E-Learning In Public Institutions In Kenya: Implementation Challenges

Emmanuel Awuor, Lawrence Gitonga Kaburu


Identification of a business problem is the first step to ensuring that strategic planning and implementation is carried out effectively. In line with this observation, this study was geared towards examining the factor affecting the effectiveness of e-learning in secondary schools in Nairobi County, Kenya. The study objectives included the critical examination of strategies that could be put in place to widen the base of ICT infrastructure provision; to investigate how to provide specialized training on e-learning to computer teachers in Kenya; and to critically review the current ICT policy in schools integrating teachers, students and schools. The study employed the use of mixed method research; the target population was teachers, principals and students from 15 schools, purposively sampled. From the 15 schools, 15 teachers, 15 principals and 150 students were sampled and involved in the study. The students were sampled using simple random sampling. Questionnaire and interview schedule were used for data collection. Both quantitative and qualitative data was analyzed using SPSS and data presented in tables, graphs and charts and some in prose form. Research findings indicated that there is a significant relationship between availability of ICT, teacher competencies, cost of ICT equipments, ICT support staff and ICT policy and effective e-learning in secondary schools. It was concluded that unavailability of ICT equipments, lack of competent teachers and training centers, high cost of ICT equipments, inadequate and untrained ICT support staff and weak ICT policy framework have contributed to the ineffective of e-learning in Kenya. The study recommended that there be a review of ICT policy to allow for clear strategies that have well formulated implementation guidelines and mechanisms for monitoring e-learning integration and use in the classrooms. Moreover, the government should introduce e-learning in teacher institutions and collaborate with e-learning software providers to incorporate e-learning in the current curriculum. Schools should employ an ICT technician who could make computer laboratory accessible to learners at all time, much like the school library and be able to repair and maintain the ICT infrastructure. Moreover, the government should deploy ICT support staff at least once a year in each school to ensure that the problem of availability of staff is dealt with. The school BOGs, with assistance from the government, should look for private sector partners who would be able to install Internet facilities and e-libraries for the public schools having ICT facilities to enhance and improve learners’ personal information base.

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