Zimbabwean universities incorporated Information and Communication Technologies (ICTs) into their curricula as a key aspect enabling students to improve ICT skills quality through Internet researching, communication and using software packages for learning and future employment. However, numerous factors influence computer skills acquisition and use among these students whose levels of computer literacy vary due to their divergent educational and social backgrounds. A qualitative case study was done to find out how particular factors influenced the quantity and quality of computer skills attained by students doing the Introduction to Computers CS101 course and how this relates to studentsâ€™ final competence levels and ICTs usage. Findings of the study indicate that whilst lecturers have the requisite qualifications to teach the course, the shortage of resources, lack of differentiation of students as well as inconsistency in lecture attendance by both students and lecturers compromise the quality and quantity of skills attained by students. In addition time allocation during lessons, and the assessment procedure are strongly skewed in favour of the theoretical, rather than the practical component. Attachment and library services were very supportive in refining I.C.T. skills. Time allocation during lessons and the assessment procedure should reflect that the course is practical oriented. The government could also assist in the provision of ICT infrastructure in schools and tertiary institutions. It is imperative for the relevant education ministries to enforce educational policy changes which make it mandatory for pupils and students to have certain Information Technology (I.T) skills before they complete particular main education levels.
Quality Assurance, Information and Communication Technologies, Computer Skills curriculum, Higher Education
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