Critically discuss the differences and similarities that can be identified on the basis of technology as an external determinant of the various education system South Africa, Tanzania and Malawi
Technology has had a significant impact on the education system of various African nations, including South Africa, Tanzania and Malawi. Although there are similarities in the use of technology in these countries' education systems, there are also notable differences that affect their effectiveness in enhancing learning outcomes.
Firstly, one of the similarities in the use of technology in the education system of these countries is that it is still limited in terms of access and integration into the curriculum. For instance, in Malawi and Tanzania, the use of technology in the education system is at a rudimentary stage due to factors such as inadequate infrastructure, lack of technical expertise and knowledge, and limited funding. These limitations have impeded the full integration of technology into the education system, leading to low adoption rates among teachers and students. Similarly, in South Africa, despite the country’s relative advancement in technology, access and affordability are still significant barriers to technology being fully integrated into the education system.
Another similarity of the use of technology is the effort by the government to promote technology in education. For example, in Tanzania, the government has launched initiatives such as the Rural e-Learning Program and the ICT in Education Policy to improve the use of technology in education. Similarly, in Malawi, the government has launched initiatives such as the establishment of computer laboratories in primary and secondary schools, the creation of an ICT Policy for Education, and the development of an e-learning platform. South Africa has also launched initiatives such as the Smart Classroom initiative and the National Education Infrastructure Management System to promote the use of technology in education.
Despite the similarities highlighted above, there are also differences in the use of technology in the education systems of these countries. For instance, South Africa has made significant strides in incorporating technology in the education system, largely due to its advanced technological infrastructure and resources. This has allowed for the successful expansion of online learning opportunities, the creation of ICT-based classrooms, and the provision of digital textbooks and resources. However, the inequality in access to technology among schools in South Africa remains a significant issue.
In Tanzania and Malawi, on the other hand, the integration of technology in the education system is still in its infancy stages. Tanzania, for example, has a limited presence of computers and internet connectivity in schools, which limits the ability of teachers and students to incorporate technology into their learning. Malawi, similarly, has a low level of technological advancement, leading to poor infrastructure and lack of resources to support technology-based learning.
In conclusion, technology is an essential determinant of the education system in various African countries, including South Africa, Tanzania, and Malawi. While similarities exist in the use of technology, such as the limited access and integration into the curriculum, there are also differences, such as the level of technological advancement and the government’s efforts to promote the use of technology. Ultimately, the full integration of technology into the education system requires significant investment in infrastructure, resources and technical expertise to support its successful adoption.