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countries have supported the acquisition of computing facilities at schools along with the

promotion of distance education and learning to facilitate the integration of ICT to education

(Agyeman, 2007; Isaac, 2007).

The Federal Republic of Nigeria, the most populous black African country in the

world, has no specific policy for ICT in education at the time of this study; however, the

Nigerian Ministry of Education (Agyeman, 2007) reportedly created its ICT department in

February 2007, notwithstanding several government agencies and other stakeholders in the

private sectors who have initiated ICT driven projects and programs to impact all levels of the

educational sector Agyeman (2007).

Farrell (2007) reported that ICT is very crucial to Rwanda’s vision for 2020 and has

positioned by Rwanda’s government as the core element of the country’s National

Information and Communication s Infrastructure Policy and Plan which was adopted in 2000.

Fall (2007) does not consider ICT in Sao Tome and Principe to be a priority sector yet.

There is no specific government policy in Sao Tome and Principe that currently addresses ICT

as Internet connectivity and services are not yet liberalized.

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The Senegalese government and public officials recognize ICT as a powerful engine

that would propel both economic expansion and modernization in the country. As a result of

their understanding of the importance of ICT, the government is presently committed to

incorporating ICT to their educational system (Fall, 2007). Seychelles, considered as one of

the richest countries in the continent of Africa by income per capita, was ranked by the United

Nations Development Program (UNDP) at 47 out of 177 countries on the Human