ICT Adoption Readiness and ICT Policy Implementation in Secondary Schools in Mayuge District, Uganda

Mukhula, Gideon James; Manyiraho, Deborah; Atibuni, Dennis Zami; Olema, David Kani

doi:10.12691/education-9-8-3

Cited by 3 publications

(3 citation statements)

References 15 publications

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“…Malaysia (Maria, Shahbodin, & Pee, 2018), (Mustafa Kamal et al, 2019), (Adnan et al, 2020), (Awang, Taib, & Muda, 2020), (Sharma & Garg, 2021), (Sart, 2022), (Zainal & Zainuddin, 2020), (Ajit, Lucas, & Kanyan, 2022), (Lawrence, Ching, & Abdullah, 2019), (Yang et al, 2022), (Alshaikh et al, 2021), (Padil et al, 2019), (Yeop et al, 2019), (Mohamad Razi, Baharun, & Omar, 2022, (Mukhula et al, 2021), (Sharma & Garg, 2021), (Anealka, 2018) Saudi Arabia (Yusuf, 2017), (Mirghani, 2020), (Agrawal, Jain, Yadav, & Manupati, 2021), (Alshaikh et al, 2021), (Sart, 2022), (Alghamdi, 2022), (Mukhula et al, 2021), (Yusuf, 2017), (Alghamdi & Holland, 2020), (Aljabri, 2020), (Alharthi, 2018), (Fahad Saleh, 2019), (Aljameel, 2022), (Al Mofarreh, 2016) Zimbabwe (Rumbidzai Muzira & Maupa Bondai, 2020), (Awang, Taib, & Muda, 2020), (Rumbidzai Muzira, & Maupa Bondai, 2020), (Wuta, 2022), (Kangara, Gocha, Tsokota, & Marovah, 2022), (Maketo, 2018), (Keche, 2021), (Ngwenya, 2018), (Nezandonyi, 2018),…”

Section: Reviewed Article Referencesmentioning

confidence: 99%

Implementation of Education 5.0 in Developed and Developing Countries: A Comparative Study

Alharbi¹

2023

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Education is one of the most important pillars of the country's infrastructural development. Education sector needs to be aligned with the modernization of general business to industrial and technical development for the better benefits and outcomes. This paper is planned to discuss the historical perspective of educational development as standard originated as Education 1.0. Its latest form is Education 5.0, and it is highly rated in terms of its association with the current business needs and integration with the industrial and technological developments. Education needs to adopt the use of modern industrial and technological revolution like artificial intelligence, robotics, machine learning and data analytics for providing an immersive and interactive learning environment. This paper reviews the Education 5.0 implementation in both developed and developing countries through an extensive literature review. Study discussed the mapping of main components of Exudation 5.0 in the education sector of both developed and developing countries of the region through observation of relevant literature. Countries are selected by using the PRISMA method based on the research in last almost six years. Saudi Arabia and Malaysia are selected from the developed countries from the region, where Education 5.0 is being implemented successfully. Zimbabwe and Sri Lanka are selected from the developing countries to observe and assess the deployment gap of Education 5.0. Study has found that there is big need of revisiting the current situation of implementation of Education 5.0 in developing countries. Study could be further extended to investigate based on quantitative and qualitative methodologies in different areas as pointed out in the study to observe and assess some other latent concerns, which are affecting the implementation of Education 5.0 in developing countries.

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Section: Reviewed Article Referencesmentioning

confidence: 99%

Implementation of Education 5.0 in Developed and Developing Countries: A Comparative Study

Alharbi¹

2023

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“…Within policy and development circles, many see technology adoption in education as the way forward in African schools. Technology presents the potential to implement innovative education policies if school communities are ready to adopt technological initiatives (Mukhula et al, 2021). Countries in sub-Saharan Africa, like Uganda, are home to some of the 98 million children who do not attend school and require more robust support (UNESCO, 2022).…”

Section: Problem Of Practicementioning

confidence: 99%

“…The slow adoption of technology on behalf of local governments stems from the need for more readiness of school stakeholders to implement newly instated national education policies (Mukhula et al, 2021). The ability to quickly adopt national policies is vital, as illustrated in a survey of fifty-three African nations documenting a broad, deliberate, and systemic shift on a continental scale (Farrell & Isaacs, 2007).…”

Section: Policy Readiness and Implementationmentioning

confidence: 99%

Leveraging technology to support teaching and learning in Uganda

Adriko Spillberg

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Navigating for smooth sailing: a qualitative analysis of factors affecting institutional adoption and diffusion of blended learning

Ali

2024

Policy Reviews in Higher Education

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ICT Adoption Readiness and ICT Policy Implementation in Secondary Schools in Mayuge District, Uganda

Cited by 3 publications

References 15 publications

Implementation of Education 5.0 in Developed and Developing Countries: A Comparative Study

Implementation of Education 5.0 in Developed and Developing Countries: A Comparative Study

Leveraging technology to support teaching and learning in Uganda

Navigating for smooth sailing: a qualitative analysis of factors affecting institutional adoption and diffusion of blended learning

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