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CHAPTER ONE

INTRODUCTION

1.1 Conceptualization of ICT

Information and Communications Technologies (ICTs) refers to forms of technology

that are used to transmit, store, create, display, share or exchange information by electronic

means. This broad definition of ICT includes such technologies as radio, television, video,DVD, telephone (both fixed line and mobile phones), satellite systems, computer and

network hardware and software; as well as the equipment and services associated with

these technologies, such as videoconferencing, e-mail and blogs (Mashingia F. 2009)

ICT refer to a myriad of stand-alone media, including telephone and mobile telephony,radio, television, video, tele-text, voice information systems and fax, as well as computer

mediated networks that link a personal computer to the Internet. ICT is an integratedsystem that incorporates the technology and infrastructure required to store, manipulate,

deliver and transmit information, the legal and economic institutions required to regulate

ICT access and usage, and the social and inter-personal structures which allow informationto be shared, facilitate access to the ICT infrastructure, and through which innovation takes

place. (Prof. Wangwe S. 2007). In short therefore, ICT is a broadly used term that can

encompass many technologies used to produce, process, exchange and manage the

information and knowledge which is generally associated to computers, software,peripheral devices and connection resources to the internet

1. 2 Current Situation of ICT in Tanzania

1.3 ICT policy in Tanzania

There is National Information and Communications Technologies Policyof March 2003 under the Ministry of Communication and Transport bythen. The National ICT Policys broad objectives are to: Provide anational framework that will enable ICT to contribute towards achievingnational development goals; and Transform Tanzania into a knowledge-based society through the application of ICT. The policy articulates ten

focus areas including Strategic ICT Leadership, ICTs Infrastructure, ICTsIndustry, Human Capital, Legal and Regulatory Framework, ProductiveSectors, Service Sectors, Public Service, Local Content and UniversalAccess.

1.4ICT Policy in Tanzanian Education

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Education in Tanzania is managed mainly through the Ministry of Education and

Vocational Training, which currently has a minister, deputy minister, permanent secretary,

chief education officer, and several directors in charge of basic education, secondaryeducation, teacher education, policy and planning, administration and personnel, inspection

of schools and vocational training. The ministry also has several independent agencies

under it responsible for some core functions such as the National Education Council ofTanzania (www.necta.go.tz), the Tanzania Education Authority(www.tie.go.tz), the

Tanzania Institute of Education (www.tie.go.tz), the Tanzania Library Services Board

(www.tlsb.or.tz), the Institute of Adult Education (IAE), the Teachers Service Department(TSD), and the Agency for Development Education Management (www.ademtz.com).

Tanzania has just finalized its Information and Communication Technology (ICT) Policy

for Basic Education which incorporates the integration of ICTs in pre-primary, primary,secondary and teacher education, as well as non-formal and adult education. The policy has

SURVEY OF ICT AND EDUCATION IN AFRICA: Tanzania Country Report Tanzania -

4www.infodev.orgbeen developed in consultation with stakeholders, including a workshop

in October 2006. The policy considers issues of infrastructure; curriculum and content;training and capacity development; planning procurement and administration;

management, support and sustainability and monitoring and evaluation1References to ICTsare also prominent in all three policy documents that govern the education sector in

Tanzania in general. These are the Education and Training Policy of1995,6 the Primary

Education and Development Plan (PEDP) 2002-2006,7 and the Secondary EducationDevelopment Plan (SEDP) 2004-2009.8 All three documents emphasize the need for

access to and improved quality of education for all despite the increasing numbers of

enrolments. The ministry estimates an increase in enrolled pupils from just under five

million in 2002 to almost eight million in 2006, which will require approximately 45,000additional teachers. Both the PEDP and SEDP prioritize ICT-based information

management at all levels and an introduction of computer courses into primary and

secondary education.

As in many other countries in Africa, implementation of ICT projects tends to proceed the

policy and strategy phases, thereby allowing uncoordinated efforts and sometimes wastagedue to duplication of effort. ICT in education initiatives in Tanzania started in2002 when a

stakeholders workshop was called by the ministry with support from the International

Institute for Communications Development (IICD), a Dutch NGO.10 The round table

identified areas of ICT interventions and 11 project proposals were generated. Theseprojects helped to raise awareness of the benefits and the potential gains in adopting ICT in

the education sector which in turn elevated ICT to a priority area in education planning.

1.5 Does ICT Influence Economic Development in Education in Tanzania?

The answer of the above question is exactly yes. In fact, ICT has influence to economic and

human development in Tanzania although at child level but still its contributions can be

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http://www.ademtz.com/http://www.ademtz.com/


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observed and realized in some areas. ICT is now contributing a lot ineradicating extreme

poverty and hunger, achieving better and improved education , promoting gender equality

and empower women, reducing child mortality, improving maternal health, combatingHIV/AIDS, malaria and other diseases, ensuring environmental sustainability and

developing a global partnership for development. Although ICT is doing a lot on the areas

foresaid, this paper is going just to present the contributions and influence of ICTs oneducation and will try also to focus on the relationship between those contributions

and the economic and human development in Tanzania.

CHAPTER TWO

ICTs INFLUENCE ON EDUCATION IN TANZANIA

2.1 ICTs influence on Education and Economic Development

When going into the key areas of ICT applications, education is the first and best

possibility to influence in development (Carlos Rodriguez C. 2006). Generally, ICTs is very

applicable in Tanzanian Education something which in turn has human and economic

development. ICTs is framed and applied as a potential tool in expanding educationalopportunities in Tanzania i.e. ICTs is used to influence learning and delivery of education.

ICTs is improving the quality of education to the extent that it makes easier to access vast

amounts of information, facilitate presentation of materials using multimedia andcollaboration with others to improve classroom experience and ultimately lead to improved

cognitive skills.

ICT is now facilitating expansion on reach of long distance learning allowing people tointeract with education and learning; and allowing the accommodation of larger numbers of

learners from virtually all places that can be reached by ICTs. For example, many peoplestudy in different universities inside and outside the country through long distance learning

something facilitated by ICTs. In turn, these educated people get employed by government

and non-government organizations leading to economic and human development through

taxes, income generation, and even contribute various potential ideas to improve ourTanzania economic and human development.

ICT currently isensuring timely, accurate and reliable information about education services

throughout Tanzania. Today, the Tanzania Education Website is up and running and

examinations results are now published online. For many people, this is a first incentive to

go to an internet caf, as it saves them a trip to the nearest town where the examinationsresults are published. Secondary education results, Teachers education results, college and

universities results are published online or in newspapers. Economically this has

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contributions in the sense that, it saves the resource time, money for traveling and

expenditures to the particular institution checking for examinations results.

The spared time and money may instead be invested in other productive economic

activities hence human and economic development. The Tanedu project received its first

contract from SIDA, marking the first step towards sustainability of the project. The teamspirit in Tanedu is high, and for many young people it has had a strong impact.

More to say, applicants can currently apply admissions to various universities andeducational loans and sponsorship through the internet wherever they are without going to

the particular universities, loans and sponsorship individual/boards. The announcements of

those admissions, loans and scholarships can even be easily got through ICTs systems

including the media or internet. Economically, this reduces costs which would haveincurred by the government, employees, and individuals especially if the applicants get the

announced scholarships. Other costs which are cut down are like traveling costs to the

particular institutions making applications, expenditures costs during traveling and save

time as resource which in turn all these are economically viable. Almost all educationinstitutions especially tertiary ones have adapted these ICTs in areas foresaid.

ICTs provide children and adults with a basic education needed. Some Tanzanians are

unable to attend school because of the lack of a school accessible to their homes or becausebooks, school uniforms or tuition fees are a heavy burden. ICTs can help by providing

alternative possibilities for basic education and information required through for example

the television, radios on issues concerning healthy, among many. ICTs especially throughtelevisions, radios, newspapers and internet, most of Tanzanians have been learned on

many modern and advanced issues helpful and productive to human life. ICTs is now

growing and becoming an arena which has a concrete and extra effort to compensate for

the current situation regarding women. As a result, this leads to have educated women inTanzania. These educated women are likely to have fewer children, get medical help

sooner and provide better care, education and nutrition for their children. This reduces

hunger, infant and maternal mortality, the spread of diseases, and environmental damageviable hence leading to human and economic development.

Furthermore, ICTs saves time and cuts costs in teaching-learning process. From the little

experience, there is now a connection of internet network systems through optic fiberscarried out especially between the teachers colleges in Tanzania. This enables one tutor to

address and teach the teacher students in all colleges in Tanzania at same time.

The government is now working to install these particular networks from primary schools

to tertiary institutions. This is proved from the president Dr. J. Kikwete he made when hevisited to the Ministry of Education and Vocational Training on 17th March, 2011.

Therefore instead of employing many teachers/lecturers of given subject/course for all

institutions, only one teacher/lecturer can be employed and facilitates the learning-teaching

process for all institutions by the use of ICTs. This also may solve the problem of teachersin Tanzania. All these in turn have economic and human development to our nation.

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The elements of ICTs such as telephone and mobile telephony, radio, television, video,

tele-text, voice information systems and fax, and computer mediated networks that link a

personal computer to the Internet are helpful in influencing in Tanzania as indicated in theabove paragraphs. These elements in turn provide employment and are also taxed by the

government authorities. Employment and Taxes are important means for the economic and

human development in Tanzania.

The use of ICT to enhance the quality of teaching and learning is increasing day to day inTanzania. Currently, teachers, trainers and educators at large are equipped not only with

subject-specific expertise and effective teaching methodologies, but with the capacity to

assist students to meet the demands of the emerging knowledge-based society. They haveacquired familiarity with new forms of information and communication technology and

now have the ability to use that technology to enhance the quality of teaching and learning.

For example, they are using computers through power point, projectors, cassette and videotapes, whiteboards, televisions and radios presentations; all these are growing useful in

Tanzania in the process of learning and teaching. In so doing, the country is benefiting in

the sense that, the selling and buying of those equipment and tools contribute in providingemployment and taxes hence influence economic and human development in Tanzania.

CHAPTER 3

CONCLUSION AND RECOMMNDATIONS

Since ICT contributes a lot to education, economic and human development, it is very

crucial to make effective use of ICT which requires additional complementary investmentssuch as investment in teacher training and adaptation of the curriculum to accommodate theadoption of ICTs. Experience in other countries has shown that a major challenge here is in

addressing the question of how ICT should be integrated and how classroom conduct could

be changed to take full advantage of the new technology (Yusuf et al, 2003).

Therefore, it is critical that such framing recognize these desired outcomes which are onlyplausible when ICT deployment is accompanied by concurrent public policies supporting

equitable access to social institutions such as health care, education, government, and other

benefits potentially available through the application of digital tools and

telecommunications. ICT is an important tool but not a solution in itself for economic orsocial problems.

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Topic Question: Does ICT-Influence Economic Development of Human Resources in

Education in Tanzania?

Delete the words in 1.1 or modify them to fit in the conclusion and you may reorganizeyour work in the following manner.

1.1 Introduction or Introduction to ICT and Economic Development of Human Resources

in Education

1.1.1 Meaning/conceptualization of ICT

- Define ICT

1.1.2 Current ICT Situation in Tanzania

- Use ICT Policies (National ICT Policy & Educational ICT Policy) present in Tanzania toshow that ICT is already applicable in Tanzania. However use any appropriate book or

source to connect with your thought that ICT is still young.

1.1.3 Meaning of Economic and Human Resources Development

- Explain also the fact that level of education of human resources is one of the

indicators of economic development.

1.1.4 Relationship between ICT and Economic Development of Human Resources in

Education

- use the fact that countries with progress in ICT development like China have

also made significant progress in Human Resources Development specifically

in Education to show the relationship.

2.0 Influence of ICT in Economic Development of Human Resources Education inTanzania

- This part is okay, except that you may bold the points

3.0 Conclusion and recommendations

- Okay. You may also wish to modify it by adding some of the words I have

recommended to be deleted.

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References

1. Khvilon, E., Patru, M., (2002) Information and Communication Technology inEducation, UNESCO Division of Higher Education, Paris

World Factbook 2007. https://cia.gov/cia/publications/factbook/geos/tz.html2. Ibid.

3. Tanzania Fact Sheet. Human Development Report 2006.

http://hdr.undp.org/hdr2006/statistics/countries/country_fact_sheets/cty_fs_TZA.html

4. Ministry of Education and Vocational Training. http://www.moe.go.tz/5. Ministry of Education, Statistics, National. 2006. http://www.moe.go.tz/statistics.html.

6. Education and Training Policy. http://www.tanedu.org/edupolicy.pdf

7. Primary Education and Development Plan. http://www.moe.go.tz/pdf/PEDP.pdf8. Secondary Education and Development Plan. http://www.moe.go.tz/pdf/SEDP

%20FINAL.pdf

9. Draft Policy on ICT for Education 2006. Ministry of Education and Vocational Training.10. Tanzanian education roundtable generates 11 project proposals. IICD.

http://www.iicd.org/articles/IICDnews.import1803

11. Nills Jensen. ICT Integration in Tanzanias Secondary Education Policy

http://www.digitallearning.in/octmag06/Action.asp12. National ICT Policy. 2003.

http://www.tcra.go.tz/Publications/Nationa%20ICT%20Policy%20of%202003.pdf

13. Tanzania Communications Regulatory Authority, Market Information.http://www.tcra.go.tz/Market%20information.htm

14. Senzige, J. and K. Sarukesi. An Approach to ICT Based School Education in

Tanzania. 2003. The Instituteof Finance Management, Tanzania.

http://www.ssn.flinders.edu.au/global/afsaap/conferences/2003proceedings/senzige.PDF15. ICT in Secondary Schools, The e-School Program. Presentation by C. Philemon et al.Rural Connectivity

Workshop, Dar es Salaam, May 2006.

1 Ministry of Education. http://www.moe.go.tz/ICT4E/ICT4E.html

2 WaKute. http://www.teachers.or.tz/

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