• Critically discuss the differences and similarities that can be identified on the basis of technology as an external determinant of the various education systems between South Africa, Botswana and Zambia
The impact of technology as an external determinant on education systems can be seen across South Africa, Botswana, and Zambia. Though there are certain similarities, the differential levels of technological advancements, government policies and infrastructure, and economic conditions markedly distinguish these countries.
Firstly, South Africa's education system has been greatly influenced by technology. The country has advanced technology infrastructure, making online learning and e-learning possible. However, the digital divide and social inequality have limited the accessibility of technology for students from less privileged backgrounds. South Africa's educational policies have put emphasis on developing technological skills in students to boost economic growth. Whereas, in Botswana and Zambia, the technological advancements in education are significantly low. Although in recent years, the government of Botswana has made efforts to promote digital literacy by introducing some digital initiatives such as the piloting of tablets in schools, this has been limited in scope. In contrast, Zambia lacks basic technology infrastructure and most schools do not have access to computers.
Secondly, South Africa has developed a national e-learning strategy, which aims to enhance the quality of education through technology integration. The strategy promotes digital literacy and aims to provide resources such as digital textbooks, mobile learning applications, and online assessment tools. Botswana and Zambia also have policies aiming at enhancing teaching and learning through technology, but the implementation of these policies has been hindered by limited resources, mostly financial.
Lastly, the economic conditions of these countries also play a crucial role in the integration of technology in education systems. South Africa has a resilient economy and is in a better position to invest in technology infrastructure, as compared to Botswana and Zambia. The latter two countries have less-developed economies and limited resources, which means that the adoption of technology in education is not a priority.
Therefore, while there are similarities in the policies and aspirations of the three countries in incorporating technology in education, the maturity of technological infrastructure, access to technology, and economic conditions serve as barriers to achieving desired outcomes across the board. In conclusion, a lot of work must be done to address existing inequalities and disparities before technology integration can be successfully implemented across South Africa, Botswana, and Zambia's education systems.