The recent introduction of one laptop per child in Rwanda is indeed a promising move that needs strong backing. The government and the donors involved, take the credit deservedly.

However, a number of factors come in play, for the whole initiative to be effective. And unless, such factors are strictly considered we shall only witness a ‘cosmetic change’ in the end.

We cannot afford to go wrong, since the development of ICT fits well in the Rwandan Development Goals.The future of Rwanda’s economy depends on education. That is why we need relevant and quality education in Rwanda, and actually in all other developing countries.

The major problem lies in teacher education. It is in this respect that about three factors must be considered, if we are to realise ICT development in our schools:

First and foremost, a similar initiative should follow forthwith, so that we evidence One Laptop Per Teacher. ICT can provide an answer in delivering on-site education to teachers, but requires overcoming teacher resistance.

Teachers need help to wash away computer phobia and achieve computer literacy. This is when we can be sure that our children will benefit from the newly acquired laptops. You cannot teach what you do not know and the children will never teach themselves.

"It is a pity I cannot use a computer even if I had one. I am completely computer illiterate. I do not even bother using the common internet communication, if I want somebody, I use my mobile phone”, said teacher Desire Minani of ASPEG College.

Teachers must be trained so that, they train children on how to manipulate the computers skilfully. What our children have now is only exposure, what we have to help them more, is training until they are able to go on their own. The only trainers we have in our society are teachers and parents.

Secondly, parents have to be sensitised so that they help their children not to abuse and spoil the computers. It is disheartening to see that children walk to and from school playing with the computers like toys.

Let the parents tell the kids the difference between the laptops they carry and the toys they have at home. This is a big challenge and unless, we address it, the scheme will fail. All the laptops will soon be destroyed and no one will be able to afford the repair.

Teachers and parents cannot be sidelined with any development in the education system. We know it is expensive to get each teacher a computer, but if we can give them to children, then we can give them to teachers.

If One Laptop Per Teacher is not possible, perhaps we can try 10 Teachers One Desktop Computer.

Contact: mugitoni@yahoo.com