Evaluation of ICT Policy Implementation in Public Secondary Schools in Adamawa State, North East Nigeria

ICT policy implementation in Nigerian public secondary schools determines whether national digital education goals translate into actual classroom practice, and the state of implementation in conflict-affected North East states such as Adamawa has received limited empirical attention. This study evaluates the implementation of ICT policy in public secondary schools in Adamawa State, comparing actual practice against the National ICT Policy for Education framework. A descriptive survey was conducted among 200 school principals, ICT teachers, and state education officials from 25 public secondary schools in Yola, Mubi, and Numan, selected through cluster sampling. A policy compliance instrument measured ICT infrastructure provision, teacher training fulfilment, curriculum ICT integration, and administrative digitalisation against policy benchmarks. Descriptive statistics and gap analysis were applied in SPSS. Available ICT education policy literature from North East Nigeria identifies inadequate federal-to-state fund disbursement, insecurity-related school damage, and high teacher turnover as the principal barriers to consistent policy implementation. The Policy Implementation Theory by Sabatier and the Ecological Systems Theory provide the analytical framework. Findings indicate that only 31 percent of assessed schools met more than half of the National ICT Policy benchmarks, with infrastructure provision compliance rated lowest of all dimensions. Recommendations address earmarked state budget allocations for school ICT, security-sensitive deployment strategies for ICT infrastructure, and community-managed ICT resource models for rural schools. Keywords: ICT policy implementation, public secondary schools, Adamawa State, North East Nigeria, education technology.