INNOVATION FOR INCLUSIVE DEVELOPMENT: MAPPING AND AUDITING THE USE OF ICTS IN THE SOUTH AFRICAN PRIMARY EDUCATION SYSTEM

Authors

  • Precious Hove Graduate School of Technology Management University of Pretoria, South Africa
  • Sara Grobbelaar Department of Industrial Engineering. Stellenbosch University DST-NRF CoE in Scientometrics and Science, Technology and Innovation Policy, Stellenbosch University, South Africa

DOI:

https://doi.org/10.7166/31-1-2119

Keywords:

innovation for inclusive development, implementation, adoption, value-chain, primary education

Abstract

Inclusive education aims to identify and minimise barriers to learning and maximise learner participation in the education system. With a focus on the use of information and communication technologies in the South African primary education system, this study aims 1) to create a framework with which to evaluate the current state of ICT uptake across core functions for a school; 2) to audit the current state of innovation uptake; 3) to use the audit outcomes to identify challenges to the uptake of ICTs; and 4) to identify measures for facilitating an improved uptake of these innovations. The researchers conclude that a need exists for government to ensure consistent ICT uptake and use throughout the education system through a better implementation of standards, policies, and processes that facilitate technology uptake.

 

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Published

2020-05-29

How to Cite

Hove, P., & Grobbelaar, S. (2020). INNOVATION FOR INCLUSIVE DEVELOPMENT: MAPPING AND AUDITING THE USE OF ICTS IN THE SOUTH AFRICAN PRIMARY EDUCATION SYSTEM. The South African Journal of Industrial Engineering, 31(1), 47–64. https://doi.org/10.7166/31-1-2119

Issue

Vol. 31 No. 1 (2020)

Section

General Articles

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