There is increasing interest in the use of information and communication technologies (ICTs) in education institutions in low-income countries. This paper examines the disproportionate costs associated with developing ICT infrastructure in education institutions in developing countries due to a lack of in-country ICT infrastructure planning and implementation skills, and the lack of concrete guidance regarding the stages of development needed to make efficient use of resources and maximize the chances of sustainable investments.
The paper presents a new ICT Maturity Model that provides a developmental framework for education institutions in low-income countries. The Model is unique in defining the ICT infrastructure resource levels required to achieve primary organizational objectives expressed in the form of student learning outcomes. The paper outlines the eight levels of the Maturity Model, which show management, teaching and technical staff, and donors how to make most efficient use of ICT resources by maximizing opportunities for student learning.
The paper includes a case study that examines the implementation of the Maturity Model in selected schools, colleges and universities in Ethiopia. The surveyed institutions include five primary schools, one higher education preparatory school, six teacher education colleges and five public universities.