FACTORS MILITATING AGAINST THE INTRODUCTION OF COMPUTER EDUCATION IN SECONDARY SCHOOLS

CHAPTER ONE

1.0 Introduction

In the globalised world, technology has become the in-thing as countries and/or organizations devise means of gaining a competitive edge over the others. In view of this, education systems in individual countries need to be tailor-made to suit this Endeavour. Information and Communication Technology (ICT) has played a major role in linking business and individuals far apart in terms of geographical distance. Transactions are being carried out in or outside offices, twenty-four hours a day. In pursuit of the objectives to ensure that the country advances its technology base, Nigeria, through the Ministry of Education, has introduced computer Education in the school curriculum. However, the introduction of computer education has failed to take o in the majority of schools, primary and secondary, rural and urban. Given this scenario, it is necessary for this study to look into factors militating against the implementation of computer education in secondary schools. In view of the fact that secondary schools are immediate sources of manpower for industry and commerce, it is hoped that ICT literacy could have been taught to students in preparation for employment. This however, has not been the case for the majority of secondary school graduates who have gone job seeking without any knowledge of computers despite their being a prerequisite for employment in many institutions.

1.1 Background to the Study

Computer education is of paramount importance to national development and it is on this premise that the government of Nigeria sought to introduce computer studies in the education system from primary through to tertiary institutions. The Ministry of Education stipulates that schools should offer technical and vocational subjects to students. At secondary school, a student should enroll for two a technical/vocational subject among which is Computer Studies. It against this background that the government went about distributing computer equipment in schools across the country. Complementing these efforts, private companies donated and distributed computers to various schools in the state and the country. However, despite such efforts document analysis carried out shows that the majority of schools are not offering the subject. This has been the situation prevailing even in the schools which received the donations of computer packages, for free. This, therefore, has prompted this current research study to find out why computer studies are not being undertaken in the majority of schools despite the significance of the subject to national development and in the face of support from the political and corporate leadership. The study therefore aimed at unearthing those problems hindering the implementation of computer studies in the school curriculum in Secondary schools in Chikun Local Government area of Kaduna state.

According to the National Policy on Computer Education (NPCE, 1988), the main aims and objectives of computer literacy and education in schools are considered important bearing in mind the fact that computer studies aid in National Development. The objectives of computer studies in schools include: v The development of rudimentary knowledge about information system. Information process techniques and the role of computer in this regard. v To impart the knowledge about the use of computer and its applications in everyday life and to develop in the learner an appreciation of computer work. v To develop an understanding of the basic principles of operating a computer and expose learners to hands of experience using programmes packages which are relevant to the interest of the pupils on teaching aids to dierent subject. v Creating an understanding of the concept of programming language and their application through problems solving methods and techniques as they apply to the programme design, coding and documentation. v To develop reasonable level of competence in ICT applications that will engender entrepreneurial skills.

As a result of the above listed aims and objectives, there is need for the full implementation of computer studies in all levels of Education, most especially at Secondary school level. Despite the tremendous importance of computer studies, government, schools, pupils and teachers attitude have shown that much is expected to be done to position it well. Most pupils believe that computer study is not a core subject and so do not bother to give it keen attention. Many schools do not place computer studies within the favorable perception, interest and vocational choice of majority of learners as most of them tend to consider it as unnecessary and less important. There is an increasing demand for a work force in Nigeria in area of technological development and self-reliance; this demand cannot be met without full implementation of Computer Education in schools.

1.2 Statement of the problem

Due to the fact that computer education has failed to take o in the majority of schools, fears are that Technological development may be a pipe dream for the country. Given this scenario, it is necessary for this Study to look into factors militating against the introduction of computer education in secondary schools in Chikun Local Government area of Kaduna state. The question to be answered by this current study is: What factors have impeded the implementation of computer Education in schools?