"THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE MANAGEMENT OF SECONDARY SCHOOLS. IMPLICATIONS FOR SECONDARY SCHOOL HEAD-TEACHERS IN UGANDA"

THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE MANAGEMENT OF SECONDARY SCHOOLS. IMPLICATIONS FOR SECONDARY SCHOOL HEAD-TEACHERS IN UGANDA"

Abdallah Ziraba

Islamic University in Uganda

Uganda

Ziraba2005@yahoo.com,aziraba@educ.mak.ac.ug

ABSTRACT

The paper is about establishing the role of ICT in the management of secondary schools in selected schools of Central Uganda with particular interest on the role of ICT in enhancing effective financial management, the effect of ICT on examination management; setting, testing, record keeping and grading system and the role of ICT in enhancing effective communication in selected secondary schools in central Uganda. The study was prompted by the realization that management in many secondary schools in Uganda was characterized by inefficiency in the areas of financial management, examination management and dissemination of information in schools which has resulted into declining academic standards yet schools have ICT facilities that could enhance effective management. The study was carried out in selected secondary schools in Central Uganda.

Keywords: Education, Management, Information and Communication Technology, teaching and learning.

1.0 INTRODUCTION

Information and Communication Technology (ICT) has caused a major paradigm shift in how we approach the gathering, storage, retrieval, and analysis of information in every industry (Jankowski, 1996). ICT is becoming increasingly used in schools and educational institutions, and has been established in professional and classroom practice. What is clear is that any ICT implementation needs to address management problems such as delays in decision making , communication barriers, time wasting and delay to complete tasks in the required time but this has not been the case simply because the school administrators have not realized the importance of using ICT in managing Secondary School.

The head teachers in secondary schools continue to take increasing interest in the scope of this field where a lot of money has been invested in the purchasing of ICT tools such as computers, printers, and office telephone. However it is important to note that despite all that effort, the problems of not using ICT in Management such as loss of school finances, delay in decision making, poor communication, have been evident and little research work has been undertaken which considers aspects of ICT and school management.

ICT and school management is an important issue, since it is well recognized that senior managers in schools have a major impact upon classroom and curriculum practices, and that the use of ICT within schools is permeating aspects of school practice to the extent that it will impact upon the practice of all staff and school activities at large (Passey, 2002). The past studies have addressed the impact of ICT upon classroom and curriculum practices but have not addressed the role ICT in managing schools in Central Uganda. Many ICT tools such as Computers and the Internet are used in teaching and evaluation of students in the classroom but not in administration and management.

1.1      Conceptual background

ICT stands for Information and Communication Technologies and it can be defined as a diverse set of technological tools and resources used to communicate, create, disseminate, store, and manage information (Victoria, 2002). In this study, ICT was used to refer to the use of internet, Databases and computer applications and the telephone in the management of secondary schools.

Management broadly refers to organizing, planning, directing, monitoring, controlling and evaluation of resources in the organization (Ramalho, 2006). In this study, it will refer to planning, directing, monitoring and controlling of school resources which include finance, examinations, records and information flow in the school. Management is dedicated to ensuring the highest possible standards and achievement in all areas of the school's work. Good management styles can result into a clear strategic thinking and planning for improvement of the school (Taylor, 2004). Much emphasis was put on how ICT can enhance school effectiveness and assist managers in planning, directing, monitoring and controlling of school resources.

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1.1.1      Contextual background

Effective management by head teachers, governors and school staff are key factors in bringing about high standards of pupils’ achievement and school improvement. Management is an important element that harnesses the energies and commitment of teaching staff, pupils, non-teaching staff and parents, and provides a clear direction for the work and development of the school (Taylor, 2004). Management of secondary schools using ICT ensures the efficiency of administration and organization of the school.

Management of schools requires proper planning, directing, monitoring and controlling of resources which include finance, examinations and student/staff records and information flow (Ramalho, 2006). However, many secondary schools in Uganda have weaknesses in management of such aspects yet they have ICT facilities that would enhance effective management if they were used effectively for example school bursar in one of the studied schools was always complaining about the loss of school income and failure of school books of accounts to balance and it would be very hard to identify students who have fully paid fees, and teachers who have been paid salary with the traditional method of using papers and folder files for record keeping in a school with a high population of students (Ramalho, 2006). If he/she will identify them, it would take much time checking and sorting out files, something that would be done easily with the use of tracking devices of ICT. At times the consequence would be mishandling and loss of school finances which can cost the school.

It has been observed, that many secondary schools in Uganda have got ICT tools, such as computers, internet and databases which they are using for other purposes such as teaching and evaluation and typing and printing exams, but they have not fully utilized such tools to mange school activities (Ramalho, 2006). ICT can enhance school management in terms of assisting managers in organizing, planning, implementing, monitoring and evaluation of the school operations, (Eremu 2007).

1.1.2      Statement of the Problem.

There are eminent challenges in many secondary schools concerning the management of financial resources, information and examinations, staff/student records. For example the school bursar in one of the studied schools was always complaining about the loss of school income and failure of school books of accounts to balance and it would very hard to identify students who have fully paid fees, and teachers who have been paid salary with the traditional method of using papers and folder files for record keeping in a school with a high population of students (Ramalho, 2006). If he/she will identify them, it would take much time checking and sorting out files, something that would be done easily with the use of tracking devices of ICT. It is also important to note that the ICT tools where not acquired to assist in the management of secondary schools but rather to assist in teaching and evaluations and this means that the schools studied had not realized the role of ICT tools in the management of secondary schools. At times the consequence would be mishandling and loss of school finances which can cost the school. This problem is occurring in studied schools A and B in Mukono district. There has also been delay in decision making due to poor or no communication at all because of the use of traditional medium of communication such as the notice board, this has resulted into delay in school programs and time wasting which is costly for the schools, otherwise if ICT tools such as the telephone and emails via the internet is used communication is quick and efficient.

There is also a problem of mismanagement of examination exercise in schools, and this involves delayed submission of examination records, loss of marks, miscalculation of marks, (Byaruhanga, 2002). Yet to my observation if a database was developed, that process would be simplified. Considering such problems like financial and examination mismanagement, poor record keeping coupled with poor information flow, the effect will be low level performance of students and staff, strikes, declining academic standards and the eventual closure of schools (Visscher, 2001). This is a serious threat to the education development of the nation.

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1.1.3     Scope of the Study

This study was conducted in Citizen College, Lubiri high, Makerere college school, Lubiri secondary school; Kisubi high school, St. Josephs’ college Kisubi, Summit View College Kyengera, Sseeta High School and Bishops Secondary School Mukono. These selected schools were a representative of schools that have the ICT facilities in central Uganda. The study focused on the use of ICT in management of students’ records, examination, school finances and information flow in secondary schools in central Uganda.

1.1.4      Methodology:

I used a cross sectional survey design in this study and I collected data using semi-structured survey questionnaires, interviews and observation. I logically analyzed Qualitative data as the study progressed and I used a Statistical Package for Social Sciences (SPSS) and excel to analyze quantitative data. Purposive sampling technique was used and tables were used to determine the sample sizes. I used both qualitative and quantitative methods in collecting and analyzing data. Qualitative methods were preferred because they answered a wide variety of questions as suggested by (Jenny, 1999). So the method was appropriate for this research since it explains in depth the role ICT in management of secondary schools.

2       Discussion of Results

The study revealed that 92.0% of respondents use ICT facilities in financial management of the schools. It was only 8.0% of respondents who revealed that they did not apply ICT facilities in the financial management of the schools. It was established through interviews that some schools lacked enough skilled individuals who could use ICT in management of school finance. This implies the schools in Central Uganda mainly used ICT in financial management other than using these tools for Examination management and communication and information flow in the school. The reason for this is that school bursars had been trained on the use financial management software and databases. Those schools which were not using ICT in financial Management (8.0%) lacked enough skilled individuals who could use ICT in Management of school finance.

Some administrators like head-teachers and director of studies in schools such as Citizen High School and Lubiri High School where ICT facilities were not effectively used disclosed that some computer programs that could be used for balancing incomes and expenditures of the school needed more expertise and well experienced people of whom they did not have, and therefore majority resorted to using Excel, and quick books for balancing incomes and expenditures of the school and access for data storage.

It was further established that internet connections were found in schools like Lubiri Secondary School, Kisubi High school and Makerere College School and it was realized that many schools had well built websites. Data indicated that only 31.3% of respondents put it that they were using internet in matter pertaining to financial transactions in the school. The highest number of respondents refuted the importance of online transactions and this number comprised of 68.8% which maintained that they could not use it due to lack of security.  This implied that such individuals did not have enough skills to carry out online financial transactions.

Upon the application of information systems/databases in managing teacher’s pay rolls, 62.4% of respondents disclosed to have used databases while 37.6% did not use them.  This implies that most schools had databases which they developed using computer application program of Microsoft Access. Schools in Mukono and Kampala such as Seeta High school and Mukono Bishops Secondary School were fond of using locally developed payroll systems. However, administrators disclosed that pay roll systems were hard to manage and they required more skilled bursars to manage. They added that information system administrators were very expensive to pay but the systems were good. Information system administrators revealed that with use of such systems, there is maximum security. That is, teachers’ allowances, salaries, and other bonuses are effectively managed automatically by the system.

Statistics show that 75.7% of responses supported the application of ICT in financial management of schools according to Table 4.3. This justifies that schools know the importance of applying ICT in management of finances but the hindrance is inadequate computer skills and inaccessibility to all the required facilities such as relevant databases.

Results show that 42.3% of respondents agreed that ICT facilities had enhanced efficiency in tracking students’ academic progress. However, this was a small percentage compared to the respondents who revealed that ICT had no contribution and those who did not know anything. It is indicated that 42.3% of responses had realized the effect of ICT and 15.4% did not know whether there was any improvement in tracking students’ academic progress. This implies that the schools studied were not using ICT in Examination, testing and grading marks and therefore could not realize the importance of the ICT devices in tracking students’ academic progress.

Of 100% responses, 74.0% disclosed that ICT had not effectively helped in improving communication between parents and school administrators. It was 22.0% of responses that put it that ICT had contributed to the communication flow in schools. This implies that most of the schools studies in Central Uganda were still using the traditional methods of communication such as use of Circulars and internal memos. It was established however, that many parents lacked skills to use internet despite the fact that some parents had their computers connected to the internet and they had email addresses as it was disclosed by the administrators.

A few administrators could use internet communication but they could take long time to respond thus hindering effective information flow between parents and administrators because instant feed back could not be received. Respondents further pointed out that many parents did not have computers at home and even those that had were not connected to the internet; so online communication could not be utilized.

It was further revealed that instead, they use mobile phones to communicate to parents for emergency issues but the mostly common mode of communication was by use of circulars. Students could be given circulars every end of the term of which they present to parents showing fees, modes of payment, visitation days to mention but a few.

Results further show that ICT had some role to play in as far as improving on decision making in the school was concerned. It was revealed by the respondents that 38.6% of respondents confirmed that due to use of ICTs for communication quick decision making in the school was enhanced for instance when information is communicated using ICTs, to the different departments in the school, it is quick and this helps the members of these departments to take important decisions for effective running of the school. According to the researcher this means and implies that many school administrators and teachers in studied schools in Central Uganda, appreciates the importance of ICT in the management of schools much as they are not practically using ICT tools in management. However the highest percentage of respondents refuted that ICT does not facilitate communication, this percentage accounts for 61.4% of responses. The implication of this is that many school administrators were not using the ICT tools in communication therefore could not easily realize the impact it has on facilitating communication in school.

2.1      Conclusions

In establishing how ICT enhanced effective financial management in secondary schools in Uganda, it was in the first place revealed that 92% of the schools were using ICT in financial management. It was established that ICT tools in financial management were mostly used for balancing incomes and expenditures of the school but mostly with the use of Microsoft excel. A few schools were fond of using programs like quick books because they required much expertise. Also electronic databases were used to manage teachers’ payrolls but it was revealed that advanced databases were hard to manage because they needed much expertise and that they were very expensive.

Schools were much willing to use ICT facilities in financial management due to their accuracy and time saving aspect related to them. This implied that school administrators knew the importance of using ICT but they were hindered by inadequate computer skills and inaccessibility to all the required ICT facilities such as relevant databases.

According to the survey, the mostly common used ICT structures in financial management related issues included websites, computers, emails, and internet SMS, plus electronic databases. They were specifically used for record keeping, monitoring school fees payment, procurement, salaries and wages.

On the effect of ICT on examination management; setting, testing, record keeping and grading system in secondary schools, results showed that computers applications such as Microsoft Word was used in setting exams and Excel was mostly used in calculating and grading of students’ performance and it was realized that there was an improvement in efficiency and tracking students’ academic progress. Once students’ results were entered in database, grading could automatically be done and a comparative analysis regarding performance could easily be generated. In such an aspect, the effect of ICT was recognized by teachers and administrators, however, the facilities were not widely applied in examination management. For record keeping purposes, it was discovered that use of electronic database made it easier to verify students’ payments and they ensure error free records.

Computer applications like Excel were used in computing students’ grades and by determining the pass mark. Administrators pointed out that after administering exams, all teachers are required to submit in their marks to the database administrators for grading and reports could automatically be printed out for every student. In conclusion therefore, it was established that ICT had a significant effect on the record keeping and the grading system of students in secondary schools and less significant in setting and marking of examinations.

The study established that ICT in school had not yet played an important role in enhancing communication flow between administrators and parents. Many parents could not respond in time when internet communications were used by administrators. This was due to the reason that many parents lacked adequate skill to use internet communication and some others did not have access to computers and most of the parents preferred mobile phone communication to internet. However, there was a significant role that use of ICT had brought in as far as making decision easy within schools. It had also played part in improving collaboration between students, teachers and administrators in schools.

It was realized that use of ICT improved on the monitory level of students’ attendance in classes due to easy tracking of attendance and dodging. So students’ progress could easily be tracked. ICT facilities like SMS, emails, chart rooms, discussion boards and website announcements had a contribution to influencing teachers and administrators to participate in school activities. Transparency and accountability in schools’ activities and programs was increased due to use of ICT facilities.

2.1.1     Recommendations

The following recommendations are made.

1.     There is need for administrators, especially the head teachers to make the teachers, parents and students appreciate that ICT has a formidable effect on the financial management of the school as it is reflected in the discussions and conclusions of the paper. This can be possible through sensitization of the bursars to make them computer experts. This will help them to perform their role easily. The government should acknowledge the impact of ICT and be able to support schools in applications of ICT in financial management.

2.     There is need to design databases which are user friendly to enable the administrators and the teachers use ICT in the handling examinations records testing and grading system. This was because in the study it was realized that ICT facilities were not used because these were not user friendly and schools lacked computer experts to manage the database to handle examination records, grading systems. To ensure accuracy, teachers must be encouraged to be careful when entering data to avoid mistakes that can made. It is also important to connect the computers to a network such that examination records, fees payment records are shared and communicated to several departments of the school.

3.     There is need for the government to provide internet services to schools to facilitate information flow from the school administration to the teachers and the parents. Most of the parents do not have computers in their homes and therefore should use mobile phones instead of computers to send Short Messaging services to communicate to the school. The departments in the school should be connected to the internet to enable information flow and communication from one department to another. Teachers should also be taught how to use emails to communicate using Emails and Short Messaging services.

4.     Recommendations for further research. The study has covered the role of Information and Communication Technology in the management of secondary schools in Uganda. It is therefore recommended that:

·         A study be conducted on role of the internet in the management of secondary schools in Uganda.

·         A study be conducted on the role of computers in the management of secondary schools in Uganda

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