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Format: MS WORD
| Chapters: 1-5
| Pages: 88
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) UTILIZATION & IMPLEMENTATION ON ADULT EDUCATION PROGRAMMES
ABSTRACT
The study was designed to examine the utilization and implementation of ICT in adult education programmes in Cross River State. The specific purposes of the study were; identify the available ICTs for adult education programmes in Cross River State, find out the extent of utilization of ICT in adult education programmes, identify the implementation process adopted in adult education programmes in Cross River State. determine the constraints to the utilization and implementation of ICT in adult education programmes in Cross River State and ascertain the strategies for effective utilization and implementation of ICT in adult education programmes in Cross River State. The study was guided by five research questions and three hypotheses. The design of the study was a descriptive survey. The study showed available ICT facilities to include, the internet, computers, radios, mobile phones etc. The study revealed that the identified ICTs available will aid in the utilization and implementation of adult education programmes in Cross River State. The work also highlighted the extent of utilization of ICT in adult education propgrammes which is to a very large extent. The study identified the implementation process to include; the use of virtual libraries, emails, discussion groups, mailing list, video conferences and collaboration with others. The study also identified the constraints to include; absence of internet facilities, lack of funds to procure computer, high cost of linking computers to the internet etc. The identified strategies are training of staff, encouraging the participation in seminars, conferences and workshops, establishing cyber cafes that allows easy usage of the internet. Based on the findings, the researcher made some recommendations which are ranging from the national and state agencies for adult and non-formal education should create an environment where instructors can become conversant with the identified ICts, to the organization of seminars, conferences and training of staff by the agency. The limitations, suggestions and summary of the study were made based on the findings.
CHAPTER ONE
INTRODUTION
Background to the Study
Education is faced multiplicity of issues. These issues include access, quality, relevance, amongst others (Hallak, 1999). Researches in the field of education have the ultimate goal of adding value to the educational process. This explains the numerous studies conducted in different areas and variables that have influences on education (Akir, 2006; Nkanu, 2006; Eyo, 2005). According to the Constitution of the Federal Republic of Nigeria (1999), the security and welfare of the people shall be the primary purpose of government; and government shall achieve this through the provision of equal and adequate educational opportunities at all levels and the promotion of science and technology. More so, the National Policy on Education (2004) describes education as an instrument for national development. It also recognizes the place of ICT in education, as Articles 101(a), 102(a) and 102(b) are predominantly concerned with ICT. Based on its acknowledgement of the pivotal role of ICT in education, the NPE makes a commitment, on behalf of government, to “provide facilities and necessary infrastructure for the promotion of Information and Communication Technology (ICT) at all levels.
ABSTRACT
The study was designed to examine the utilization and implementation of ICT in adult education programmes in Cross River State. The specific purposes of the study were; identify the available ICTs for adult education programmes in Cross River State, find out the extent of utilization of ICT in adult education programmes, identify the implementation process adopted in adult education programmes in Cross River State. determine the constraints to the utilization and implementation of ICT in adult education programmes in Cross River State and ascertain the strategies for effective utilization and implementation of ICT in adult education programmes in Cross River State. The study was guided by five research questions and three hypotheses. The design of the study was a descriptive survey. The study showed available ICT facilities to include, the internet, computers, radios, mobile phones etc. The study revealed that the identified ICTs available will aid in the utilization and implementation of adult education programmes in Cross River State. The work also highlighted the extent of utilization of ICT in adult education propgrammes which is to a very large extent. The study identified the implementation process to include; the use of virtual libraries, emails, discussion groups, mailing list, video conferences and collaboration with others. The study also identified the constraints to include; absence of internet facilities, lack of funds to procure computer, high cost of linking computers to the internet etc. The identified strategies are training of staff, encouraging the participation in seminars, conferences and workshops, establishing cyber cafes that allows easy usage of the internet. Based on the findings, the researcher made some recommendations which are ranging from the national and state agencies for adult and non-formal education should create an environment where instructors can become conversant with the identified ICts, to the organization of seminars, conferences and training of staff by the agency. The limitations, suggestions and summary of the study were made based on the findings.
CHAPTER ONE
INTRODUTION
Background to the Study
Education is faced multiplicity of issues. These issues include access, quality, relevance, amongst others (Hallak, 1999). Researches in the field of education have the ultimate goal of adding value to the educational process. This explains the numerous studies conducted in different areas and variables that have influences on education (Akir, 2006; Nkanu, 2006; Eyo, 2005). According to the Constitution of the Federal Republic of Nigeria (1999), the security and welfare of the people shall be the primary purpose of government; and government shall achieve this through the provision of equal and adequate educational opportunities at all levels and the promotion of science and technology. More so, the National Policy on Education (2004) describes education as an instrument for national development. It also recognizes the place of ICT in education, as Articles 101(a), 102(a) and 102(b) are predominantly concerned with ICT. Based on its acknowledgement of the pivotal role of ICT in education, the NPE makes a commitment, on behalf of government, to “provide facilities and necessary infrastructure for the promotion of Information and Communication Technology (ICT) at all levels.
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