Introduction:
South Africa, Botswana, and Zambia are three African countries that have experienced significant changes in their education sector as a result of various external determinants, including technology. Technology has influenced the education systems of these countries in many ways, from increasing access to education to transforming teaching and learning practices. This literature review aims to discuss and evaluate best practices in addressing the influence of technology as an external determinant on the education systems of South Africa, Botswana, and Zambia.
Access to Technology:
The availability and accessibility of technology are essential factors in determining the extent to which it influences the education system. According to the UNESCO report on “Smart Policies for Building Smart Schools,” South Africa has improved access to technology through government initiatives to increase the number of computers in schools (UNESCO, 2019). Botswana, on the other hand, has also invested heavily in ICT infrastructure, including increasing access to the Internet, which has led to the integration of technology in teaching and learning in the country's schools (Makgato, 2016).
Teaching and Learning:
The integration of technology in teaching and learning has also impacted the education systems of these countries. For example, in Zambia, the use of e-learning has led to the creation of virtual classrooms where students can participate in online lectures and discussions (Mpalu, 2020). In South Africa, technology has also impacted teaching and learning, with the introduction of digital tools, such as interactive whiteboards and tablets, which have transformed how lessons are delivered (Motsieng, 2018). Botswana has also embraced technology in teaching and learning, with the introduction of e-learning platforms and computer-based testing (BBC News, 2019).
Challenges:
Despite the positive impact of technology on education in these countries, there are also significant challenges that need to be addressed. The lack of technological infrastructure, including the lack of computers and reliable internet connectivity, remains a significant challenge in many schools. According to a survey by the World Economic Forum, South Africa ranks poorly in terms of access to ICT with just 37 percent of schools with access to the Internet (World Economic Forum, 2017). Similarly, in Zambia, the cost of internet access and the lack of technical expertise remain a significant challenge to the implementation of e-learning (Mpalu, 2020).
Conclusion:
In conclusion, technology is a significant external determinant that has influenced the education systems of South Africa, Botswana, and Zambia. Its impact on these countries has been positive, as it has increased access to education and transformed teaching and learning practices. However, there are still significant challenges that need to be addressed, including the lack of technological infrastructure and the cost of Internet access. Best practices can be emulated, such as investing in ICT infrastructure and training, creating digital learning resources, and fostering public-private partnerships to facilitate access to technology. Such measures will enhance the positive impact of technology on education systems in these countries and promote equitable access to education.
References:
BBC News. (2019). Botswana: Online exams for secondary school. Retrieved from https://www.bbc.com/news/world-africa-49528786
Makgato, T. (2016). The impact of ICT on the education sector in Botswana. Journal of Education and Practice, 7(15), 108-113.
Motsieng, P. (2018). The impact of technology on education. Retrieved from https://www.skillsportal.co.za/content/impact-technology-education
Mpalu, G. (2020). E-learning in Zambia: Opportunities and challenges. International Journal of Educational Technology in Higher Education, 17(1), 29.
UNESCO. (2019). Smart policies for building smart schools. Retrieved from https://en.unesco.org/themes/ict-education/smart-policies-building-smart-schools
World Economic Forum. (2017). South Africa ranks poorly in access to technology in education. Retrieved from https://www.weforum.org/agenda/2017/05/south-africa-ranks-poorly-in-access-to-technology-in-education/
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 South Africa, Botswana and Zambia with referencing
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