Literacy for self-reliance: A critical exploration of Nyerere’s legacy in Tanzanian education policies

Regmi, Kapil Dev; Andema, Samuel; Asselin, Marlene

doi:10.1007/s11159-020-09824-3

Cited by 4 publications

(3 citation statements)

References 12 publications

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“…These strategies aim to bridge the digital divide and enhance the quality of ICT education in rural areas by addressing the unique constraints and needs of these communities. Low-cost, low-resource technologies: The use of affordable and accessible technologies, such as mobile devices, solar-powered computers, and offline digital libraries, can help to overcome infrastructural and financial barriers in resource-limited settings (Aker and Mbiti, 2010; Warschauer and Ames, 2010). By leveraging these low-cost solutions, rural schools can provide students and teachers with access to digital tools and resources, even in the absence of reliable electricity and internet connectivity (Wexler, 2018; Andema et al ., 2020). Culturally and contextually relevant pedagogical approaches: Adapting pedagogical approaches to suit the local context and culture can enhance the effectiveness of ICT education in rural settings (Lwoga, 2014; Cheruiyot, 2017).…”

Section: Strategies For Implementing Ict Education In Resource-limite...mentioning

confidence: 99%

“…Low-cost, low-resource technologies: The use of affordable and accessible technologies, such as mobile devices, solar-powered computers, and offline digital libraries, can help to overcome infrastructural and financial barriers in resource-limited settings (Aker and Mbiti, 2010; Warschauer and Ames, 2010). By leveraging these low-cost solutions, rural schools can provide students and teachers with access to digital tools and resources, even in the absence of reliable electricity and internet connectivity (Wexler, 2018; Andema et al ., 2020).…”

Section: Strategies For Implementing Ict Education In Resource-limite...mentioning

confidence: 99%

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Developing classroom ICT teaching techniques, principles and practice for teachers in rural Ghana without access to computers or internet: a framework based on literature review

Ofosu-Asare

2024

IJILT

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PurposeThis paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural–urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure, financial, human, and socio-cultural challenges of ICT adoption in underserved Ghanaian schools through an exhaustive literature review. The framework provides tailored strategies to empower teachers to leverage ICT for innovative pedagogy despite limitations. Ultimately, the goal is to offer pragmatic, evidence-based solutions to advance ICT-enabled instruction and digital equity in marginalized settings.Design/methodology/approachThis study utilizes a qualitative literature review methodology to develop a conceptual framework for ICT teaching techniques tailored to the rural Ghanaian context. Published empirical studies, theoretical papers, and reports focused on ICT education in developing countries, particularly sub-Saharan Africa, were systematically reviewed across multidisciplinary databases. Relevant theories and models, like TPACK and SAMR, were analyzed to determine appropriate modifications for the framework design. The proposed strategies emphasize affordable technologies, teacher training, localized content, and culturally relevant pedagogies selected based on evidence from literature to address the unique barriers and needs of the rural setting.FindingsThe literature review revealed profound infrastructure, financial, human, and socio-cultural barriers to ICT adoption in rural Ghanaian schools. These include lack of electricity, internet, hardware, and software alongside inadequate teacher training and support. The proposed conceptual framework offers solutions including leveraging low-cost technologies like mobile devices, prioritizing teacher professional development, developing localized digitally-enabled resources, and fostering community participation. Culturally relevant pedagogies are also emphasized. This tailored, evidence-based approach holds promise for enhancing ICT-enabled instruction and bridging digital divides to promote equitable quality education. Further findings will emerge through framework implementation and evaluation.Research limitations/implicationsThis conceptual framework requires implementation and evaluation to truly determine its impact and effectiveness in the intended rural Ghanaian context. As a literature review, primary data collection was not undertaken. Practical application of the framework in schools can yield direct insights through surveys, interviews, observations, and analysis of key educational outcomes pre and post-implementation. Comparisons with control groups may further illuminate its efficacy. Monitoring and adaptation over time is also essential. Ultimately, this research sets the foundation for praxis-oriented work transforming ICT integration in marginalized communities to advance digital equity and inclusion.Practical implicationsThis research provides an evidence-based, context-aware framework with pragmatic solutions to enhance ICT-enabled teaching and learning in underserved rural Ghanaian schools. It offers guidance to teachers, administrators, and policymakers on integrating technology despite infrastructure and resource constraints. The emphasis on cost-effective innovations, educator training, localized content, and community participation can inform planning and investments in ICT education. Broader applications include adapting the framework for other developing country contexts facing comparable challenges. Overall, this work promotes digital equity and quality education access, catalyzing social development and aligning with the UN Sustainable Development Goals.Social implicationsThis research highlights the urgent need to address digital divides exacerbating educational inequalities between rural and urban communities in Ghana. Lack of technology access and utilization in rural schools threatens to widen gaps in skills, capabilities, and opportunities for students. Strategic integration of ICT can promote social inclusion, cultivate digital literacy, and equip youth to participate in the global digital economy, thereby enhancing prospects. More broadly, advancing digital equity and ICT-enabled education empowers marginalized groups, fosters community empowerment, and drives progressive social change. This work underscores that localized, context-appropriate solutions are pivotal for promoting development and social justice.Originality/valueThis research fills a crucial gap by proposing a conceptual framework tailored specifically for integrating ICT in teaching practices in rural Ghanaian schools lacking digital access, responding to context-specific barriers and needs. While extensive literature examines ICT education models globally, few studies offer localized strategies for resource-constrained environments. This framework adapts established models based on a systematic literature review, emphasizing affordability, capacity building, and cultural relevance. By synthesizing evidence-based, pragmatic solutions to advance ICT-enabled instruction in marginalized settings, this work provides a valuable foundation for praxis transforming rural education. The localization approach could inform frameworks for other developing regions.

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Section: Strategies For Implementing Ict Education In Resource-limite...mentioning

confidence: 99%

Section: Strategies For Implementing Ict Education In Resource-limite...mentioning

confidence: 99%

Developing classroom ICT teaching techniques, principles and practice for teachers in rural Ghana without access to computers or internet: a framework based on literature review

Ofosu-Asare

2024

IJILT

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“…Nonetheless, youths in low-income countries must acquire skills and abilities for social and economic development, as well as the ability to compete globally. The government of Tanzania, for instance, started implementing the ESR with the aim of producing competent youths in the agricultural sector and other hands-on-driven activities necessary for self-reliance (Regmi, Andema, & Asselin, 2020). This suggests that when a good number of youths across African countries become self-reliant, they will be confident enough to make proper decisions, utilize the acquired skills, become responsible for both their families and communities and develop the capacity to support themselves and those who depend on them.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the contribution of the Youth Livelihood Program towards enhancing Self-Reliance among the Youths in Lira City, Uganda

Achiro

Mwesigwa

2023

JSHE

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Purpose: This study investigated the contribution of the YLP towards enhancing self-reliance among the youths in the west division of Lira City. Methodology/approach: The study employed a descriptive cross-sectional design. A closed-ended structured questionnaire with a five Likert scale was used to collect data from a sample of 249 respondents based on the program theory postulated by Reynolds (1998); it entails the logic behind how programs are built, with particular emphasis on the program process. Data were analyzed using both descriptive statistics and inferential statistics aided by SPSS (version 20). Results: The findings suggested that the YLP program enhanced self-reliance among the youths by 11.1%. The youths in Lira City West Division moderately benefited from livelihood support (3.10, SD = 1.08) and institutional support (Mean = 2.71, SD = 1.241). A robust regression analysis revealed a positive and significant relationship between the YLP program and self-reliance (R2 = 0.111). Livelihood support (Coef = 0.159, p-value 0.0025) was found to be positively and significantly correlated with self-reliance. However, the statistical analysis revealed that institutional support had a negative relationship with self-reliance (p-value > 0.05, 95% CI). Limitations: During the study, it was difficult to find some respondents since they were scattered looking for activities to earn a living therefore extra efforts were ensured such as using research assistants in order to find the respondents. Inadequate funds to facilitate the study like transport to the field, and printing questionnaires were also a problem. The researcher got a loan from friends and the bank to cover the gap. Contributions: This study contributes to the understanding of local community development initiatives using the empowerment approach.

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Pupils’ experiences with learner-centred pedagogy in Tanzania

Sakata

Candappa²,

Oketch³

2021

Compare: A Journal of Comparative and International Education

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Teachers and pupils co-construct classroom reality, but existing studies examining learner-centred pedagogy (LCP) in the Global South have primarily focused on teachers. Pupils' experiences with LCP and its contribution to their learning have attracted little scholarly attention. This research seeks to address this gap to some extent by exploring not only teaching and learning practices observed in classrooms but also pupils' narratives about their experiences in Tanzania. This research utilised focus group discussions with pupils and classroom observations to understand pupils' perspectives on classroom experiences. Pupils spoke of discussions, group work and pupil-initiated Q&A as their favourite classroom activities; however, classroom observations revealed virtual absence of LCP-related practices. Analysis of pupil-teacher interactions and pupils' perceived relationships with teachers indicates their view of teachers as a respected source of knowledge and their fear of teachers. The paper underscores pupils' perspectives as a step to make LCP policies truly centre on learners.

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Literacy for self-reliance: A critical exploration of Nyerere’s legacy in Tanzanian education policies

Cited by 4 publications

References 12 publications

Developing classroom ICT teaching techniques, principles and practice for teachers in rural Ghana without access to computers or internet: a framework based on literature review

Developing classroom ICT teaching techniques, principles and practice for teachers in rural Ghana without access to computers or internet: a framework based on literature review

Analysis of the contribution of the Youth Livelihood Program towards enhancing Self-Reliance among the Youths in Lira City, Uganda

Pupils’ experiences with learner-centred pedagogy in Tanzania

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