CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Across the globe, education is acknowledged as a crucial driver of national development, fostering social, economic, and personal transformation. In Nigeria, one of the significant initiatives undertaken by the federal government to support this transformation is the integration of information and communication technology (ICT) across all educational levels. Yusuf (2005) outlines the Nigerian government’s objectives for Information Technology (NIT), which include making ICT mandatory across all educational levels, developing ICT curricula for primary, secondary, and tertiary education, offering ICT-focused study grants and scholarships, implementing "train the trainer" schemes for National Youth Service Corps members, and expanding ICT capacity at the zonal, state, and local levels. ICT encompasses digital tools and platforms that facilitate the recording, transmission, creation, and analysis of information, making it an essential resource for both organizational tasks and educational development (Asiyai, 2010).
ICT tools—including the internet, computers, software, and data projectors—enable students and teachers to collaborate, create, solve problems, analyze, and disseminate information efficiently. In today’s digital era, the rapid sharing of knowledge via satellite and the internet has become critical to economic progress (Saint, Hartnett, & Strasser, 2003). This digital shift emphasizes the importance of applying ICT in educational environments worldwide.
Research suggests that ICT can serve as an effective delivery mechanism for education, supplementing traditional methods (Westera & Sloep, 2001). ICT has transformed the world into a "global village," creating opportunities for distance education and enhancing accessibility to education, which has become widely accepted as a viable alternative to conventional teaching (Ojokheta & Adepoju, 2007). However, the application of ICT in education is evolving, with a shift from traditional teacher-centered models to student-centered learning environments, especially in higher education institutions in developed countries, where ICT is often integral to teaching methods (Reinhart, 2008).
Statement of the Problem
In developing countries, ICT is seen not merely as a tool but as a foundational asset with the potential to shape future societies, especially in the field of education. However, despite the critical role of ICT in maintaining the quality of higher education and fostering a competitive advantage, several factors limit its full integration into the educational sector. These challenges include limited funding, insufficient training for educators, inadequate motivation to adopt ICT, and infrastructural deficits.
In Ekiti state, Nigeria, barriers such as lack of ICT facilities, poor maintenance practices, unreliable power supply, and limited knowledge of ICT tools among educational staff hinder the effective management of higher education institutions. This study aims to address these challenges.
Objectives of the Study
The objectives of this study are to:
1. Assess the impact of ICT on communication within the management of tertiary institutions in Ekiti state, Nigeria.
2. Examine the effect of ICT on record-keeping practices in these institutions.
3. Evaluate how ICT influences educational research in tertiary institutions.
4. Determine the role of ICT in decision-making processes.
5. Analyze the impact of ICT on maintenance culture within the management of tertiary institutions in Ekiti state, Nigeria.
Research Questions
This study seeks to answer the following questions:
1. How does ICT impact communication in managing tertiary institutions in Ekiti state, Nigeria?
2. What is the effect of ICT on record-keeping within these institutions?
3. How does ICT contribute to educational research in tertiary institutions?
4. What role does ICT play in decision-making within institutional management?
5. How does ICT influence maintenance culture in the management of tertiary institutions?
Significance of the Study
This research holds importance for educational administrators, academic staff, students, and policymakers in Ekiti state, Nigeria. The findings can guide managers in understanding the functions and benefits of ICT and highlight its significance in institutional management. The study also offers valuable insights for educational planners, curriculum developers, and other stakeholders, helping them effectively implement ICT to achieve educational goals. Additionally, it provides a foundation for budgeting and procurement of ICT resources in tertiary institutions.
Scope of the Study
This study focuses on the impact of ICT on the management of state-run tertiary institutions in Ekiti state, Nigeria, including input from institutional managers and staff. Federal and private tertiary institutions, whether located within or outside Ekiti state, are not included in the study.
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