EdTech in Ghana: A Rapid Scan

Taddese, Abeba

doi:10.53832/edtechhub.0030

Cited by 2 publications

(1 citation statement)

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“…Funded by the Ghana Accountability for Learning Outcomes Project (GALOP), it will start by assessing Grade 4 students, while public funds will be used to extend the assessment to grades 2, 6, and 8 in the future [39].…”

Section: Analysis and Discussionmentioning

confidence: 99%

Education inequality in underserved regions: Exploring the role of technology to promote diversity and inclusivity

Mavangere

Edifor

Adedoyin

et al. 2022

2022 IEEE International Conference on E-Business Engineering (ICEBE)

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In underserved regions, the educational inequality gap between better-served children and under-served children is wide. At the same time, the digital inequality gap in such countries is narrowing; less endowed families are now able to access some digital technologies. Therefore, there is the need to use technologies for educational purposes to support lessendowed children in promoting diversity and inclusivity. This research is explorative research to highlight issues in the use of technologies for education, such as adoption, barriers, challenges and benefits in African context. In doing so, we seek to promote diversity and inclusivity for education in underserved regions and bridge the education inequality gap. This research will contribute to academic research relating to inclusivity to support under-served children in developing countries. It will push forward educational technology research and contribute to policymaking. The outcome of this research would prepare the foundation for a future large-scale implementation across Sub-Saharan Africa.

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Section: Analysis and Discussionmentioning

confidence: 99%

Education inequality in underserved regions: Exploring the role of technology to promote diversity and inclusivity

Mavangere

Edifor

Adedoyin

et al. 2022

2022 IEEE International Conference on E-Business Engineering (ICEBE)

View full text Add to dashboard Cite

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The Adoption of Massive Open Online Courses in Selected Sub-Saharan African Countries: The Experiences of Urban Learners

Ochieng¹,

Mutisya²,

Thiong’o³

2022

MOOC (Massive Open Online Courses)

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MOOCs is slowly gaining traction in the education provisioning in SSA. Much of this is attributed to governmental and institutional aim of providing quality and affordable universal education to all learners. This chapter explores how MOOCs is affecting access to learning in SSA, with particular bias to urban education context. Evidence adduced in this chapter was adduced from secondary sources, involving review of relevant literature available from internet sources. In the internet sources visited, key search terms that were used in obtaining the relevant resources included but not limited to: ‘MOOCs and education’, ‘MOOCs in Africa’, ‘Education technologies AND MOOCs in Africa’, ‘MOOCs, OERs adoption and adaptability in Africa’, and ‘MOOCs’ challenges in Africa’ among others. It emerged that while MOOCs is gaining the needed traction in the SSA education space, the pace of its development is slow and calls for a more concerted effort from concerned education stakeholders.

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EdTech in Ghana: A Rapid Scan

Cited by 2 publications

References 0 publications

Education inequality in underserved regions: Exploring the role of technology to promote diversity and inclusivity

Education inequality in underserved regions: Exploring the role of technology to promote diversity and inclusivity

The Adoption of Massive Open Online Courses in Selected Sub-Saharan African Countries: The Experiences of Urban Learners

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