Access to Career Guidance through Information and Communication Technology by Learners with Visual Impairment in Selected Secondary Schools of Zambia

Abstract

The study explored why learners with visual impairment in selected secondary schools of Zambia were more braille inclined in accessing career guidance information than through ICT. Key among the objectives that guided the study was to identify why learners with visual impairment were more braille inclined in accessing career guidance than through ICT. UTAUT theory guided this study. A case study design was used in presenting and discussing the findings. Population was all pupils with visual impairment and their teachers in selected secondary schools in Zambia, while the sample size was fifty-two (52) segmented as fourty (40) pupils, four (4) head teachers, four (4) career guidance teachers and four (4) grade teachers. The study found that due to inadequate or non-availability of ICT facilities, learners with visual impairment did not access career information through ICT. In addition, inadequate ICT trained teachers and ICT unclear policy contributed to learners being more braille inclined than ICT. Instead, learners accessed career information through braille and word of mouth only. For these reasons learners did not participate in ICT practical lessons and examinations consequently, restricted in their career choices. The study therefore, recommended that the Ministry of General Education should supply ICT facilities, train teachers in ICT, formulate clear policy on ICT for learners with visual impairment and ECZ should introduce practical examination in ICT.