Discuss the differences and similarities that can be identified on the basis of technology as an external determinant of the various education system in South Africa, Kenya and Botswana With references
Technology plays a crucial role in shaping education systems across the globe. In South Africa, Kenya, and Botswana, technology has had varying impacts on how education is delivered. This essay discusses the similarities and differences in how technology has affected education in these three countries.
In South Africa, technology has facilitated the democratization of education. According to Molefe and Rautenbach (2017), technology has enabled poor learners in remote areas to access quality education, which they previously could not access. This is because technology has eliminated geographic barriers and learners can access education resources from anywhere as long as they have an internet connection. Additionally, technology has enabled learners to access e-learning resources, which allows them to study at their own pace. However, technology has also magnified inequalities in education as there are still rural areas that lack access to technology.
In Kenya, technology has had a positive impact on education in many ways. One of the most significant impacts is on teacher training. According to Kiganane et al. (2018), technology has enabled teachers to access training materials that were previously unavailable to them. This has led to a significant improvement in the quality of education provided by teachers. Additionally, technology has facilitated the provision of e-learning resources to learners in remote areas, thereby ensuring that all learners have access to quality education regardless of where they live.
In Botswana, technology has facilitated the delivery of quality education to learners. According to Mureithi (2015), technology has enabled teachers to access up-to-date teaching resources such as online libraries and educational videos. This has ensured that learners receive up-to-date education and have access to relevant resources. Additionally, technology has facilitated distance learning, which allows learners to access quality education from anywhere. However, technology has also magnified inequalities in access to technology, with learners in remote areas lacking access to technology.
In conclusion, while technology has had a positive impact on education in South Africa, Kenya, and Botswana, there are still inequalities in access to technology, which creates barriers to accessing quality education. Nevertheless, technology has facilitated the democratization of education and has significantly improved the quality of education in these three countries. Further investment in technology infrastructure is required to ensure that all learners have equal access to technology and quality education.
References
Kiganane, G. N., Kori, J. K., & Mungai, J. K. (2018). Teachers' perceptions, attitudes and adoption of ICT in education in Kenya. International Journal of Information and Learning Technology, 35(6), 435-454.
Molefe, M., & Rautenbach, V. (2017). E-learning in South Africa: Lessons from the private higher education sector. InDigerati: knowledge, information, and technology resources for South African educators(pp. 165-180). Springer.
Mureithi, J. G. (2015). The use of digital technology in learning: A Study of Botswana Secondary Schools. International Journal of Mobile Learning and Organisation, 9(1), 35-51.