| dc.description.abstract | Donor participation in the development of ICT in Kenya has been a strategic practice
to facilitate schools with ICT to advance education goals and create an ICT literate
society to meet the demands of the 21sr Century. Various schools have therefore
received donor support to facilitate ICT integration in teaching and learning as well as
in the management of schools. However, the reported slow rate of adoption of ICT in
some education institutions and decreasing functional ICT facilities after the
withdrawal of the donor raises concerns over the sustainability of the projects. Yet,
little had been done to examine what is behind success and failure of the donor
supported ICT projects. This study sought to understand the underlying factors behind
sustainable ICT donor assisted projects in public secondary schools in Nyeri County
guided by the following objectives; to find out the status of ICT facilities, to establish
the institutions' management strategies to sustain the JCT projects, to evaluate the
teachers' JCT competencies and to assess the technical support available to sustain
donor funded ICT projects. The study adopted descriptive survey design and the
target population was all the 72 teachers and 3 principals in the three secondary
schools. The three schools that benefitted from USAID and 3 principals were
purposively sampled while 36 teachers composed of 50% of teachers per school were
selected through simple random. Data was collected using questionnaires, interviews,
document analysis and observation check list. Validity of the instruments was
ascertained through presenting the instruments to experts in the University of Nairobi
(Supervisors) for scrutiny and advice and to the cohort of Masters in Project
Management finalists for peer reviewing. Reliability was ascertained through a pilot
study and internal consistency test using Cronbach's Alpha which posted above 0.6 in
all items. Qualitative data was analyzed through identification of opinions and quoting
them verbatim. Quantitative data was analyzed using descriptive statistics; frequency
tables, percentages, and totals. The findings indicated that; ICT infrastructure
provided by donors was available, functional and accessible to the teachers but was
inadequate as schools did not make effort to buy more devices, Schools were short of
management strategies to effectively sustain ICT projects, teachers lacked adequate
ICT competency to adopt ICT in curriculum instruction while technical support was
not sufficient. The study may help donors and government to understand factors
underlying failure and success of donor assisted ICT projects in schools to rationalize
needs based interventions. | en_US |
