Online Reporter
Jacqueline Ntaka, Opinion
IN today’s fast-paced world, Information and Communication Technology (ICT) has become more than just a tool — it is a vital component of modern education.
Technology has the power to transform learning by making it more interactive, personalised, and accessible.
In countries like Zimbabwe, the integration of ICT into the education system presents both exciting opportunities and significant challenges.
ICT helps close educational gaps by expanding access to digital resources, online libraries, and educational websites — especially vital for remote schools.
It supports student-centred learning through interactive tools like apps, simulations, and virtual reality, allowing learners to explore topics at their own pace.
ICT also improves communication and collaboration via forums and video conferencing, enabling remote learning and building community.
Crucially, it equips students with essential 21st-century skills such as digital literacy, critical thinking, and problem-solving, preparing them for the modern workforce.
Despite its benefits, Zimbabwe faces major hurdles in integrating ICT into education.
Many rural schools lack electricity and internet, creating a digital divide with urban areas. High costs of devices, software, and data limit access for schools and families.
Even where equipment exists, many teachers lack the training to use it effectively, with limited professional development available.
Socio-economic challenges, including poverty and low literacy, further hinder students from benefiting fully, turning technology into a barrier rather than a bridge.
To address Zimbabwe’s ICT challenges in education, a co-ordinated long-term strategy involving all stakeholders is essential. This begins with leveraging national frameworks like the National ICT Policy 2022–2027 and the Smart Zimbabwe 2030 Master Plan to prioritise digital access in schools.
Public-private partnerships should help expand mobile network coverage and introduce solar power in rural areas.
Establishing district-level tech hubs within schools or libraries would offer free or subsidised access to computers and internet.
Equally vital is teacher empowerment through a national training programme, delivered with universities and NGOs, focusing on both digital literacy and subject-specific ICT integration.
The curriculum must also be updated to embed digital skills from an early age, ensuring students build competence progressively.
For ICT integration to be sustainable, it must be embraced by the communities it serves.
Local developers should be encouraged to create educational content and applications that are affordable, user-friendly, and culturally relevant, including in local languages.
Public awareness campaigns using radio, television, and social media can help inform parents and students about the benefits of digital learning while addressing concerns about online safety.
Finally, sustainable funding and ongoing monitoring are essential. A dedicated ICT fund — potentially supported by a small levy on mobile services — could provide consistent financial support for schools to acquire and maintain technology.
Regular assessments should be conducted to track progress, identify challenges, and make timely adjustments.
By adopting such a comprehensive and inclusive approach, Zimbabwe can unlock the full potential of ICT in education.
With the right infrastructure, training, community support, and funding, technology can become a powerful equaliser — ensuring that every student, regardless of background or location, has the opportunity to thrive in the digital age.
l Jacqueline Ntaka is the CEO of Mviyo Technologies, a local tech company that provides custom software development, mobile applications and data analytics solutions. She can be contacted on [email protected]
