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government through its ICT institutions to promote ICT for human development (Hamdy,

2007).

Swaziland, and Togo have a weak ICT infrastructure, which has hampered the

integration of information communication technology to their educational systems, whereas

theTanzanian government has done a tremendous work in the support of ICT through its

Ministry of Education and Vocational Training. The country has achieved this milestone with

an intense policy for basic education in July 2007 (Hare, 2007). The government of Tunisia

has shown tremendous commitment to the institutionalization of ICT in all aspects of the

nation’s economy and has played a key role on the global level by hosting the second phase of

the world summit on the information system. (Hamdy, 2007). To significantly improve ICT,

the government of Uganda, Zambia, and Zimbabwe have placed training and professional

development of teachers and administrators high to

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measure the successful implementation of ICT at all stages of the teaching-learning process.

According to Isaacs (2007), the Zimbabwean economy has been beset with crises,

characterized by an unsustainable fiscal deficit, an overvalued exchange rate, and rampant

inflation (which stood at 1, 000 percent in 2006). This economic situation has challenged the

educational system in Zimbabwe. Despite the debilitating economic, social, and political

turmoil, the Zimbabwean government is strongly dedicated in its ICT policy that was adopted

in 2005.

ICT POLICIES AND INCREASE ACCESS IN AFRICAN COUNTRIES

Various African governments have seen the need to improved ICT and had set up

policies guiding the establishment and continued integration of information communication