How ICT can Enhance Quality Education in Developing Countries

How ICT can Enhance Quality Education in Developing Countries

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How ICT can Enhance Quality Education in Developing Countries

Introduction

ICT Use in Education

Education plays one of the major roles in promoting the development of different societies in the contemporary world. The International Association for Educational Assessment (IAEA) (2021) informs that the notion of “from primary level to unobstructed education” is increasingly perceived to be the key of the international economy in the global community. Human freedom and social advancement are firmed on the idea. Hawkins (n.a) on his part argues that the competence to effectively change information and knowledge into innovative services and products will define prosperous knowledge economies. Hawkins (n.a) informs that “because information and knowledge have become the most essential for prosperity, increased wealth, competitiveness, and productivity, countries have put much emphasis on building their human capital. Governments around the globe are thus paying attention to mechanisms to advance reach to and advance the quality of education. Decision makers usually find themselves asking imperative questions; including inquiring the factors that define the quality of education in present day’s global information and technology-based economy, whether education has put up with the pace of the fast changing world, and if there are suitable models for change that people can follow.  

Connection between ICT and Sustainable Development Goals

The study describes a connection between ICT and SDG goals while paying considerable attention to SDG 4, which advocates for unobstructed education for everyone. The paper illustrates how promoting the use of technology improves the chances of offering quality education for all, and presents a better chance for both children and adults who undergo schooling. Thus, it is imperative to improve the level of technology while focusing on providing quality education for everyone without considering their differences in socioeconomic status and background.

Aim of the Essay

The primary objective of the essay is to describe how ICT can improve educational practices in the developing world. It relies on various scholarly works that provide suitable information regarding ICT in education. The report argues that overcoming the challenges associated with ICT use in education and providing relevant assistance to institutions in developing countries increase the chances of improving the quality of education for everyone.

ICT and Education

Importance of ICT in Education

To precisely know the significance of ICT in education and pedagogical practices, there is need to first know what ICT means. Meenakshi (2013) writes that ICT stands for information and communication technologies, which in this scenario refers to a broad set of technological resources and tools utilized to communicate, establish, spread, store, and handle information. ICT facilitates business practices, it acts as the basis of success in contemporary businesses, and it offers governments with an appropriate and effective infrastructure. On the same note, ICT increases value to the practices of learning, and in the management and organization of learning facilities.

The Internet is a major driving factor for much innovation and development in both developing and developed nations. Countries should be able to gain from technological advancements, but to be able to achieve the goal, it is necessary to train and educate a group of professionals and equip them with technological knowledge, while equipping them with adequate skills on how to use various software and computer application or platforms (Kivunike, Ekenberg, Danielson & Tusubira 2011). Technological growth resulted in changes in work and alterations in the structure of work, and needed competence and skills are therefore transforming. Primarily, developers of the curriculum advocate for increased use of technology to facilitate educational practices with the objectives of executing the concept of life-long learning and education, and to advance various educational practices and services (Kivunike, Ekenberg, Danielson & Tusubira 2011). Also, experts in the educational field advocate for the use of technology with the motive of encouraging equal chances to acquire information and education, and to build an effective environment for gathering and using educational data and information (Shao et al. 2015). Other factors that facilitate the adoption of technology in educational practices are to facilitate technology skills and literacy for every person, particularly for learners, to build distance learning with national or international content, to enhance the practice and culture of learning in the school environment in such a way that one develops appropriate learning techniques, exploits the open sources of learning, and to expand the optional learning strategies.

Evidence indicates that ICT play vital roles in helping students learn better. Meenakshi (2013) informs that examining technological projects and initiatives is considerably hard. Even more difficult according to Meenakshi (2013) is the assessment of educational interventions. School impact on learners’ social or academic outcomes such as the child’s natural abilities, lifetime experiences, and family background among other factors. Many early trials with ICTs in learning environments were dependent on nothing more than hunch. Nevertheless, the escalating emphasis on the significance to display tangible evidence has also resulted in more trials to assess the influence of computer in classroom settings (Tyagi, Vishwakarma, Alexandrovich, & Mohammmed 2020). Nonetheless, it is still hard to evaluate ICT use in education due to a number of factors. For instance, even in learning institutions that make extensive application of ICTs, the quantity of time utilized in learning environments is still largely low with regard to the time spent utilizing more conventional teaching practices and tools, from chalk and blackboard to photocopied materials (Heeks & Molla 2009). In Britain, for instance, learners use ICTs for approximately 45 minutes each week at the primary school level, and for about one hour and 15 minutes in secondary schools. Moreover, technologies and the way they are executed differ considerably from one learning institution to the other. Many studies examining the impact of ICTs in educational practices in developing countries tend to simply gather examples, rather than attempting to measure pedagogical effectiveness (Zheng 2009). Many people, also try to examine the appropriateness of IT against quantity factors, including how much software, how many computers, and other factors – rather than focusing on the examination of quality, by examining the deployment of ICTs in classroom setting (Heeks & Molla 2009). However, one of the most detailed studies to examine the issues concerned with the assessment of ICTs in learning institutions in developing countries, identified several complications (Heeks & Molla 2009). For example, it emerges that terms such as technology and technology use create different meanings and perceptions to different people and the tendency to dwell on short-term objectives, rather than perceiving the intervention as part of a package created to transform how learning facilities function.

Researchers concur that ICTs can play vital functions in promoting the quality of education. Advancing the quality of education and training practices is an important factor, especially at a time of educational growth. Studies find that ICTs can advance the quality of education in many aspects, including advancing the learners’ engagement and motivation, promoting the acquisition of tangible skills and competence, and by improving instructor training (Meenakshi 2013). In addition, ICTs play essential transformational purposes, which when applied appropriately, can advance the change to a student-centered environment. ICT tools and devices such as computer software, television, and videos that fuse colorful images, sound, and texts can be utilized to give authentic and challenging information that will engage the learners in the learning processes (Meenakshi 2013). Instructors firmly believe that the visual aural blending if used appropriately with textbooks and syllabus, can produce appropriate results in transmitting knowledge and skills to the learners in a short duration of time. Nevertheless, it is possible to witness considerable variations in the application of the technological devices and how they impact on learners. Meenakshi (2013) identifies about five types or levels of technology widely utilized in educational settings, including presentations, demonstrations, drills and practices, interactions, and collaboration.

More importantly, examiners and researchers have sought to understand the most suitable form of ICT in educational practices. Tezcan (2006) finds that the utilization of videos came across as the most suitable ICT aspect following a series of interviews with educators. It was emphasized by those applying and wanting to utilize videos in teaching and learning practices that the creativity in presentation is just as essential as the utilization of innovative media. Videos that can be used for educational purposes now entail multimedia CDs, video books, 3-D animations, PowerPoints and other forms of slide shows. It is also possible to use interactive games, digital story-telling platforms that effectively fuse text with visuals and audio that can be delivered or transmitted on a range of avenues (Tezcan 2006). Relying on the argument of various scholars, it emerges that videos can play vital learning purposes and can be used in a variety of environments, such as to improve learning in classroom settings, training learners on basic life skills, teaching students from nomadic tribal areas, and encouraging learners to make their own videos while engaging in educational practices. Furthermore, it is possible to use videos with blind learners, as some facilities are doing with audio description, although this is yet to pick up in many developing nations in the global south (Tezcan 2006). Various organizations and learning facilities have developed videos on a broad range of topics such as reproductive and sexual health, HIV, gender issues, forced migration, child rights, and disaster management among other topics (Tezcan 2006). Giving their views on the capacity of videos to simplify tough subjects and incorporate learners, instructors identified topics and subjects with effective and persuasive visual contexts – like biological concepts, geographical aspects, scientific evolutionary theories, and topography and geographical concepts – which can be quite challenging when applying traditional teaching methods, may be easy to teach and make learners understand using videos (Tezcan 2006). In addition, instructors identify some videos as being the most appropriate for learning purposes, especially in areas of learning such as mathematics, science, and social studies. While identifying the beneficial effects videos can have on educational practices, it happens that some instructors often perceive the utilization of videos as an alien practice beyond the standard or everyday curricular requirement and teaching thereby experiencing considerable hurdles in integrating appropriate videos in everyday teaching practice (Tezcan 2006). Some instructors, especially in developing economies think that it is important to develop clear regulations and policies emerging from a wide consultation on utilizing videos and other related forms of ICTs in education.

However, instructors and school leaders in developing nations must overcome a number of challenges to appropriately gain from the use of ICTs in teaching and learning practices. Most facilities still lack essential ICT facilities and devices such as computers, video playback systems, and TV sets, which may require the collaboration of various stakeholders to find amicable solutions. Hawkins (n.a.) describes how it may be difficult to build computer labs in some developing countries because of the much financial and time resources needed to complete such projects. However, even as developing a functional computer lab with effective and reliable Internet connection remain a challenge for many learning centers, others enjoy facilities, which calls on interveners to take quick and effective intervention measures. Such learning facilities can acquire help from local members of the community, investors, sponsors, or the government to put up with the changes that are rapidly taking place across the learning sector. The other challenge developing nations must overcome to improve the use of ICT in learning facilities is coming up with more competitive telecommunication regulations, policies, and infrastructure that do not hinder sustainability and connectivity. Hawkins (N.A.) informs that because most developing nations transform by the minute, less effective regulations with strict budgets constraint the amount of time spend on the Internet and other ICT devices throughout the day. On the other hand, it happens that when learning institutions invest in superior technology, there is an escalation in contentment, utilization, and integration into the curriculum. Finally, learning facilities in developing countries that witness considerable challenges in using ICTs should not overlook technical support because as Hawkins (n.a) explains, it may be easier to acquire computers but managing them in their functional condition may be a difficult task. Thus, it is important to hire technicians who ensure that the equipment are free from threats such as direct heat, dust, viruses, and electrical faults that can tamper with the functionality. Addressing these and other challenges is likely to improve how learning facilities in developing nations apply ICTs to improve quality of education and general outcome.

Significance of SDG Number 4

The World Summit on Sustainable Development held in 2015 under the stewardship of the United Nations adopted the 2030 Agenda for Sustainable Development with the objective of hastening considerable growth in member countries. The agenda proposed 17 goals, among them sustainable development goal (SDG) number 4, which require relevant stakeholders to “Ensure inclusive, and equitable quality education and promote lifelong learning opportunities for all” (Chabbott & Sinclair 2020). The main objective of the goal is to ensure that by 2030, all girls and boys have a fair chance to go through free, quality, and equitable primary and secondary education resulting in effective and relevant learning outcomes (Chabbott & Sinclair 2020). The developers of the SDG are confident that the provision of twelve years of free, inclusive, quality, and public-funded primary and secondary education – of which at least nine years are essential, resulting in appropriate learning outcomes – are attainable for everyone, without any form of discrimination. In addition, the goal targets that by 2030, all boys and girls have reach to proper early childhood education, care, development, and pre-primary education so that learners are prepared for primary learning (Chabbott & Sinclair 2020). The goal advocates for the provision of at least one full year of obligatory quality pre-primary education, to be offered by qualified personnel, as well as those of early childhood care and development. Moreover, SDG 4 aims at ensuring that by 2030, all women and men have equal reach to quality and affordable tertiary, vocational, and technical training and education, encompassing university education (Chabbott & Sinclair 2020). The target holds that it is essential to minimize or eradicate barriers to vocational training and education, commencing from the secondary level, and tertiary education encompassing university and to offer lifelong learning initiatives for adults and youth (). The provision of tertiary education should be free, in accordance with existing global standards and pacts.

SDG number 4 has other targets, which aim at promoting educational opportunities and sameness. The goal advocates for the significant escalation in the supply of qualified instructors, encompassing through global cooperation for instructor training in developing nations, particularly in least developed nations and small island developing regions. It holds that educators are vital in achieving all the targets of SDG 4 (Chabbott & Sinclair 2020). The target requires much attention, with a more immediate deadline, because the equity difference or gap in education is magnified by the unequal distribution and shortage of professionally trained instructors, particularly in less developed or disadvantaged areas. As instructors are essential for providing quality education, they require enough empowerment, and also need proper recruitment practices and remuneration (Chabbott & Sinclair 2020). Moreover, the goal calls for increased support, governance, and support for teachers. Also, SDG 4 advocates for the substantial expansion of the number of scholarships that learners in developing nations get to further their education, while paying much attention to less developed nations, African countries, and small islands developing regions, for admission in higher education, encompassing vocational training and ICT, scientific courses, and engineering (Chabbott & Sinclair 2020). The goal affirms that scholarship initiatives can serve important functions in offering opportunities for younger learners and adults to be able to progress their education. Where developed nations give scholarships to learners from developing nations, these should be framed to improve the capacity of developing regions (Chabbott & Sinclair 2020). Besides, SDG 4 aims at building, upgrading educational centers that are gender, disability, and child sensitive and give effective, inclusive, non-violent, and safer learning environments for everyone. The object addresses the need for enough physical infrastructure and inclusive, safe environments that promote learning for everyone, regardless of individual status (Chabbott & Sinclair 2020). This may include offering all learners the chance to take advantage of available technological features and apparatus.

Case Study

Case Study 1 – One Laptop per Child

One Laptop per Child was a not-for-profit programme initiated with the objective of changing education for learners around the globe. The objective was to be attained by developing and distributing laptop devices for developing nations, and by creating software and necessary content for the electronic or solar powered devices (OLPC 2020; OLPC 2009). Another goal for this initiative was to change education, by providing children in developing or low-income nations to have reach to computer programming contexts, media, and appropriate content. When the initiative was commenced, the normal retail price for a laptop was far much higher, so attaining this goal required lowering the cost of production to achieve affordability (OLPC 2020). Yves Behar led the way in developing low-power and low-cost laptops that could be suitable for younger learners in developing countries. Several firms such as Red Hat, Nortel, and Google among others had joined the initiative and provided considerable support and information to make the initiative a reality (Sharma 2014). The OLPC program generated much debate with some opposing the idea while others supporting it (OLPC 2013). Proponents supported it because it encouraged the production of low-power, low-cost and promising versions that were produced much later like Chromebooks, for encouraging consensus at the ministry stage in many nations that computer literacy is a major aspect of education, for forming interfaces that worked appropriately in many languages, and especially without teaching and learning in English (Kraemer, Dedrick & Sharma 2009). Nonetheless, the initiative faced numerous criticism for being U.S.-centric, and for ignoring significant concerns such as inadequate success, overall high cost, and maintainability complications (Cristia, Ibarraran, Cueto & Santiago 2012). The initiative illustrates how technology is fast changing educational practices

Case Study 2 – Open Distance Education and Learning

Various institutions, especially institutions of higher learning, have adopted the open distance education and learning (OLED) initiative with the objective of exploiting the available technologies that aid educational practices. ODEL differs from the traditional approach to learning because of the physical distance existing between the learner and the learning institution or instructor (UNISA 2020). In ODEL, the learner is in charge of their studies, and do not have to attend lectures on daily basis. The student learns from a distance and connects to the learning center through the Internet. Nonetheless, this does not imply that the learner is on their own (UNISA 2020). Students can use various support mechanisms such as tutorial counselling and support and other helpful online tools and devices (Andersson & Hatakka 2010). Investors and the governments need to provide relevant support to improve the use of ODEL because this provides a chance to use technology as a way of improving quality of education.

Relationship between ODEL and COVID 19 in Developing Countries

The emergence of COVID 19 compelled many nations in both developed and developing nations to revert to online learning practices. The technique helped to avoid close contact and interaction of instructors and learners, a situation which could facilitate the spread of the virus. ODEL allowed learners in many parts of the global south to attend classes at the comfort of their homes, workplaces, or other settings where they could access the Internet. However, the approach experienced considerable challenges in many parts of developing nations that lacked firm frameworks to enhance ODEL. Not many facilities starting from the primary level to the university level had developed effective structures and systems to promote ODEL, a weakness that derailed the application of the concept in many areas. Even though the technology continues to be applicable in some places where the rate of coronavirus infection is still high, it is imperative to increase attention to this area to overcome some challenges that still derail how the technology improves education.

Capabilities Theory

Explaining the Capabilities Theory/Framework

The capabilities framework is a theoretical concept that encompasses two normative aspects. The first one is the argument that the freedom to attain well-being is of significant moral value and second, that well-being should be known in terms of people’s functions and capabilities (Kleine 2010; Nussbaum 2003). Capabilities are those practices that people can attain if they decide to, such as being well-fed, gaining knowledge and education, and moving from one place to the other among other functions (Sen 1999). The capabilities in this case refer to unobstructed freedoms as they imply the rights and freedoms that are free from any potential hindrance, contrary to sheer implied freedoms and rights (Lunat 2009; Nussbaum 2003; Sen 1985). Whether a person can transform particular resources into functions largely depends on particular environmental, socioeconomic, and personal factors, which Robeyns (2005) and Robeyns (2005a) refer to as conversion elements. The capabilities theory play important roles in the field of education.

Using Capabilities Approach to analyze how ICT is used to Deliver Better Education

The capabilities framework may imply that using ICT equip learners with advanced capabilities such that it is easier to achieve quality education and improve one’s well-being. Advanced technology concepts encourage learners to critically think about how to maneuver a particular situation (Nussbaum 2003). Constant engagement with ICT also equips learners with more useful knowledge that people can use to improve their well-being (Nussbaum 2003). It is apparent that constant interaction ICT increases a person’s chances of knowing their freedoms and executing them in a way that benefits them, but does not infringe upon the freedoms of others.

Conclusion

Summary of Main Points

The paper reiterates the importance of using ICTs in educational practices to improve general outcome. The study describes how technology provides the chance for children to learn better, and to advance the quality of education. The research reveals that ICT-enhanced learning yields desired results that may help learners to improve their practices, knowledge, skills, and awareness. Other than the Internet that emerges as a vital technological tool, the study identifies videos as having significant potential in boosting teaching and learning practices. The study describes the importance of abiding by the provisions of SDG 4 that advocates for quality and unobstructed education for all regardless of their background and status. The study examines the one laptop per child and open distance education and learning as case studies that illustrate how technology is impacting on education practices. Whereas the one laptop per child initiative focuses on providing each child in developing countries with a laptop, the ODEL programme allows students to attend lectures from remote places.

Future Recommendations

The study shows that technology plays a vital role in promoting educational practices in developing nations, a framework that may help to make appropriate developments in future. More researchers should conduct more studies into the area to come up with additional helpful tips on how to improve educational practices using technology. They need to clarify the merits and demerits associated with technology in education, and offer convincing reasons why educators and learners need to change their perception towards the use of technology. Another important factor to consider in future is for the government and institutional leaders to provide necessary support that would facilitate the use of technology in learning institutions in developing countries. The government, for example, should provide necessary financial aid to allow for the development of technological infrastructure to overcome the challenge that many learning facilities in developing countries encounter when it comes to setting up key components such as computer labs, acquiring appropriate software, and hardware. Finally, learners and instructors should change their perception regarding technology use in education to provide the chance address issues that may not be possible using traditional techniques.

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