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have ICT facilities to support integration into learning and teaching for its students (Isaacs,

2007).

The Liberian and Libyan governments have made concerted efforts in rebuilding of

the educational infrastructure in the country, among which is the increased access to ICTs in

public high schools and universities. The goal of the program is to make computer education

an integral part of public school education curriculum. At the university level, there is an

urgent need to establish the presence of information technology including the Internet, CD-

ROMs and Web-ready computers (Mangesi, 2007).

Isaacs (2007) opined that although Malawi is a small and poor country but its use of

ICT in education is at a dynamic stage in the entire African continent. It has dedicated

national ICT policies to promote ICT access in schools and integrated library and information

services and networks. Mali has a national and strategic plan for ICT, which is administered

through the Information and Communications Technology Agency (AGETIC) whose mission

is to set up an empowering environment for the promotion and use of ICT in education, and

capacity-building for the formal and non-formal sectors. Mauritania, whose economic base

has significantly improved by the growth of its industry, proposed the use of the Universite de

Nouakchott as the country’s main focal point of its activities to enhance the usage of ICT in

its sustainable development efforts (Agyeman, 2007).

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Morocco, Mozambique, Mauritius, Namibia and Niger have realized the significant

role played by ICT-based education as a positive contributor to the information society. These

countries have seen the importance of ICT integration to educational advancement, and how it

will contribute in playing a monumental role in the training of future leaders and decision-

makers of their nation. In so doing, therefore, the governments and leaders of these African