Skip to main content

Advertisement

SpringerLink
Log in

Is the implementation of the ICT curriculum in low income schools in Africa swimming against or with the tides? The case of selected schools in Zimbabwe

  • Published:
Journal of Computers in Education Aims and scope Submit manuscript

Abstract

The launch of the new Zimbabwean curriculum in 2017 was fraught with challenges in terms of access to digital tools and usage. This case study deep-seated in the qualitative approach examines the nature of digital divide in Zimbabwean secondary schools drawing reference from the implementation of the new 2015–2022 Zimbabwean curriculum in which ICT is embedded. Informed by van Dijk’s (The deepening divide: Inequality in the information society, SAGE, 2005) theory on resources and appropriation, the study made use of in-depth interviews and observations to generate data from six purposively sampled School Heads drawn from three rural and three urban schools. Results suggested that, while the introduction of ICT as a learning area had created a pathway for equity in life chances for all learners in the digitalised world, it also continued to entrench and maintain social stratification, thereby perpetuating the happiness of the already privileged. Thematic analysis demonstrates that the Zimbabwean education system while trying to correct the colonial inequalities continues to be plagued with digital divide challenges with regards to equity in context of ICT implementation which created and cemented inequalities in life opportunities. This study recommends that governments; schools and local communities mitigate the life inequalities through the resuscitation of the Schools Computerization Programme (SCP), resource mobilisation and the establishment of free cyber centres in low income schools where the children of the poor learn.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Source: van Dijk (2020, p. 149)

Similar content being viewed by others

References

  • Andiema, N. C. (2015). Challenges of adoption of information communication technology on teaching and learning in public preschools in North Rift Region, Kenya. International Journal of Economics, Commerce and Management, 3(12), 515–528.

    Google Scholar 

  • Arakpogun, E. O., Elsahn, Z., Nyuur, R. B., & Olan, F. (2020). Threading the needle of the digital divide in Africa: The barriers and mitigations of infrastructure sharing. Technological Forecasting and Social Change, 161, 120263.

    Article  Google Scholar 

  • Arakpogun, E. O., Wanjiru, R., & Whalley, J. (2017). Impediments to the implementation of universal service funds in Africa—A cross-country comparative analysis. Telecommunications Policy, 41(7–8), 617–630.

    Article  Google Scholar 

  • Barakabitze, A. A., Lazaro, A. W. A., Ainea, N., Mkwizu, M. H., Maziku, H., Matofali, A. X., Iddi, A., & Sanga, C. (2019). Transforming African education systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and opportunities. Education Research International. https://doi.org/10.1155/2019/6946809

    Article  Google Scholar 

  • Bennel, P. (2021). The political economy of attaining Universal Primary Education in sub- Saharan Africa: Social class reproduction, educational distancing and job competition. International Journal of Educational Development, 80(1), 102303.

    Article  Google Scholar 

  • Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation. Qualitative Health Research, 26(12), 1802–1811.

    Article  Google Scholar 

  • Bray, M. (1999). The private costs of public schooling: Household and community financing of primary education in Cambodia. Paris: UNESCO. Retrieved June 23, 2021 from https://unesdoc.unesco.org/ark:/48223/pf0000117632

  • Bricki, N., & Green, J. (2016). A guide to qualitative research methodology. MSF Field Research. Retrieved November 23, 2020 from http://hdl.handle.net/10144/84230

  • Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the Internet. In E. A. Hanushek, S. J. Machin, & L. Woessmann (Eds.), Handbook of the economics of education (pp. 238–280). Elsevier.

    Google Scholar 

  • Carlson, E., & Goss, J. (2016). The state of the urban/rural digital divides. National Telecommunications and Information Administration.

    Google Scholar 

  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.

    Google Scholar 

  • Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.

    Google Scholar 

  • Cropley, A. (2015). Introduction to qualitative research methods. Retrieved February 23, 2019, from https://doi.org/10.13140/RG.2.1.3095.6888

  • De Vos, A. S. S., Fouché, C. B., & Delport, C. S. L. (2014). Research at grassroots for social sciences and human service (7th ed.). JL Van Schaik.

    Google Scholar 

  • Falck, O., Mang, C., & Woessmann, L. (2018). Virtually no effect? Different uses of classroom computers and their effect on student achievement. Oxford Bulletin of Economics and Statistics, 80, 1–38.

    Article  Google Scholar 

  • Farrel, G., & Isaacs, S. (2007). Survey of ICT and education in Africa. Summary report, information for development program. Washington DC, InfoDev: World Bank.

  • Gillwald, A. (2017). From digital divide to digital inequality: The connectivity paradox. Paper Presented at the Law and Development Research Conference: University of Antwerp 20–22 September 2017

  • Hawkridge, D. (1990). Who needs computers, and why? Computers and Education, 15(1–3), 1–6.

    Article  Google Scholar 

  • Jenjekwa, V. (2013). Education provision in Zimbabwe: The return of the ghost of stratification and its implications to quality and access in education. International Journal of English and Education, 2(3), 554–566.

    Google Scholar 

  • Kanyongo, G. (2005). Zimbabwe’s public education system reforms: Success and challenges. International Education Journal, 6(1), 65–74.

    Google Scholar 

  • Karunaratne, T., Peiris, C., & Hansson, H. (2018). Implementing small scale ICT projects in developing countries—How challenging is it? International Journal of Education and Development Using Information and Communication Technology, 14(1), 118–140.

    Google Scholar 

  • Ledford, J. R., & Gast, D. L. (2018). Single case research methodology (3rd ed.). Routledge.

    Book  Google Scholar 

  • Maceviciute, E., & Wilson, T. (2018). Digital means for reducing digital inequality: Literature review. International Journal of an Emerging Transdiscipline, 21, 269–287.

    Google Scholar 

  • Maree, K. (Ed.). (2012). First steps in research. Van Schaik Publishers.

    Google Scholar 

  • Mavhemwa, P. M., Jekanyika, A., & Magomelo, M. (2017). An investigation into whether access to quality education can be better met with the use of e-learning, analysing rural and urban schools: A case of Zimbabwe. International Journal of Engineering Science and Computing, 7(11), 15341–15351.

    Google Scholar 

  • MoPSE. (2015). Ministry of primary and secondary education ministerial statement: Update on the proposed curriculum framework for primary and secondary education. Parliament of Zimbabwe.

    Google Scholar 

  • Nakweya, G. (2021). E- Learning is getting stuck in the digital divide. University World News: Online.

  • Patterson, R. W., & Patterson, R. M. (2017). Computers and productivity: Evidence from laptop use in the college classroom. Economics of Education Review, 57, 66–79.

    Article  Google Scholar 

  • Patton, M. Q. (2015). Qualitative evaluation and research methods (5th ed.). SAGE.

    Google Scholar 

  • Pierce, J. (2019). Digital divide. Wiley.

    Google Scholar 

  • Ragnedda, M., & Mushert, G. W. (2015). Max Weber and digital divide studies. International Journal of Communication, 9(1), 2757–2762.

    Google Scholar 

  • Ramadan, A., & Chen, X. (2018). Teachers’ perceptions on ICT integration in TVET classes: A case study in Khartoum State-Sudan. International Journal of Social Sciences, 4(2), 639–654.

    Google Scholar 

  • UNESCO. (2015). Information and Communication Technology (ICT) in Sub-Saharan Africa: A comparative analysis of basic E-readiness in schools. Institute for Statistics.

    Google Scholar 

  • Van Deursen, A. J. A. M., & Helsper, E. J. (2017). Collateral benefits of Internet use: Explaining the diverse outcomes of engaging with the Internet. New Media and Society, 20(7), 2333–2351.

    Article  Google Scholar 

  • van Deursen, A. J. A. M., & Mossberger, K. (2018). Any thing for anyone? A new digital divide in internet-of-things skills. Policy & Internet, 10(2), 122–140. Retrieved June 23, 2021 from https://doi.org/10.1002/poi3.171

  • van Dijk, J. A. G. M. (2005). The deepening divide: Inequality in the information society. SAGE. https://doi.org/10.4135/9781452229812

  • van Dijk, J. A. G. M. (2012). The evolution of the digital divide - the digital divide turns to inequality of skills and usage. In J. Bus, M. Crompton, M. Hildebrandt, & G. Metakides (Eds.), Digital enlightenment year book 2012 (Vol. 2012, pp. 57–78). Amsterdam: IOS Press.

  • van Dijk, J. A. G. M. (2017). Digital divide: Impact of access. SAGE.

    Google Scholar 

  • van Dijk, J. G. M. (2020). The digital divide. Polity Press.

    Google Scholar 

  • van Dijk, J. G. M. (2021). Closing the digital divide: The role of digital technologies on social development, well-being of all and the approach of the Covid-19 pandemic. Polity Press.

    Google Scholar 

  • Weber, M., & Becker, B. (2019). Browsing the web for school: Social inequality in adolescents’ school-related use of the internet. SAGE.

    Google Scholar 

  • World Bank. (2016). World development report 2016: Digital dividends. International Bank for Reconstruction and Development/The World Bank.

    Book  Google Scholar 

  • Yin, R. K. (2015). Case Study research design and methods (5th ed.). Sage.

    Google Scholar 

  • ZIMSTAT. (2013). Information and Communication Technology Survey report. Retrieved from Transport, infrastructure, ICT, Science & Technology statistics in Zimbabwe. Retrieved June 20, 2021 from http://www.zimstat.co.zw/publications

Download references

Acknowledgements

The authors would like to acknowledge the assistance offered by anonymous lecturers and students who provided valuable data in this study. We also want to thank the anonymous reviewers for shaping the study.

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Author information

Authors and Affiliations

  1. Zimbabwe Ezekiel Guti University, Bindura, Zimbabwe

    Pfuurai Chimbunde

Authors
  1. Pfuurai Chimbunde
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

All authors contributed equally throughout conceptualization; data curation; formal analysis; funding acquisition; investigation; methodology; project administration; resources; software; supervision; validation; visualization; roles/writing—original draft; writing—review and editing of the article.

Corresponding author

Correspondence to Pfuurai Chimbunde.

Ethics declarations

Conflict of interest

There authors report there are no competing interests to declare.

Ethical considerations

This article followed all ethical standards for research with direct contact with human or animal subjects.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chimbunde, P. Is the implementation of the ICT curriculum in low income schools in Africa swimming against or with the tides? The case of selected schools in Zimbabwe. J. Comput. Educ. 10, 749–768 (2023). https://doi.org/10.1007/s40692-022-00242-y

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40692-022-00242-y

Keywords

Search

Navigation