Dublin Core
Title
Re-imagining Educational Futures in Developing Countries
Creator
Robert Ebo Hinson
Description
universities are growing more quickly than the government’s capacity to fnance
these institutions (Iruonagbe et al., 2015; Olaleye et al., 2020).
Beyond the university itself, there are challenges with internet penetration
and power supply. As many people must use the internet for online teaching
and learning, poor internet connections pose a problem. Internet penetration
in Nigeria stood at 42% in January 2020, and the average speed of mobile
internet connections was 15.32 Mbps compared to the United Kingdom with
35.57 Mbps and Australia with 67.66 Mbps; in addition, 96% of mobile connections in Nigeria are prepaid (DataReportal, 2021). Countries in emerging
economies also have an average speed of 10 Mbps (Hannata, 2019). Te
fnancial implications of using the internet are also an issue, as many people
may have to buy more data to engage with teaching and learning.
Te power supply in these countries poses a challenge that may afect the
teaching and delivery of lectures. Te World Energy Outlook special report
recognises the persistent lack of access to electricity, and the unreliability of
electricity supplies in emerging countries, including in the continent of Africa.
Tis lack of access is a factor that is inhibiting the progress and development
of the continent, as there are over 600 million people in Africa who do not
have access to electricity (IEA, 2019) and 350 million people in developing
Asia (Cozzi et al., 2018). While Africa has 20% of the world’s population, it
accounts for less than 4% of global electricity use (Te Economist, 2019).
Tis lack of access to electricity also provides challenges for universities, staf
and students who may want to adopt online teaching. Tis is a peculiar challenge for emerging countries that may not apply in more developed locations.
Urbanisation, growing populations and economic conditions pose other
challenges that are peculiar to emerging countries (Alhumaid et al., 2020).
Even in many developed countries, there are still disadvantaged students from
various backgrounds, including minority ethnic groups, and low-income,
migrant and indigenous families, who have not beneftted from the internet
and new technologies (Ng & Graham, 2018). If some individuals are still
disadvantaged in developed countries, there are many more deprived students
in emerging ones. Ho and Lau (2018) recognised the impact of the home
literacy environment on student engagement including the educational levels
of parents; the sociocultural and economic conditions of these countries also
pose additional challenges. Tere are concerns around parents’ abilities to
support their children, and the availability of a conducive studying environment at home, especially when people live in high-density areas (Ijadunola
et al., 2019; Rotas & Cahapay, 2020). Importantly, in emerging countries,
parents also have lower literacy levels.
these institutions (Iruonagbe et al., 2015; Olaleye et al., 2020).
Beyond the university itself, there are challenges with internet penetration
and power supply. As many people must use the internet for online teaching
and learning, poor internet connections pose a problem. Internet penetration
in Nigeria stood at 42% in January 2020, and the average speed of mobile
internet connections was 15.32 Mbps compared to the United Kingdom with
35.57 Mbps and Australia with 67.66 Mbps; in addition, 96% of mobile connections in Nigeria are prepaid (DataReportal, 2021). Countries in emerging
economies also have an average speed of 10 Mbps (Hannata, 2019). Te
fnancial implications of using the internet are also an issue, as many people
may have to buy more data to engage with teaching and learning.
Te power supply in these countries poses a challenge that may afect the
teaching and delivery of lectures. Te World Energy Outlook special report
recognises the persistent lack of access to electricity, and the unreliability of
electricity supplies in emerging countries, including in the continent of Africa.
Tis lack of access is a factor that is inhibiting the progress and development
of the continent, as there are over 600 million people in Africa who do not
have access to electricity (IEA, 2019) and 350 million people in developing
Asia (Cozzi et al., 2018). While Africa has 20% of the world’s population, it
accounts for less than 4% of global electricity use (Te Economist, 2019).
Tis lack of access to electricity also provides challenges for universities, staf
and students who may want to adopt online teaching. Tis is a peculiar challenge for emerging countries that may not apply in more developed locations.
Urbanisation, growing populations and economic conditions pose other
challenges that are peculiar to emerging countries (Alhumaid et al., 2020).
Even in many developed countries, there are still disadvantaged students from
various backgrounds, including minority ethnic groups, and low-income,
migrant and indigenous families, who have not beneftted from the internet
and new technologies (Ng & Graham, 2018). If some individuals are still
disadvantaged in developed countries, there are many more deprived students
in emerging ones. Ho and Lau (2018) recognised the impact of the home
literacy environment on student engagement including the educational levels
of parents; the sociocultural and economic conditions of these countries also
pose additional challenges. Tere are concerns around parents’ abilities to
support their children, and the availability of a conducive studying environment at home, especially when people live in high-density areas (Ijadunola
et al., 2019; Rotas & Cahapay, 2020). Importantly, in emerging countries,
parents also have lower literacy levels.
Source
https://www.researchgate.net/profile/Varsha-Jain-6/publication/358600114_Role_of_Culture_in_Developing_Transformative_Leadership_for_Higher_Education_in_Emerging_Economies/links/64a7acfcb9ed6874a501cd5e/Role-of-Culture-in-Developing-Transformative-Leadership-for-Higher-Education-in-Emerging-Economies.pdf#page=19