Information Communication Technology in Schools in African Countries and Factors that Promote Digital Divide

Although globalization tends to paint a fascinating picture of the world where all people are aided by modern-day communication technologies to integrate into the global information village, the digital divide has distorted what intended to follow as a sequence across all regions of the developed and underdeveloped world. Nonetheless, the worldwide recognition and acceptance of the importance of ICT in championing development across different works live and uniting all peoples into one global community has not received any known objections. The worldwide attestation to the relevance of ICT in permeating, championing, and innovating human and material resources cannot find institutional usefulness outside the boundaries of the education system. If schools in African countries are designed like their Western counterparts to tap from the level of information flow orchestrated by ICT, the pursuit of an information rich society where knowledge is placed within the reach of every citizen will be realizable. The position of the Internet in the free flow and dissemination of information depends on the realization of ICT infrastructure. The inevitability of ICT mediation in education and schools has given rise to the need to equip schools with computers and enable free internet access for members of the school community. The provision of ICT will serve a gateway to efficient and effective education systems anchored in research findings that ‘technology-mediated learning is advantageous to students, teachers, and schools.’ Current evidence shows African countries to be on the wrong side of digital diffusion as their schools and pupils are still confronted by the digital divide. Despite a growing integration of communities with mobile network technologies, a digital divide still cuts across schools in African countries, equally damaging the reputation of the continent which has not been able to direct its human and material resources where it matters. The inability of the countries of Africa to meaningfully integrate ICT into school curriculum increases the worries of digital divide, which has created a demarcation between education standards in Africa and developed countries. It identifies factors that promote digital divides in African schools to hang on human and material capacities. These two factors happen to be manmade for lack of due diligence in the race for information freedom. African countries need to modernize its education pedagogy to accommodate ICT. For that to happen, countries have to come up with alternative ideas capable of circumventing the high cost of computers and broadband internet access to bridge the digital divide in schools. The options that can solve ICT problems in schools in African countries hinges on types of digital technology utilized by students as mechanisms for bridging the digital divide. Hence, ICT in the 21st century holds education to ransom with pedagogy anchored on technology as the only solution. Therefore, digital diffusion in all schools merits global concern and the use of every possible methodology as a welcome initiative. Keywords: Information Communication Technology, Digital Divide, Digital Inclusion, Digital Diffusion, Internet Acces

F. Onye [?]. Tule Lake [untitled 8.5 x 11 pencil sketch] [F. Onye]

Signed pencil sketch of Tule Lake. Untitled, undatedhttps://scholarlycommons.pacific.edu/cook-nisei/1212/thumbnail.jp

Availability, Accessibility and Utilization of Library Information Resources by Students of the Federal University of Technology, Owerri (FUTO)

The study approached the availability, accessibility, and utilization of information resources by students of in the Federal University of Technology, Owerri. It was revealed that the university library was used by students to support classroom activities and therefore students relied on the information resources available mostly in print format for academic support. It was revealed that students utilized the information resources that were available and accessible in the library. However, the library had limited sources of information, and the available resources were not maximally positioned for access by students. Students’ use of internet shows the need for the library to increase technology and digital information resources to improve the availability and accessibility of information resources for students to utilize other than the ones provided in print format. To achieve this study, a total of 681 users comprised the sample population and the questionnaire as the means of data collection. Keywords: Academic and university library, availability, accessibility, utilization and information resources

A Framework for Sustaining Rural Development Program: Evidence from Micro-Panel Data in Nigeria

The jettisoning of virtually all rural development programs in Nigeria is a clear testimony to their unsustainable execution and the non-functionality of current methodology used in achieving sustainable rural development (SRD). This paper develops a basic framework for sustainable rural development projects execution based on a neo-concept of participation. We conceptualize that sustainable rural development is a function of institutional framework, managerial capacity, stakeholders’ participation, training and monitoring. The paper develops quantifiable proxies for an objective specification and went on to estimate our novel model of SRD.  The findings from the study indicate that the index of managerial or entrepreneurial skill, stakeholders’ participation and training are the three most fundamental determinants of project sustainability. Keywords: Sustainable Rural Development, Random Effect Model, Participatio

A Framework for Sustaining Rural Development Program: Evidence from Micro-Panel Data in Nigeria

The jettisoning of virtually all rural development programs in Nigeria is a clear testimony to their unsustainable execution and the non-functionality of current methodology used in achieving sustainable rural development (SRD). This paper develops a basic framework for sustainable rural development projects execution based on a neo-concept of participation. We conceptualize that sustainable rural development is a function of institutional framework, managerial capacity, stakeholders’ participation, training and monitoring. The paper develops quantifiable proxies for an objective specification and went on to estimate our novel model of SRD.  The findings from the study indicate that the index of managerial or entrepreneurial skill, stakeholders’ participation and training are the three most fundamental determinants of project sustainability. Keywords: Sustainable Rural Development, Random Effect Model, Participatio

Neoclassical Economics: The Need for a Reconstruction

This paper examines the case being made by the Real World Economics Movement (RWEM) against the prevailing mainstream economics, including the lack of realism in the teaching of economics resulting from uncontrolled formulation and use of abstract mathematical models that lack empirical validity, the lack of pluralism of approach to economic inquiry, and the basic matter of upside-down application of mathematics in economics. It undertakes a critical examination of the key message and major proposals of RWEM, and goes on to show how they can be harnessed to enhance our understanding and explanation of economic realities. The paper draws attention to the fact that neoclassical economic theories has been inhibited by its ahistorical approach to economic inquiry and abstract formalistic methodology which has made it provide very limited understanding of the complex real world economic phenomena. It, therefore, calls for fundamental reform – in the content, structure and delivery – of economics curricula that universities currently offer and teach students

The Failure of the Monetary Exchange Rate Model for the Naira-Dollar

We test whether the flexible price monetary model (FPMM) of exchange rate determination is consistent with the variability of the naira-dollar exchange rates. The study account for several important issues overlooked by previous studies on the validity of FPMM including the test of long-run PPP relationship-a major building block of the monetary model, the issue inefficient estimation of cointegrating parameters, and the inconsistency of these parameters with the values implied by the monetary models. The test of long-run PPP relationship indicates that exchange rate and relative prices will apparently drift apart without bounds in the long-run, implying a failure of the long-run PPP proposition. This indicates grounds for believing the pure monetary model and its simple extensions to be misspecified as a long-run relationship and consequently suggests that it is inappropriate for forecasting purposes. We suggest a multinational model of exchange rate determination that allow for common macroeconomic effects

Neoclassical Economics: The Need for a Reconstruction

This paper examines the case being made by the Real World Economics Movement (RWEM) against the prevailing mainstream economics, including the lack of realism in the teaching of economics resulting from uncontrolled formulation and use of abstract mathematical models that lack empirical validity, the lack of pluralism of approach to economic inquiry, and the basic matter of upside-down application of mathematics in economics. It undertakes a critical examination of the key message and major proposals of RWEM, and goes on to show how they can be harnessed to enhance our understanding and explanation of economic realities. The paper draws attention to the fact that neoclassical economic theories has been inhibited by its ahistorical approach to economic inquiry and abstract formalistic methodology which has made it provide very limited understanding of the complex real world economic phenomena. It, therefore, calls for fundamental reform – in the content, structure and delivery – of economics curricula that universities currently offer and teach students

COMPARATIVE STUDY OF THE STUDENTS’ PERSONNEL MANAGEMENT PRACTICES ADOPTED BY PRINCIPALS FOR ADMINISTRATION OF PUBLIC AND PRIVATE SECONDARY SCHOOLS IN ABIA STATE

This researcher investigated the students’ personnel management practices adopted by principals for administration of public and private secondary schools in Abia State. Two research questions guided the study and two null hypotheses tested at 0.05 level of significance. Survey research design was adopted for the study. The population of the study comprised 16,033 respondents made up of 254 principals and 10,939 SS 2 students of public secondary schools and 727 principals and 4,113 SS 2 students of private secondary schools in Abia State. The sample for the study was 853 respondents drawn using proportionate random sampling technique. The instrument for data collection was a researcher-developed questionnaire titled “Principals’ Student Personnel Management Practices for School Administration Rating Scale (PSPMPSARS)’’. The instrument was subjected to face validation by five experts made up of three experts in Educational Management and Planning as well as the two experts in Measurement and Evaluation. Cronbach Alpha which was used for test of the internal consistency of the instrument yielded overall coefficient of 0.84. Data collected were analyzed using mean and standard deviation to answer the research questions and t-test to test the hypotheses. The findings of the study revealed among others that deliberation on the requirements for admission, advertising the sale of admission forms, reviewing the qualifications of applicants, shortlisting and conducting entrance examinations for eligible applicants, offer admission to candidates who successfully pass entrance examinations, register and placement of successful candidates in classes were the admission practices adopted by principals for administration of public and private secondary schools in Abia State. It was also found out that there is no significant difference in the mean ratings of public and private secondary school principals and students on the guidance and counselling practices they adopt.Based on the findings, it was recommended among others that State Ministry of Education should develop admission handbook and distribute to principals to guide them in applying admission practices to maintain standard and uniformity in selecting students to be admitted in secondary schools in the study

On The Feasibility of a Common Currency in West Africa: Evidence from a Multivariate Structural VAR

This study investigates the feasibility of proceeding with the proposed common currency in West Africa. By relying on the multivariate Structural Vector Autoregressive Approach (SVAR), the studies focuses on the symmetry, magnitude and variance decompositions of four underlying structural shocks (external/global shocks, domestic supply shocks, domestic demand shocks and exchange rate shocks) as a precondition for forming an optimal currency area. The study also emphasizes the alternative techniques of adjustment to asymmetric disturbances for economies in the sub-region. The findings reveal that there is relatively high degree of symmetry in the responses of the economies to external disturbances, while about 90% of the correlations in supply, demand and monetary shocks among West African countries are asymmetric. There are also qualified evidences that support the notion of low potential for factor mobility, intra-regional trade and openness across West African member States. The impulse responses among the countries are also dissimilar, suggesting that a Common Currency is not feasible in West Africa at the moment since the costs will outweigh the benefits. An incremental convergence approach to the introduction of a Common Currency in the region is recommended as the most viable option for West Africa