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There is a huge push for mobile ICT in Sub-Saharan Africa for three key reasons: [11] Nations in this region are expanding their telecommunications sectors. Consumers are unsatisfied with the inadequate fixed-line ICT. Wireless technology has rapidly diffused, and this is the base for mediating business transactions.
With a population of 1.4 billion people, 41 percent of which are under the age of 15, [6] the African continent is the hub for development in using ICT to expand access to learning and skills acquisition, as well as to improve the quality of learning and teaching. ICT supported learning has a widespread impact across education, training and ...
[1] Since its founding in 1958, IEA has conducted more than 30 research studies of cross-national achievement. IEA studies focus on subjects relating to mathematics, science, reading, civic and citizenship education, computer and information literacy, and teacher education, among others.
OER Africa is an initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of OER across all education sectors on the African continent. [118] The OER4Schools project focusses on the use of Open Educational Resources in teacher education in sub-Saharan Africa.
The United Nations Educational, Scientific and Cultural Organization (UNESCO / j uː ˈ n ɛ s k oʊ /) [2] [a] is a specialized agency of the United Nations (UN) with the aim of promoting world peace and security through international cooperation in education, arts, sciences and culture.
In Chad, for example, only 35.5% of teachers are certified to teach. [89] In addition to the lack of qualified teachers, there is also the problem of extra-large classes in public schools. In Nigeria, there are schools with a teacher–to–pupil ratio of 1:25 for pre-primary classes, 1:35 for primary, and 1:40 for secondary schools. [93]
Refugees are confronted several individual challenges that can negatively impact their learning and teaching opportunities, as well as their lives beyond the learning environment. Mobile solutions play a key role in enhancing refugees' informal learning. Technology provides support for refugees' informal learning in the following challenges: [37]
Ghana scored 1 on the UNESCO Gender Parity Index (GPI) for Primary and Secondary school levels in 2013. [48] The adult (15 and older) literacy rate in Ghana was 79.04% in 2018, with males at 83.53% and females at 74.47%. [49] Ghana's rapid shift from an informal economy to a formal economy made education an important political objective. [50]