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January 2013, Vol. 1(1), 42-48
42
THE ROLE OF INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT)
REVIEW OF LITERATURE
ifelix victor
i
.
ABSTRACT
Purpose/
Aims:
Globalization, enhanced by the devices of informati
on and communication technology
(ICT) has greatly challenged the quality assurance
procedures of university. This comes at a time when
the graduates of Nigeria universities find themselv
es in an increasingly geographically fluid labour
market where knowledge is critical to employment pr
ospects.
Methodology/Procedures:
This paper addopted a literature review mathod.
Results:
This paper examined the concepts of quality assura
nce and ICT and the role expected of ICT
facilities in enhancing university quality assuranc
e procedures. This paper found that ICT facilities
can
indeed enhance the quality assurance procedures use
d in Nigerian universities.
Conclusion:
This paper show the need to use ICT devices (compu
ters, and electronic and Internet
technologies) to ensure that basic quality assuranc
e procedures are adopted and maintained in Nigerian
universities in line with the prescribed Minimum Ac
ademic Standards (MAS). Recommendations are
offered based on the identified challenges.
Keywords
: ICT, quality assurance procedures, universities,
Nigeria.
1. INTRODUCTION
The Federal Government of Nigeria (2004) in its Nat
ional Policy on Education adopted education as an
instrument of national integration, socioeconomic d
evelopment and technological growth. Despite this
43
laudable policy, Nigeria’s education system had suf
fered untold hardships in the last two decades.
Standards have declined and the quality of graduate
s is generally considered poor. A combination of
events has made the public increasingly question th
e educational standard of Nigeria universities. The
growing student population, deteriorating physical
facilities, poor moral standards, inadequate teache
r
supply coupled with recurrent strike actions, and s
tudent unrest leading to truncated academic calenda
rs,
have all been invoked as direct causal factors.
Regrettably, the declining quality of graduates fro
m Nigerian universities as recognized by Mbakwem &
Okeke (2007) has made many graduates unemployable.
They very often do not possess the requisite
knowledge, competences and skills to carry out the
jobs they hold or seek and significant retraining c
osts
are incurred when they are eventually employed.
This current era of globalization, enhanced by ICT
innovations, stands to improve the quality of stude
nts
graduating from Nigerian universities. This is prem
ised on the fact that ICT tools, if well positioned
, could
help to maintain and enhance education quality as n
ew ways of teaching and learning, research and
development, and acquiring and disseminating knowle
dge are made possible. The end result of this
would be graduates with the appropriate knowledge,
skills and competencies needed in the world of work
,
moving Nigeria closer to the standards and producti
vity of the other countries competing in the global
economy. This paper examines the roles ICT faciliti
es might play in enhancing the quality assurance
procedures of Nigerian universities.
2. LITERATURE REVIEW
2.1 The Concept of Quality Assurance in Education
Quality in education is a multidimensional concept
and is often conceptualized differently by differen
t
stakeholders including the government, teachers, ad
ministrators, students, and employees (Babalola,
Adedeji, Erwat, 2007). Generally, quality implies f
itness to purpose in relation to user/customer need
s. In
line with this, the British Standards Institute (BS
I) views quality as the totality of features and
characteristics of a product or service that bears
on its ability to satisfy stated or implied needs.
Quality assurance (QA) is a process-centred approac
h to ensuring that an organization is providing the
best possible products or services. Its central foc
us is on enhancing and improving the processes that
are
used to create the end product or result, rather th
an on the result itself or some part of the process
such
as planning, design, development, production and de
livery.
In the context of education, Ciwar (2005) sees qual
ity assurance as involving the setting of standards
for
the various processes and activities leading to the
production of graduates by training institutions.
These
processes were noted by Joseph & Agih (20007) to in
clude: requirements for entry into educational
programmes, programme duration, course content, qua
lity of teachers - number of qualifications and
teaching competence, standard of instructional infr
astructure and facilities - number and adequacy, th
e
school environment from a holistic perspective, and
examinations - quality of examination items,
supervision, moderation of results, and grading sys
tem.
2.2 The Concept of Information and Communication Te
chnology (ICT)
According to Major, (2011) there seems to be agreem
ent by writers on this subject that data processed,
analyzed, interpreted and made meaningful to the re
cipient of a message constitutes information. At a
basic level, technology is conceptualized as the us
e of information to gain control over nature in ord
er to
survive the complexities and challenges caused by a
changing environment and further using the same to
build a civilized culture for achieving higher stan
dards of living.
Information technology (IT) is concerned with manag
ing and processing information using electronics,
computers and computer software to convert, store,
protect, process, transmit and retrieve information
.
The advancement from information technology (IT) to
information and communication technology (ICT)
44
was the result of the advent of the Internet, broad
band connections and broad wave transmission energy
,
enabling a wider applicability in business, educati
on and the like (Onuma, 2007)
The importance of ICT driven quality assurance proc
edures in Nigeria Universities is in line with an
emerging global order. Joseph and Agih (2007) noted
that the world’s workforce is increasingly
geographically fluid due to economic globalization
engendered, in part, by ICT. Knowledge, skills and
competencies have quickly become economic commoditi
es and there is consequently legitimate pressure
on national systems to enter and thrive in the comp
etitive global market where knowledge is central to
success. There is thus the urgent need for sustaina
ble quality assurance procedures in Nigeria
universities powered by ICT tools. Such procedures
would bring Nigerian universities and graduates on
par with others and ensure that the globally accept
ed Minimum Academic Standards (MAS) are better
maintained.
2.3 ICT AND QUALITY ASSURANCE PROCEDURES
University quality assurance mechanisms are both in
ternal and external. These two levels of assurances
are concerned with enhancing the quality of teachin
g, learning, research, evaluation and general
administration. It is imperative that ICT be employ
ed in enhancing these quality assurance procedures
in
this global era.
2.3.1 Internal Quality Assurance Procedures
Admissions
Several writers including Nsa & Aniekan (2007) are
of the view that the quality of students admitted i
nto
universities is a crucial factor in ensuring high q
uality graduates. Clearly the quality of students a
dmitted
could positively correlate with the quality of grad
uates produced irrespective of the provisions of ot
her
aspects of the programme. Today, admission processe
s are two-fold: the Joint Admissions and
Matriculation Board (JAMB) and post-JAMB assessment
s and determinations at the institutional level.
Often students who register for JAMB employ various
dubious strategies to achieve a passing mark of
200 or above to qualify for the post-JAMB screening
test. This additional test was implemented in an
attempt to enhance the quality of admissions as the
se scores were thought to be a better reflection of
students’ intellectual abilities and aptitude for f
urther learning.
In this regard, the use of computers computer softw
are, the Internet and other ICT tools by both the
JAMB and by universities could enhance the admissio
n process. The transition to online applications,
registration, scoring of scripts, and collating and
disseminating of results would improve the efficie
ncy,
accuracy and reliability of admission procedures. W
hile JAMB should be commended in this regard, it
must do more. Mbakwem & Okeke (2007) in support of
this believe that such a transition would guarantee
safety, security and efficiency in handing large vo
lumes of scores over a very short time period.
Collaborative cheating by candidates and their merc
enaries could be reduced by using computers to
rearrange the order of each candidate’s questions.
Student Assessment
Student assessment is another crucial aspect of qua
lity assurance in universities. The FGN (2004) in i
ts
new policy on education have properly articulated t
he issue of assessment. Conventionally, this takes
place at two levels in universities: continuous ass
essment (CA) which usually accounts for 30% of a
student’s final grade and the end of semester/sessi
on examination which accounts for 70% of the grade
(Ugodulunwa & Mastapha, 2005).
ICT facilities could be used to enhance the nature
and mode of assessment and its administration, all
of
which are very important. The scoring, processing a
nd collating of results could also be improved thro
ugh
the use of computers and computer software. The lat
ter could be used to create an exam or assessment
that would cover in-depth cognitive, affective and
psychomotor domains. These could be then scored and
45
processed electronically. Computer software that co
mputes item-analysis, item difficulty and
discrimination indices could also be adopted.
ICT devices makes it easy to use a computerized tab
le of specifications in constructing and setting te
st
items in order to ensure content validity as questi
ons would cover content and hierarchies making the
moderation of questions easier. Lastly, ICT tools c
ould be used in administering and monitoring tests
and
examinations. Scoring could be done on a conference
basis to eliminate mutilations, abuse and
corruption with the computers. All of the above wou
ld undoubtedly enhance quality assurance.
Quality of Facilities
One of the greatest threats to quality assurance in
Nigerian universities is the ongoing population
explosion. Teacher-student ratios have grown and th
ere is overt competition for limited resources such
as
halls, equipment, classrooms, seats and the like. T
hese competitions for scarce resources are capable
of
promoting different dimensions of conflict and misc
onduct and creating poor learning and a poor learni
ng
environment.
The provision and use of computers and other electi
on devices can create better learning. E-leaning
facilities are capable of enabling individualized l
earning, and make learning more attractive and
motivating. This is because new knowledge and bette
r ways of doing things intrigue learners and
generate curiosity. The traditional classroom setti
ng for teaching and learning can be substituted wit
h
computer mediated communication (CMC), teamwork, co
nferencing and discussion. The ICT devices
when appropriately adopted can improve the quality
of our students and graduates relative to other
institutions around the world.
Development of Programmes
In Nigeria today, individual universities develop p
rogrammes to serve their purposes subject to the
approval of the National Universities Commission (N
UC). Programme development, according to Olaitan
& Ali (1992), includes the creation of curricula th
at will help students to acquire relevant skills, k
nowledge,
attitudes, and competencies for the job opportuniti
es in their field of study. The hallmark for enhanc
ing a
good quality curriculum is ensuring that course con
tent opens up opportunities for student participati
on
that are of relevance to the aspirations and needs
of society (Olaitan & Mames, 2001 in Nsa & Aniekan,
2007).
ICT tools can be used to enhance the quality of uni
versity programmes that are based on student
centered learning. The Internet, for example, can b
e used to gain an understanding of what currently
determines programme structures and outcomes in mor
e developed nations. Such would enable
universities and the NUC to adopt best practices th
at are relevant to the local social, economic and
educational environment thereby enhancing quality a
ssurance.
Quality of Teachers
The academic qualifications of university teachers
in Nigeria are not an area of concern. The main
challenges in this domain are related to adequacy i
n terms of carrying capacity, funding, and conformi
ty
to the ethics of teaching and learning in the respe
ctive schools. Putting in place regulatory codes of
conduct may help to curb undesirable behaviours as
suggested by Igbozurike (2006) in Mbakwem &
Okeke, (2007). Some of these undesirable behaviours
include failure of teachers to attend classes,
inadequate preparation and different levels of invo
lvement in misconduct related to student assessment
s.
In this regard also, ICT facilities could help to i
mprove quality assurance. Teachers could from time
to
time upgrade their knowledge and shared values in t
heir areas of specialization using the Internet. IC
T
would also make it easier for the best pedagogical
approaches in the field to be assessed and adopted.
The conference scoring of exams and treatment of re
sults by ICT facilities would undoubtedly help to l
imit
examination malpractice on the part of teachers.
46
2.3.2 External Quality Assurance Procedures
External quality assurance procedures in Nigerian u
niversities consist of the NUC and the use of exter
nal
examiners.
National University Commission (NUC)
The NUC was established in 1962 to secure funding,
distribute funding, coordinate (without direct
interference) activities and provide cohesion to th
e higher education system (Ajayi & Awe, 2007). With
the
promulgation of NUC Decree No. 1 of 1974, as amende
d in 1985 and 1993, it became the most powerful
post-secondary external quality assurance body in N
igeria. The Minimum Academic Standard (MAS)
document clearly outlines the supervisory role of t
he NUC with respect to all undergraduate programmes
taught in Nigeria universities. This role includes
approving the curriculum, minimum entry requirement
s
and graduation requirements for each programme and
laying out a comprehensive mode and criteria for
ranking Nigerian universities in relation to accred
itation. The verification of new programmes and app
roval
of guidelines which are additional quality assuranc
e procedures are also within the scope of NUC
(Mbakwen & Okeke, 2007). The NUC’s aspirations to e
stablish a Benchmark Minimum Academic
Standard (BMAS) are a welcome move to sustain enhan
ced quality assurance procedures among
Nigerian universities.
ICT facilities including as the Internet, computers
, software programmes and network systems could be
employed by NUC to revolutionize its quality assura
nce procedures. Online resources are important
vehicles for gaining new knowledge of the programme
s of advanced countries and adapting these
programs to meet and reflect local needs. Such ICT
driven comparisons and adaptations would allow the
NUC optimize its functions using global best approa
ches. ICT could also link the NUC to every universi
ty
in terms of its quality assurance procedures making
it easier to monitor the progress made in/by indiv
idual
universities and their senates.
Use of External Examiners
According to Mbakwem & Okeke (2007), the use of exa
miners from other universities creates
comparability, and maintains and enhances required
standards. The independence of the examining body
enables the production of objective reports concern
ing student assessment, and better evaluation
procedures overall. Using external examiners also e
nables the assessed university to meet the required
MAS of NUC.
The use of online facilities could provide for dire
ct and on-the-spot assessment and examination. Thes
e
facilities are likely to discourage the manipulatio
ns that have become common with the written reports
that are usually submitted later. Ideally, software
programs would be provided that are linked directl
y to
NUC, and as scores are entered, the reports would b
e received immediately. Individual schools could
learn from each other through the Internet in this
regard.
2.3.3 Challenges in the use of ICT in Enhancing Qua
lity Assurance Procedures
Presently ICT facility use among universities is lo
w. The causal factors of this include (but are not
limited
to) low adaptability to energy supply issues to ina
dequate funds.
Adaptability Problems
Several reports including that by Asogwa (2007) rev
eal that the majority of university administrators,
lectures and students are not ICT compliant. As a r
esult, these populations remain deficient in the IC
T
skills needed for contemporary and relevant adminis
trative processes design, curriculum programming
and lesson delivery.
47
ICT tools are scare in the university sector in Nig
eria. This makes accessibility difficult for admini
strators,
teachers, and students and poses a serious disadvan
tage as the ever growing wealth of information
available on the Internet is likely not accessed wh
en making adjustments in the education system for t
he
purpose of improvement.
Energy Supply Problems
All ICT facilities depend on a steady supply of ele
ctricity and other energy sources to function optim
ally.
The fact remains that Nigeria’s power supply is sti
ll sporadic at best. In this global age where use o
f
computers and the Internet is a requirement, an uni
nterrupted power supply in universities is critical
.
Effective ICT networking (and hence effective quali
ty assurance procedures) between the NUC and the
university community can only be realized once an a
dequate power supply is in place.
Under-funding
UNESCO has recommended that countries devote at lea
st 26% of their annual budgets to education.
This underscore the importance attached to educatio
n in developing and transforming a society.
Regrettably, the Nigerian budgetary allocation to e
ducation over the last five decades has been abysma
lly
low and has become a serious source of concern. As
a result of this chronic underfunding, it is no lon
ger
surprising that inadequacies are found in infrastru
ctural facilities, research and development, traini
ng and
general administration. ICT facilities are expensiv
e to purchase and their maintenance can also be cos
t
prohibitive.
Lack of a Workable ICT Framework for Universities
The intention of the Federal Government of Nigeria
(2004) was to provide facilities that would promote
ICT use and knowledge across all levels of educatio
n. Although this was laudable, there is no evidence
yet of a workable, legally approved ICT framework f
or the sector. In these circumstances, the release
of
funds and implementation processes would definitely
by lopsided, and governed by nepotism, tribalism,
and political undertones.
3. CONCLUSIONS AND RECOMMENDATIONS
The ICT enhancement of quality assurance procedures
among Nigerian universities requires that the
following recommendations first be implemented:
1. The current ICT policy framework must be reviewe
d to reposition it to function as a necessary tool
for the development of universities. The focal poin
t of this revised policy should be the availability
,
acceptability and accessibility of ICT facilities i
n the management of university education.
2. A regular supply of power must be made available
to all universities irrespective of their location
s.
Optimal gains cannot be achieved in the use of ICT
tools where the power supply is sporadic at
best.
3. The recommended that 26% of the annual national
budget be allocated to the educational sector
must be adhered to. This significant increase in fu
nding to the sector would allow for the
purchase, installation and maintenance of a number
of new ICT facilities.
4. The private sector and multinationals within the
country must begin to collaborate with
government and universities in the provision and ma
intenance of ICT facilities. These
actors/stakeholders should also consider undertakin
g training administrators and teachers in the
effective use of ICT facilities.
