The education systems of South Africa, Zimbabwe, and Botswana have undergone significant transformational changes in the past few decades, with technology being one of the critical external determinants of these changes. This essay will critically discuss the differences and similarities that can be identified on the basis of technology as an external determinant of the various education systems of South Africa, Zimbabwe, and Botswana.
One of the similarities in the education systems of these countries is the integration of technology in the classroom. In South Africa, the government launched a national effort to introduce digital technologies to schools in an attempt to reduce the digital divide between urban and rural areas (Hendricks, 2017). Furthermore, in Zimbabwe, the government has introduced an eLearning program in schools, aimed at enhancing teaching and learning (Chinembiri & Sibanda, 2021). Similarly, Botswana has integrated technology in the form of computers and tablets in schools through the “Education and Training Sector Strategic Plan (ETSSP)” (Ministry of Basic Education, 2021).
However, differences exist within the implementation and integration of technology within these education systems. For example, South Africa has had an uneven spread of technology in schools, with many schools in rural areas lacking adequate resources, such as electricity and internet connectivity (Hendricks, 2017). By contrast, Zimbabwe has introduced e-learning centers across the country, bridging the digital gap between urban and rural areas (Chinembiri & Sibanda, 2021). Furthermore, the government of Botswana had to deal with accusations of poor planning and implementation of technology in schools; hence, the impact on teaching and learning wasn't as significant as expected (Nleya, 2015).
Another difference is the use of technology in the examination process. In South Africa, the government has adopted online examinations, where learners take online tests in selected subjects, such as mathematics and physical science (Hendricks, 2017). By contrast, Zimbabwe has yet to adopt online examinations, and instead, students write their exams on paper (Chinembiri & Sibanda, 2021). Similarly, the use of technology in examinations in Botswana is still limited to the electronic marking of some subjects, such as English (Nleya, 2015).
In conclusion, the integration of technology in the education systems of South Africa, Zimbabwe, and Botswana has similarities and differences. Despite the challenges of implementation and integration of technology in some areas, there has been progress in bringing digital technologies to schools. The differences identified in the use of technology in the examination process highlight the need for a comprehensive approach to digital transformation in education systems.
Reference:
Chinembiri, N., & Sibanda, M. (2021). An analysis of the implementation of eLearning in Zimbabwean secondary schools: Challenges, opportunities and the way forward. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 17(1), 200-219.
Hendricks, C. (2017). Digital education in South Africa: policy, politics and practices. Journal of Education Policy, 32(5), 594-607.
Ministry of Basic Education. (2021). Education and Training Sector Strategic Plan (ETSSP) 2015-2020. Retrieved from https://www.gov.bw/globalassets/mlg/mbe/etssp_2015_2020.pdf
Nleya, T. M. (2015). The Implementation of ICT in Botswana Secondary Schools: From Policy to Action. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 11(2), 39-53.
Critically discuss the differences and similarities that can be identified on the basis of technology as an external determinant of the various education systems of South Africa, Zimbabwe and Botswana along with the reference list
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