Information and Knowledge Management using ArcGIS ModelBuilder

Hesbon Nyagowa, Dennis Ocholla and Stephen Mutula
Table 1: Corresponding dimensions of eSchool and D$M IS success models
D&M IS Success Model Dimensions eSchool System Success Model Dimensions
System Quality Installed Infrastructure Quality
Information Quality Content and Communication Quality
Service Quality Service of Technical Personnel Quality
Use Extent and Exploitative Use
Intention to Use N/A
N/A Training for Use Effectiveness
User Satisfaction User Satisfaction
Net-Benefits Net-Benefits
The main objective of the current study was to establish the extent to which NEPAD eSchool system
was succeeding and determine measures which would improve the success rate. This was
accomplished by assessing the success of each of the seven dimensions of ESchool Success model
and identifying factors inhibiting higher level success rate in each dimension. The measurement of the
success of each dimension was based on data collected through observations and perception of
eSchool users.
2. Literature review
Over the years, many economies have deployed ICT in education delivery for a variety of reasons.
For example, India lured and retained students in formal education by providing ICT access in schools
resulting in reduction of the large number of children without basic education (Nambiar, 2005).
Scotland introduced an eSchool system named SCHOLAR which aims to ‘re-culturalize’ school
management in the maintenance of data and adoption of new teaching approaches (Simpson, Payne
& Condie, 2005; Condie & Livingston, 2007). There is also the Smart Schools programme initiated in
Malaysia, which applies a range of technologies in the teaching and learning of some subjects
including English, Bahasa Melayu, Science and Mathematics (Ya’Acob, Nor & Azman, 2005). The
Smart Schools project places emphasis on the curriculum, pedagogy, assessment methods and
materials for teaching and learning (Ya’Acob, Nor & Azman, 2005). A second version of Smart
Schools called the Sekolah Bastari was later introduced and democratizes the school setting as it
allows students to move at their own learning pace. Sekolah Bastari culture sparingly liberalizes
deployment of ICT where the facilities would promote students’ aims (EL-Halawany & Huwail, 2008).
NEPAD ESchool was introduced to both increase access to education and improve quality of students
graduating from primary and secondary schools in Africa (NEPAD, 2003).
The common ideological framework for the deployment of ICT in education is to increase productivity
in schools (Machin, McNally & Silva in Draca, Sadun & Van Reenen, 2006), impart teamwork and
lifelong learning habits (Duta, 1999; Ya’Acob, Nor & Azman, 2005; Condie & Livingston, 2007), and
deal with the dual task of both increasing access to education and improving the quality of teaching
(Evoh, 2007). Improving access to education is very critical in developing countries where the human
development index is still very low (United Nations Development Programme, 2010). Implementation
of ICT integration in teaching and learning is capital intensive (Sanchez & Salinas, 2008; Hulsmann,
2004; Ryan, 2002; Bates, 2001) as realised in the 15 year project of ‘Enlaces network’ in Chilean
schools and other projects. Such heavy investments require close monitoring and evaluation to guide
them to success and get value from them. DeLone and McLean IS Success model which recognizes
information systems as comprising seven dimensions has widely been accepted in the information
systems society. Many studies have applied D&M’s IS success model, albeit with necessary respecification,
while evaluating a variety of information systems in different settings, e.g. the ecommerce
system (Chang, Torkzadeh & Dhillon, 2004; Molla & Licker, 2001), the knowledge
management system (Ong & Lai, 2004) and educational course content management system among
others. The current study likewise made re-specification to suit use of D&M IS Success model in
evaluating eSchools.
3. Methods
At present, the NEPAD e-Africa Commission is piloting NEPAD ESchool Systems in six secondary
schools in Kenya (Nyagowa, Ocholla & Mutula, 2011). To investigate the success of the eSchools the
study used survey method. The eSchools and their users were considered as population of the study.
The sample frame for the study comprised the six eSchools, 4,936 students and 250 teachers. All the
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