The assessment of secondary school teachers¿ utilization of ICT.

Africa have witness the development of ICTs in various sectors over the last decade including education. The change from teacher-centred education system to learner centred education the world over in the past few years contributes to the use of ICTs in education. Borrowing from the word ¿Knowledge ¿Driven world¿ as conceived by (Hawkins, 2004; Inwent, 2004), it means that education reform practices should focus on equal access and quality of education which should highlight the importance of change in the education sector through use of ICTs and equipping new generations with enhanced skills to operate in the 21st century. In this age of rapid change and uncertainty, there is one thing, which is paramount and pertinent to know- teachers will need to adapt to change if they are to be relevant, survive, and keep pace with new methods and technologies. The area of most rapid change is that of Information and Communications Technologies (ICT).

Africa have witness the development of ICTs in various sectors over the last decade including education. The change from teacher-centred education system to learner centred education the world over in the past few years contributes to the use of ICTs in education. Borrowing from the word ¿Knowledge ¿Driven world¿ as conceived by (Hawkins, 2004; Inwent, 2004), it means that education reform practices should focus on equal access and quality of education which should highlight the importance of change in the education sector through use of ICTs and equipping new generations with enhanced skills to operate in the 21st century. In this age of rapid change and uncertainty, there is one thing, which is paramount and pertinent to know- teachers will need to adapt to change if they are to be relevant, survive, and keep pace with new methods and technologies. The area of most rapid change is that of Information and Communications Technologies (ICT).