• Critically discuss the differences and similarities that can be identified on the basis of technology as an external determinant of the various education systems – South Africa, Kenya and Mauritus

Answer 1

Technology is a significant external determinant of different education systems around the world. The ability of a country to incorporate technology into its schooling system affects many aspects, including curriculum, teaching methodologies, as well as students’ learning experiences. This essay aims to critically discuss the similarities and differences that can be identified on the basis of technology as an external determinant of South Africa, Kenya, and Mauritius's education systems.

South Africa, Kenya, and Mauritius have different education systems. However, there are similarities in their approaches toward technology utilization for supporting their education. For instance, South Africa implemented a national e-education strategy in 2019 to improve access to learning opportunities and support the development of technology-rich environments in schools. Similarly, Kenya's government has been implementing the Digital Learning Program (DLP) since 2013 as part of a broader effort to integrate technology into the education system. Mauritius has been successful in achieving the highest level of internet penetration in Africa, which makes it possible to use digital technology in the education system.

Another similarity that exists between these three countries is the need to address the digital divide. Most of the urban areas have internet connectivity, while remote and rural areas often struggle to access the internet. It is therefore important for education stakeholders to find ways to bridge the gap, such as through the use of mobile technology. Initiatives within these countries to address these problems have been implemented with varying levels of effectiveness.

On the other hand, differences between the three countries are evident. In South Africa, the education system is characterized by stark inequalities, with technology being perceived as a tool to bridge this divide. The government has committed to improving the ICT infrastructure in all schools, with a particular focus on historically disadvantaged communities. Kenya's education system is also faced with significant disparities, and its government has been investing in ICT infrastructure to promote equity in education. This difference is notable with the full implementation of the DLP, which has contributed significantly to improved access to digital learning content, thereby bridging the gap that separates the rich and poor. In contrast, Mauritius's education system is among the best in Africa, with strong infrastructure and policies to support the integration of digital technology.

The implementation of a technology-enhanced education system has also been approached differently by these three countries. South Africa and Kenya have prioritized the introduction of e-learning materials and devices by introducing online learning platforms and digital content. Both countries have developed policies and infrastructure to enhance teacher training in the field of technology and promote digital literacy. In contrast, Mauritius has focused on integrating technology into classroom teaching and learning, with a particular emphasis on using technology for creating innovative learning opportunities, for example, gamification and simulations.

In conclusion, technology is a significant external determinant of the education system in most countries. South Africa, Kenya and Mauritius have adopted differing policies and approaches to integrating technology into their education systems. The similarity observed across these countries is the need to address the digital divide in education. However, the differences between these countries are evident, including the level of ICT infrastructure, policies, and initiatives implemented. Understanding these differences and similarities enables stakeholders to devise effective policies that provide students with equal access to technology-enhanced learning experiences.