An Early-Stage ICT Maturity Model Derived from Ethiopian Education Institutions
Julian Bass, Robert Gordon University, United Kingdom
IJEDICT Volume 7, Number 1, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies
Developing an initial ICT infrastructure in education institutions is disproportionately expensive in developing countries and sustainable interventions are difficult to achieve. There has been a lack of concrete guidance regarding the stages of development needed to make efficient use of resources and maximise the chances of sustainable investments. To address these needs, an ICT Maturity Model is presented that has been derived from documentary sources and an analysis of selected schools, colleges and universities in Ethiopia. The surveyed institutions include five primary schools, six teacher education colleges, five public universities and a higher education preparatory schohol. The Model defines the ICT infrastructure resource levels required to achieve primary organisational objectives expressed in the form of student learning outcomes. The Model consists of eight levels, with the focus here on the lowest levels defining the infrastructure required to enable initial computer training. The levels in the Maturity Model show management, teaching and technical staff, as well as donors how to make most efficient use of ICT resources by maximising opportunities for student learning. Although developed and tested in the context of one country, it is hoped that the Model will be applicable across a range of developing countries.
Bass, J. (2011). An Early-Stage ICT Maturity Model Derived from Ethiopian Education Institutions. International Journal of Education and Development using ICT, 7(1), 5-25. Open Campus, The University of the West Indies, West Indies.
Cited ByView References & Citations Map
Jayson Richardson, John Nash & Kevin Flora, University of Kentucky
International Journal of Education and Development using ICT Vol. 10, No. 2 (Jun 14, 2014) pp. 63–76
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