Discuss and evaluate best practices through engaging in a literature review in order to document/report on, the influence of technology as an external determinant on the education systems of the countries South-Africa, Kenya and Mauritus

Answer 1

Introduction:

Technology has been influencing education systems globally. It has brought about significant changes in the way education is provided and delivered to learners. Different countries have adopted varied approaches towards integrating technology in their education systems. This literature review focuses on the influence of technology as an external determinant on the education systems of South Africa, Kenya, and Mauritius. The aim is to explore best practices in these countries and evaluate the impact of technology on their education systems.

South Africa:

South Africa has been making concerted efforts towards integrating technology in its education system. The government has initiated several programs aimed at bridging the digital divide. One such program is the National Integrated ICT Policy White Paper, which aims to develop a comprehensive ICT plan for the country's education sector (Department of Education, 2004). The paper highlights significant investments in developing ICT infrastructure in schools, providing adequate training, and integrating ICT in the curriculum across all levels of education.

In addition to this, South Africa has also adopted a policy of implementing Open Education Resources (OER) to support e-learning and distance learning initiatives. The South African Institute for Distance Education (SAIDE) is one such initiative that provides learners with open access to high-quality educational resources (Butcher et al., 2010). With this, learners from disadvantaged backgrounds can access free educational materials and participate in online courses.

Kenya:

Kenya has also greatly benefitted from technology in its education system. The country has made significant investments in ICT infrastructure in schools and introduced free primary education, making it possible for more children to access education and benefit from technology integration. Kenya Institute of Curriculum Development (KICD) has developed a digital curriculum that incorporates technology and digital learning materials in the classroom environment (Gitau, 2017).

The government has also initiated a mobile learning program, M-Elimu, aimed at providing access to educational content to schools in rural and remote areas that lack adequate infrastructure (Aduda, 2011). With M-Elimu, learners can access digital content through a mobile phone that can be used in classrooms, homes, and other learning environments.

Mauritius:

Mauritius has made significant progress in integrating technology in its education system. The government has undertaken several initiatives aimed at improving access to ICT infrastructure in schools and promoting digital literacy among teachers and learners. The country has also adopted a policy of e-learning, making it possible for learners to participate in online courses and access digital content (Lalgee, 2008).

The Open and Distance Learning (ODL) initiative introduced by the government has made it possible for more learners to access education, especially those who are unable to attend traditional schools due to various reasons. The initiative provides learners with online educational resources and access to digital libraries that they can use to learn and improve their knowledge and skills.

Conclusion:

These best practices in integrating technology in education systems show that the use of technology in learning provides numerous benefits to learners. The external determinant of technology has played a crucial role in improving access to education, reducing the digital divide, and promoting digital literacy among learners and teachers. South Africa, Kenya, and Mauritius have demonstrated how technology can be integrated into education systems to enhance learning outcomes. However, there is a need for more investment in ICT infrastructure in schools and training to equip teachers with the necessary skills to effectively use technology in the classroom. Further research should explore how technology integration impacts learning outcomes in these countries and its potential to transform education in the future.

References:

Aduda, D. A. (2011). Mobile learning devices and self-regulated learning of primary school pupils in Kenya. PhD thesis, University of Nairobi, Kenya.

Butcher, N., Kanwar, A., & Uvalić-Trumbić, S. (2010). A basic guide to open educational resources. Commonwealth of Learning, Vancouver.

Department of Education. (2004). National integrated ICT policy white paper: Draft for public comment. South Africa: Department of Education.

Gitau, S. (2017). Digital content development in Kenya: Issues, progress, and prospects. In M. Traxler & J. Wishart (Eds.), Making mobile learning work: Case studies of practice (Vol. 2, pp. 283–295). Bristol: Futurelab.

Lalgee, K. (2008). Education and ICT in Mauritius: Challenges and prospects. In M. Singh, M. F. M. Maiga, & P. Nicolle (Eds.), Optimization of computer networks and computer-based systems. Berlin: Springer.