Page 13 - Caleb University Lagos Conference Paper MSWord #1

Development Index. The Seychelles government has made tremendous strides in the

promotion of ICT’s as a learning subject and as a part of the national curriculum (Isaacs,

2007). The nation has a national ICT policy; however none is attributed to education.

In Sierra Leone and Somalia, there is neither specific ICT policy nor infrastructural

means that would attract integration of ICT to education at the time of this study. It is, of

course, obvious that Sierra Leone had just recently come out of a devastating civil war that

destroyed the country’s infrastructure. This war situation has left a significant gap in both ICT

policy-making and the implementation of ICT at both national and educational levels

(Mangesi, 2007). Somalia shares similar experience with Sierra Leone, having been plagued

also by protracted civil war that left the country impoverished. In South Africa, a variety of

tested models on ICT access, digital content development, teacher training and professional

development, optimal usage, partnership, and resource mobilization have encouraged

significant learning among innovators,

11

practitioners, and policy-makers. South Africa (Isaacs, 2007) has about 22 percent

computer penetration in all public schools, a considerable significant percentage of ICT

penetration and access in tertiary institutions as well as ICT research and teaching programs.

In the last two decades, the government of Sudan; Hamdy (2007) has continued to

build and capitalize on ICT as a gateway to sustainable development. The country’s

institutional, legal, and regulatory frameworks were reformed to advance ICT as a viable

engine for integrating the economy into the global market. Despite the low rate of usage of

ICT services by the communities, the United Nations is intervening to assist the Sudanese