Optimizing the Use of Information Systems in Non-Tertiary Institutions in Kenya:
Kisaka, Michael S.
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In the 21st Century, it is understood that ICT makes it possible for businesses and organizations to reduce their running costs, increase their capabilities and thus enables them to shape inter-organizational coordination. This is no exception to schools. This research sought to establish the degree to which IS have been utilized in Kenyan high schools as they are a breeding ground for the next generation of decision makers and leaders of a growing economy who ought to be fully equipped to seize the opportunities and the benefits to be realized from the adoption of ICT. The objectives of the study were to: (a) Establish the degree used in high schools within Kenya; (b) Determine what the advantages of IS are in Kenyan High Schools; (c) Determine the challenges faced by Kenyan High Schools that do not have IS in place; (d) Determine what the main challenges of adoption of IS in Kenyan High Schools; (e) Develop a model that can be used in enhancing the adoption and use of IS in Kenyan High Schools. Employing a descriptive survey research, a sample of 20 private and public high schools was drawn from the target population of 195 high schools based in Nairobi and a questionnaire was administered to principals, teachers and computer technicians in the schools. The study found out that adoption and use of IS in high schools in Kenya is yet to be fully realized. A series of hindrances to this adoption include such factors as lack of support from the School Board and other stakeholders; limited funds and untrained teachers. From the findings the study proposes the adoption of a School ICT Board as the critical component tasked to execute the successful implementation of adoption of IS in high schools. Such an undertaking would require concentrated and collaborative efforts from all the relevant stakeholders including the broader school administration, government, donors, Parent-Teacher Associations, teaching staff and non teaching staff. The School ICT Board structure allows for adoption of ICT in school administration and consequently adoption of ICT use in the classroom. This model responds to the myriad of challenges that have been detrimental in the adoption of IS in schools.