INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN SCHOOLS: IMPLICATIONS FOR CURRICULUM REFORMS IN SOMALIA

Mohamed Isse Sidow, Ntu N. Nkomo

Abstract


The term information and communication technology is commonly used to refer to a wide range of human endeavors. In Somalia, from 2013 until now, the Ministry of Education has developed the primary and secondary curricula, and by 2020, it will have written the curriculum, syllabi, and textbooks in educational institutions and used ICT equipment. This paper focused on the integration of information and communication technology in schools as a veritable tool for curriculum reform in Somali schools. In Somalia, ICT infrastructure is frequently a deficient resource in academic institutions. It is usually challenging for institutions to offer advanced curricula due to limited resources. Many teachers lack the basic set of skills to use technology such as a lack of understanding of how to integrate ICT into their curriculum development area. Since the teacher's duties include implementing the curriculum to fulfill the requirements of the students, the teacher may need to develop lesson plans and syllabi within the parameters of the provided curriculum. Curriculum reform can be seen as a process that aims to change the objectives of learning and the way learning takes place. Recommendations provided in this paper were: the Ministry of Education should think about offering training programs or hosting in-service workshops, ICT facilities and equipment to Secondary schools so as to make curriculum reform.

 

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Keywords


computers, curriculum, curriculum reforms, electronic devices, information communication technology, integration

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i5.4791

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