Effective Implementation of Information Communication Technology (ICT) Policy As A Panacea For Efficient And Sustainable Educational Development In Nigeria Amidst Covid 19 Pandemic.

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  • Across the world, Information and Communication Technology (ICT) has become an indispensable tool for socio-economic, political and educational transformation and sustainable development. The Nigerian educational system has since recognised this fact and thus introduced ICT policy to promote its educational development. Despite its adoption and clearly stated objectives and strategies that are focused on education, the document appears inadequate to cater for the needs of the country’s education system, especially in critical situations. This paper was therefore designed to critically analyze the Nigerian ICT policy to ascertain its efficacy during the Covid-19 pandemic. The study adopted an exploratory qualitative design using literature review approach to generate data needed to answer the research questions. Data was gathered through secondary sources, specifically, via document analysis and meta-synthesis of literature, which included several peer-reviewed journals, reports and books, in order to provide answers to the research objectives. Results on objective one, which sought to know the various ICT platforms used during the pandemic, showed that some institutions employed e-learning facilities such as radio, television, Google Classroom, WhatsApp, Zoom, Telegram, Facebook, google, twitter, Instagram, Mobile Classroom App, School Gate, and e-learning portals to ensure learning during the lockdown. However, the learning was not comprehensive, all inclusive and synchronous to guarantee effective and efficient learning as stated in the policy. Answers on objective two, revealed that the platforms were not effectively and synchronously executed, not comprehensive and expanded to accommodate all the students who were scattered across the country. Further results on objective three, identified lack of access to ICT infrastructure, lack/ poor internet access and data, lack of digital competence, lack or unstable power supply and problem of funding as some of the major challenges that impeded the effective implementation of the policy during the pandemic area. Although the study has some significance in the area of encouraging reappraisal of the policy to accommodate future challenges so that a comprehensive, efficient, sustainable and synchronous education can be achieved for all Nigerians, this can only be achieved when more efforts are imputed. It is therefore recommended that, more infrastructures to support the policy be provided and policy redesign be done to accommodate similar occurrences, so as to make the ICT policy responsive and effective in advancing educational development in the country.

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    Research Material
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    Attribution-NonCommercial 4.0 International