Implementation Of ICT In Education Of Tanzania And Uganda
It is understood that with greater knowledge is increased power. The more information accessible the more capability available. While Tanzania and Uganda may be years away from the everyday rural farmer accessing the internet for farming information, every step towards equal opportunity is a step in the right direction. Schools in indigenous countries are moving to include technology in curriculum and encourage students to explore the available technological resources such as, radio and community access centers. The lower developing countries that have access to technology take advantage of the opportunity to teach students from a constructive model that is more harmonious with the indigenous holistic approach of education.
Technology in Tanzania is expanding exponentially leading to an increased demand of ICT training in education centers. By 2011 Tanzanian higher education centers had been equipped with eLearning systems. Open education sources that stem from using eLearning systems can solve burdens such as limited resources and outdated texts, however indigenous countries such as Tanzania are still under-utilizing technology. In a survey of open content utilization, only 21. 8 % of respondents declared they were cognizant of the available resources via technology. Open education resources (OER) are incredibly beneficial to the tutelage and gained knowledge process of higher education. Employing OER creates equality through available knowledge in various forms, broadens accessibility, increased reusability, saving money it also attracts more students. MIT exhibited the increase in student attendance when students were informed of the freely accessible courses, influencing and increase of 35% of students to apply for course. The uncomplicated and effortless use of technology, social influence, the conditions of the facility all have a positive impact on the acceptances and utilization of OER. Participants of OER are more likely to use the resource if it is available and easy to use, if there is a strong social influence to engage with technology and if there is facility supportiveness.
Currently the implementation of OER is suffering due to failing these areas of importance. ICT has not been implemented in a participatory manner, leading to stunted advancements of technology utilization in higher education of Tanzania. Professors are unaware and untrained in the use of OER, leading to deterioration of technology resources in higher education environments. However, the knowledge of OER existence is unwavering of statistical findings in substantial implementation of OER. Appropriate ICT is consequential in advancement of technologies such OER in higher education programs. While Tanzania has implemented means of connecting to the Internet, there is much work to do on the implementation of ICT programs. Uganda is currently implementing technology training into their education system.
Similar to Tanzania, Uganda is also implementing technology into the education system. However, the Uganda employment of technology is dissimilar to Tanzania through the ICT process. The ICT program is formed through indigenous citizens participation and input and problem focused solutions. Rather than the focus being on integrating society into technology Uganda is assimilating technology into society. The ICT policy consist of incorporating technology conventional education, allowing reasonable unbiased access to all students. In a report written by Glen Farrell, he informs readers of the new policies and procedures that are being implemented into the mainstream education system (2007).
The first objective of the national ICT policy developed in 2003 was to maintain continuing education opportunities. It is important to note here how intertwined technology training is with the education system. Hopefully the early implementation of technology will create an opportunity for Uganda’s youth to incorporate their cultural touch on the world through the internet and other technological advances. The focus of ICT in Uganda is to reasonably train students to operate and navigate technology through the channel of mainstream education. Through this process ICT policy is not abandoning basic needs in place of intangible goals. ICT goals in Uganda remain simplified and deliberate. Providing an example, Microsoft is supporting this initiative by training teachers, finance software licenses, and endorse learning exercises. As well as outside help, a portion of the ICT training for teachers has begun, and funds for ordinary level curriculum has been gathered. The ICT policy not only focuses on the current implementation of technology into education but also focuses on the future issues that may arise with technological progression. Proactive methods involve, cost-effective approaches, continuing revision of curricula, and routine reviews and updates to the ICT policy goals. While these goals are in place, Uganda still struggles with the urban-rural divide. The schools that struggle the most to obtain internet connection are those in the rural areas.
A positive outlook for the development of the country drives forwards with heavy perseverance holding tight to a definite and coherent plan.
