Oarabile Charity Magwaza, the Director of Golden Eagle Academy, says it is essential to understand and identify the gulf that exists between government and private schools when it comes to bringing the digital world into classrooms.
"When we talk about closing the gap, one should be in a position to understand and specifically identify the gulf that exists, lest the mandate won’t be fulfilled," she stated in an interview recently. She identifies two types of gaps in the digital divide within the education sector being the usage gap and the outcome gap. "The usage gap addresses the 'how?' question. How much do today’s learners use or have access to the digital world both inside and outside the classroom? Research indicates that students in urban areas have significantly higher access to technology outside the classroom compared to those in rural areas. Additionally, students in private or English Medium schools benefit from early exposure to ICT or digital technology, often starting in preschool, unlike their counterparts in government schools,” she said.
On the outcome gap, she said it addresses the results achieved through all the initiatives to bring technology to the classroom. Key questions arising according to her include the following: Are educators equipped with the knowledge to use the devices effectively? Are learners benefiting from these gadgets? Is there a significant increase in productivity in schools that receive these gadgets? "The answers are often 'no' or 'maybe'," Magwaza, who has been teaching ICT for a decade now pointed out. She said there is minimal significant growth and academic improvement in schools benefiting from the digital gadgets. Magwaza emphasised the need for the government to bridge the digital divide between schools in rural and urban areas as well as private and government schools. She highlighted three gaps that need to be addressed for the education sector to be fully empowered with digital development, stability, and effectiveness. The first gap is between schools in rural and urban areas. She said research shows that children in impoverished areas are disadvantaged not because of intellectual deficits, but due to a lack of access to the digital world. "Donating electronic gadgets is an incredible initiative, but it will be even more incredible if we address digital literacy. Educators must be equipped with knowledge on how to integrate technology effectively into their pedagogy," Magwaza said.
She said once teachers are equipped with this knowledge, it becomes easier to empower learners. Magwaza likened the technology to a fully loaded AK47, saying, "the tragedy would be giving a child this gun and expecting them to use it wisely or not expecting the worst." Regarding learners' digital literacy, Magwaza stressed the importance of educating students on critical areas of technology, including cybersecurity, avoiding inappropriate sites, and basic computer usage. Magwaza raised pertinent questions: "Is the current syllabus up-to-date? Are children given adequate knowledge and time in computer awareness? Do we have resources to teach? Why is computer awareness not assessed?"
To address these issues, she advocates for equipping educators with programmes like Microsoft Innovative Educator (MIE), which she describes as "one of the best programmes that can ensure global growth and improvement in the education sector." She urges more training and workshops to empower educators with digital literacy to integrate ICT into their teaching activities. Magwaza calls for the review of the ICT/computer awareness syllabus in schools to ensure learners are aligned with the current technology. "Let there be no digital divide among government schools, and it will be easier to close the gulf between government and private schools," she stated. She reiterated that empowering educators with digital literacy programmes and reviewing the ICT syllabus is crucial for bridging the digital divide and ensuring that the education sector keeps pace with the dynamic nature of technology. A comprehensive data analysis reveals a stark contrast in internet access and digital infrastructure across different regions of the country.
According to recent data compiled by the Botswana Communications Regulatory Authority (BOCRA), there is a notable digital divide in Botswana. Urban centres, including Gaborone, Francistown, and Maun, boast high-speed internet access, while remote areas, such as those in the Kalahari Desert, face limited connectivity options. In urban areas, broadband coverage stands at 92% in Gaborone, 87% in Francistown, and 85% in Maun. However, in rural areas like the Kalahari Desert, broadband coverage drops significantly to as low as 35%.
The digital gap has raised concerns about the impact on education, especially in the wake of the COVID-19 pandemic, which prompted a shift to online learning. Students in well-connected urban areas have had better access to online classes, digital resources, and educational platforms, while their counterparts in remote regions struggle with limited or no internet access, hindering their academic progress. Online learning access reflects this disparity, with 95% of urban students having access to online learning resources compared to only 45% of rural students.