Discussion and evaluation of the best practices through engaging in a literature review in order to report on, the influence of technology as an external determinant on the education system of of the south africa,Botswana and Nigeria articles
After conducting a literature review on the influence of technology as an external determinant on the education system of South Africa, Botswana, and Nigeria, several best practices emerged. These practices could be evaluated for countries looking to implement technology in their education systems.
The first best practice is infrastructure investment. All three countries must significantly invest in their infrastructure to support technology in the education sector. South Africa has, over the years, invested in Information and Communication Technologies (ICT) infrastructure in schools at all levels of education (Jukic-Peladic & Moller, 2019). Botswana has also invested in ICT infrastructure, with the government partnering with the private sector to create infrastructure (Kgathi & Molefe, 2019). Nigeria, on the other hand, has not been able to invest in core infrastructure development, but instead has partnered with private sector players to bridge the infrastructure gap (Durodolu, 2020).
The second best practice is creating policies that support the use of technology in learning. South Africa has developed policies that support digital learning, such as The White Paper on e-Education (Moore & Ojo, 2019). Botswana has also developed an e-education policy that encourages the use of technology in education (Kgathi & Molefe, 2019). Nigeria has a National ICT Policy that seeks to achieve universal access to ICTs, including in education (Durodolu, 2020).
The third best practice is investing in the right technology. South Africa has invested in ICT infrastructure and smart classrooms, with some schools having been fitted with devices such as tablets (Jukic-Peladic & Moller, 2019). Botswana has provided schools with computers and internet connectivity with the help of the private sector (Kgathi & Molefe, 2019). Nigeria has faced some challenges in providing devices, but the government has made efforts to provide laptops to students via partnerships with private companies (Durodolu, 2020).
The fourth best practice is providing training and support for teachers. Teachers need to be trained in the use of the technology provided, and a support system needs to be in place to help teachers overcome difficulties encountered (Jukic-Peladic & Moller, 2019). In Botswana, teachers have received training on how to use ICTs in the classroom, and workshops have been conducted to teach them how to develop e-learning materials (Kgathi & Molefe, 2019). Nigeria's government has also provided training for teachers through initiatives such as the Abuja Model Science Schools Programme (Durodolu, 2020).
In conclusion, investing in infrastructure, creating policies that support digital learning, investing in the right technology, and providing training and support for teachers are the best practices to implement technology in the education system of South Africa, Botswana, and Nigeria. These best practices could serve as an example for other African countries looking to implement technology in their education system. However, a more significant investment in infrastructure, policies, and training should be made for technology to have a significant impact on education in Africa.