FROM CHALKBOARDS TO DASHBOARDS: RECONFIGURING EDUCATIONAL ACCOUNTABILITY SYSTEMS THROUGH INFORMATION AND COMMUNICATION TECHNOLOGY IN NIGERIA

Abstract

The integration of Information and Communication Technologies (ICT) into Nigeria’s education sector presents a transformative opportunity to advance educational accountability beyond the limitations of traditional mechanisms such as manual inspections and standardized testing. This paper critically examines how ICT-enabled systems ranging from Education Management Information Systems (EMIS) and biometric attendance to learning analytics and digital reporting tools are reshaping accountability practices across Nigeria’s basic and secondary education landscape. Drawing on national policy documents, empirical studies, and global best practices, the paper highlights both the successes and systemic challenges of ICT adoption, including infrastructural deficits, digital illiteracy among stakeholders, poor data governance, and widening inequities across socioeconomic and geographic lines. The analysis finds that while ICT has enhanced transparency, performance monitoring, and stakeholder engagement in some regions, its effectiveness is often undermined by weak human and institutional capacities, unreliable infrastructure, and insufficient policy coordination. The paper underscores that ICT, though a powerful enabler, is not a silver bullet; its transformative potential depends on strategic investments, inclusive access, continuous training, and robust data governance. It concludes by offering policy recommendations for embedding ICT into a broader socio-technical ecosystem that fosters transparency, responsiveness, and equity in Nigeria’s education system.