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Education policy in Angola and the guarantee of the right to education: articulation between the context of influence and text production
Digital literacy and its effect on learners' civic engagement in adult and vocational education in Nigeria
ICT integration in Zambian high school STEM education
Education policy in Angola and the guarantee of the right to education: articulation between the context of influence and text production
by Antonio Antonio
The present study set out to analyze the education policies that regulate initiatives that are located in the context of practice, as it also focuses on the education policies resulting from the main guidelines coming from international organizations and how these are compatible with the real local demands. Based on a qualitative approach, methodologically, the research is based on the Policy Cycle Approach, a proposition initially formulated by Bowe, Ball and Gold (1992) and reformulated by Ball (1994), which allowed analyzing documents and interventions in the context of influence and the context of text production. From the analysis carried out, the results indicate that guaranteeing the right to education continues to be, despite the progress made, a challenge for the Education and Teaching System in Angola. On the other hand, the context of influence highlights the leading role that international organizations play within Angolan education policy which, during its course, demonstrated resentment of the impacts resulting from the colonial education model.
Digital literacy and its effect on learners' civic engagement in adult and vocational education in Nigeria
by COlumbus Deku Bessong
Several works on the benefits of Information and Communication Technology (ICT) in society's survival have been recognised by experts. However, in reality, the use of ICT in developing countries like Nigeria is still in its infancy due to their lack of knowledge about it. This study examines the effect of digital literacy on the civic engagement of learners in adult and vocational education in Nigeria. It adopted a non-equivalent control type of quasi-experimental research design involving the experimental and control groups. The sample size was 140 learners drawn from public adult and vocational education centers across Nigeria. The data-collecting instrument was the Civic Engagement Test (CET). Data were analysed using mean, standard deviation and analysis of covariance. Findings show that learners exposed to digital literacy had a higher positive effect on civic engagement than basic literacy. Furthermore, cooperative learning style adopted as a moderating variable had a higher civic engagement mean score than solitary. On interaction effect, the study concluded that basic literacy had a more positive effect than digital literacy, hence the need for the provision of necessary facilities to promote digital literacy skills among learners.
ICT integration in Zambian high school STEM education
by Asiana Banda
New Information and Communication Technologies (ICTs) have gained influence in the global development agenda in different sectors of society around the world. Zambia, like other developing countries, joined the global ICT movement by introducing a STEM-related course, Computer Studies (CS), in primary and secondary schools in 2013. By virtue of being the most referenced national document by STEM stakeholders, the high school CS curriculum document is the blueprint of the teaching, learning and implementation of ICTs in Zambian schools. However, since its inception, no known study has taken a holistic lens to examine the integration of ICTs in CS curriculum as it pertains to the context in which ICT is taught, the kinds of ICT tools integrated and the extent to which ICT tools are integrated in the CS document and in lesson plans developed by STEM student-teachers. Overall, the results revealed that (a) both the CS syllabus and STEM teachers’ lesson plans advance the integration of the “communication” aspect of ICT at the expense of the “information” and “technology” aspects, (b) the CS curriculum did not integrate the Web 2.0 communication and networking collaboration tools, the social media networks and the emerging 4IR technologies, and (c) the STEM student teachers integrated newer ICTs including smartphones, webcams, smartboards, word and presentation software, collaboration platforms such as Google Meet and Zoom to teach online, creating online quizzes with Kahoot, communicating with Gmail and social media platforms such as WhatsApp and Facetime. These results have implications on which, how and when ICTs should be integrated in STEM teaching/learning so that they seamlessly sync with how users use ICTs in everyday social networking settings. This is critical because ICTs impact not only STEM education practices, but also how people live and work in this ICT-driven society. This chapter will be valuable as it will provide the missing baseline data about the status of ICT integration in STEM education in Zambia and beyond.
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