TRENDS AND ISSUES IN COMPUTER EDUCATION IN NIGERIA

Abstract

This article discusses trends in computer education in Nigeria, emphasizing its development, main obstacles, and potential paths forward. When computer education first started in Nigeria in the late 20th century, it was only available to a select few students at higher education institutions. Nonetheless, the Nigerian government saw the necessity of incorporating ICT into the educational system during the 1990s and early 2000s. The growth of online learning platforms, the extension of digital skills training, and greater government backing for ICT integration are important trends. To close the digital divide, notable projects have been started by the business sector, non-governmental organizations, and government agencies including the Nigerian National Information Technology Development Agency (NITDA). Nigerian education was revolutionized by the COVID-19 epidemic, which also hastened the transition to e-learning. Notwithstanding these developments, a number of issues still exist, such as poor infrastructure, a shortage of qualified educators, expensive technology, and differences in digital literacy between urban and rural locations. The article urges greater funding for teacher preparation programs, ICT infrastructure, and the development of easily accessible e-learning platforms in order to address these problems. In conclusion, there are a lot of opportunities and challenges in Nigeria's computer education system, but the nation can equip its future workforce with the technological know-how they need to succeed in an increasingly digital world by making targeted investments in infrastructure, capacity building, and digital inclusivity.