<abstract xmlns="http://www.w3.org/1999/xhtml"><p> With the development of technology in the 21<sup>st</sup> Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.</p></abstract>

With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.

ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and...

ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

Publicado en línea: 06 abr 2017

Páginas: 46 - 62

DOI: https://doi.org/10.1515/eurodl-2016-0007

Palabras clave
ICT Capacity building, ICT policies, Higher education system, Technology integration, Critical Discourse Analysis

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

Publicado en línea: 06 abr 2017

Páginas: 46 - 62

DOI: https://doi.org/10.1515/eurodl-2016-0007

Palabras claveICT Capacity building, ICT policies, Higher education system, Technology integration, Critical Discourse Analysis

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Palabras clave
ICT Capacity building, ICT policies, Higher education system, Technology integration, Critical Discourse Analysis