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Problems Confronting the Teaching Profession in Tanzania and Implications towards Educational Excellence in the Digital Age
No full textThis study examined the problems encountered by the teaching profession in Tanzania and their impact on achieving educational excellence in the digital age. It was a qualitative phenomenological study involving 33 participants, including key educational administrators, heads of schools, and teachers. Interviews and Focus Group Discussions (FGDs) formed the main data collection methods, whereas, data collected were subjected to thematic analysis. The findings revealed several problems, including technology integration in teaching due to a lack of ICT resources, teachers' lack of digital competence, nonchalant attitudes towards technology and a reluctance to change, deplorable working and living conditions, limited opportunities for professional development and professional misconduct. These problems affect the quality of teaching and the country's education system. The study recommends the improvement of training programmes by equipping teachers with technological competencies needed in the contemporary digital age
Adoption of Augmented Reality in Distance Education: A Scoping Review
No full textAugmented Reality (AR) has garnered significant attention in the field of education over the last two decades, with data indicating that it improves the effectiveness of teaching and learning in a variety of academic environments. There is, however, the absence of a framework that can guide the institution-wide adoption of AR in distance education. Distance Education (DE) has always been linked to advances in (educational) technology in terms of facilitating the transactional distance between providing institutions and learners, supporting them both synchronously and asynchronously, and providing educators with tools to improve pedagogy and resource utilisation. However, it is unclear why AR has yet to be institutionalised in distance and distributed learning environments. A scoping review was done to identify the enabling conditions for implementing AR in DE, and the results were deductively analysed. While the scoping review results did not reveal any frameworks or models that could guide the implementation of AR, it pointed out several factors to consider when adopting AR in a distance learning environment
Respecting Indigenous Rights and Practices: Ways to a Better Planet
No full textThis course is intended for field workers and practitioners who are working with rural communities that are affected by climate change and seeking sustainable solutions to its impacts. The conservation of nature, including natural resources and natural processes, is based on a clear understanding of Indigenous communities and their strong relationship with nature. Indigenous practices and traditions preserve nature because they are based on respecting and adapting to natural cycles and local climate conditions. Understanding and acknowledging Indigenous community rights also contributes to human respect for nature. Indigenous communities have age-old traditions and practices that signify a spiritual and emotional connection to the natural environment. Adapting certain Indigenous practices will help to support other conservation efforts. We can implement and adapt small but steady steps based on Indigenous practices and traditions at a local level. If we are to change our behaviours and attitudes towards the conservation of Earth, we must understand the rights and traditions of Indigenous Peoples both locally and globally. This course contains both individual and group exercises to develop the learner’s skills in total biomass utilisation
Book Review : Gender, Sex and Tech! An Intersectional Feminist Guide
No full textThis book is a collection of 14 essays and one introductory and one conclusions chapter, written by scholars cutting across different institutions in Canada, and engages with diverse dimensions of gender, sex and technology. Exploring interdisciplinary, feminist, intersectional and decolonising methods and approaches, the chapters in the 300-plus page book are divided into five themes of “Disrupt”, “Connect”, “Surveillance”, “Bodies” and “Reclaim”. The book emanated from working on developing a course on the same theme and was written primarily as a resource for teachers, students and research scholars and, therefore, refers to itself as a guide. What allows it to be a real guide is the fact that each chapter is accompanied by sections on “Questions for Discussion”, “Invitations to go Deeper”, “Read More” and “Listen More, Watch More”, in addition to References. These sections also follow the same theoretical backdrop as the essays, and encourage readers to explore questions about their experiences vis-à-vis their identities and interactions with technologies both in their personal and professional lives, and also both as individuals and members of a community
Development for Empowerment: Mobilising Online and Digital Micro-Credentials for Refugees
No full textDevelopment for empowerment focuses on leveraging education via digital technologies and micro-credentials for training and education as part of the integration, social inclusion and capacity building for displaced persons. Development for empowerment builds upon the previous concepts of development including Amartya Sen’s ‘development as freedom,’ the core concept of education and learning as development, and the use of digital technologies for building human capacity so people can make their own choices and pursue the lives they wish to lead. Development for empowerment for refugees broadens the construct of development and is integral to promoting and nurturing ‘equity, access and success’ amongst refugee populations. The authors highlight critical resources that support the basic tenets of human empowerment such as the UN’s Declaration of Human Rights, the UN’s Basic Needs Approach to Refugees, Maslow’s Hierarchy of Needs, and the key strategies of online delivery and micro-credentials development. Moreover, the authors emphasise that the integration, social inclusion and integration of refugees is a highly complex construct to implement and sustain, thus reflecting the constant tension of refugees’ emotional desire to return home versus rebuilding a new life in a new country. In the final analysis, ‘development for empowerment’ + open and distance learning + digital micro-credentials create a powerful synergy for serving refugees and fulfilling the spirit of preserving human rights through education and the pursuit of one’s chosen life as a precious human ideal
Dominica 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Barbados 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Relationship between Online Game Addiction and Mental Well-Being of High-School students during the Covid-19 Pandemic: Implications for Learning and Development
No full textThis quantitative-correlational study aimed to examine the relationship between online game addiction and mental well-being of high school students from Angeles City, in the Philippines, during the Covid-19 pandemic. To obtain data from the respondents, the Internet Gaming Disorder Scale-Short-Form and Depression, Anxiety, and Stress Scale (DASS-21) were utilised. After obtaining data from purposively selected 162 high-school students, it was observed that there was a positive and significant relationship between online game addiction and mental well-being. The study highlighted that individuals who are highly dependent on online games are more likely to experience higher levels of depression, anxiety and stress. Based on the findings, implications for theory and practice, particularly in learning and development, are presented, along with recommendations for schools, teachers, students, and future research directions
Lesotho 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Samoa 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024