The purpose of this research is to investigate the performance of the Government Information Technology Officers (GITOs) in the implementation of e-government policy during the last decade. The CIOs in the South African public sector are referred to as GITOs, the position in government departments that was established by a Cabinet memorandum in the year 2000. By 2001, the South African government developed an e-government policy framework which presents the basis for implementation of e-government initiatives by several stakeholders including the GITOs. A qualitative study was undertaken based on the case study of four national departments to determine the performance of the GITOs in the implementation of this policy. The literature review has pointed out several hindrances to the implementation of e-government initiatives and critical success factors that are to be in place to ensure successful implementation. The findings identifies the barriers for the GITOs to implement the e-government policy to include, weak policy, lack of strategic leadership, critical ICT skills, infrastructure, uncoordinated funding and low levels of e-readiness by departments. The analysis categorised the factors into six themes, i.e. ICT governance framework, leadership, organisational structural arrangement, digital divide (infrastructure and access) and integration of services and systems. The analysis of the findings and lessons from the literature review constituted the basis for policy recommendations in the last chapter.

Public Administration & Management / D.P.A.

Public Administration and Management / D.P.A.

The purpose of this study is to investigate the status quo of the integration of Information and Communication Technology (ICT) in Swaziland Mathematics and Science form four classrooms. The rationale is to understand the status in order to propose an appropriate strategy for policy and practice in education. The research design is a survey conducted in the Manzini region, the most central, largest region with the largest number of schools. The study focused on all schools that had computers for the purpose of education. There were 149 participants from 43 schools. All Mathematics, Science, and ICT teachers were included in the study, including head teachers. The study instruments were adapted from the Second Information Technology in Education Study (SITES) undertaken under the auspices of the International Association for the Evaluation of Educational Achievement. Permission to adapt South African instruments was granted through the Centre for Evaluation and Assessment at the University of Pretoria. Four types of questionnaires were adapted and used. The data was analysed using descriptive statistics. The study revealed that very little had been done by Swaziland to integrate ICT in Mathematics and Science classrooms. The status quo indicated that the Student Computer Ratio was very high (14:1). In terms of ICT literacy 67% of the ICT teachers were diploma holders, 72% of the Mathematics, 78% of the Science teachers had no ICT qualification and most of vi the learners were not competent. The computers were found old and out of date and lacking maintenance. The lack of School ICT policy as a possible factor that could explain the pedagogical use of ICT was found to be a major obstacle in the integration of ICT in the classrooms, and this was a major thematic area that has to be addressed. This is viewed as an obstacle by Mathematics, Science and ICT teachers together with their principals. The elimination of this obstacle could possibly ensure sufficient funding, appropriate knowledge and skills, efficient leadership, proficient teachers and competent students, and thereby give impetus to ICT integration in Mathematics and Science classrooms. It was then concluded that Mathematics and Science teachers do not integrate ICT in their practice, despite being core subjects. The channelling of more resources by government to ICT education was strongly recommended. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

創新帶來的影響，隨著二十一世紀的全球化潮流，開始衝擊世界各地，各國政府因應各式各樣的創新競爭、民主選舉與全球化潮流，為了政府績效與成果，我國在資通訊政策的發展，更注入諸多資源建置新計畫、新科技與新政策，藉以達成政府的設定願景目標。本研究透過政策創新過程來分析資通訊政策創新在行政體系內部的形成因素，探究我國E台灣到U台灣的資通訊發展之創新過程，透過次級資料分析與深度訪談的方式，從政策創新過程的三個階段：議程設定階段、採納說服階段與採納決策階段，分析各階段的影響因素，藉以探討資通訊政策創新過程，及此過程裡阻礙創新之問題。研究結果顯示我國資通訊政策創新乃透過多種管道得到創新資訊來源，諸如內部智庫幕僚、支援部會與外部專家學者、資通訊龍頭產業與國外顧問公司。議程設定主要來自於相關專業社群，諸如行政院科技顧問組與SRB會議的共識，以及科技政務委員的政治理念，並根據國內產業發展問題而觸發的政策創新議程。在說服階段，體系內部創新倡議者與外部支援管道彼此針對資通訊創新的理念與預算競和，篩選出可行的政策創新方案，決策階段則因資通訊政策的集權化現象，因此決策者本身的領導特質與對創新的支持、風險承擔，會對資通訊政策創新的產生影響。然而此創新過程裡，資通訊官僚組織的運作問題會發生官僚組織文化、創新疊床架屋、溝通協商費時、創新的民意基礎與管道薄弱以及之智庫團隊獨佔性等阻礙問題，甚至外部關鍵人士專業獨大、執政輪替與預算問題都會阻礙政策創新。蓋因創新過程之制度與專家社群對於創新形成的限制，建議政府在政策創新過程上，需有制度化的培育人才與建立創新倡議管道，且決策者需具備支持創新提案的心態。由於本研究屬於初探性研究，未來建議針對外部政策企業家、不同創新類型與各國資通訊創新過程等議題分析比較，加強我國政策創新過程的研究發現與經驗累積。

Information Communication Technology (ICT) is in the discourse of international development,which is often considered as the key to socio- economic development in the sense that it helps tosolve social problems and increases the rate of economic growth. ICT policies are situated in thiscontext. Many international agencies advocate certain policies in order to accelerate economicgrowth and development in so-called developing countries. In 2009, Bangladesh enacted itsNational ICT Policy setting a broad vision to establish a transparent, responsive and accountablegovernment; developed skilled human resources; and to enhance social equity through anextended use of ICT. Following this vision multiple objectives have been addressed where socialequity and integrity are prioritized in the name of developing a socially equitable and integratedsociety through ICT. The research task of this work is to analyze the discourse of this strategyand to compare it to social reality. The ‘Theory of Communicative Action’ (TCA), which isbased on the four validity claims - truth, legitimacy, sincerity, and clarity - is used to demonstratehow social equity and integrity are addressed as objectives and what claims are made in theaction items with regard to these two objectives and how far such claims reflect social reality.Keywords:Information Communication Technology (ICT), National ICT Policy, Social Equity, Integrity,Communicative Action Theory, Critical Discourse Analysis, Validity Claims, ICT4D, CriticalTheory, Critical Information Systems research.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Several studies suggest that the diffusion of information and communication technologies (ICTs) in developing countries (DCs) can help such countries achieve national development goals - especially if accompanied by appropriate government policies designed to regulate and promote the use and the diffusion of ICTs in the national context. Over the past few years 'ICT policy' has thus become something worthy of academic attention, in particular in the ambit of ICT-for-development (ICT4D) literature. Scholarly studies on the subject have so far focused however primarily on policy content, and have often been prescriptive and/or evaluative in nature. Relatively less attention has been paid instead to the processes by which ICT policy is made in DCs - a lacuna reflected also in the relative scarcity, in the realm of ICT4D literature, of detailed theoretical frameworks with which to study ICT policymaking practice in DCs. This study intends to help fill this lacuna, by proposing an innovative framework for the analysis of ICT policy processes in DCs, and subjecting such a framework to a first 'proof of concept', through its application to a particular case (ICT policymaking in Uganda). In recognition of the importance of the cognitive aspects of policy practice, the framework proposed is interpretive in nature, and is organised around three 'movements', or steps: an analysis of the linguistic and non-linguistic constructs employed by policy actors to articulate discourse on ICT policymaking; an analysis of the key discourses around ICT policy constructed by policy actors in specific settings; and an analysis of the composition and the strength of the 'alliances', or coalitions, of actors that construct and propagate specific discourses in such settings. The ultimate purpose of this type of analysis is to understand how specific discourses on, or 'versions' of the ICT policy process gain particular purchase and acceptance in given national settings, thereby providing ICT policy actors with elements for reflection on the practices they are involved in. The framework proposed is particularly innovative in that integrates elements derived from mainstream political science and policy analysis literature - thus going some way in solidifying theorization in the ambit of ICT4D research. The study draws conclusions at two levels: at case level, findings indicate that Ugandan discourse around ICT policymaking appears to be constrained by the existence of a powerful, overall political discourse that defines ICT policy as necessarily 'participative'; at the level of theory and method, findings suggest that the framework proposed appears to be a viable and useful one for research on ICT policymaking practice in DCs.

This thesis sought to address the management challenges of using ICT in advancing secondary school administration in Kirinyaga County, Kenya. Despite the Kenyan government taking an initiative towards transforming her education sector to be ICT compliant, much emphasis has been laid on the pedagogical aspect at the expense of managerial and administrative functions. This study sought to investigate the underlying challenges in the use of ICT in secondary school administration. A mixed mode method was used in which both qualitative and quantitative approaches were applied. The target population comprised 18 principals and 54 teachers; inclusive of two heads of departments and one computer teacher in each school. Sampling was done using the purposive technique. Structured and semi-structured questionnaires, administrative documents and face-to-face interviews were used. The principals responded to questionnaire one whereas the HoDs and ICT teachers responded to questionnaire two and three respectively. Statistical Package for Social Sciences (SPSS) was used for data analysis. The findings from the literature review and the empirical study attest that; a) The government in its ICT policy formulation has not adequately defined the roles and responsibilities of various key actors in education for tangible integration. b) A relatively high number of principals (41.2%) and HoDs (36.1%) had only undergone ICT training at informal levels despite their attendance to ICT integration courses in school administration. c) ICT integration in school administration saved time for easy monitoring and evaluation of the school programmes. The conclusion was that vivid ICT policy framework, school administrators and teachers’ ICT training play a crucial role in the integration of ICT in schools’ administrative functions. / Educational Leadership and Management / D. Ed. (Educational Management)