NATIONAL IMPLEMENTATION GUIDELINES FOR ICT IN EDUCATION

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 NATIONAL IMPLEMENTATION GUIDELINES FOR ICT IN EDUCATION

Federal Ministry of Education

NATIONAL IMPLEMENTATION
GUIDELINES FOR ICT IN
EDUCATION

February 2019
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 NATIONAL IMPLEMENTATION GUIDELINES FOR ICT IN EDUCATION

TABLE OF CONTENTS

Foreword iii
Acknowledgement iv
Acronyms vi
Definitions x
1.0 Introduction 1
1.1 Vision 2
1.2 Mission 2
1.3 Objectives 2
1.4 Policy Thrust 2
2.0 Human capital Development 4
2.1 Policy Statement 4
2.2 Strategies 4
3.0 Infrastructure 19
3.1 Policy Statement 19
3.2 Strategies 19
4.0 Research and Development 27
4.1 Policy Statement 27
4.2 Strategies 27
5.0 Awareness and Communication 36
5.1 Policy Statement 36
5.2 Strategies 36
6.0 Governance 41
6.1 Policy Statement 41
6.2 Strategies 41
7.0 Financing 46
7.1 Policy Statement 46
7.2 Strategies 46

8.0 Monitoring and Evaluation 50

8.1 Policy Statement 50
8.2 Strategies 50

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 NATIONAL IMPLEMENTATION GUIDELINES FOR ICT IN EDUCATION

FOREWORD

The development of this first edition of the Implementation Guidelines for the National
Policy on ICT in Education is necessitated by the need to facilitate the actualization of
the policy within a given timeline. This document is the product of collaboration
between the Federal Ministry of Education and other relevant Federal Ministries,
Departments and Agencies, State Ministries of Education, IT Professional Bodies, Private
Sector, Non-Governmental Organizations and International Development Partners.

The guidelines provide the modalities for targeting different beneficiaries of the policy
at all levels of education for effective development and deployment of ICT in Education.
It further provides a simplified framework on the responsibilities of the various
stakeholders for the realization of the policy in specific focal areas such as Human
Capital, Infrastructure, Research and Development, Awareness and Communication,
Governance, Financing and Monitoring & Evaluation.

In addition, the document provides the indices for conducting baseline survey on the
status of ICT development and deployment in Education and for monitoring and impact
assessment within a specified period of time.

I therefore, call on all stakeholders in education to embrace this Implementation

Guidelines in order to harness the benefits of ICT in Education for the development of
our dear country.

Mallam Adamu Adamu

Honourable Minister of Education
March 2018

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 NATIONAL IMPLEMENTATION GUIDELINES FOR ICT IN EDUCATION

ACKNOWLEDGMENT

The development of the National Implementation Guidelines for ICT in

Education is a milestone for the development and deployment of ICT in
the sector. This achievement would not have been accomplished without
the help of the Almighty.
The Federal Ministry of Education wishes to acknowledge the immense
contributions of Federal and State Ministries and agencies, the Private
Sector, Non-Governmental Organizations and International Development
Partners to the policy. These include: Federal Civil Service Commission
(FCSC), Federal Ministry of Communications, Federal Ministry of Interior
(FMI), Federal Ministry of Justice (FMJ), Federal Ministry of Agriculture and
Social Development (FMASD), Federal Ministry of Environment (FMEnv),
Ministry of Budget and National Planning (MBNP), Ministry of Defence
(MOD) and States Ministries of Education (SMOE).
Special thanks also go to the National Universities Commission (NUC),
National Board for Technical Education (NBTE), National Commission for
Colleges of Education (NCCE), Universal Basic Education Commission
(UBEC), Nigerian Educational Research and Development Council (NERDC),
National Teachers’ Institute (NTI), Computer Professionals [Registration
Council of Nigeria] (CPN), Teachers Registration Council of Nigeria (TRCN),
National Mathematical Centre (NMC), Joint Admissions and Matriculation
Board (JAMB), West African Examination Council (WAEC), National
Examinations Council (NECO), National Business and Technical
Examinations Board (NABTEB), National Open University of Nigeria
(NOUN), National Library of Nigeria (NLN), Nigerian French Language
Village (NFLV), National Institute of Educational Planning and
Administration (NIEPA), National Information Technology Development
Agency (NITDA), Nigerian Communications Commission (NCC), Galaxy
Backbone PLC, Nigerian Copyright Commission (NCC), National
Broadcasting Commission (NBC), Petroleum Trust Development Fund
(PTDF), Universal Service Provision Fund (USPF), Raw Material Research
and Development Council (RMADC), National Office for Technology
Acquisition Programme (NOTAP), Standard Organization of Nigeria (SON),
OSSAP-SDGs and Nigerian Television Authority (NTA).
Others that deserve commendation include: University of Ibadan,
University of Abuja, Baze University, Federal Polytechnic Offa, Federal
Government Boys’ College, Apo and Federal Government Girls’ College,
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 NATIONAL IMPLEMENTATION GUIDELINES FOR ICT IN EDUCATION

Bwari, Sidmach Technologies Nigeria Ltd, DellEMC, SkoolMedia, MTN,

CISCO Unites, Edufirst Nigeria Limited, Women in Information Technology
Society of Nigeria (WIITSoN), GESA Initiative, Nigerian Computer Society
(NCS), UNESCO and the World Bank.
Finally, we thank Professor Adenike Osofisan, other consultants and the
staff of ICT Department, Federal Ministry of Education for their technical
input and direction.

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ACRONYMS

BOT - Build, Operate and Transfer

CBN - Central Bank of Nigeria
CBOs - Community-Based Organisation
CCTV - Closed Circuit Television
COREN - Council of Regulation of Engineers in Nigeria
CPN - Computer Professionals (Registration Council of Nigeria)
CSOs - Civil Society Organisations
DBM - Design, Build and Maintain
DBO - Design, Build and Operate
DPs - Development Partners
EFCC - Economic and Financial Crimes Commission
ERMS - Electronic Resource Management System
FBOs - Faith-Based Organisations
FCSC - Federal Civil Service Commission
FCT - Federal Capital Territory
FMC - Federal Ministry of Communication
FME - Federal Ministry of Education
FMEnv - Federal Ministry of Environment
FMF - Federal Ministry of Finance
FMIC - Federal Ministry of Information and Culture
FMITI - Federal Ministry of Industry, Trade and Investment
FMJ - Federal Ministry of Justice
FMPW&H - Federal Ministry of Power Works & Housing
FMST - Federal Ministry of Science and Technology
FMYS - Federal Ministry of Youth and Sports
FMWA - Federal Ministry of Women Affairs
GBB - Galaxy Backbone PLC
GESA - Grassroots Entrepreneurship Skill Acquisition
ICRC - Infrastructure Concession Regulatory Commission
ICT - Information and Communication Technologies
IDPs - International Development Partners
IEC - Information Communication and Education
IEIs - Innovation Enterprise Institutions
IPR - Intellectual Property Rights
IT - Information Technology
JAMB - Joint Admissions and Matriculation Board
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KPI - Key Performance Indicator

LEMIS - Local Government Education Management Information
System
LGA - Local Government Area
LGEAs - Local Government Education Authorities
LMS - Learning Management System
LRCN - Librarians’ Registration Council of Nigeria
MB&NP - Ministry of Budget and National Planning
MDAs - Ministries, Departments and Agencies
M&E - Monitoring and Evaluation
MoD - Ministry of Defence
MOU - Memorandum of Understanding
NABTEB - National Business and Technical Examinations Board
NAN - News Agency of Nigeria
NASS - National Assembly
NBC - National Broadcasting Commission
NBS - National Bureau of Statistics
NBTE - National Board for Technical Education
NCC - National Copyright Commission
NCC - Nigerian Communications Commission
NCCE - National Commission for Colleges of Education
NCNE - National Commission for Nomadic Education
NCS - Nigeria Computer Society
NECO - National Examinations Council
NEMA - National Emergency Management Agency
NEMIS - Nigerian Education Management Information System
NERDC - Nigerian Educational Research and Development
Council
NESREA - National Environmental Standards and Regulations
Enforcement Agency
NFE - Non-Formal Education
NGOs - Non-Governmental Organisations
NgREN - Nigerian Research and Education Network
NIEPA - National Institute for Educational Planning &
Administration
NITDA - National Information Technology Development Agency
NITDEF - National Information Technology Development Fund
NITEF - National Information Technology Education Framework
NIWIIT - Nigerian Women in Information Technology
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NMC - National Mathematical Centre

NMEC - National Commission for Mass Literacy, Adult and Non-
Formal Education
NOTAP - National Office for Technology Acquisition and
Promotion
NOUN - National Open University of Nigeria
NPC - National Planning Commission
NUC - National Universities Commission
NUETAL - Nigerian Universities Electronic Teaching and Learning
NUT - Nigeria Union of Teachers
OEMs - Open Educational Materials
OERs - Open Educational Resources
ONSA - Office of the National Security Adviser
OPS - Organised Private Sector
Post-UTME - Post Unified Tertiary Matriculation Examination
PPP - Public-Private Partnership
PTDF - Petroleum Technology Development Fund
R&D - Research and Development
RMRDC - Raw Materials Research & Development Council
SAMEs - States Agency for Mass Literacy and Adult Education
SCSC - State Civil Service Commission
SDGs - Sustainable Development Goals
SEMIS - State Education Management Information System
SMoEs - States Ministries of Education
SMS - Short Message Service
SON - Standards Organisation of Nigeria
SUBEBs - States Universal Basic Education Boards
TETFund - Tertiary Education Trust Fund
TRCN - Teachers Registration Council of Nigeria
TSC - Teaching Service Commission
TV - Television
UBEC - Universal Basic Education Commission
USPF - Universal Service Provision Fund
UTME - Unified Tertiary Matriculation Examination
VEIs - Vocational Enterprise Institutions
VSAT - Very Small Aperture Terminal

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DEFINITIONS

(i) ICT
ICT refers to the art and applied sciences that deal with data and
information. It encompasses all (equipment including computational
machinery - computers, hardware, software, firmware etc., tools,
methods, practices, processes, procedures, concepts, principles and
the sciences) that come into play in the conduct of the information
activities: acquisition, representation, processing, presentation,
security, interchange, transfer, management, organization, storage
and retrieval of data and information.

(ii) ICT-enhanced Education

ICT-enhanced Education
 Universally Accessible
(i) Takes into account a variety of student characteristics,
including ethnicity, race, abilities, disabilities, age, gender,
language abilities and preferred learning style.
(ii) Uses proactive and inclusive way of teaching and designing
courses and curricula.
(iii) Barriers to learning are removed before they can affect
anyone.
(iv) Identifies and clearly expresses the essential course
content, while recognizing that students can express
understanding of essential course content in multiple ways.
(v) Academic rigour is not compromised.
(vi) Is consistent with universally recognized principles of good
teaching.
 Empowering
(i) Teachers and trainers use technology to support all
learning across the curriculum, functioning as coaches,
mentors, advocates and managers of information;
(ii) Through on-going and comprehensive professional
development, all teachers and trainers acquire the
knowledge and skills to integrate technology into a
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NATIONAL IMPLEMENTATION GUIDELINES FOR ICT IN EDUCATION

challenging and interdisciplinary curriculum which

addresses specific needs, developmental levels and
learning styles of learners;
(iii) The teachers and trainers are transformed, through
technology, from authority-experts to facilitators guiding
the students/learners to use technology to find answers
online.
(iv) The students/learners are empowered to find their own
answers, making the learning process to become much
more interesting.
(v) Instructional repertoire is expanded allowing opportunities
for multimedia and interactivity that are impossible with
more traditional instructional techniques.
(vi) The students/learners are transformed from passive
recipients of the knowledge of the teacher/trainer to active
participants in knowledge-seeking and knowledge-
construction, with the teachers/trainers often learning new
technology programmes along with them.
 Enriching
(i) The individual’s collaborative intellectual processes,
personal experiences of exploration and discovery, as part
of the search for truth, are enriched;
(ii) Increased accessibility to information is engendered. For
example, the Internet provides access to considerable
amount of information, media and communications and if
the students/learners have computer and internet access,
assignments, activities, assessments, multimedia and so on
can be provided over the web and completed anywhere,
providing for a wider range of instructional opportunities
for anytime, anywhere, any path and any pace learning.
 Inclusive
(i) All students are welcomed by their schools in age-
appropriate, regular classes and are supported to learn,
contribute and participate in all aspects of the life of the
school.

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(ii) Schools, classrooms, programmes and activities are

developed and designed so that all students including
learners with special needs learn and participate together.

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MEMBERS OF TECHNICAL COMMITTEE

1. Uwemedimo E. Asomugha, NPOM FME Chairperson

2. Dr. Flora Aderogba FME Member
3. Mohammed Mahmud FME Member
4. Olugbenga O. Oderemi FME Member
5. Dr. Olawale Lateef Kareem FME Member
6. Sobogun, O. O. FME Member
7. Victor Onate FME Member
8. Babalola, O. A. FME Member
9. Mohammed, I. A. FME Member
10. Madu Chioma FME Member
11. Idowu Olusile CPN Member
12. Anthony Adejumo NUC Member
13. Anarado Kenneth NBTE Member
14. Pius Ekireghwo NCCE Member
15. Christian Obi NERDC Member
16. Saleh Saidu Kanam UBEC Member
17. Augustine U. Maduba JAMB Member
18. Daniel Ubaka Onwoamaka NABTEB Member
19. Bamidele Oluchi J. NMC Member
20. Dr. Madu B. Galadima NOUN Member
21. Babasola, T NECO Member
22. Dr. M. I. Onu NMEC Member
23. Mustapha A. Idris NTI Member
24. Joy Egbuwoku TRCN Member
25. Jerome Onyeje NCNE Member
26. Dr. (Mrs) E. N. Epunobi NTI Member
27. Patrick E. Areghan WAEC Member
28. Olufemi Olufeko FMC Member
29. Anuma Mgbo O. MOD Member
30. Oyelola S. Stephen FCT Edu Member
31. Tina Huzi NCC Member
32. Apagu Gadzama Galaxy Backbone Member
33. Bernard Ewah NITDA Member
34. Serah Ashley DELLEMC Member
35. Dr. A. Fapohunda NCS Member
36. Dr. Wunmi Hassan Hi-Tech Centre Member
37. Ngozi Awuzie UNESCO Member
38. Professor Adenike Osofisan UI Consultant

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1.0 INTRODUCTION
The Federal Government of Nigeria adopted a National Information and
Communication Technology (ICT) Policy aimed at providing a framework
for streamlining the ICT sector, and enhancing its ability to catalyse and
sustain socio-economic development critical to Nigeria’s vision of
becoming a top 20 economy by the year 2020. Concurrently, the policy
thrust will facilitate the transformation of Nigeria into a knowledge-based
economy and will be used to develop action plans, sub-sectoral policies
and specific implementation guidelines as appropriate.

The Federal Ministry of Education, recognizing the need to reposition

education sector in Nigeria to meet global standards and competitiveness,
developed the National Policy on Information and Communication
Technologies (ICT) in Education in collaboration with relevant
stakeholders. The policy was subsequently approved by the Federal
Executive Council in April 2010 for implementation across the Federation.
The policy aims at ensuring qualitative education for the enhancement of
sustainable socio-economic development, global competitiveness and the
individual’s ability to survive in the contemporary environment. The Policy
also provides the needed guidelines on expectations for the entire process
of ICT integration in education to all stakeholders. Its implementation is
expected to lead to speedy transformation of teaching, learning and
educational administration in Nigeria.

A major provision in the National Policy on ICT in Education is the

development of implementation guidelines using a multi-sectoral
approach. The document is intended to guide stakeholders towards a
coordinated implementation of the policy, by providing viable options for
translating the policy intentions to concrete actions and results.

The first major attempt at ensuring the functionality of the policy is the
collaboration among relevant stakeholders to develop the implementation
framework on the seven focal areas of the policy:
 Human Capital Development
 Infrastructure
 Research and Development
 Awareness and Communication
 Governance
 Financing
 Monitoring and Evaluation

The document specifies the implementation strategies, sub-strategies,

activities, deliverables, implementing agencies, timelines and Key
Performance Indicators (KPIs) for the successful realization of the policy
objectives.

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It must be noted that this document provides a comprehensive approach

that ensures standard in the implementation of the policy at all levels of
Nigeria’s education system. However, the complexities and capabilities of
the various stakeholders within the federal structure will require creativity
and political will for sustained implementation of the document for the
desired impact. It is therefore imperative that this document, as with all
human endeavours, be periodically reviewed and updated for relevance.

1.1 Vision
Education that is universally accessible, empowering, inclusive and
enriching.
1.2 Mission
To meet the human capital requirement of the nation for attaining and
enhancing sustainable socio-economic development, global
competitiveness as well as the individual’s ability to survive in a
contemporary environment.
1.3 Objectives
The objectives of ICT in Education are:
(i) To facilitate the teaching and learning processes.
(ii) To promote problem-solving, critical thinking and innovative skills.
(iii) To promote life-long learning and advance knowledge.
(iv) To enhance the various teaching/learning strategies required to
meet the needs of the population.
(v) To foster research and development.
(vi) To support effective and efficient education administration.
(vii) To enhance universal access to information.
(viii) To widen access to education and the range of instructional options
and opportunities for any-where, any-time, any-pace and any-path
learning.
(ix) To promote commercialization of ICT in Education.
(x) To develop and support technical infrastructure that maximizes
digital creativity, sharing and innovation.
1.4 Policy Thrust
Government shall:
(i) build and encourage the development, utilization and sustenance of
the ICT manpower required to achieve an ICT-enhanced Education;
(ii) establish and sustain a common ICT infrastructure platform for
education at all levels;
(iii) ensure and encourage Research and Development (R&D) in ICT
generally and ICT in Education in particular;
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NATIONAL IMPLEMENTATION GUIDELINES FOR ICT IN EDUCATION

(iv) engage in and encourage regular stakeholder consultations

(including the Private Sector), sensitization of the learning
community, public awareness and inter-governmental relations to
achieve a broad-based consensus on ICT in education;
(v) provide appropriate legal, regulatory and security framework to
ensure that ICT in Education and the conduct of related activities
are focused on achieving ICT-enhanced Education; and
(vi) adopt innovative and creative financing models for ICT in
Education.
(vii) Use M&E as a veritable tool in ICT in Education for tracking policy
implementation, efficient service delivery and compliance.

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2.0 HUMAN CAPITAL DEVELOPMENT
Education is facing the challenge of severe shortage of ICT skills and personnel, obsolete curriculum, poor attitude and perception of teachers
and administrators in ICT.

The intention is to improve ICT competencies and professional development of relevant stakeholders in the development and deployment of
ICT in teaching, learning and educational administration. This will involve restructuring the environment for teaching, learning and educational
administration, encouraging professional development and ICT skills acquisition, and periodical curricula review. It will also involve
development of standards for IT education, strengthening blended and e-learning, open and distance education, encouraging private sector
participation and carrying out monitoring and evaluation.
2.1 Policy Statement
Government shall build and encourage the development, utilization and sustenance of the ICT manpower required to achieve an ICT-enhanced
education.
2.2 Strategies
(i) Restructure the environment for teaching and learning as well as education administration to be ICT-enhanced.
(ii) Carry out and encourage the continuous and mandatory professional development of core ICT Teachers and Administrators.
(iii) Ensure appropriate continuing ICT training including content development and delivery for all staff.
(iv) Review the curricula periodically to reflect emerging good practices in line with national goals.
(v) Promote ICT proficiency in mass and non-formal education with special focus on children, women and people with special needs.
(vi) Develop and strengthen standards and guidelines for content and instructional materials in electronic media and the use of ICT tools in
formal and non-formal Education.
(vii) Strengthen and expand Open and Distance Learning as well as blended and e-learning.
(viii) Carry out needs assessment to identify skill gaps and encourage acquisition of appropriate ICT skills to mitigate the gaps.
(ix) Encourage private sector participation in Education and Training in ICT.
(x) Encourage ICT Education at all levels.
(xi) Ensure periodic quality assurance in the development, utilization and sustenance of ICT in Education.
(xii) Establish a reward system for teachers, administrators and institutions that utilize ICT to improve quality of teaching and learning.
(xiii) Review constantly the specializations in the field of Computer Science/IT to reflect global trends.

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2.2.1 Restructure the environment for teaching and learning as well as education administration to be ICT-enhanced.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI- TIME- KPI
STRATEGIES LITY LINE

1. Provide  Develop contents based on  Up-to-date FME, FCT, 3 Years All Tertiary
e-resources approved curricula. instructional contents SMoEs, LGEAs, Institutions, 70%
for learning  Digitize existing local  Appropriate education Post-Basic & 50%
(e.g. e-library, educational content. instructional media as Parastatals, Basic Schools have
e-books,  Design instructional interactive board, SUBEBs, Heads access to
e-journals and materials/media. magic board, of Institution, e-resources
other digitized  Leverage on instructional electronic board, etc. Proprietors of (library, e-books,
learning media and the life cycle of  e-library materials, school, NITDA e-journals and
materials.) content. e-books, e-journals other digitized
 Review contents periodically digitized local content learning
 Subscribe to e-library materials materials.)
materials including free ones.  Digitization tools e.g.
 Provide digitization tools. scanners
 Obtain license to proprietary  License to proprietary
and copyrights for other and copyrights
products.

2. Establish  Provide e-classroom /  Continuous global FME, SMoEs, 3 Years 100% Tertiary
multimedia m-classroom/virtual exposure to learning LGEAs, Institutions,
classrooms classroom  Functional e-class/ Education 75% Post-Basic &
 Provide interactive boards, m-class/virtual Parastatals, 50% Basic Schools
multimedia projectors, classroom Heads of have multimedia
software, teleconferencing Institution, classrooms
studio, radio, television, Proprietors of
Internet facilities for the school, NITDA
school
 Collaborate with others
globally on virtual learning

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 S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI- TIME- KPI
STRATEGIES LITY LINE
3. Apply ICT  Provide appropriate ICT  Functional FME, SMoEs, FCT, 2 Years 75% of all education
resources to applications to automate e-Resource LGEAs, Education ministries and
educational administrative processes Management Parastatals, parastatals,
administration  Deploy appropriate ICT tools System (ERMS) Heads of 100% of Tertiary
e.g. Internet/Intranet  Informed Institution, Institutions,
connections in schools and decision making Proprietors of 75% of Post-Basic &
offices, Document Servers for school, NITDA 50% Basic Schools,
sharing content, e-labs, have e-Resource
portals, etc. Management System
4. Establish ICT  Build and equip ICT resource  Functional ICT FME, SMoEs, FCT, 3 Years 100% of all education
Resource/ centres in schools, ministries/ resource centres LGEAs, Education ministries & parastatals,
Learning LGEAs and agencies including  Informed Parastatals, 100% of Tertiary
Centres rural and under-served areas teachers and Heads of Institutions,
 Recruit trainers and facilitators students Institution, 75% of Post-Basic &
 Provide ICT learning materials  Competent Proprietors of 50% Basic Schools,
for self-development workforce school, NITDA, have e-Resource/
PTDF, USPF, GBB Learning Centres
2.2.2 Carry out and encourage the continuing and mandatory professional development of core ICT teachers and administrators.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSI TIMELINE KPI

STRATEGIES BILITY

1. Organize  Carry out Needs Analysis  ICT teachers FME, SMoEs, Annual  Evidence of
professional  Select teachers and administrators for and ICT FCT, LGEAs, professional
training for ICT specialized training based on needs administrators Education certification
teachers/traine analysis trained. Parastatals,
rs and  Establish linkages with ICT training  Report of Heads of  Improved
administrators. institutions locally and internationally impact Institution, learners
 Conduct professional training assessment Proprietors performance
programme of school, in internal/
 Carry out in-house training NITDA national
periodically examinations
 Evaluate and assess impact of training
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S/N SUB- DELIVERABLES RESPONSI TIMELINE KPI
ACTIVITIES
STRATEGIES B-ILITY
2. Encourage ICT  Establish a database of all ICT  Database of FME, SMoEs, Continuous Evidence of:
teachers and teachers for all levels of education ICT FCT, LGEAs,
administrators disaggregated by professional status professionals Education Professional
to register with  Sponsor ICT teachers to register with Parastatals, registration
CPN/other relevant professional bodies and  Certificate of Heads of
attendance Certificate of
relevant IT participate in training, workshops, Institution,
Attendance
professional seminars, conferences, etc. Proprietors
bodies of school

3. Encourage ICT  Organize workshops in schools in  Competent FME, SMoEs, Continuous Evidence of
teachers and collaboration with professional bodies professional FCT, LGEAs, attendance
administrators  Sponsor professional ICT teachers to ICT teachers Education of professional
to attend attend workshops, seminars and and ICT Parastatals, ICT teachers and
professional conferences administrators Heads of administrators in
conferences/se  Prescribe attendance of conferences/  Improved Institution, ICT Conferences/
minars/worksh seminars/workshops as a prerequisite performance at Proprietors seminars/
ops regularly. for career progression work of school workshops
 Prescribed annually.
Certificates of
Attendance
4. Provide  Conduct train-the-trainers’ workshop  Availability of FME, SMoEs, Continuous  Evidence of
opportunities on production of e-materials. locally sourced FCT, LGEAs, locally sourced
for ICT  Provide requisite ICT tools and ICT based Education ICT based
teachers and appropriate licensed software instructional Parastatals, instructional
administrators materials/ Heads of materials
to design, media Institution,
produce, utilize Proprietors
and of school
disseminate
ICT-based
instructional
materials

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2.2.3 Ensure appropriate continuing ICT training including content development and delivery for all staff.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI- TIMELINE KPI
STRATEGIES LITY

1. Organize  Carry out Needs Analysis  Staff trained FME, SMoEs, Continuous  Evidence of ICT
appropriate  Develop training schedules  Report on FCT, LGEAs, training for 30% of
ICT training based on the Needs Analysis Needs Education ICT staff annually
for all staff  Establish linkages with NGOs, Analysis Parastatals,
regularly Private Sector and IDPs for  Report of Heads of  Evidence of Impact
ICT training Impact Institution, Assessment
 Conduct training on identified Assessment Proprietors of
areas of need Status school, NITDA,
 Carry out in-house training NGO, OPS
periodically
 Assess impact of training

2. Organize  Constitute Planning and  Teachers FME, SMoEs, Biennially  Evidence of Impact
Teachers Technical Committees Learning FCT, UBEC, Assessment
Learning  Establish linkages with Conference SUBEBs,
Conference on relevant stakeholders for held. development  Evidence of biennial
ICT funding/sponsorship  Impact partners conference
 Organize Learning Conference Assessment organized
 Assess the impact of the Status
conference
3. Develop ICT-  Warehouse all training  Functional FME, SMoEs, 2 Years  Central repository in
based archive materials centrally repository in FCT, LGEAs, place at various
of training  Provide document place Education levels
materials at all management system for each Parastatals,
levels of strategic location and link Heads of
education them via Intranet. Institution,
 Provide high capacity storage Proprietors of
for all training centres school

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 S/N SUB- DELIVERABLES RESPONSIBI- TIMELINE KPI
ACTIVITIES
STRATEGIES LITY

4. Establish a  Select eligible science and  Availability of FME, SMoEs, Continuous Evidence of staff training
process for technology teachers to more FCT, LGEAs, in ICT programmes in
training of undergo training to qualify as professionally CPN, NMC, approved tertiary
staff to qualify ICT teachers qualified ICT NIEPA, Heads of institutions
as ICT  Support the selected staff to teachers Institution,
teachers undergo ICT programmes in Proprietors of
approved tertiary institutions school

5. Establish  Create linkages through  Peer FME, SMoEs, Continuous Evidence of linkages
linkages project based teams networking FCT, LGEAs, through project-based
through peer  Create awareness on  Social Education teams and professional
and social professional social networks networking Parastatals, social networking
networks and encourage staff to join Heads of
Institution

2.2.4 Review the curricula periodically to reflect emerging good practices in line with national goals.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI- TIMELINE KPI

STRATEGY LITY

1. Conduct  Evaluate existing curriculum  Relevant and FME, SMoEs, 3 Years Evidence of relevant and
curriculum and minimum standards. up-to-date FCT, NERDC, up-to-date curriculum in
review and  Identify emerging curriculum in NUC, NBTE, schools and minimum
resource trends/issues in ICT schools NCCE, CPN, standards in schools
inspections.  Conduct resource inspections  Relevant TRCN, LRCN,
in schools Minimum NMC,
 Review curriculum and standards in Examination
minimum standards using schools Bodies
multi sectoral approach
 Disseminate curriculum and
minimum standards to
schools

9
2.2.5 Promote ICT proficiency in mass and non-formal education with focus on children, women and people with special needs.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI TIMELINE KPI
STRATEGIES -LITY

1. Provide  Carry out needs assessment of the  Requisite ICT FME, SMoEs, Continuous Evidence of
appropriate ICT specific focus groups resources LGEAs, requisite ICT
resources and  Provide requisite ICT resources provided to Education resources for
training for those including assistive teaching focus groups Parastatals, focus group in ICT
with special  Organize ICT training programmes  ICT training Heads of training centres
needs and the programmes Institution,
under-served. organised NGOs, Evidence of
WIITSoN. learners with
special needs and
the under-served
children
undergoing
training
2. Provide ICT  Organize appropriate manpower  Training FME, SMoEs, 3 Years Evidence of
content in development on ICT content in organized LGEAs training on content
indigenous indigenous languages  ICT content in Education development
languages.  Establish linkages with relevant indigenous Parastatals,
agencies, IDPs, Private Sectors and languages Heads of Adopted ICT
NGOs for support provided Institution content in
 Develop ICT content in the  Awareness indigenous
indigenous languages created languages
 Create awareness for the adoption  ICT Content disseminated to
of the content by stakeholders disseminated stakeholders
 Disseminate ICT content in
indigenous languages to
stakeholders

10
S/N SUB- RESPONSIBI TIMELINE KPI
ACTIVITIES DELIVERABLES
STRATEGIES -LITY

3. Organize  Identify and organize relevant  Functional FME, FMC, 2 Years  Evidence of
appropriate ICT programmes on use of ICT centres FMWA, FMYS, attendance at
programmes to gesture-based computing and provided in SMoEs, LGEAs, the programme
make ICT attractive social media strategic NMEC, NCNE,
to under-served  Provide ICT centres in locations NCC, NMC,  At least one
children, women strategic locations especially NITDA, SAMEs, functional ICT
and people with in rural communities WIITSoN, centre available
special needs.  Provide ICT based NGOs, in each LGA
educational toys/tools in the Development (Ward)
centres Partners
 Provide mobile ICT centres in
rural communities
4. Attract people with  Create awareness on ICT  Sponsorships FCSC, FME, 3 Years  Evidence of
special needs and through mass and local media offered FMC, FMIC, awareness
the under-served including social media.  Increased FMWA, SCSC, through mass
into IT profession  Offer sponsorship on ICT to number of IT SMoEs, LGEAs, media
people with special needs and professionals CPN, NMEC,  At least five
the under-served among the NCNE, NCC, under-served in
 Give concessional under-served NITDA, SAMEs, each LGA receive
employment to IT  Employment CSOs, NGOs, sponsorship in IT
professionals with special of IT FBOs, CBOs, professional
needs professionals Private Sector, training annually
with special Philanthropists,  Evidence of
needs IDPs concessional
employment per
LGA for people
with special
needs

11
 S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI- TIMELINE KPI
STRATEGIES LITY
5. Establish ICT clubs  Create ICT awareness  Functional ICT FME, SMoEs, 1 Year At least 60% of
as a co-curricular  Develop the guidelines for clubs LGEAs, NMEC, NFE centres
activity in the operation of the club established in NCNE, SAMEs, with functional
Non-Formal  Establish ICT clubs NFE centres Institutions, ICT clubs
Education (NFE)  Institutionalize  Competitions, WIITSoN, NGOs
centres. competitions, workshops workshops and
and community community
development services for services
the clubs organized

2.2.6 Develop and strengthen standards and guidelines for content and instructional materials in electronic media and the use of ICT tools in formal
and non-formal education.

S/N SUB-STRATEGY ACTIVITIES DELIVERABLES RESPONSIBI- TIMELINE KPI

LITY

1. Review existing ICT  Review existing Standards  Up-to-date FME, FMC, 2 Years Minimum ICT
standards and for ICT resources Standards for SMoEs, FCT, Standards for
guidelines for  Disseminate reviewed ICT resources LGEAs, content and
content and Standards using available to all Education instructional
instructional appropriate media stakeholders Parastatals, CPN materials
materials using a available to all
multi-sectoral stakeholders
approach

12
2.2.7 Strengthen and expand Open and Distance Learning as well as blended and e-learning.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI- TIME- KPI
STRATEGIES LITY LINE

1 Liaise with relevant  Liaise with FMC to expand  National Data FME, FMC, NUC, 3 Years NgREN in place
Agencies to expand NgREN Centre in place NBTE, NCCE,
Nigeria Research  Campus TETFund, UBEC, All tertiary
and Education networks in NITDA, NCC, CPN, institutions
Network (NgREN) place NMEC, NCNE, interconnected
USPF, PTDF, Galaxy
Backbone, NgREN,
Telecom industries
2. Develop content  Engage content developers  Functional LMS FME, SMoEs, FCT, 2 Years Evidence of:
and design and instructional designers in place LGEAs, Federal and  Teachers
instructional  Train teachers on content  Centralized LMS State Education trained annually
materials/media development and Learning in place. Parastatals, Heads on content
Management System of Institution, development
(LMS) Proprietors of and LMS
 Provide and ensure the use schools, NITDA  Teachers and
of centralized Learning Learners with
Management System access to LMS.
3. Leverage on  Identify and create  Database of FME, SMoEs, FCT, 1 Year 100% of resource
existing resource database of existing resource NBS, LGEAs, centres captured.
centres to increase resource centres centres in Education
access to learning.  Provide access to the place. Parastatals
centralized LMS through
the centres
4. Expose learners to  Create awareness and  Learners able to FME, SMoEs, FCT, Continuous 50% of learners
access and use engage learners to access access OERs LGEAs, Education use OERs
open educational the resources effectively Parastatals, Heads
resources (OERs)  Train learners on the use of Institution,
online of OERs Proprietors of
school

13
 S/N SUB- DELIVERABLES RESPONSIBI- TIME- KPI
ACTIVITIES
STRATEGIES LITY LINE
5. Provide appropriate  Identify and provide  Functional FME, SMoEs, FCT, 1 Year Evidence of
Electronic Resource appropriate e-Resource ERMS in place LGEAs, Education functional ERMS
Management Management System Parastatals, Heads in schools
System (ERMS) (ERMS) of Institution,
 Build capacity of users Proprietors of
school

6. Enhance the use of  Establish linkages with  Broadcast of FME, FMC, FMIC, 6 months – MOU on
electronic media to Radio and TV stations and ICT educational SMoEs, LGEAs, 3 Years collaboration
increase access to Telecommunication programmes on Education with media and
ICT education. companies for the television, radio Parastatals, Radio telecommunicati
broadcast of ICT stations and and television on outfits in
educational programmes electronic stations, place
 Broadcast ICT educational mobile devices, telecommunication
programmes on television, professional companies, Guilds Evidence of
radio, mobile devices, social media. of Professional broadcast
Internet and professional Bloggers
social media

2.2.8 Carry out needs assessment to identify skill gaps and encourage acquisition of appropriate ICT skills to mitigate the gaps.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBILITY TIME- KPI

STRATEGIES LINE

1. Determine the  Develop and administer  Skill gaps FME, SMoEs, FCT, 3 Years Evidence of
skills gap in ICT. appropriate instruments to identified Education staff trained on
identify skill gaps  Identified Parastatals, Heads identified gaps
 Carry out analysis of the skill gaps bridged of Institution,
gaps based on data collected  Action Plan in proprietors of
 Develop an action plan to place. school
mitigate the gaps
 Implement the Action Plan

14
 S/N SUB- DELIVERABLES RESPONSIBILITY TIME- KPI
ACTIVITIES
STRATEGIES LINE
2. Engage people  Recruit staff with requisite ICT  Increase in ICT FME, SMoEs, LGEAs, Continuous Evidence of
with appropriate skills professionals Education Parastatals, increase in ICT
ICT skills  Partner with Private Sector, NGOs in the Heads of institution, professionals in
and DPs for technical support education proprietors of school. the sector
sector.

3. Encourage  Establish Computer Ownership  Computer FME, SMoEs, LGEAs, Continuous 100% of staff
acquisition of ICT scheme. Ownership Education Parastatals, own and use
skills through  Provide staff with requisite ICT Scheme in Heads of Institution, ICT tools
self-development. tools. place. proprietors of school

4. Organize ICT  Constitute Planning committees  ICT FME, SMoEs, LGEAs, Periodic/ Evidence of ICT
competitions for  Create awareness through media competitions Education Parastatals, Annual competitions for
teachers and  Link up with Private Sector and for teachers Heads of Institution, teachers and
learners at all other stakeholders for support and learners proprietors of school learners.
levels  Organize ICT competitions for organized.
teachers and learners at all levels  Annual Evidence of
and confer awards National ICT awards.
 Organize annual National ICT competitions
competitions organized

2.2.9 Encourage private sector participation in education and training in ICT.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBILITY TIMELINE KPI
STRATEGIES
1. Establish a forum  Identify areas of needs. Public and private FME, SMoEs, LGEAs, Continuous  Evidence of PPP
to coordinate  Identify partners. participation in ICT Education in ICT in
private sector  Create forum for interaction. in education Parastatals, Heads Education Forum
participation  Invite relevant corporate of Institution,  Evidence of
through corporate organizations to intervene. Proprietors of school initiatives
social responsibility through PPP.
initiatives.

15
 S/N SUB- DELIVERABLES RESPONSIBILI TIMELINE KPI
ACTIVITIES
STRATEGIES TY
2. Solicit for  Seek and promote tax  Incentives for FME, FMJ, NASS, Continuous Evidence of:
incentives from waivers/break donors in place SMoEs, FCT,  Tax waivers/
donors of ICT  Sensitize executive and States Ministry of Break
educational legislative arms of Justice, States  Letters of
resources. government House of commendation/a
 Sponsor relevant bills on Assembly wards to donor
incentives agencies and
 Identify and recognize private
deserving donors through organizations
awards, commendations,
etc.

2.2.10 Encourage ICT Education at all levels.

S/N SUB- ACTIVITIES DELIVERAB- RESPONSIBILI TIMELINE KPI
STRATEGIES LES TY

1. Ensure compliance  Create continuous awareness to ICT as an FME, SMoEs, Continuous  Up-to-date
with the policy on schools to offer ICT as an examinable LGEAs, NUC, National Policy
the implementation examinable subject. subject at NBTE, NCCE, on ICT in
of ICT education  Review National Policy on ICT in terminal levels of NERDC, CPN, Education
for all learners at all Education periodically in line with Education. Examination  Evidence of
levels national vision and emerging Bodies, Heads of ICT exams at
global trends Monitoring report. Institution, all levels
 Strengthen regulatory bodies to proprietors of  Monitoring
monitor and ensure compliance school report.
 Produce and disseminate
monitoring report.

2 Employ ICT  Liaise with FCSC/TSC for 

Teachers employment of ICT Teachers

16
2.2.11 Ensure periodic quality assurance in the development, utilization and sustenance of ICT in Education.
S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBILI TIMELINE KPI
TY

1. Conduct quality  Develop appropriate instruments  Quality FME, SMoEs, continuous Quality
assurance in the for Quality assurance. assurance FCT, LGEAs, assurance
development,  Identify and engage experts with mechanism/ NUC, NBTE, instruments.
utilization and requisite skills for assessment. processes NCCE, NERDC,
sustenance of ICT in  Partner with relevant agencies and CPN, Assessment and
Education at all level and private sector for technical instruments Examination compliance
using multi-sectoral support. in place bodies, Heads of reports.
approach  Carry-out quality assurance Institution,
periodically proprietors of
 Document, Publish and school, NGOs,
Communicate quality assurance Development
assessment reports. Partners

2.2.12 Establish a reward system for teachers, administrators and institutions that utilize ICT to improve quality of teaching and learning
SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBILI TIMELINE KPI
S/N TY

1. Provide appropriate  Institutionalize award for  Special Awards FME, SMoEs, Continuous  Evidence of Annual Merit
incentives for ICT outstanding ICT teachers, institutionalized FCT, LGEAs, awards, prizes and letters
teachers, administrators and their  ICT Education of commendation for
administrators and institutions professionals Parastatals, outstanding ICT
institutions.  Provide ICT teachers and allowance Heads of teachers, ICT
administrators allowances Institution, administrators and their
Proprietors of institutions
school, NITDA
 Payment of ICT
professionals allowance

17
2.2.13 Review constantly the specializations in the field of Computer Science/IT to reflect global trends.
SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBILI TIMELINE KPI
S/N TY

1. Conduct review of  Identify emerging specializations in  New FME, SMoEs, 3 Years Evidence of:
specializations in the field of Computer Science/IT. specialisations FCT, NERDC,  New
Computer  Evaluate existing curriculum and in the field of NUC, NBTE, specialisations
Science/IT. minimum standards. Computer NCCE, CPN, in the field of
 Develop curriculum and minimum Science/IT in TRCN, LRCN, Computer
standards using multi sectoral schools NMC, Science/IT
approach  Relevant Examination  Relevant
 Disseminate curriculum and curriculum and Bodies curriculum
minimum standards to schools minimum  Minimum
standards in standards in
schools schools

18
3.0 INFRASTRUCTURE
There is inadequate ICT infrastructure in the country in general and in the Education sector in particular. Therefore, the need to
provide the infrastructure required to attain improved ICT in Education, using innovative methods to support consistent research
and development, integration and sustenance of ICT in education, is imperative.
The emphasis therefore, is to create a common ICT platform for the sharing of resources in teaching, learning, research and
educational administration; support equitable access to ICT resources; and provide facilities for storage and management of data.
Also, it is to promote indigenous content, provide alternative power supply and develop a mechanism for disposal of unserviceable
ICT equipment as well as technical support.
3.1 Policy Statement
Government shall establish and sustain a common ICT infrastructure platform for education at all levels.

3.2 Strategies

(i) Ensure adequate supply of ICT systems for access to software applications, local and International contents and online
learning resources at all educational institutions and establishment.
(ii) Ensure that all educational institutions and establishments are interconnected to create a common platform that will
facilitate the sharing of resources and reduce duplication. The platform will provide a secure network for administrative
purposes as well as access to the Internet for instructional and professional development.
(iii) Ensure that ICT systems for education administration are in place and all necessary common infrastructure for the storage
and management of the ensuing data are provided in all educational institutions and establishments.
(iv) Promote and encourage the design, development, acquisition and hosting of indigenous content.
(v) Facilitate data and content sharing among educational institutions and establishments.
(vi) Ensure provision of cost effective and sustainable alternative power supply.
(vii) Develop a mechanism for the disposal of unserviceable ICT equipment in educational institutions and establishments.
(viii) Adopt strategies for technical support, maintenance for ICT in education and Business Continuity.

19
3.2.1 Ensure adequate supply of ICT systems for access to software applications, local and International contents and online learning
resources at all educational institutions and establishment.

S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBI- TIMELINE KPI

LITY

1. Provide requisite ICT  Carry out Needs analysis on  Requisite ICT FME, FMC, FMWA, 3 Years  Device/Teacher
Systems for access ICT resources resources MOD, Interior, ratio: 1:1.
 Acquisition of ICT equipment provided and SMoEs, FCT,
from OEMs utilized LGEAs, NCC,  Computer/Stud
 Provide resources (hardware  Report on NITDA, USPF, ent ratio 1:1 at
and software) to users needs analysis PTDF, Education Tertiary level
 Provide technical support Parastatals, Heads and 1:3 per
and maintenance of Institution, laboratory
Proprietors of attendance at
school the Basic and
Post-Basic
schools

2. Provide access for  Liaise with FMC to provide  Access to theFME, FMC, SMoEs, 3 Years Data centre in
connectivity to the access to connectivity to the National FCT, LGEAs, place
National Education National Education Education NITDA, Heads of
Evidence of
Backbone. Backbone. Backbone Institution,
connectivity to
 Establish a Data  Data Proprietors of
National Education
Centre/Server Room Centre/ServerSchool, Galaxy
Backbone
Room in placeBackbone, NgREN,
USPF, PTDF
3. Ensure that ICT  Identify existing ICT systems  ICT Systems FME, FMC, NITDA, Continuous Evidence of
systems specification in line with upgraded/upd SMoEs, FCT, compliance with
specifications current standards ated LGEAs, Education minimum
conform with global  Upgrade/update systems in Parastatals, Heads standards
standards line with the current trends of Institution,
and standards Proprietors of 100% of ICT
School, Galaxy Systems upgraded/
Backbone updated

20
3.2.2 Ensure that all educational institutions and establishments are interconnected to create a common platform that will facilitate the
sharing of resources and reduce duplication. The platform will provide a secure network for administrative purposes as well as
access to the internet for instructional and professional development.

S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIB- TIMELINE KPI

ILITY

1. Develop and  Liaise with FMC (where  Functional FME, FMC, SMoEs, 3 Years Availability of
implement functional necessary) to design and Campus FCT, LGEAs, NUC, design report.
Campus Network provide comprehensive Network and NBTE, NCCE, UBEC, Functional
campus network based on colocation/host TETFUND, SUBEB, school network
local needs ing PPP NgREN, USPF, and hosting/
 Implement the Campus PTDF, NITDA, colocation with
Network Heads of PPP
Institution,
Proprietors of
School
2. Establish Inter-  Liaise with FMC to:  Needs analysis FME, FMC, Galaxy 3 Years  Functional
connectivity for - carry out Needs analysis, report Backbone, NgREN, common ICT
Educational design and provide  Functional NCC, USPF, NITDA, Infrastructur
Institutions and comprehensive common common ICT Heads of e Platform
Establishments ICT Infrastructure Infrastructure Institution,  Hosting/colo
Platform Platform in Proprietors of cation with
- build capacity of users place School PPP
- create awareness on  Establishments  All tertiary
national inter-operability and institutions
framework Institutions interconnect
- inter-connect Educational inter- ed
Institutions and connected  Evidence of
Establishments to the improved
common ICT connectivity
Infrastructural Platform in Basic and
in accordance with the Post-Basic
national inter-operability schools.
framework

21
 S/N SUB- ACTIVITIES DELIVERABLES RESPONSIB- TIMELINE KPI
STRATEGIES ILITY
3. Adopt and  Identify existing ICT  Minimum FME, FMC, SMOEs, 1 Year  Minimum
implement infrastructure Standards for FCT, Education Standards for
Minimum  Adopt and disseminate Minimum ICT Parastatals, ICT in Education
Standards for ICT Standards for ICT infrastructure infrastructure NITDA, PTDF, in place.
infrastructure  Update/upgrade periodically adopted Galaxy Backbone,  Functional and
existing ICT infrastructure to  Existing ICT NgREN up-to-date ICT
align with set standards infrastructure infrastructure in
 Update and disseminate ICT updated and place.
standards as the need arises. upgraded  Monitoring
 Monitor compliance with  Monitoring report
minimum standards. report

4. Encourage  Identify areas of collaboration  MoU in place FME, FMC, SMoEs, 1 Year Evidence of:
collaboration among establishments and FCT, Education
among institutions on ICT resources Parastatals,  signed MoU
establishments  Establish an MoU with relevant NITDA, Galaxy
 collaboration
and institutions stakeholders Backbone, Heads
to share ICT  Commence the collaboration of Institution,
resources Proprietors of
School.
Development
Partners

3.2.3 Ensure that ICT systems for education administration are in place and all necessary common infrastructure for the storage and management of
the ensuing data are provided in all educational institutions and establishments.
S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBI- TIMELINE KPI
LITY

1. Provide functional  Provide and ensure usage of  Functional FME, SMoEs, 3 Years Evidence of:
and scalable School School Administration and School FCT, LGEAs,  Functional
Administration and Management portal Administration Education School
Management portal  Build capacity of users and Parastatals, Administration
linked to FME Data Management Heads of and Management
22
 Centre  Provide technical support portal in place Institution, portal
Proprietors of  Capacity building
School
2. Develop disaster  Identify threats to and  Disaster FME, FMC, Continuous Appropriate plans in
management and vulnerability of ICT resources management SMoEs, FCT, place.
business continuity (hardware and software) and business LGEAs, Policy in place.
Plans  Formulate disaster continuity Education
management and business plan in place Parastatals,
continuity policies  Data Galaxy
 Prepare disaster replicated in Backbone, Heads
management and business Galaxy of Institution,
continuity plans Backbone and Proprietors of
 Backup data in National Data the Cloud School
Centre and the Cloud  Policy in place

3.2.4 Promote and encourage the design, development, acquisition and hosting of indigenous content.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIB- TIMEL KPI
STRATEGIES ILITY INE

1. Promote  Identify and collaborate with  Software in FME, FMIC, Annual Evidence of:
software software developers indigenous SMoEs, FCT,  Exhibition
development  Organize software exhibition languages LGEAs, Education  Collaboration
in indigenous  Commercialize software in developed and Parastatals,  Software in
languages indigenous languages deployed NITDA, Heads of indigenous
 Establish training programmes Institution, language
for software development Proprietors of developed
School  Training
programmes in
place
2. Encourage the  Identify and collaborate with  Digitized content FME, SMoEs, FCT, Continu  Indigenous
development content developers based on approved LGEAs, NITDA, ous digitized
of indigenous  Sensitize relevant Professionals curriculum in place NUT, Education content in
content based on the need to develop content  Teachers and Parastatals, place.
on approved based on approved curriculum learners trained Heads of  Evidence of
curriculum  Commercialize indigenous  Relevant Institution, training
Proprietors of
23
 content developed professionals School  Evidence of
 Train teachers and learners on sensitized sensitization
content development

3.2.5 Facilitate data and content sharing among educational institutions and establishments.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIB- TIME- KPI
STRATEGIES ILITY LINE

1. Establish  Design and develop web portal  Web portals FME, SMoEs, FCT, 1 Year Evidence of
institutional based on the needs hosted LGEAs, Education functional web
web portal  Host the developed web portal  Links to the Parastatals, Galaxy portal with Links
linked to and provide link to the National National Backbone, Heads to the National
National Education platform Education of Institution, Education
Education platform Proprietors of platform
platform established School

2. Digitize hard  Identify educational contents  Digitized and FME, SMoEs, FCT, Continu Digitized and
copies of all  Digitize and backup content backup content LGEAs, Education ous backed up
educational using relevant technologies in place Parastatals, GBB, content
content Heads of
Institution,
Proprietors of
School

3.2.6 Ensure development and provision of cost effective and sustainable alternative power supply.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI- TIMEL KPI
STRATEGIES LITY INE

1. Develop and  Determine power requirement  Cost effective and FME, FMPW&H, 3 Years Evidence of cost
provide cost for ICT systems sustainable SMoEs, FCT, effective and
effective and  Develop alternative power alternative power LGEAs, Education sustainable
sustainable supply and backups supply deployed Parastatals, Heads alternative power
alternative  Provide and deploy cost of Institution, supply
power supply effective and sustainable Proprietors of
24
 alternative power supply and School
backups such as inverter, UPS,
Solar panel, Wind powered
energy, power generating set

3.2.7 Develop a mechanism for the disposal of unserviceable ICT equipment in educational institutions and establishments.
S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBILITY TIMELINE KPI

1. Comply with the  Create awareness on  Proper disposal of FME, FMEnv, FMC, Continuous Evidence of
National E-waste e-Waste management e-waste FMIC, SMoEs, compliance with
Management Policy,  Implement relevant LGEAs, FCT, e-Waste disposal
taking into aspects of National e- NITDA, Education policy
consideration the Waste management Parastatals,
security of the policy NESREA, Heads of
content of the Institution,
related devices Proprietors of
School

3.2.8 Adopt strategies for technical support and maintenance for ICT in education as well as Business Continuity.
S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBILITY TIMELINE KPI

1. Provide preventive  Sign support and  Maintenance FME, SMoEs, FCT, Continuous  Maintenance
and routine maintenance agreement and Support LGEAs, Education and Support
maintenance with vendors agreement Parastatals, Heads of agreement
 Regular training for  Minimal down Institution, signed
maintenance and time Proprietors of School  Record of
support staff  Maintenance maintenance
and support staff and support
trained
 Evidence of
Staff trained

25
S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBILITY TIMELINE KPI

2. Update/upgrade  Engage OEMs, NITDA or  Software/ FME, FMC, SMoEs, Continuous Updated
existing authorized dealers in hardware FCT, LGEAs, software/
software/hardware the update/upgrade updated/ Education hardware in place
as prescribed by the where necessary upgraded Parastatals, NITDA,
OEMs GBB, Heads of
Institution,
Proprietors of School

3. Ensure after-sale  Sign an after-sale  Signed after-sale FME, FMC, SMoEs, Continuous Signed after sales
support agreement maintenance and maintenance FCT, LGEAs, maintenance
support agreement with and support Education and support
OEMs/authorized agreement Parastatals, NITDA, agreement in
dealers GBB, Heads of place
Institution,
Proprietors of School

4. Establish Business  Develop and implement  Emergency FME, FMC, FMPW&H, Continuous Evidence of:
Continuity and Business Continuity and Management, SMoEs, FCT,  Business
Disaster Recovery Disaster Recovery Plan. Business Education Continuity and
System.  Create awareness on Continuity and Parastatals, Galaxy Disaster
the Plan. Data Recovery Backbone, NEMA, Recovery plan.
 Build capacity of staff Plan in place. Federal/State Fire  Functional Fire
on Emergency  Appropriate and Service, Heads of detectors and
Management including functional fire Institution, extinguishers
Fire-drills, Muster detectors and fire Proprietors of School. in strategic
points, etc. extinguishers at locations.
 Provide and maintain strategic  Mock drills or
appropriate and locations. test carried out
functional fire detectors
and extinguishers.

26
4.0 RESEARCH AND DEVELOPMENT
Research and Development (R&D) is crucial to the attainment of education that is engaging, empowering, enriching and enabling
for sustainable socio-economic development. There is therefore the need to give necessary attention to R&D in education.

In order to ensure sustained investment and commitment to R&D in ICT in education, strategies should be developed to encourage
R&D initiatives in teaching and administration, personnel motivation, adaptation of concepts, methodology and innovations.

4.1 Policy Statement

Government shall ensure and encourage Research and Development (R&D) in ICT generally and in ICT in Education in particular.

4.2 Strategies
(i) Provide legislation to ensure dedicated funding to support R&D.
(ii) Increase fund allocation to R&D initiatives to improve new pedagogies, teaching and learning, administration techniques and
tools amongst others.
(iii) Provide and encourage opportunities for R&D initiatives that are result-oriented and geared towards meeting national needs.
(iv) Encourage and motivate R&D personnel.
(v) Support R&D in the adaptation of concepts, methodologies and innovations.
(vi) Develop and promote R&D plan for ICT in Education.
(vii) Encourage the implementation of research findings in ICT in Education.

27
4.2.1 Provide legislation to ensure dedicated funding to support R&D.
S/ SUB- ACTIVITIES DELIVERABLES RESPONSIB- TIMELINE KPI
N STRATEGIES ILITY

1. Review existing  Constitute a Committee to review  Documented FME, FMC,FMJ, 1 Year Draft bill
laws related to existing laws on R&D needs SMoEs, FCT,
R&D  Carry out needs assessment on assessment. CPN, NUC, Evidence of
R&D.  Stakeholders NBTE, NCCE, needs
 Identify gaps in the existing laws awareness on UBEC, NMEC, assessment
in line with global best practices. the existing laws NCNE
 Sensitize stakeholders on the  Draft bill
need for the existing laws on
R&D.
 Collaborate with FMJ to present a
bill on the amendment of the
existing laws on R&D.

2. Enact new laws  Mobilize support for the public  Public Hearing on FME, FMC, 3 Years New R&D Act in
to strengthen hearing on the draft bill. the bills on R&D FMJ, NASS, place
R&D  Present the draft bill to the FEC. held SMoEs, FCT
 Present the draft bill to NASS.  Laws on R&D CPN, NUC, Evidence of
 Ensure the passage of the bill enacted NBTE, NCCE, public
 Documented UBEC, NMEC, sensitization on
policies and laws NCNE the new R&D
in electronic and Acts
hard copies

28
4.2.2 Increase fund allocation to R&D initiatives to improve new pedagogies, teaching and learning, administration techniques and tools amongst
others.
S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSI TIMELI KPI
BILITY NE

1. Carry out survey on  Develop instruments for  Baseline report FME, SMoEs, 1 Year Baseline report
existing use of ICT in baseline survey of existing use  Needs FCT, NUC,
teaching, learning, of ICT in teaching, learning, assessment NBTE, NCCE, Needs
research and research and administration report UBEC, Assessment
administration  Carry out baseline survey NERDC, report
 Determine needs based on NMEC, NCNE
global trends

2. Provide funds for ICT  Provision of fund in the annual  Quality Research FME, SMoEs, Annual Evidence of:
research, tools and budget by Federal and State proposals FCT,  Grant
Research Governments  Availability of Education winning
Collaboration  Build capacity on Research fund Parastatals proposals
Proposal writing MDAs, Heads  Budgetary
 Synergise with stakeholders for of Institution, provision for
provision of funds Proprietors ICT research
of School  Intervention
from
stakeholders

29
4.2.3 Provide and encourage opportunities for R&D initiatives that are result-oriented and geared towards meeting national needs.
S/N SUB- RESPONSIBI TIMELINE KPI
ACTIVITIES DELIVERABLES
STRATEGIES LITY
1. Facilitate Constitute a committee to:  List of stakeholders FME, SMoEs, 2 Years Evidence of:
access to  Identify stakeholders ready to ready to give grants FCT, Education  Template for
research give grants generated Parastatals, eligibility
grants/funds  Liaise with identified stakeholders  List of available Heads of  Disbursement
from partner for support grants/funds provided Institution, of grants/funds
institutions and  Provide a template for eligibility  Template for eligibility Proprietors of to beneficiaries
linkages to access grants/funds to access grants/fund School,
 Provide list of eligible provided Development
beneficiaries to access  List of eligible Partners
grants/funds beneficiaries
2. Create Constitute a committee to:  Availability of template FME, SMoEs, Annual Evidence of:
enabling  Provide a template on eligibility  Awards/prizes, FCT, Education
environment for awards commendations Parastatals,  Eligibility for
for research  Institutionalize awards, prizes  Networking and Heads of the award
and commendations collaboration Institution,
 Awards/Prizes
 Encourage networking and Proprietors of
collaboration School
3. Ensure  Hold meetings, workshops,  Monitoring and FME, FMF, Annual Evidence of:
judicious seminars with institutions and Evaluation report in SMoEs, FCT,  Innovative
utilization of stakeholders receiving funds place Education products &
R&D funds  Monitor and evaluate the use of  Report on innovative Parastatals services
R&D funds products and services
 Sanctions/com
 Produce reports produced
mendations as
 Sanction/commend institutions  Sanctions/
necessary
on level of compliance commendations in
place  M&E report

30
4.2.4 Encourage and motivate R&D personnel.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBILITY TIME- KPI
STRATEGIES LINE

1. Train  Identify personnel in ICT  List of personnel in FME, SMoEs Annual Evidence of:
personnel in research and development ICT R&D with Education  training plan
ICT research and their training needs training needs Parastatals, Heads
 Personnel
and  Develop a training plan  Training plan of Institution,
trained
development  Identify training partners  Training partners Proprietors of School
 Organize training  Trained personnel  Innovation
2. Provide the  Carry out inventory of  Requisite and FME, SMoEs, Annual  List of available
necessary ICT available ICT tools functional ICT tools Education ICT tools
tools  Identify the gaps in ICT tools Parastatals, Heads  List of
 Provide necessary tools of Institution, necessary tools
Proprietors of School  Requisite tools
available
3. Reward  Constitute committee to  Assessment FME, SMoEs, Annual Evidence of:
excellence in assess R&D results committee in place Education  Assessment
R&D  Award prizes for excellence  Guideline for Parastatals, Heads committee
assessment of R&D of Institution,  Guideline for
results Proprietors of School assessment
 Award forum  Award of prizes

4.2.5 Support R&D in the adaptation of concepts, methodologies and innovations.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIB- TIMELI KPI
STRATEGIES ILITY NE

1. Ensure  Collate all research results  List of R&D results FME, SMoEs, Annual Evidence of:
adaptation of  Apply to Nigerian Copyright  Protection of R&D FCT, Education  Research result
research results Commission (NCC) for results Parastatals, collated
through protection  Awareness created RMRDC,  Awareness
compliance with  Create awareness on NOTAP, Heads created
existing laws, indigenous ICT research of Institution,  Copyright
policies and results and their compliance Proprietors of Protection
ethics. with laws, policies and School, NCC  Patronage of
31
 ethics indigenous ICT
 Encourage patronage of research
indigenous ICT research products
products
2. Encourage  Sensitize private sector on  Enlightenment FME, SMoEs, Continuo Evidence of:
private sector the need to participate in programmes organized FCT, NOTAP, us  Private Sector
participation in R&D  Indigenous R&D results Education participation
R&D  Involve private sector in utilized Parastatals,  Collaboration
public lectures and fora.  Funding from private Heads of between private
 Create synergy between sector Institution, sectors and
private sector and research Proprietors of research
institutions School, Private institutions
 Utilize indigenous R&D Sector,  Funding of R&D
results Development by private sector
Partners

3. Organize  Constitute an Innovations  Committee on FME, SMoEs, Annual Evidence of:

exhibitions and Committee Innovations FCT, NOTAP,  Guidelines
competitions to  Develop guidelines to  Assessment guidelines Education  Exhibition
promote assess innovations on innovations Parastatals,  Award given
innovations  Organize exhibitions and  List of assessed Heads of  sponsorship
award ceremony innovations Institution,
 Enlist sponsorship for  List of awards Proprietors of
identified innovations.  List of sponsors School
4. Rank  Develop instruments to rank  Instruments to rank FME, SMoEs, Annual Evidence of:
educational educational institutions on educational institutions FCT, FCT,  Instruments for
institutions on ICT deployment and use on ICT NUC, NBTE, ranking
ICT deployment  Rank educational  Results of the ranking NCCE, NMC,  Result of ranking
institutions on ICT CPN, NERDC
deployment and use
 Disseminate results of the
ranking
5. Encourage  Create awareness on the  Awareness on the use FME, SMoEs, Annual Evidence of:
research on the use of open-source of open-source FCT, NUC,  Research
use of open- software software created NBTE, NCCE, proposals
 Call for research proposals  Research proposals on NMC, NITDA submitted
32
 source software on the use of open-source open-source software  Use of open-
software  Research Appraisal source software
 Constitute Research Committee Constituted  Research
Appraisal Committee Appraisal
 Fund research on the use of Committee
open-source software Constituted
 Funding

4.2.6 Develop and promote R&D plan for ICT in education

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBILITY TIME- KPI

STRATEGIES LINE

1. Develop R&D  Identify areas of national needs  R&D plans on annual FME, FMC, SMoEs, Annual R&D plans in
plans  Prepare R&D plans on annual basis FCT, Education place
basis  Disseminate R&D Parastatals, Heads
 Disseminate R&D plans plans in appropriate of Institution,
media Private Sector

2. Ensure the  Create awareness on IPR laws  Stakeholders Forum FME, FMTII, Annual Evidence of:
protection of (Copyright, Patents and  Desks on IPR created SMoEs, NUC, NBTE,  Desk on IPRs
intellectual Trademarks, etc)  Regular advocacy on NCCE, CPN, created
property rights  Create Desks to address IPR IPR NOTAP, FMJ  Regular
(IPR) and violation and payment of royalties Nigerian Copyright advocacy
royalties  Engage in constant advocacy on Commission, Heads
IPR of Institution

3. Promote the  Create awareness on the need to  Awareness on the FME, SMoEs, 3 Years  Evidence of
establishment establish R&D Centres of need for establishing TETFUND, NUC, awareness
of R&D Excellence R&D centres created NBTE, NCCE, CPN, created
Centres of  Adopt criteria for establishment  Synergy with private PTDF, USPF,  Synergy with
Excellence for of R & D Centres sector and relevant NITDA, SON, development
ICT in  Establish and fund R&D Centres stakeholders Galaxy Backbone partners
Education of Excellence in collaboration with  Centres of excellence  R&D centres
private sector, OEMs, DPs, etc. established established
33
 S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBILITY TIME- KPI
STRATEGIES LINE

4. Publish and  Establish converged database  Converged database FME, FMST, SMoEs, Annual Evidence of:
disseminate  Collate and publish the research established NUC, NBTE, NCCE,  Published
research results  Research results NERDC, CPN, results in
results  Sensitize stakeholders on disseminated in Heads of appropriate
research results approved journals Institution, COREN, media
 Create credible local journals for  Nigerian ICT Journal NMC, NIEPA, NCS,  Converged
publications of R&D findings established Academies of database
 Establish a Quality Control Unit  Quality Control Unit Science and  ICT Journals
for the assessment of local established Engineering
journals to meet globally  Peer Review
acceptable standards Committee
 Constitute a Peer Review constituted
Committee on locally sponsored  Framework for
R&D on ICT in Education funding strengthened
 Strengthen the framework for  Research results
funding targeted research and published
ensure that the research results
are published in authorized
journals
 Disseminate research results

4.2.7 Encourage the implementation of research findings in ICT in education

S/N SUB- ACTIVITIES DELIVERABLES RESPONS- TIMELINE KPI
STRATEGIES IBILITY

1. Identify  Constitute a committee to  Crucial research FME, SMoEs, 1 Year  Documented

research identify research findings that are findings identified FCT, NMC, research findings
findings crucial to ICT in education.  Prioritized NUC, NBTE, available
 Prioritization of research findings research NCCE, CPN,  Patency and
based on available resources and  Agreement of NOTAP royalty
national needs. patency and agreement
 Ensure patency and royalty to the royalty in place available
researcher(s).
34
S/N SUB- ACTIVITIES DELIVERABLES RESPONS- TIMELINE KPI
STRATEGIES IBILITY

2. Implementatio  Constitute a committee on  MoU signed with FME, SMoEs, 1 Year Evidence of:
n of research implementation of research identified CPN, NUC,  Prioritize
findings in ICT findings that are crucial to ICT in stakeholders NBTE, NCCE, Research
in education education  Timelines for UBEC findings
 Identify relevant stakeholders for implementation  Executed MoU
implementation of research  Commercialization  Feedback
findings and utilization of
 Disseminate research findings end products
with timelines for feedback
 Enter into MoU with the
stakeholders/researchers for
support

35
5.0 AWARENESS AND COMMUNICATION

Public awareness on ICT in education is necessary to achieve a broad-based consensus and effective participation in its implementation. The
emphasis should be on periodic public awareness using appropriate media and national fora to promote interest in ICT security and ethical
practices.

5.1 Policy Statement

Government shall engage in and encourage regular stakeholder consultations (including the Private sector), sensitization of the learning
community, public awareness and inter-governmental relations to achieve a broad-based consensus on ICT in education.

5.2 Strategies
(i) Ensure and promote periodic public awareness campaigns on ICT in education using appropriate media with due consideration for
children, women and people with special needs.
(ii) Establish national fora to generate and promote interest for ICT in the learning community.
(iii) Sensitize the citizenry on their responsibilities to adhere to good ICT security practices.
(iv) Sensitize the Private sector on the opportunities for investment and returns in ICT in Education.

5.2.1 Ensure and promote periodic public awareness campaigns on ICT in education using appropriate media with due consideration for children,
women and people with special needs.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSI- TIMELINE KPI

STRATEGIES BILITY

1. Use print,  Design and develop IEC  Features designed and FME, FMIC, Continuous IEC materials in
electronic and materials, jingles and developed of IEC FMWA, FMYD, place;
social media documentaries taking into materials SMoEs, FCT, Evidence of
for public account children, women  Print, electronic and social Education engagement of
awareness and those with special media engaged Parastatals, print, electronic
needs  Sponsored features in the Heads of and social
 Engage selected print, media, posters and Institution, media
electronic and social media pamphlets included Proprietors of
School, NGOs
36
S/N SUB- DELIVERABLES RESPONSI- TIMELINE KPI
ACTIVITIES
STRATEGIES BILITY

2. Carry out  Advocacy through  Advocacy visits, FME, FMIC, SMoEs, Continuous Evidence of:
advocacy and visits, memoranda, memoranda, bills etc FCT, LGEAs,  advocacy visits
sensitization bills, etc.  Stakeholders fora Education  Stakeholders
programmes  Organise Stakeholders organized Parastatals, Heads Fora
on ICT in fora at National, State  ICT in Education Rallies of Institution,  ICT in Education
education and Zonal levels in rural communities Proprietors of Rallies/town hall
 Organise ICT in held School, NGOs, meetings
Education Rallies/town  Print and Electronic WIITSoN, NCS,  Awareness on
hall meetings, etc at Media engaged NITRA print and
grassroots level. electronic media
 Create awareness on
ICT in Education in
print and electronic
media including
websites and social
media platforms

3. Partner with  Collaborate with Print,  Collaboration with Print, FME, SMoEs, FCT, Continuous Evidence of:
media electronic Media and electronic Media and FMIC, FMC,  Collaboration
organizations Telecommunication Telecommunication Education with print and
to create Organisations Organizations Parastatals, NCC, electronic Media
public  Solicit and obtain established Heads of and
awareness on donations/discounts on  Reduced cost of adverts Institution, Telecommunicati
ICT in Airtime, Print, on ICT in Education Proprietors of on Organizations
education electronic media and  Informed citizenry. School, NGOs,  Free or
Telecommunication  Sensitization of Private Media Houses, discounted
organisations as part of Sector NBC, NAN, Airtime, Print
their corporate social WIITSoN, NITRA, space, etc. from
responsibility. Telecommunication Media
Organization Organizations
 Private Sector
sensitization
37
5.2.2 Establish national fora to generate and promote interest for ICT in the learning community.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSI- TIMELINE KPI

STRATEGIES BILITY
1 Organize a  Constitute National National ICT Week organized FME in Annual  Standing
National ICT Standing Committee collaboration with Committee
week  Organize the National SMoEs, FCT, on National
ICT Week comprising Education ICT Week in
ICT competitions, Parastatals, place
exhibitions, fair, NITDA, WIITSoN,  Evidence of
symposia, career talks, Private Sector, competitions
press conferences, etc. NGOs, NCS,  Evidence of
 Reward excellence Development awards.
Partners.
2. Use branded  Produce ICT in  ICT in education branded FME, SMoEs, FCT, Continuous Evidence of:
items for ICT in education branded items items designed and LGEAs, Education  ICT in
education fora such as T-shirts, Face- produced Parastatals, Heads education
caps, Stationeries, flash  ICT in education branded of Institution, branded items.
drives, CDs, etc items distributed at all ICT Proprietors of  Distribution of
 Distribute ICT in in Education fora School, NGOs, branded items.
education branded items Private Sectors
in all ICT in Education
fora
3. Organize  Constitute Committee to  Committee in place FME, SMoEs, FCT, Annual  Committee in
national convene Stakeholders’  National Conference on ICT Education place
stakeholders fora on ICT in Education in Education organized Parastatals, Heads  Report on
fora periodically  Stakeholders’ fora in ICT in of Institution, National
 Organise National ICT in Education organized Private Sector, Conference
Education Conference  Communiqué produced NGOs,  Report on
 Produce Communiqué  Report produced Development stakeholders’
for stakeholders Partners fora
 Produce report for policy  Communique
makers produced

38
5.2.3 Sensitize the citizenry on their responsibilities to adhere to good ICT security practices.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIB- TIMELINE KPI

STRATEGIES ILITY

1. Create  Develop and disseminate  IEC materials on FME, SMoEs, FCT, Continuous Evidence of
awareness on IEC materials on good ICT ICT security LGEAs, FMIC,  IEC materials on
threats, practices practices Education good ICT
preventive and  Collaborate with telecom measures Parastatals, security
remedial companies to send bulk e- produced and Heads of practices
measures on ICT mails and SMS to the target distributed. Institution, disseminated
security practices groups.  Bulk e-mails and Proprietors of  Distribution list
 Engage print and electronic SMS sent to the School, NGOs,  Bulk e-mails and
media target groups. Media House, SMS sent to the
 Use social media platforms  Print and Telecom target groups.
to create awareness electronic media Companies,  Adverts
engaged Security agencies

2. Disseminate  Develop, produce and  Ethical ICT FME, FMC, FMIC, Continuous Evidence of:
ethical ICT disseminate IEC materials Security SMoEs, LGA,  IEC Materials on
Security practices on ethical ICT Security practices NITDA, NCC, Ethical ICT
practices. established Education Security
 Carry out sensitization  Awareness Parastatals, practices
meetings on ethical ICT created on Heads of  Dissemination
Security practices ethical ICT Institution,
 Collaborate with telecom Security Proprietors of
companies to send bulk e- practices School, NGOs,
mails and SMS to the target Media House,
groups. NITRA.
 Engage print and electronic
media for dissemination.

39
5.2.4 Sensitize the Private sector on the opportunities for investment and returns in ICT in Education.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSI- TIMELINE KPI

STRATEGIES BILITY
3. Organize fora  Constitute Committee to  Committee in place FME, SMoEs, FCT, Annual  Committee in
with the private convene fora on ICT in  National Conference on ICT Education place
sector Education with the in Education organized Parastatals, Heads  Report on
private sector  Stakeholders’ fora in ICT in of Institution, National
periodically Education organized Private Sector, Conference
 Organise the fora  Communiqué produced NGOs,  Report on
 Produce Communiqué  Report produced Development stakeholders’
for stakeholders Partners fora
 Produce report for policy  Communiqué
makers produced

40
6.0 GOVERNANCE
Governance of ICT in Education requires the formulation of plans, efficient management framework, harmonization of institutional strategy for
directing and controlling the use of ICT in the sector. The strategies involve the review of the existing laws, standards and guidelines,
enactment of new laws and practices, review of standards and guidelines, development of counter measure to security threats, monitoring and
accreditation of ICT programmes and institutions, development of strategies to deal with licensing, intellectual property rights, use of software,
security and information dissemination.
6.1 Policy Statement
Government shall provide appropriate legal, regulatory, administrative and security framework to ensure that ICT in education and the conduct
of related activities are focused on achieving ICT-enhanced education.
6.2 Strategies
(i) Review existing laws and enact new ones to strengthen governance of ICT in Education.
(ii) Provide and continually review standards and guidelines for ICT in Education in line with national goals and global trends.
(iii) Review and implement ICT in Education policies in line with national goals and global trends.
(iv) Accredit and monitor ICT programmes in institutions.
(v) Develop strategies to deal with licensing, intellectual property rights, use of software, security and information dissemination issues
associated with ICT in the Education System.
6.2.1 Review existing laws and enact new ones to strengthen governance of ICT in Education.
S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIB TIMEL KPI
ILITY INE

1. Review existing laws  Carry out a Needs Assessment on ICT  Documented FME, 2 Year Evidence of:
related to ICT in in Education. Needs FMC,FMJ,  Needs
Education  Constitute a Committee to review Assessment. SMoEs, FCT, Assessment
existing laws on ICT in Education  Draft bill CPN, NUC, report
 Identify gaps in the existing laws in line  All Education NBTE, NCCE,  Digitized
with global good practices. related laws UBEC, NMEC, related
 Review existing law to guide access digitized NCNE, ONSA, laws
and control of security threats NASS
 Technical
 Collaborate with FMJ to present a draft
Committee
bill on the reviews of the existing laws
on ICT in education.  Draft bill
 Identify and digitize all ICT in
Education-related laws.
41
 S/N RESPONSIB TIMEL KPI
SUB- ACTIVITIES DELIVERABLES
ILITY INE
STRATEGIES
2. Enact new  Sensitize stakeholders on  Stakeholders sensitized on FME, FMC, 3 Years New ICT in Education
laws to the need for the new laws the need for new laws FMJ, NASS, Act in place
strengthen  Present the draft bills to  Participation in the Public SMoEs, FCT,
Evidence of public
governance of FMJ Hearing on the bills on CPN, NUC,
sensitization on the
ICT in  Mobilize support for the ICT in Education NBTE, NCCE,
new ICT in Education
Education. public hearing of the new  Laws on ICT in Education UBEC, NMEC,
Act
draft bills. enacted NCNE
 Disseminate new laws  Enacted laws in electronic Enacted laws in
and hard copies electronic and hard
copies

6.2.2 Provide and continually review standards and guidelines for ICT in Education in line with national goals and global trends.
S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBILITY TIMELI KPI
STRATEGIES NE

1. Ensure the  Constitute review Committee on  National goals and FME, FMC, SMoEs, 2 Years  Standards
review of Standards and Guidelines global trends in ICT FCT, CPN, NITDA, and
Standards and  Identify national goals and global in Education NUC, NBTE, NCCE, Guidelines
Guidelines for trends in ICT in Education identified NERDC, NECO, for ICT in
ICT in  Review National Standards for IT  National Standards WAEC,JAMB, Education
education Education periodically for IT Education NABTEB, UBEC, in place
 Review Standards for ICT reviewed NMEC, NCNE,  Evidence of
resources periodically  Document on ICT NITDA, Heads of disseminati
 Review existing practices on ICT in Education Tertiary Institutions, on
in education in line with national Standards Organized IT private
goals developed and sector
 Present the draft document at adopted
stakeholders’ fora  Standards and
 Publish and disseminate Guidelines
Standards and Guidelines published and
disseminated
42
6.2.3 Review and implement ICT in Education Policies in line with national goals and global trends
S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONS- TIMELINE KPI
IBILITY

1. Review National Policy  Constitute a multi-sectoral  Multi-sectoral FME, FMC, 3 years Evidence of
on ICT in Education committee to review existing committee FMIC, NITDA Needs
periodically policy constituted SMoEs, FCT, Assessment
 Carry out a Needs Assessment  Gaps in existing Education report
to identify gaps in the existing policy identified Parastatals,
policy  Draft policy and relevant Policy in place
 Develop a draft policy implementation NDAs,
document and implementation strategy Private Evidence of
strategy for adoption by developed and Sector, dissemination
stakeholders approved NGOs,
 Present draft policy to NCE and  Policy document Development
FEC for approval published and Partners
 Sensitize and disseminate disseminated
approved policy for  Sensitization
implementation meetings held
2 Coordinate  Organize bi-annual coordination  Bi-annual FME, SMoEs, Annual Evidence of:
implementation of ICT in meetings within each tier of coordination FCT, NUC,
 Coordinatio
Education policy government and within each meetings held NBTE, NCCE,
n meetings
sub-sector  Implementation UBEC,
 Produce and disseminate status reports NERDC, CPN,  Implement
implementation status report to received NMEC, NCNE ation status
FME  Annual reports
 Organize annual coordination coordination  Monitoring
meeting with States meeting with reports
 Produce and disseminate states held
implementation status report to  Implementation
States status reports
 Conduct nationwide monitoring produced and
exercise on compliance with disseminated
policy implementation  Monitoring
exercise held

43
6.2.4 Accredit and monitor ICT programmes and institutions.
S/ SUB- ACTIVITIES DELIVERABLES RESPONSIBI TIMELINE KPI
N STRATEGIES LITY

1. Accredit ICT  Review guidelines for  Guidelines for FME, SMoEs, Annual  Guidelines for
programmes accreditation periodically accreditation FCT, NUC, accreditation in place
and  Produce templates for reviewed NBTE, NCCE,  Templates for
Institutions accreditation in line with  Templates for CPN, accreditation in place
guidelines accreditation Examination  Accreditation reports
 Carry out accreditation produced Bodies in place
exercise periodically  Accreditation
 Publish accreditation reports report produced

2. Monitor and  Develop instruments for  Instrument for FME, SMoEs, Annual  Instruments for
evaluate ICT monitoring and evaluation monitoring and FCT, CPN, monitoring and
programmes  Disseminate monitoring and evaluation NUC, NBTE, evaluation in place
and evaluation instruments to developed NCCE, UBEC,  Monitoring and
Institutions institutions  Report of NMEC, NCNE, evaluation report on
 Conduct monitoring and monitoring and NERDC, Heads ICT programmes and
evaluation exercises evaluation of Institution institutions produced
 Analyze data produced and  Evidence of
 Produce and disseminate disseminated dissemination
report

6.2.5 Develop strategies to deal with licensing, intellectual property rights, use of software, security and information dissemination issues associated
with ICT in the Education System.

S/ SUB- ACTIVITIES DELIVERABLES RESPONS- TIMELINE KPI

N STRATEGIES IBILITY

1. Ensure the  Identify the existing laws and  Improved FME, FMC, FMITI, 2 Years Evidence of:
implementation policies awareness of SMoEs, FCT, FMC,  Public awareness
of existing laws  Carry out advocacy, sensitization IPR and other FMJ, CPN, NCC, of existing laws
and policies that and mobilization on legal and existing laws NUC, NBTE, NCCE,  Capacity building
address issues in enforcement issues  Sensitization UBEC, NERDC, NP, of legal and
44
ICT in education  Build capacity of legal and EFCC, NITDA, enforcement
practitioners, FME/SMoEs ICT mobilization NOTAP officers.
Desk officers, Enforcement and carried out  Sanctions and
Regulatory Officers, and Trade  Compliance commendations
Registrars report for compliance.
 Collaborate with law
enforcement agencies and other
relevant professionals to enforce
compliance

45
7.0 FINANCING
ICT in Education is capital intensive. The traditional budgetary by Government should therefore be improved upon and other relevant
stakeholders encouraged to finance ICT in education. The focus is to ensure increase funding for ICT in education, exploit existing funding
channels, intensify use of creative financing models and harness partnerships with development partners.

7.1 Policy Statement

Government shall adopt innovative and creative financing models for ICT in Education.
7.2 Strategies
(i) Allocate at least 5% of Education annual capital budget to ICT in Education.
(ii) Exploit existing funding channels/schemes such as TETFund, UBEC, PTDF, USPF, NITDEF for ICT in Education.
(iii) Intensify the use of innovative and creative financing models such as Public Private Partnership (PPP)
(iv) Harness partnerships with development partners for funding ICT in Education.
7.2.1 Allocate at least 5% of Education annual capital budget to ICT in Education.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBILITY TIMELINE KPI

STRATEGIES

1. Increase  Carry out advocacy to  Advocacy to Political FME, FMC, FCT, FMF, Continuous Evidence of:
budgetary strengthen political will for Office holders NASS, SHAs, SMoEs,  Sensitization
allocation for improved budgetary allocations (Executive and LGEAs, Education on mass
ICT in and release for ICT in Legislative arms) Parastatals, NITDA, media
education Education Heads of Institution,  Increased
programmes/  Carry out sensitization on the  Mass media Proprietors of School, budgetary
projects importance of ICT in education sensitization NGOs, USPF, PTDF, provision
at all levels of education WIITSoN  Advocacy

2. Provide grants  Constitute an Assessment  Standard template FME, FMC, FCT, Annual Evidence of:
to schools at Committee for assessment at all SMoEs, LGEAs, UBEC,  Assessment
all levels that  Develop template for levels developed SUBEBs, NITDA, CPN, Committee
meet ICT in assessment of ICT in Education  Staff trained to TETFund, USPF, established
education  Train staff to analyze template analyze template Development  Standard
standards  Administer template to schools  schools ranked based Partners template in
 Rank schools based on the set on set standards place
standards  Grants given to  Grants
 Award grants deserving schools

46
7.2.2 Exploit existing funding channels/schemes such as TETFUND, UBEC, PTDF, USPF, NITDEF, CBN for ICT in Education.

S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBILITY TIMELINE KPI

1. Ensure the use of  Identify areas for  Areas of need Annual  Evidence of
FME, FMC, FCT
existing funding intervention for intervention proposals
SMoEs, LGEAs,
channels  Hold fora on needs with identified submitted
CBN, NITDA,
existing funding channels  Proposals for
Education  Evidence of
 Write proposals to seek interventions
Parastatals, USPF, intervention
intervention for the submitted
PTDF, Heads of from funding
funding of ICT in education  Institutional
institution, channels
from TETFund, USPF, capacity to
Proprietors of
PTDF, NITDA etc manage and
School, WIITSoN  Fora
 Build institutional capacity monitor funds
organized
to manage funds developed
 Fora organized  Capacity
building
developed

2. Collaborate with  Identify existing guidelines  Proposals from Continuous Evidence of:
FME, SMoEs,
CBN on a loan for loan related to schools
LGEAs, FMF, CBN,  collaboration
scheme in support technology development submitted
Financial with CBN
of education with by CBN and other financial  Committee
Institutions,
emphasis on ICT institutions constituted
Proprietors of  Proposals
infrastructure  Submit proposals to the  Proposals
School, Heads of submitted
development ministry in line with submitted to
Institution, NGOs
guidelines CBN  Loans and
 Constitute a Committee to grants
review proposals
 Submit proposals to CBN  Monitoring
 Joint monitoring with CBN report

47
7.2.3 Intensify the use of innovative and creative financing models such as Public Private Partnership (PPP).

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIB TIMELINE KPI

STRATEGIES ILITY

1. Source for funds  Identify and establish  Capacity of staff FME, MB&NP, Annual Evidence of:
from collaboration with built FCT, SMoEs,
development Development Partners  Collaboration with LGEAs,  Capacity
partners  Develop capacity of staff on Development Education building
proposal writing Partners Parastatals,
 Collaboration
 Submit proposals for established Heads of
with
donations, contributions and  Proposals for Institution,
Development
grants support submitted Proprietors of
Partners
 Comply with guidelines for to Development School,
Utilizing the funds Partners Development  Proposals
 Interventions Partners submitted
obtained
 Compliance with  Interventions
guidelines ensued
2. Employ  Identify appropriate PPP  Appropriate PPP FME, FMST, Continuous Evidence of:
appropriate PPP model Model identified FCT, FMC,
models such as  Organize partnership  Partnership FMJ, SMoEs,  Partnership
Build, Operate meetings to create meetings organized LGEAs, meetings
and Transfer awareness on ICT in  Collaboration with Education  Collaboration
(BOT), Design, Education framework interested partners Parastatals, with interested
Build and  Engage ICRC where established NOTAP, partners
Maintain (DBM) necessary  Agreement signed NITDA, NCC,  Signed
and Design,  Collaborate with interested Heads of agreement
Build and partners institution,
Operate (DBO),  Enter into Agreement with Proprietors of
etc for ICT in partners School
education

48
7.2.4 Harness partnerships with development partners for funding ICT in Education.

S/N SUB-STRATEGIES ACTIVITIES DELIVERABLES RESPONSIBI- TIMELINE KPI

LITY

1. Seek intervention  Identify areas for  Baseline study FME, FCT, FMC, Continuous Evidence of:
for the funding of intervention through Needs conducted MB&NP, SMoEs,  Proposals
ICT in education Analysis  Capacity built LGEAs, submitted
 Develop capacity for  Proposal forEducation  Capacity-building
proposal writing interventions Parastatals,  Intervention from
 Present proposals to presented Heads of Development
Development Partners institution, partners
Proprietors of
School
2. Establish and  Identify Development  Partners FME, FCT, Continuous Evidence of exchange
sustain collaboration Partners that will identified MB&NP, SMoEs, and linkages
for exchange and collaborate on exchange  Partnership Education programmes
linkages and linkages programmes forum Parastatals,
programmes with  Establish a partnership established NPC, Heads of
Development forum on ICT in Education  Collaboration institution,
Partners for exchange Proprietors of
and linkages School,
programmes Development
established Partners

49
8.0 MONITORING AND EVALUATION

It is necessary that Monitoring & Evaluation (M&E) of programmes and projects of ICT in Education be carried out periodically to assess the
impact and extent to which the objectives of the policy have been achieved. It is the process of determining the efficiency and the
effectiveness of policy implementation effort as it relates to the key outcomes.

8.1 Policy Statement

Government shall use M&E as a veritable tool in ICT in Education for tracking policy implementation, efficient service delivery and compliance.
8.2 Strategy
(i) Monitor and evaluate the implementation of the National Policy on ICT in Education.
(ii) Carry out impact assessment of the National Policy on ICT in Education.
8.2.1 Monitor and evaluate the implementation of the National Policy on ICT in Education

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI TIMELINE KPI

STRATEGIES LITY
1.  Constitute M&E Committee which  M&E Committee and FME, SMoEs, Within 3-6 Evidence of:
Develop
shall work hand-in-hand with the TOR in place LGEA, months of  M&E
monitoring and relevant stakeholders (including  M&E Framework, Education implement Committee
evaluation the Private Sector). designed, produced Parastatals, ation and TOR
framework  Design the M&E Framework. and disseminated Heads of  Framework
 Produce and disseminate M&E Institution,  Disseminati
framework. Proprietors of on
School
2.  Constitute technical committee.  Committee constituted FME, SMoEs, Within 2-4 Evidence of:
Conduct baseline
 Develop study instruments.  Instruments LGEA, months of  Analysed
study  Develop capacity of the monitors developed Education policy Result
and evaluators  Monitors and Parastatals, production  Study
 Determine scope of the study. evaluators trained NGOs, Reports
 Conduct the survey.  Survey conducted. Development  Stakeholder
 Analyse the result.  Results analysed Partners s’ feedbacks
 Produce Reports  Reports produced
 Organise Stakeholders meeting to  Stakeholders’ Meeting
disseminate reports. held and feedbacks
obtained
50
 S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI TIMELINE KPI
STRATEGIES LITY
3.  Develop monitoring instruments.  Monitoring FME, SMoEs, Biannual Evidence of:
Monitor policy
 Build capacity of M&E officers. instruments developed LGEA,  Monitoring
implementation  Monitor policy implementation.  M&E officers trained Education Instrument
 Produce reports.  Monitoring exercises Parastatals,  Officers
carried out CSOs, trained
 Reports produced Development  Monitoring
Partners report

8.2.2 Carry out impact assessment of the National Policy on ICT in Education.

S/N SUB- ACTIVITIES DELIVERABLES RESPONSIBI TIMELINE KPI

STRATEGIES LITY
1.  Constitute Technical Committee.  Technical FME, SMoEs, Continuous  Technical
Carry out impact
 Carry out impact analysis. Committee LGEA, Committee in
assessment of the  Consult with relevant constituted Education place
policy. stakeholders and the general  Impact analysis Parastatals,  Impact
public. conducted Heads of assessment
 Produce and disseminate reports.  Stakeholders Institution, report in place
consulted NGOs  Evidence of
 Results produced dissemination
and disseminated. of report
2.  Choose relevant Resource Person  Evaluation FME, SMoEs, After 3  Evaluation
Carry out post-
as Lead and constitute Evaluation Committee LGEA, years of Committee in
implementation Committee. constituted Education Implement place
review impact  Assess the impact of the policy.  Impact assessment Parastatals, ation  Impact
assessment  Evaluate the results of conducted Heads of assessment
assessment.  Results evaluated Institution, report in place
 Produce and disseminate reports.  Reports produced NGOs  Evidence of
and disseminated. dissemination
of report

51