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, Ghana and Rwanda.

Answer 1

South Africa, Ghana, and Rwanda have differing education systems due to their unique historical and political contexts, but they all share similarities and differences in how technology has impacted their education systems as an external determinant.

In South Africa, access to technology is limited in many rural areas and schools, which creates a digital divide that disadvantages rural learners. This is due to a lack of investment in infrastructure and resources for technology, compounded by socio-economic inequalities. However, in well-resourced schools and areas, digital technology has been integrated into teaching and learning as a means to enhance the quality of education and to prepare learners for the digital age. Online and blended learning has been utilized to provide remote and flexible learning options, which is especially pertinent during the COVID-19 pandemic.

Similarly, in Ghana, technology is being increasingly integrated into teaching and learning in urban areas, but access to technology is restricted in rural communities due to the lack of infrastructure, resources, and digital literacy. There is a push to bridge this digital gap and provide equal access to technology across the country to promote equity in education.

Rwanda has invested heavily in technology in its education system, creating a national program to roll out digital devices and e-learning platforms to schools throughout the country. This has improved access to education in rural areas and has allowed for a shift towards more learner-centered and interactive teaching approaches. However, issues such as the need for digital literacy training for teachers and limited access to reliable electricity and internet infrastructure remain a challenge.

In summary, while the three countries share common challenges with access to technology and digital infrastructure in some areas, their approaches to integrating technology into education varies depending on their socio-economic contexts and political priorities. While South Africa and Ghana focus on the need for increasing access to technology across the country, Rwanda has taken a more proactive approach in using technology to promote equitable access to education.