Comparing the status of ICT in the school education systems of South Africa and New Zealand during Covid-19

Abstract

Digital tools and school-building design in the 21st century differ from the traditional blackboard teaching method. The situation is further complicated by the estimation that new professions that do not even exist currently will emerge for approximately 65% of learners who are now starting their school careers. These learners will be part of the fourth industrial revolution. Equipping them for fourth industrial teaching makes numerous policymakers focus on modern learning, innovative learning and modern teaching so that learners are effectively equipped with skills to thrive in the fourth industrial revolution. “Information and communication technology” or ICT is the blanket term for all the technologies and services involved in the provision of telecommunication, data management, computing and the internet. The United Nations member states have adopted Agenda 2030 for Sustainable Development Goals, of which the implementation of ICT infrastructure forms a big part. The World Economic Forum indicates that the Covid-19 pandemic has increased the inequalities in the labour market and businesses had to change their way of operating, which triggered the use of fourth industrial revolution technologies. According to the United Nations, two billion students across the world had their learning disrupted during the Covid-19 pandemic. Schools had to close and apply other forms of teaching and learning by utilising information and communication technologies. This comparative study focused on school education in New Zealand and South Africa. The differences and similarities between these countries will be insightful to compare the status of ICT in education during the Covid-19 pandemic. Good practices and strategies to implement for improving education technology were identified in the study.