Little People School
Little People School
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THE NEED TO INCORPORATE ICT INTO SENIOR SCHOOL CERTIFICATE EXAMS AND SENIOR SECONDARY CURRICULUM IN NIGERIA by Giwa R. Iziomo
According to a UNESCO article on introducing the concept of ICT Education in secondary schools, "In any educational system, the level of available resources places a restriction on the degree to which any new subject can be introduced into the school curriculum, especially where only the most basic facilities have so far been provided. But ICT is of such importance to the future industrial and commercial health of a country that investment in the equipment, teacher training and support services necessary for the effective delivery of an ICT-curriculum should rank high in any set of government priorities." Hence, my article on "the need for incorporating Information and Communication Technology (ICT) studies into senior secondary school curriculum and senior school certificate examinations" is especially directed to the federal ministry of education, state ministries of education, concerned individuals or organisations, and as well, the management of all secondary schools across the country, whether private, state or federal.
As early as 1952 when the West African Examinations Council (WAEC) was established, vocational studies such as typing, metalwork, woodwork, shorthand, building construction, auto mechanics and a host of others were introduced into the senior secondary education and senior school certificate examinations curriculum. This was a conscious step to equip the average school leaver with such skills as to become relevant to the immediate society on graduation from school and on acquisition of the O-level certificate. The impact of this development as evident in the civil services today cannot be easily forgotten as it is almost singularly responsible for the many secretaries and staff of public services, most still in service up until present day. The move was necessary to follow up with the prevailing importance of such vocations in the then society of Nigeria, for instance typing machines were used in almost all offices, whether public or private. Metalwork and woodwork on the other hand were also gaining popularity as the art of standard furniture making and blacksmiths were still quite new, not to talk of their then industrial importance.
Recently, since the inception of the new century, digital computers have gradually crept into the activities of the modern world, phasing out the typewriters and also taking over almost all spheres of life. They have over the years increased in importance from simply the small office tasks such as typing, printing, scanning and storing of data to the modern day industrial applications, information and communication technology, automotive engineering, design and manufacturing technology, and artificial intelligence, just to mention a few. In fact it can be safely stated that the computer is now the most vital tool in modern day economy, hence the questions; why is computer studies still just a junior secondary affair when it is so openly acknowledged that its many applications has far surpassed the comprehension of students at that level of education? Secondly, why is it not yet incorporated into senior school certificate examinations when it has already been accredited in whole or parts by the National Universities Commissions (NUC) as a university program that runs for a minimum period of four years in most tertiary institutions and five years at maximum in others? Or is it still being considered as too recondite to be studied at the senior secondary level? I very well do not subscribe to that.
As deep as the effects that ICT has created in the world today, small computer training centers have now been springing up in response to the increasing number of people who are required to obtain knowledge in computer studies so to improve their employment opportunities, therefore applying to be taught computer appreciation for huge amounts of money of which these trainings only last for a short period of time; maximum of six months, providing only a small frame of time just enough to quickly brush through the basics of computer appreciation (which in itself is suppose to be the basics of computer studies), thus in actual, making little or no impart in a person's ability to use the computer, only to be awarded a certificate in the end acknowledging the person as literate in the area of digital computing and computer desktop publishing applications. I do recall that during my university days (Federal University Of Technology Minna), computer appreciation was a compulsory zero unit course, run by a contracted body, AfriHUB for a semester to help prepare students of all disciplines for the coming stages of major computing, ranging from carrying out assignments, data management, sourcing and studying of e-books, to electronic examinations, and this was done majorly during one's inception at the university. But this is just one institution out of over 100 in Nigeria.
The world has realized its high dependence on ICT. Most developed countries of both the western world and Middle East have long been incorporating ICT studies into school curriculum at various levels, preparing the emerging workforce for the highly digital world they are immediately introduced into on graduation from high school. Also, most developing countries of Asia, South America and Africa have recently been following a similar trend to ensure a faster pace of technological advancement so as to measure up with the developed nations of the world within a short frame of time. Certainly, this is very possible as the internet today provides an enormous pool of information that may be accessible to anyone, anywhere around the world, provided the individual is able and enlightened enough to explore the internet. It is therefore imperative that ICT studies be quickly incorporated into senior school certificate examinations as one of the compulsory subjects to be enrolled, as this would prompt more effort for a quick implementation into school's curriculum as well.
Given the height of technological applications in economic activities of the various countries of the world today, ICT studies at secondary level may encompass a broad scope of digital computerization. These areas include computer appreciation, which is the use of Microsoft office and other desktop publishing tools, internet crimes and equivalent punishments attached, networking foundations such as setting up IPs and ad hoc (computer to computer) networks, basic programming adapted to general mathematics, accounting and economics formulae or problems, basics of computer aided designs (CAD), designing simple 2-D and 3-D shapes using basic CAD software such as Google sketch and AutoCAD, basic HTML coding, storage devices and their uses, file formatting, OS installation and application installations, use of the internet; search engines, emailing, blogging, uploading and downloading, etc.
ICT has proven to be a vital tool in nation building, it can be agreed for instance that it contributed a great deal to the present level of industrialization of China's economy through automation of many industrial processes, internet presence and level of technological innovativeness of her citizens, institutions and professionals by efficient use of the broad database of e-libraries for research making, various CAD software for the creation of innovative designs as well as the internet for marketing the various manufactured products so as to attract the eyes of the world. China today is the heart of industrialization of the world, responsible for the manufacture of more than fifty percent of all the goods distributed all over the world, this could partly be attributed to her large population, but the level of ICT literacy of her workforce cannot be undermined, they have been equipped with the skills and ability to effectively take advantage of these technological advancements to raise the margin of China's production and earning power consequently. Other countries such as India, Thailand, Indonesia and recently, Mongolia, Ghana and Kenya have also been towing the same ladder; this is in effort to start maximizing the vast possibilities and opportunities offered by ICT.
It is well noted that the Federal government of Nigeria has also been showing interests to adopt the ICT trend as well. In the past it made several failed attempts to integrate ICT studies into Secondary school as a pre-vocational elective. In 1988 a policy on computer education was enacted, the plan was to establish pilot schools and diffuse computer education innovation to all secondary and primary schools. Unfortunately the project did not really take off beyond the distribution and installation of personal computers. The federal ministry of education also launched the School NET initiative that initially was a success, but diminished gradually as a result of incapable human capital, not skilled enough in ICT, thus; lacking the capability to properly manage the facilities. Mobile Internet Unit (MIU) was also introduced by the federal government in 2001 which involved an ICT equipped bus to carry computers and internet facilities from place to place, making the internet available for schools to train their students and teachers, but this seemingly brilliant innovation was also shattered.
These problems are not unique to Nigeria alone, but common with most developing countries of the world. It is on these notes that the United Nations Educational, Scientific and Cultural Organization (UNESCO) developed a comprehensive curriculum (IFIP-UNESCO: ICT Curriculum for secondary schools), aimed to produce a practical and realistic approach to the secondary education ICT-curriculum for both developed and developing countries which can be implemented according to available resources, quickly and at minimum cost. The curriculum is designed in modular form so that education authorities can select appropriate elements to meet their objectives at the phase of development reached in their countries. Sufficient detailed description of each objective has been given so that course materials are produced to meet local cultural and developmental circumstances. This goes again to facilitate the delivery of ICT literacy to Nigerians and I say it is an essential move. However, integrating ICT studies as a compulsory subject in senior school certificate examinations would go further to help test the quality of ICT literates produced from secondary schools, and also would stimulate more aggressive efforts towards establishing ICT studies in other schools yet to benefit from it by both the government and private schools management.
In conclusion, Nigeria is regarded all over the world as the giant of Africa, and even for a Nation of that potential, it may be agreed that incorporating ICT studies into senior school certificate examinations and senior secondary schools curriculum can be financially and technically cumbersome. But as the axiom "a stitch in time saves nine", if not taken into action soon enough, Nigeria would be further left behind to wallow in the shadows of obsolete concepts and her economy would continue to deteriorate. Thus as suggested in a recent speech delivery by his Excellency, the executive governor of Edo state Comrade Adams Oshomole, stressing the need for human resource enhancement, "it is high time we focused our attention on human resource empowerment"; investing in an efficient workforce is paramount and the most direct route to its achievement is to empower the average Nigerian with at least an adequate foundation in ICT to enable them make positive impact and contribute towards the synergic struggle to make Nigeria attain a phase of technological independence. I am assertive that incorporating ICT studies into senior school certificate exams and senior secondary schools curriculum would go a long way to help facilitate the quick achievement of a more reliable ICT literate workforce for Nigeria.
About the Author
Giwa Reagan Iziomo; A Graduate of Mechanical Engineering, currently working as the IT Administrator at Delor Travels and Tours Limited, Area 11 - Abuja.
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