Discuss and evaluate best practices through engaging in literature review in order to document report on the influence of technology as external determinant on the education system of South Africa, Swaziland and Maphuto
The use of technology in the educational systems of South Africa, Swaziland, and Maphuto has become increasingly important in recent years. A literature review was conducted in order to document and evaluate the best practices for integrating technology into the educational systems of these countries.
One best practice that emerged from the literature is the need for adequate infrastructure and resources. This includes internet access, computers, and educational software. Without these resources, the full potential of technology in education cannot be realized. In South Africa, for example, the government has launched an initiative to provide schools with internet access and computers.
Another best practice is the need for teacher training and support. Teachers need to understand how to effectively use technology in their classrooms in order to fully benefit their students. In Swaziland, for example, the Ministry of Education and Training has provided training for teachers on how to integrate technology into lessons.
A third best practice is the need for monitoring and evaluation. It is important to assess the impact of technology on students' learning outcomes and adjust approaches accordingly. In Maphuto, for example, the World Bank provided support for the development of an education management information system to track student progress and improve accountability.
These best practices highlight the importance of a comprehensive approach to integrating technology into the educational systems of South Africa, Swaziland, and Maphuto. By providing adequate infrastructure and resources, teacher training and support, and monitoring and evaluation, students can benefit from the transformative power of technology in their education.
Discuss and evaluate best practices through engaging in literature to report influence of technology as external determinant on educational systemof South Africa,Swaziland and Maphuto
Effects that technology as an external determinant has on South Africa Ghana and Rwanda
The effects of technology as an external determinant on South Africa, Ghana, and Rwanda are multifaceted. Here are some of the most significant effects:
1. Economic Growth: Technology has been a significant driver of economic growth in all three countries. For example, in South Africa, the technology sector is one of the fastest-growing and most dynamic sectors in the economy. In Ghana, the tech industry has grown by an average of 28% per year since 2010. And in Rwanda, the government's investments in technology have helped to transform the country into a hub for innovation and entrepreneurship.
2. Education: Technology has enabled significant advances in education in all three countries. For example, in South Africa, the government's e-learning program has provided students with access to educational materials and courses online. In Ghana, several universities have implemented online learning platforms to supplement classroom learning. And in Rwanda, tablets and laptops have been distributed to schools to enhance teaching and learning.
3. Healthcare: Technology has also had a significant impact on healthcare in all three countries. For example, in South Africa, telemedicine has been used to provide remote diagnosis and treatment in rural areas. In Ghana, a mobile health program has helped to increase access to healthcare in underserved areas. And in Rwanda, the government has implemented an electronic health information system to improve patient care and outcomes.
4. Connectivity: Finally, technology has helped to connect people and communities in all three countries. For example, in South Africa, social media and messaging apps have played a significant role in mobilizing and organizing protests and social movements. In Ghana, mobile banking has enabled people to access financial services and transfer money easily and securely. And in Rwanda, mobile phone ownership has grown rapidly, providing people with access to information and services that were previously unavailable.
In conclusion, technology has had significant effects on South Africa, Ghana, and Rwanda, impacting economic growth, education, healthcare, connectivity, and more. While there are certainly challenges associated with the use of technology in these countries, its potential to improve people's lives cannot be ignored.
The differences and similarities
That can be identified on the basis of technology as an external determinant of the education systems of South Africa Ghana and Rwanda
While all three countries have been influenced by technology as an external determinant in their education systems, there are also some differences and similarities that can be identified.
Similarities:
1. Emphasis on Access: All three countries are focusing on increasing access to technology in their education systems. This includes providing students and teachers with access to computers, internet connectivity, and educational software.
2. Investment in Infrastructure: All three countries are investing in their technological infrastructure in order to support their educational systems. This includes building data centers, providing internet access, and implementing e-learning platforms.
3. Use of Mobile Technology: Mobile technology is an important tool in all three countries' education systems. It has been used to provide educational resources and materials, facilitate communication, and increase access to educational opportunities.
Differences:
1. Funding Sources: The sources of funding for technology in education vary across the three countries. For example, in South Africa, the government has invested heavily in technology in education, while in Ghana, funding has come from private sector initiatives.
2. Implementation Strategies: Each country has taken a different approach to implementing technology in their education systems. For example, in South Africa, the focus has been on rolling out e-learning in public schools, while in Rwanda, the government has provided schools with tablets and laptops.
3. Levels of Access: Despite the emphasis on access, levels of access to technology still vary across the three countries. In South Africa, access to technology is still limited in many rural and underprivileged areas, while in Ghana, access to technology is often hindered by unreliable electricity and internet connectivity.
In conclusion, while there are similarities between South Africa, Ghana, and Rwanda in terms of their use of technology in education, there are also significant differences in funding sources, implementation strategies, and levels of access. These differences illustrate the unique challenges and opportunities that each country faces as they seek to integrate technology into their education systems.
The difficulties of learning English in South Africa
The difficulties of learning English in South Africa can be attributed to a variety of factors, including historical, social, and linguistic factors.
1. Historical Factors: The apartheid system in South Africa played a significant role in creating socio-economic and linguistic disparities that still affect the country today. During apartheid, Black South Africans were prohibited from receiving education in English, which was the language of the minority white population. As a result, many Black South Africans grew up speaking a first language other than English and may not have had access to high-quality instruction in English.
2. Social Factors: Language learning is heavily influenced by social factors, including access to quality education and exposure to English-speaking environments. Many students in South Africa come from low-income families and attend schools with few resources and poorly trained teachers, which can hamper their ability to learn English well. Additionally, there may be limited opportunities for students to practice their English skills outside of the classroom, as their communities may not be predominantly English-speaking.
3. Linguistic Factors: English is a highly complex language, with a vast and intricate vocabulary and complex grammatical rules. Learning English can be challenging for students who come from languages that have different grammatical structures or fewer linguistic resources. Additionally, pronunciation can be a challenge, as English has many sounds that are not present in other languages.
4. Varieties of English: South Africa has many different varieties of English, including British English, American English, and several distinct South African English dialects. This can make learning English more challenging for students who may encounter a variety of accents and dialects depending on where they are in the country, which can make understanding and speaking English difficult.
In conclusion, the difficulties of learning English in South Africa can be attributed to a range of historical, social, and linguistic factors. Addressing these challenges will require a concerted effort to improve the quality of education, provide students with greater opportunities to practice their English skills, and address the socio-economic disparities that still affect the country.
How to teach English FAL in the intermediate phase
Teaching English First Additional Language (FAL) in the intermediate phase requires a combination of different approaches, methods, and strategies to cater to the needs and abilities of diverse learners. Here are some tips to consider when teaching English FAL in the intermediate phase:
1. Creating a supportive learning environment: The classroom should be a safe and supportive space where learners feel comfortable to express themselves in English without fear of ridicule. Teachers can maintain a positive classroom atmosphere by promoting respectful interactions and encouraging learners to collaborate in pairs, small groups, or whole-class activities.
2. Balancing language skills: English FAL instruction should balance Reading, Writing, Listening, and Speaking skills. Teachers should consider integrating these skills into every lesson and assess learners' progress on each skill.
3. Effective planning: Teachers should carefully plan lessons and activities to ensure progressive development of language skills. A variety of teaching resources like textbooks, online resources, videos, and interactive media can be used to enhance learning. The curriculum should be based on aspects such as building vocabulary, reading comprehension, and grammar rules.
4. Active learning: Learners should be actively involved in the learning process. Students learn better when they are allowed to practice new concepts and apply them in real-world situations.
5. Differentiation and assessment: English FAL learners' abilities may differ. Therefore, teachers must provide differentiated learning opportunities that meet the needs of all learners. Also, it's essential to provide formative and summative assessment opportunities to measure learners' progress.
6. Using technology: Technology can be used to enhance learners' experience by incorporating multimedia content, ensuring remote teaching and learning.
By implementing these tips, teachers can create a positive and supportive learning environment, foster active learning and engagement, and adequately support learners' needs in English FAL instruction, providing a strong foundation for academic and social success.