Towards Inclusive, Quality ICT-Based Learning for Rural Transformation

  • Vinayagum Chinapah Institute of International Education, Stockholm University
  • Jared O. Odero Institute of International Education, Stockholm University

Abstract

Information and communication technology (ICT) has emerged as a
tool that can enhance fl exible learning pathways. ICT has the potential
to increase equitable access to quality learning, which is essential for
skills development. Skills are required in technology-related nonfarm
activities so as to improve livelihoods and achieve sustainable rural
transformation. However, slow pace of the developing countries to
utilize the benefi ts of the ongoing technological revolution in the
North has resulted in the ‘digital divide’. Besides, it is still problematic
to implement ICT programmes for educational development. The
current and future challenges of providing ICT-based learning
desperately call for the reengineering of education to move out of the
formal structure of teaching and learning, towards building a more
practical and realistic approach. By means of a literature review, this
paper examines and discusses why it is important to provide inclusive,
quality ICT-based learning, particularly in the rural areas of Asia and
sub-Saharan Africa (SSA). It recommends that diverse ICT-based
solutions be adopted to promote skills development and training
within non-formal and informal settings. More comparative studies are
also required to understand the impact of ICT-based learning in rural
areas.

How to Cite
CHINAPAH, Vinayagum; ODERO, Jared O.. Towards Inclusive, Quality ICT-Based Learning for Rural Transformation. Journal of Education and Research, [S.l.], p. 107-125, mar. 2017. ISSN 2091-2560. Available at: <http://kusoed.edu.np/journal/index.php/je/article/view/133>. Date accessed: 21 oct. 2017.
Section
Articles

Keywords

Inclusive quality ICT-based learning, rural transformation, Asia, sub-Saharan Africa