ICT INTEGRATION IN EDUCATION
The government appreciates that ICT education/training needs to be strengthened and this is aptly illustrated in the ICT Policy paper which commits the government to Promoting ICT in education at primary, secondary, tertiary and community levels by:

1. Developing ICT curricula and ensuring that teachers/trainers possess the requisite skills.
2. Setting up a framework for evaluating and certifying ICT training programmes.
3. Developing a mechanism for attracting and retaining skilled human resources.
4. Establishing networks for sharing training resources.
5. Developing strategies to support research and innovation.

Within the auspices of the Ministry of Education, the ICT Trust Fund, under the chairmanship of the then Permanent Secretary of Education, Prof. Karega Mutahi, currently P/S Local Government, developed two educational papers: The National ICT Strategy for Education & Training and Kenya ICTTrust Fund Blueprint.
The National ICT Strategy for Education referred to as the ICT policy for the education sector, consists of the following components, each with its own statement of strategic objectives and expected outcomes:

1.	ICT in Education Policy and Strategy	6.	Digital equipment and development
2.	Connectivity and Network infrastructure	7.	Technical support and maintenance
3.	Access and equity	8.	Digital content
4.	Harnessing emerging technologies	9.	Training (capacity-building and professional development
5.	Integration of ICT in education	10.	Research

The Ministry of Education was given the mandate to lead the monitoring and evaluation of the strategy’s implementation, guided by overall government policies on education and ICT, specific education strategic documents for implementing its mandate, and global goals such as Education for All  (EFA) and the Millennium Development Goals (MDGs).
This mandate is carried out through a Ministerial ICT Committee that meets monthly and reports quarterly on progress. The committee is chaired by the Permanent Secretary and supported by the ministry’s ICT Unit. It has representation from stakeholders involved in implementing the strategy and mobilizing resources such as donors and private sector partners.

An under supervised rigid and unfettered curriculum will naturally produce workers with outdated and irrelevant skills. (WYSIWYG).
Apart from the presence of a well developed regulatory and institutional framework, the importance of how ICT is taught and integrated in our educational institutions cannot be gainsaid. However a rigid supply-driven curriculum that is oblivious to the socio-economic dynamic in the 21st century encourages a factory system of education that produces students with outdated skills, most who end up as school dropouts.