Factors affecting implementation of the National ICT strategy for education and training in secondary schools in Bomet and Narok Counties (Kenya)
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Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and timeframes. The process has the benefit of sound advice from officials and stakeholders and perhaps more importantly strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging. Despite its early lead in the past decade, Kenya's ICT sector has lagged behind its East African neighbors Tanzania and Uganda. While the benefits of ICT in government cannot be disputed, there are several concerns about its success as well as the strategies to be adopted in implementation of systems. In this study, the characteristic challenges that Ministry of Education face, which make ICT implementation fail to succeed were identified and synthesized. This resulted in a rich picture of ICT implementation experience that helped in identifying possible solutions. The recommendations include suggestions for increasing the impact of factors for success while reducing the impact of factors for failure and use of available good practice. Data collection was through use of questionnaires and unstructured interviews and the data is of both qualitative and quantitative nature. Analysis of data was through descriptive statistics like standard deviation, mean, frequency and mode. Bomet County and Narok County have 12 secondary schools which were selected for implementation of lCT which forms the total population. The major findings of the study were that training of teachers in ICT is wanting. Funding was not enough too and it needed to be increased. Although computers were fairly enough, they were mostly not being used for content delivery. Leadership and management style of the school administration served to enhance or hinder ICT implementation. The study recommends training of teachers urgently in ICT education and increase of funds through the Ministry of Education advocating for more funds for ICT implementation, for example from CDF. The study also recommends constant monitoring and evaluation of the project for effective ICT implementation. Lastly, the school administration should encourage and provide teachers with opportunities to use ICT in their teaching.