Discuss and evaluate best practices through engaging in a literature review in order to document/report on, the influence of technology as an external determinant on the education systems of South Africa, Botswana and Zambia
Introduction:
Technology has brought significant changes in the education sector, affecting all aspects of teaching, learning, and administration. The impact of technology on education systems is profound as it can boost educational outcomes, improve student engagement, personalise learning, and enhance administrative efficiency. Therefore, it is essential to examine the influence of technology as an external determinant on the education systems of South Africa, Botswana, and Zambia. This literature review will discuss and evaluate best practices related to technology integration in education.
South Africa:
South Africa is a rapidly evolving country that has a history of unequal access to educational resources. Therefore, the government's focus is on digital transformation to promote equal access to quality education. According to Kamanzi (2021), South Africa has implemented several technological interventions to improve access to education, such as the National Education Infrastructure Management System (NEIMS) and Laptops for Teachers program. NEIMS is a management information system that manages the education system's physical infrastructure and resources. It collects, analyses, and distributes data on educational infrastructure. The Laptops for Teachers program provides teachers with laptops and training to support teaching and learning activities.
Additionally, South Africa has implemented e-learning initiatives to expand access to education. The University of South Africa offers distance learning courses that learners can access from anywhere. Also, the South African radio network broadcasts educational programs that reach remote areas without internet connectivity (United Nations, 2020). The use of technologies such as e-books, mobile applications, and video conferencing platforms has reduced the cost of education and facilitated access to learning resources for students.
Botswana:
Botswana's education system is influenced by the government's desire to modernize its economy and promote human capital development (Meban, 2019). Botswana has invested in digital infrastructure and resources to promote learning in schools. According to The Botswana Daily News (2019), the government has implemented various e-learning initiatives to leverage ICT in education. The initiatives include the installation of ICT laboratories in schools, providing schools with laptops and tablets, and the development of online educational platforms and digital libraries.
Botswana has also introduced mobile learning platforms such as SMS learning, where learners can register for educational SMS services and receive educational content via their mobile phones (Saanane, 2015). The SMS learning platform has provided access to educational resources to learners in remote areas with limited internet connectivity. Furthermore, Botswana has encouraged teachers to integrate technology in the classroom setting, through teacher training and development programs (Chuma & Soleymani, 2015).
Zambia:
Zambia has adopted several strategies to promote the integration of technology in education. The Ministry of General Education has implemented various education policies to integrate technology into the education sector. According to The Times of Zambia (2021), the ministry has provided tablets and laptops to teachers and students to facilitate e-learning. The Ministry has also collaborated with private organizations to provide schools with ICT resources. Private organizations have set up computer laboratories in schools and provided schools with mobile devices such as tablets.
Moreover, Zambia has implemented various e-learning platforms to expand access to learning resources. According to Chisenga and Zulu (2019), the Zambia Institute of Distance and Open Learning (ZIDOL) has developed online courses that supplement traditional learning. The courses are designed to promote self-paced e-learning and improve access to education.
Evaluation of best practices:
South Africa, Botswana, and Zambia have implemented education policies that promote technological integration. The countries have recognised that technology can improve access to education, provide personalised learning experiences, and enhance administrative efficiency. However, some significant challenges affect the integration of technology in education.
One significant challenge is the unequal distribution of technological resources across countries and schools. Schools in remote areas face challenges in accessing technological resources due to a lack of infrastructure and limited funding. Ndhlovu and Mokuku (2019) noted that schools in Zambia with inadequate technological resources face challenges providing quality education.
Another significant challenge is the lack of adequate training and professional development for teachers to integrate technology into the classroom effectively. Chuma and Soleymani (2015) found out that in Botswana, teachers faced challenges in integrating technology into their teaching despite having the necessary resources.
Conclusion:
The literature review has shown that South Africa, Botswana, and Zambia have implemented several technological interventions to improve access to education. However, challenges such as unequal distribution of technological resources and inadequate teacher training remain. Despite these challenges, the integration of technology in education has the potential to improve education outcomes in these countries. Therefore, governments and stakeholders should continue to invest in technology infrastructure, provide training and professional development for teachers and students, and leverage technology to promote equal access to quality education.