INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH ISSN (print) 2833-2172, ISSN (online) 2833-2180 Volume 01 Issue 04 October 2022 Page No.- 96-105 IJSSHMR, Volume 1 Issue 04 October 2022 www.ijsshmr.com Page 96 Relationship between Economic Stimulus Programme and Information Communication Technology Integration in Selected Public Secondary Schools in Kenya Lina Ayako 1 , Dr. Mildred Ayere 2 1,2 School of Education, Department of educational communication, technology and curriculum studies, Maseno University Maseno University, Kenya ABSTRACT: The purpose of this study was to establish the relationship between ESP and ICT Integration in selected public schools in Kenya. The study adopted descriptive research design in data collection and analysis. The study population consisted of 1, 050 Principals, 3,150 teachers and 8 officers in charge of ICT at the Ministry Headquarters. It was established that; ICT infrastructure support and ICT capacity building support had significant relationship to ICT integration. The study concluded that ESP programme led to improving ICT integration in schools, It was also found out that despite the inadequate ICT infrastructure in schools, the ESP programme has influenced acquisition of ICT infrastructure. Thirdly, despite the extent of ICT capacity building in schools being low, the ESP programme has provided the teachers and staff with the motivation to improve their own ICT capacity as evidenced by individual efforts to pursue some professional development in ICT. KEYWORDS: Economic Stimulus Programme, Information Computer Technology, capacity building, ICT integration, Infrastructure support, unintended outcomes and outcomes 1. INTRODUCTION Reforms in education are most times necessitated either by public demand or global trends. If performance standards are low, countries are forced to rethink their education systems. Global trends dictate that schools adopt innovations that enhance access, quality and relevance of the education system including the instructional processes. For this to happen United Nations Educational Scientific and Cultural Organization (UNESCO, 2018) guided that, a right mix of policies, technologies and capacities should be in place to guide on Integration. Introduction of computers in classrooms was based on the realization that ICT was a potentially powerful tool for extending educational opportunities, both formal and non-formal, to previously underserved constituencies, excluded from education due to cultural or social reasons such as ethnic minorities, girls and women, persons with disabilities, and the elderly, as well as all others who for reasons of cost or because of time are excluded, (Tinio, 2002); (UNESCO., 2013). To capitalize on the nexuses between ICT and Learning outcomes, several programmes were rolled out in Kenya, Kenya Education Network and New Education Partnership for Development (NEPAD) e-schools Programme, ICT Equipment For Schools, School Broadcasting, Development of Learning Content, ICT Equipment For Schools, Kenya ICT Trust Fund, KIE and Kenya Network Initiative For Computers in Education Programme and ESP, (MoE, 2014). However, (Piper, 2018) in their literature review on the interaction between ICT and policy issues in the Sub-Saharan Africa and particularly in Kenya, observed that although many policies in sub-Saharan Africa see ICT as a catalyst to better learning outcomes, little is known about how ICT can improve learning outcomes in developing countries, and even less was deciphered about how research findings could and should inform ICT policies in the education sector. They attributed this to lack of a methodological rigor in research, to produce empirical evidence that illustrates whether ICT increases student learning. Nevertheless, in Kenya ICT reforms aimed at helping achieve goals of educational programmes by enhancing basic literacy and technological literacy among learners. ICT was considered to have considerable potential to support implementation of Free Primary Education and to address challenges that were emerging such as overcrowded classrooms, high Pupil Teacher Ratios particularly in densely populated and semi-arid areas, shortage of teachers on certain subjects or areas, and relatively high cost of learning and teaching materials,(RPK,2005). A study on Primary Math and Reading (PRIMR) by (Piper, 2018) showed that a set of investments in teacher professional development, pupil reading materials, and ongoing instructional support could improve learning outcomes in Kenya. On the other hand, the embedded PRIMR ICT study showed that ICT investments did not improve learning outcomes significantly compared to