Online child protection in rural Kenya

Caleb Ndaka is a project lead in Kenya, working for Kids Comp Camp. As Kenya focuses on initiatives to bring billions more online, Caleb asks: how can we prepare for child protection online and also make use of the learning opportunities it will bring? Kids Comp-Camp is an organisation which seeks to reach out to children aged 8–15 in marginalised communities, to equip them with computing skills. Since it was set up in 2014, it has engaged more than 6,300 children, and for 90%, this was their first time using a computer

Information and Communications Technologies and Secondary Education in Sub-Saharan Africa: Policies, Practices, Trends and Recommendations

The following report discusses the use of Information Communications Technologies (ICTs) to improve access to, quality of, and delivery of secondary education within sub-Saharan Africa. It discusses the policy environment for ICTs in sub-Saharan Africa, their successes, challenges, andlessons learned, and it concludes with a broad and detailed set of recommendations for policymakers, donors, the private sector, designers, and implementers of ICTs in education programs. The report seeks to generally answer the question of how sub-Saharan African (SSA) governments can best use technology to improve access to secondary education, improve learning, strengthen management of schools and the education system, and foster innovation

Understanding the circular economy in Kenya

Over the last decade the circular economy has become popular in the Global North and is beginning to gain traction in the Global South. Yet analysis of this sustainability concept is notably lacking in the Global South, particularly in sub-Saharan Africa. Therefore, this study analyses the concept to answer what forms the circular economy is taking in Kenya. Doing so reveals where and how the concept is manifesting within this particular context, and how this compares to the archetype of the circular economy established in the Global North. Research was conducted through case studies using an inductive approach to theory development, built upon interview data. The empirical evidence illuminated three different forms of the circular economy: the ideal type that could not be identified in practice as it is unrealistically idealistic, an actually existing type generally articulated by small and medium-sized enterprises, and lastly an instrumental type mostly performed by multinational corporations. Notably the Kenyan forms of the circular economy identified conflicted with the dominant technocentric conceptualisation and often demonstrated ‘quiet sustainability’. This was largely due to the lower-middle income context of Kenya. This highlighted how the technological fundamentalism of the dominant conceptualisation excludes quiet sustainability contributions that are vital to realising the ideal type of the circular economy in Kenya. In doing so, the dominant conception of the circular economy from the Global North is generally instrumental and subsequently is at times enabling new forms of greenwashing in the Kenyan context

Teachers%252339%253B Opinions on Digitalization in Education

This study was carried out to determine high school teachers%252339%253B perspectives on the use of digital technologies in education. The participants of this research consisted of 71 teachers from four different countries. The participants of the project consist of the teachers in the schools involved in the DigiSchools project supported by the Erasmus%2B KA220 program in 2001. The questionnaire questions were prepared by examining survey studies in this field. The opinions of teachers about digitalization in education performed in project process using the survey method are presented Data were collected with a 24-item questionnaire. The scale items were evaluated using mean, standard deviation, frequency, percentage and Anova analyses. Teachers%252339%253B perspectives on the use of digital technologies differences by country and usage frequency were analyzed. According to the results of the research, differences were determined according to the country and professional seniority of the teachers

High School Students%252339%253B Perspectives about Using Digital Technologies in Education%253A DigiSchools Project

This study was carried out to determine high school students%252339%253B perspectives on the use of digital technologies in education. There are 17 items in the questionnaire, these items are represented by 2 themes%253A quot%253BTo what extent do you disagree or agree with the following statements about using of digital technologies in schools and How often do you engage in these digital learning activities. The questionnaire questions were prepared by examining survey studies in this field. There are 17 items in the questionnaire, these items are represented by 2 themes%253A quot%253BWhat extent do you disagree or agree with the following statements about using of digital technologies in schools (1-5 Likert) and How often do you engage in these digital learning activities (1-3 Likert%253B never-often) which were developed in order to examine students%252339%253B perspectives on the use of digital technologies in education. The scale items were evaluated using mean, standard deviation, frequency, percentage and Anova analyses. Students%252339%253B perspectives on the use of digital technologies differences by country and usage frequency were analyzed. It has been determined that student participation in the survey items is high. Because of the positive content of the survey items, their opinions about the use of digital technologies in education are positive