Technology is playing an increasingly significant role in the education system of many African countries, including South Africa, Kenya, and Botswana. The use of technology in education is an external determinant that influences the quality of education, access to information, and overall learning outcomes in these countries.
South Africa
In South Africa, technology is seen as a key enabler for improving the quality of education and increasing access to learning resources in a country where many learners do not have access to basic services such as water and sanitation. The Department of Basic Education has launched several initiatives to integrate technology into the country's education system, including the rollout of tablets, laptops, and smartboards in schools.
However, despite the government's efforts, access to technology is still limited in many underprivileged areas, which has resulted in a persistent digital divide in the country's education sector. Furthermore, there are also concerns about the quality of education technology, the reliability of electricity supply, and data security, which all impact the effectiveness of using technology in South African schools.
Kenya
In Kenya, the government has made significant investments in digital infrastructure to enhance the education system. The country's Digital Literacy Programme, launched in 2013, aims to provide primary schools with digital learning devices, teacher training, and support for the development of digital content.
The programme has had a positive impact on access to education in Kenya, with the government reporting a 96% success rate in distributing devices to primary schools across the country. However, there are also challenges regarding the quality of technology infrastructure, the availability of electricity, the frequency of software updates, and the capacity of teachers to use digital tools effectively.
Botswana
Botswana has one of the highest literacy rates in Africa, but the country faces significant challenges in developing and implementing effective education technology initiatives. While the government has made some investments in the development of digital infrastructure and eLearning solutions, access to technology remains a problem, particularly in rural areas.
Moreover, there is a lack of policy frameworks to guide the integration of technology into the education system, limited teacher training on how to use digital tools effectively, and inadequate funding to support the maintenance and upgrade of digital infrastructure.
In conclusion, technology is an essential external determinant that affects the quality of education, access to information, and overall learning outcomes in South Africa, Kenya, and Botswana. While these countries have made some investments in digital infrastructure and eLearning solutions, there is still work to be done to improve access to technology, develop appropriate policy frameworks, and build the capacity of teachers to use digital tools effectively.
Explore technology as an external determinant infleunces the education system of South Africa,Kenya and Botswana
asked by with references
3 answers
Explore technology as an external determinant infleunces the education system of South Africa,Kenya and Botswana
With references
With references
Technology has become a crucial external determinant that influences the education system in many African countries, such as South Africa, Kenya, and Botswana. The use of technology has been increasingly fostered in an attempt to drive significant improvements in the education sector. The success of these efforts has, however, been contingent on a number of factors, including funding, infrastructure, policy frameworks, and the capacity of educators to use technology effectively. In this context, the following references shed light on the role of technology in the education systems of South Africa, Kenya, and Botswana.
1. South Africa
South Africa's government has moved to integrate technology into its education system to address widespread educational needs. The Department of Basic Education's 2019 ICT Policy has outlined a framework for the development of technology-based learning in South African schools. There has also been an uptick in government funding of projects aimed at integrating technology into the education system. Some of these projects include the Gauteng Online School of Excellence, which provides online learning resources and e-classroom facilities to learners; and the Khanya Project, which aims to connect schools to broadband internet. Despite these efforts, however, challenges in funding, infrastructure, and policy frameworks have hindered the successful implementation of technology into the education system (Department of Basic Education, 2019; Adeyemo & Yang, 2021).
2. Kenya
The Kenyan government has made significant investments in digital infrastructure and eLearning solutions to provide technology-based learning resources to learners. The government's Digital Literacy Programme, launched in 2013, aims to provide digital learning devices and teacher training to primary schools. However, despite these efforts, a lack of sufficient infrastructure, such as electricity supply and internet connectivity, has negatively impacted the success of these programs. Additionally, the capacity of teachers to use technology effectively remains an issue, with many educators lacking the training and skills required to adopt digital learning systems in their classrooms (OECD, 2016; World Bank Group, 2016).
3. Botswana
Botswana has experienced its fair share of challenges in the integration of technology into the education system. While the government has invested in digital infrastructure and eLearning solutions, access to these resources remains a significant issue in rural areas. Moreover, a lack of suitable policy frameworks, funding, and coordination has hindered the success of these initiatives. A key challenge is the inadequate training of educators on how to use digital tools effectively, which consequently impacts learning outcomes (Kekwaletswe et al., 2017).
In summary, technology has become a vital external factor influencing the education systems of many African countries, and South Africa, Kenya, and Botswana are no exception. While the integration of technology into the education system can result in significant improvements in the quality of learning and learning outcomes, the attainment of these objectives is contingent on several factors. Governments must address these underlying challenges to ensure that the benefits of technology-based learning are accessible to all.
References:
Adeyemo, O., & Yang, J. (2021). Integrating Technology in Education: A Review of South Africa’s ICT Policies. International Journal of Emerging Technologies in Learning (iJET), 16(5), 190–206. https://doi.org/10.3991/ijet.v16i05.12203
Department of Basic Education. (2019). ICT in Education Policy for South Africa. http://www.education.gov.za/Portals/0/Documents/Policies%20and%20guidelines/ICT%20in%20Education%20Policy%20for%20South%20Africa%202019.pdf?ver=2019-08-13-151652-270
Kekwaletswe, R. M., Tladi, L. R., & Malete, L. (2017). Barriers to successful implementation of e-learning: A Case of Botswana Junior Secondary Schools. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13(1), 53–69.
OECD. (2016). Reviews of National Policies for Education: Education in Kenya. OECD Publishing. https://doi.org/10.1787/9789264262446-en
World Bank Group. (2016). Kenya Education Sector Support Program: Progress Report FY16. http://documents.worldbank.org/curated/en/650631480673076939/pdf/106663-WP-PUBLIC-P163921-KBB-15-P061232-Box396850B-Kenya-Education-Sector-Support-Program-Progress-Report-FY16-1.pdf
1. South Africa
South Africa's government has moved to integrate technology into its education system to address widespread educational needs. The Department of Basic Education's 2019 ICT Policy has outlined a framework for the development of technology-based learning in South African schools. There has also been an uptick in government funding of projects aimed at integrating technology into the education system. Some of these projects include the Gauteng Online School of Excellence, which provides online learning resources and e-classroom facilities to learners; and the Khanya Project, which aims to connect schools to broadband internet. Despite these efforts, however, challenges in funding, infrastructure, and policy frameworks have hindered the successful implementation of technology into the education system (Department of Basic Education, 2019; Adeyemo & Yang, 2021).
2. Kenya
The Kenyan government has made significant investments in digital infrastructure and eLearning solutions to provide technology-based learning resources to learners. The government's Digital Literacy Programme, launched in 2013, aims to provide digital learning devices and teacher training to primary schools. However, despite these efforts, a lack of sufficient infrastructure, such as electricity supply and internet connectivity, has negatively impacted the success of these programs. Additionally, the capacity of teachers to use technology effectively remains an issue, with many educators lacking the training and skills required to adopt digital learning systems in their classrooms (OECD, 2016; World Bank Group, 2016).
3. Botswana
Botswana has experienced its fair share of challenges in the integration of technology into the education system. While the government has invested in digital infrastructure and eLearning solutions, access to these resources remains a significant issue in rural areas. Moreover, a lack of suitable policy frameworks, funding, and coordination has hindered the success of these initiatives. A key challenge is the inadequate training of educators on how to use digital tools effectively, which consequently impacts learning outcomes (Kekwaletswe et al., 2017).
In summary, technology has become a vital external factor influencing the education systems of many African countries, and South Africa, Kenya, and Botswana are no exception. While the integration of technology into the education system can result in significant improvements in the quality of learning and learning outcomes, the attainment of these objectives is contingent on several factors. Governments must address these underlying challenges to ensure that the benefits of technology-based learning are accessible to all.
References:
Adeyemo, O., & Yang, J. (2021). Integrating Technology in Education: A Review of South Africa’s ICT Policies. International Journal of Emerging Technologies in Learning (iJET), 16(5), 190–206. https://doi.org/10.3991/ijet.v16i05.12203
Department of Basic Education. (2019). ICT in Education Policy for South Africa. http://www.education.gov.za/Portals/0/Documents/Policies%20and%20guidelines/ICT%20in%20Education%20Policy%20for%20South%20Africa%202019.pdf?ver=2019-08-13-151652-270
Kekwaletswe, R. M., Tladi, L. R., & Malete, L. (2017). Barriers to successful implementation of e-learning: A Case of Botswana Junior Secondary Schools. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 13(1), 53–69.
OECD. (2016). Reviews of National Policies for Education: Education in Kenya. OECD Publishing. https://doi.org/10.1787/9789264262446-en
World Bank Group. (2016). Kenya Education Sector Support Program: Progress Report FY16. http://documents.worldbank.org/curated/en/650631480673076939/pdf/106663-WP-PUBLIC-P163921-KBB-15-P061232-Box396850B-Kenya-Education-Sector-Support-Program-Progress-Report-FY16-1.pdf
1 answer