Ministry of Lands, Housing & Urban Development

Information and Communication Technologies (ICTs) have become an integral part of the social, economic, and personal development of everyone in society including the girls. This study therefore explored education as a tool for increasing women’s participation in ICTs among grade nine learners in selected government schools in Zambia. The objectives of the study were to establish ways in which learning ICT grade nine female learners used education as a catalyst for the acquisition of digital skills and participation in ICT spheres; examine the challenges faced by female learners in ICT usage and participation; and establish measures taken to combat the challenges faced by grade nine female learners in ICT skills acquisition. A mixed methods approach was used adopting both qualitative and quantitative research methods. Quantitative data was collected from two hundred and thirty six (236) grade nine female learners while qualitative data was gathered from ten (10) Computer Studies teachers as key informants. Qualitative data was analysed thematically and quantitative data was analysed using Statistical Product and Service Solutions (SPSS) software, version 20. The findings revealed that the majority (61%) of learners were introduced to ICTs at grade eight level but it was not known whether they would continue to acquire ICT knowledge and skills at senior secondary school. The findings have shown that doing ICT is schools has helped to remove the gender bias that technology is predominantly of the male domain and improved job prospects for girls. Howver, it has been established that learners lacked access to adequate ICT infrastructure such as computers and internet connectivity. The study recommended that since ICTs were a necessity in all spheres of life, the Ministry of Education should ensure that enough ICT infrastructure is provided in all schools where CS is taught.