Journal of Science, Technology, Mathematics and Education (JOSTMED), 12(3), December, 2016 145 CIVIL SERVANTS’ ICT SELF-EFFICACY, AWARENESS AND READINESS FOR DISTANCE E-LEARNING PROGRAMMES’ ENROLMENT IN MINNA, NIGER STATE, NIGERIA FALODE, O. C. (PhD), MOHAMMED, A., GAMBARI, A. I. (PhD) & OJOYE, B. T. Department of Educational Technology, School of Science & Technology Education, Federal University of Technology, Minna, Nigeria Email: Facominsight2@Gmail.Com Phone No: +234-806-962-6979 Abstract The benefit of distance learning is enormous and knowledge obtained through such platforms would make civil servants more efficient and productive in their offices. However, because it was not clear whether civil servant in Minna have ICT self-efficacy, adequate awareness and readiness to enroll for distance e-learning programmes, this study was carried out. Cross sectional survey research was adopted for the study in which four research questions were raised and answered. The sample of the study consisted of 1,280 participants drawn from 10 Niger state government Ministries, Departments and Agencies (MDAs) located in Minna through simple random sampling procedure. A researchers-designed questionnaire validated by educational technology and computer experts was used in collecting data from the respondents. To determine the internal consistency of the items of the questionnaire, it was administered once in a pilot study on 120 civil servants from three MDAs who did not participate in the main study. Reliability coefficients of 0.76 and 0.81 were respectively obtained for items on ICT self-efficacy and for items on distance e-learning readiness using Cronbach Alpha formula. Data gathered from the administration of the questionnaire on participants were analysed using percentage, mean and standard deviation to provide answers to the research questions. Findings revealed that majority of civil servants (72.19%) are aware of the existence of distance e-learning platforms, only 9.92% of them currently enrolled for distance e-learning programmes, have self- efficacy (mean = 3.69 out of 5) in the use of Information Communication Technology tools for distance e-learning and that they are not ready (mean = 2.34 out of 5) to enroll for distance e- learning programmes. It was therefore recommended among others that civil servants should be encouraged to enroll for relevant distance e-learning programmes through financial assistance, loans and study scholarships in order to make them acquire knowledge that will make them better efficient and more productive in their offices. Keywords: Civil servants, Distance e-learning, Distance e-Learning Enrolment, E-learning Readiness, ICT Self-efficacy Introduction Information and Communication Technology (ICT) refers to a range of technologies that are applied in the process of collecting, storing, editing, retrieving, and transferring information in various forms. In recent years, there has been an exponential growth in the use of ICT tools and this has made great impact both on society and on people’s daily lives. It is therefore not surprising to see the increasing interest, attention and investment being put into the use of ICT in education all over the world (Saddam, Gellie & Shelanee, 2012). Notably, ICT has improved the communication between lecturers and students, and the interaction between different educational resources. Oliver (2002) asserted that the use of ICT in higher education enhances student-centered learning. Ever since universities were founded by the colonialists and nationalists, there has still been need for distance education for learners who could not access regular university programmes because of their employment and family commitments (Omoregie, 2009). These categories of learners are those who could not meet strict regular university programmes’ criteria and continually depend on open distance learning. United Nation Educational, Scientific and Cultural Organizations (UNESCO, 2002) equally stated that distance e-learning represents approaches that focus on opening access to education and training provision, freeing learners from constraints of time and place and offering learning opportunities to individuals and group of learners. (Gesci, 2007) enumerated the features of distance e-learning to include: openness to