Government last year introduced ICT as a compulsory subject in high schools.
But its implementation was marred by the lack of computers besides the insufficient staff that was required to teach the subject.
Therefore, the question in most people’s minds is, how successful will the ICT subject be in its implementation process in the various schools around Zambia?
Educational specialist Edward Phiri thinks the Ministry of General Education rushed the introduction of the ICT subject in the schools mainly because children did not have hands on practical experience of using computers.
“When you look at this subject of ICT, it is not simply a theory subject. It is practical, which means it requires pupils not only to study the computer but also to know how to operate it as well.
“Majority of pupils in different schools, especially those in rural areas, do not have access to computers for them to better acquaint themselves with the subject,” he said.
Lusaka’s Burma Primary School Head Teacher Angela Mukuma complained that Examination Council of Zambia (ECZ) delayed in delivering the necessary materials for the subject at different schools last year.
“Most schools had little computer facilities and computers as well. We don’t know why the Ministry of General Education and ECZ had delayed in sending the materials as quickly as possible,” she said.
Ms Mukuma said the delay in providing computer materials to the schools made it even more difficult for pupils who were not computer literate, as the exams fast approached.
“Many pupils were not computer conversant and the hold up of these materials meant that most of the pupils who are not familiar with computers, will have little time to get up to date with the subject,” she said.
She further said grants received from the Government were too little to help schools buy the computers.
She urged the Ministry of General Education to look at ways to best assist schools in meeting their
facility requirements and objectives to better enhance the learning of ICT.
“Grades 1-7 are free, which means that not much income comes in at our primary school. We usually wait for the Government to supply us with funds to cater for further projects of the school,” she said.
Lusaka based primary school teacher Esther Nakazwe, 37, said not having enough computers at certain schools proved difficult during last year’s ICT examinations.
“The fact that we did not have enough computers at our school meant that pupils had to wait for others to successfully write the examination.
“Some pupils had to even wait until 22:00 hours in the night just to write the examination, and it somehow proved worrying for parents at home as some of them thought their children were not at school,” she said.
She said that if the Ministry of General Education had taken an extra step in ensuring that at least most schools were covered with ICT material, the examination process would have been smooth to some extent.
Last week, Ministry of General Education Spokesperson Hilary Chipango said the Government has made progress in trying to prepare material for the ICT subject.
Mr Chipango said 6,000 computers have been acquired by the ministry to supply some schools in the country.
“As a ministry, we have acquired 6,000 computers for selected schools in various provinces around the country. Of course these schools already have computers, which means that the ICT equipment will supplement the computers that are there,” he said.
Mr Chipango said academic institutions that would receive the new ICT equipment are in urban and rural areas.
Teaching of ICT also means that more teachers will have to be trained to enable them teach the subject.
Chibombo based teacher Patrick Mumba, 35, said there were very few teachers last year who were conversant with computers.
He said that made it difficult to prepare the pupils for examinations.
Mr Mumba had to stop teaching his usual classes in order to help some teachers gain basic understanding of computers in readiness for the examinations.
“We had about two teachers who were well conversant with the ICT subject at our school. I had to take some time from teaching my usual classes just to help out with training other teachers so that we prepare well for exams.
“It was a challenge mainly because pupils were quite a lot and trained teachers were few. What made things difficult is that some pupils did not know a single thing about the subject, and some of the teachers also did not know anything,” he said.
Mr Chipango said the Ministry of General Education had put in place measures to train sufficient numbers of teachers to teach ICT.
“The Ministry had in the first place initiated some short in-service courses at various schools for teachers to be trained by other teachers who had exhibited knowledge of ICT. This had been carried out in order to try and get as many teachers acquainted with the subject as possible so that it can make things easier to teach the pupils,” he said.
He said the ministry was more than ready for the upcoming ICT examinations this year. This is partly because the examinations will not be compulsory.
“We are more than ready for the upcoming ICT examinations this year. We do not want a similar situation like that of last year were pupils had to wait until night time to write their examinations.
“Last year the writing of examinations was compulsory, but this year its non-compulsory, and will only be written by pupils in schools that will be ready,” he said.
Mr Chipango further said this year’s ICT examinations will be written over a three-day period to ensure that the process is run smoothly with no setbacks.
Not long ago, ministry of General Education Permanent Secretary Patrick Nkanza urged school teachers to be ICT literate.
Dr Nkanza said teachers play a critical role in imparting ICT knowledge to their learners in order to make them compete favourably on the labour market, which is mostly ICT-based.
“ICT presents many opportunities for improving the way we live, the way we teach, the way we learn. There are opportunities for decent, rewarding work”, Dr Nkanza said.
He said that the way we teach will only have a positive impact on the pupils if the teachers have practical skills on the subject.
Such opportunities could only be realised if people made efforts to improve their knowledge and competence in ICT.
“Teachers have a critical role to play and must be ICT literate. The learning environment must be ICT based and the Ministry supports this initiative,” he said.
Zambia Research and Education Network vice-chairperson Hellicy Ng’ambi observed that the numbers of females in ICT related jobs worldwide was very low because of the low numbers of girls opting to study in ICT related courses.
“It is said that worldwide, more than 95 per cent of jobs have a digital component. It goes without saying that if the girl child is to make a meaningful contribution at any level of development and to realise her full potential, she needs to be ICT literate,” Professor Ng’ambi said.
Prof Ng’ambi, who is also Mulungushi University vice-chancellor, said his organisation was privileged to contribute to a technologically transformed nation by creating a platform to encourage and mentor girls in various schools and communities in ICT education.
She said this opportunity of a new revised curriculum should not hamper benefits that girls would get from the ICT subject.
Introduction of the ICT subject had created a good platform for girls to take up computer related studies as they move to college.
She said an equal balance of computer skills should be obtained from both genders, as this will create an equivalent chance of both boys and girls to use their skills in future careers.
Chibombo-based primary school teacher Isaiah Mumba said it was good to see the ministry of General Education setting aside some funds towards the procurement of ICT materials.
“It’s good to see that the ministry has taken another step in trying to tackle the issue of insufficient computers at various schools around Zambia, especially for our schools in the outskirts which receive little material for ICT,” he said.
When one thinks about the tough conditions that pupils, especially in rural schools, have to deal with, it often leaves people doubting as to whether the introduction of ICT in schools will be successful.
Others argue that most teenagers, especially in urban areas, have access to computers, which should make it easier for them to deal with the ICT subjects in school.
However, the undeniable fact still remains that computers are in short supply in rural areas where pupils lack the means to purchase such devices.