如何改進(jìn)信息通訊政策：來自桑給巴爾的中學(xué)證據(jù)
發(fā)布時(shí)間：2020-11-02 17:53
在改進(jìn)信息通信技術(shù)(ICT)方面,世界各界面臨著不同的挑戰(zhàn)。為克服ICT實(shí)施過程中的阻礙,各國需要積極改變ICT政策。研究表明,桑給巴爾政府為在教育過程中實(shí)施ICT付出了很多努力,但仍存在很多問題。因此,本研究主要從桑給巴爾中學(xué)教育政策中的ICT素養(yǎng)角度分析如何完善信息和通信技術(shù)政策進(jìn)行研究。許多政府文件中都提到了信息通信技術(shù)在教育領(lǐng)域的應(yīng)用,本研究對(duì)桑給巴爾教育部和職業(yè)培訓(xùn)部門在公立中學(xué)推行通訊科技的現(xiàn)狀進(jìn)行分析,主要目的是探討自2006年以來,在學(xué)校教育政策指導(dǎo)下,在中學(xué)教育中推廣通信技術(shù)使用面臨的問題。本研究采用問卷調(diào)查、訪談、文獻(xiàn)回顧等方法進(jìn)行分析,并收集相關(guān)數(shù)據(jù)做案例研究。本研究共有513個(gè)樣本,樣本來源為六所中學(xué)一至三年級(jí)的學(xué)生和7所中學(xué)的教師。通過SPSS 21對(duì)數(shù)據(jù)進(jìn)行初步分析,依據(jù)文獻(xiàn)提出假設(shè)模型,并運(yùn)用martPLS 3.0進(jìn)行模型分析,結(jié)果表明,10個(gè)假設(shè)中有7個(gè)具有顯著性。運(yùn)用Cronbach' s alpha檢驗(yàn)研究的信度和效度,結(jié)果顯示,問卷具有良好的信度和效度,所提出的模型具有研究價(jià)值。調(diào)查結(jié)果顯示,中學(xué)的計(jì)算機(jī)設(shè)施不足,大多數(shù)學(xué)校的計(jì)算機(jī)數(shù)量僅在5到10臺(tái)之間。大多數(shù)教師掌握了基本的計(jì)算機(jī)知識(shí)和技能,但是學(xué)生的電腦使用頻率較低,計(jì)算機(jī)基礎(chǔ)知識(shí)較為匱乏。其他研究結(jié)果顯示,學(xué)生對(duì)學(xué)習(xí)通信技術(shù)知識(shí)有極高的熱情,但是教師缺乏教授計(jì)算機(jī)信息通信技術(shù)所需的教學(xué)能力,所以,這些調(diào)查結(jié)果對(duì)教學(xué)過程中整合和實(shí)施ICT提出了新的挑戰(zhàn)。因此,可以借鑒中國的經(jīng)驗(yàn),實(shí)施多種方案和措施,在教育領(lǐng)域推廣信息和通信技術(shù),并建議桑給巴爾政府結(jié)合職業(yè)培訓(xùn)部門,制定桑給巴爾ICT戰(zhàn)略計(jì)劃的政策,在教育等相關(guān)領(lǐng)域應(yīng)用信息通信技術(shù)。同時(shí),政府應(yīng)該制定可行方案提高教師等教育工作人員對(duì)信息通信技術(shù)的認(rèn)識(shí),以便信息通信技術(shù)今后能在教學(xué)中史好地發(fā)揮作用。
【學(xué)位單位】：中國科學(xué)技術(shù)大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位年份】：2018
【中圖分類】：G434
【文章目錄】：
摘要
ABSTRACT
GLOSSARY OF ERMS AND ABBREVIATIONS
Chapter 1 Introduction
1.1 Overview
1.2 Background of the Study
1.3 Statement of the Problem
1.4 General Research Objective
1.4.1 Specific Research Objectives
1.5 Specific Research Questions
1.6 Significance of Study
1.7 The Scope of the Study
1.8 Definitions of Terms
1.9 Structure of the Dissertation
1.10 Chapter 1 Summary
Chapter 2 Literature Review
2.1 Overview
2.2 The Study Setting
2.3 Zanzibar Education System
2.4 Zanzibar Education Policy
2.5 Zanzibar ICT Evaluation Outlook
2.6 Situational Analysis of ICT in Basic Education in Tanzania
2.7 ICT in Secondary Schools in Tanzania
2.8 Implementing ICT Initiatives in Zanzibar
2.9 International hopes of ICT in Education
2.10 The Major Initiative of the Government of China to Integrate ICT in education
2.11 Impact of ICT Policy in Education
2.12 ICT Literacy
2.13 ICT in Teaching and Learning
2.14 Defining Policy
2.15 Challenges Facing the Implementation of ICT Policy in Education
2.15.1 Lack of Technological Support
2.15.2 Lack of Teacher Confidence
2.15.3 Teachers' Perceptions
2.16 Empirical Studies
2.17 Research Gap
2.18 Chapter 2 Summary
Chapter 3 Framework and Development Hypotheses
3.1 Overview
3.2 Theoretical Framework
3.2.1 Policy Implementation Theory
3.2.2 First Generation of Policy Implementation Research
3.2.3 Second Generation of Policy Implementation Research
3.2.4 The Top-down Approach
3.2.5 Bottom-up Approach
3.2.6 Synthesis of the two Approaches
3.2.7 Third Generation of Policy Implementation Research
3.3 Conceptual Model and Hypothesis
3.3.1 ICT Training
3.3.2 ICT Lab/rooms
3.3.3 ICT Facilities
3.3.4 ICT Perceptions
3.3.5 ICT Awareness
3.4 Chapter 3 Summary
Chapter 4 Research Methodology
4.1 Overview
4.2 Research Design
4.3 Case Study
4.4 Study Area
4.5 Research Community
4.6 Sampling Technique and Sample Size
4.6.1 Simple Random Probability Sampling
4.6.2 Sample Size
4.7 Data Collection Techniques
4.7.1 Questionnaires
4.7.2 Interview
4.7.3 Documents
4.7.4 Pilot Test of the Questionnaires
4.8 Validity and Reliability
4.9 Statistical significance Hypothesis
4.10 Data Analysis Technique
4.10.1 Measurement Assessment Model
4.10.2 Structural Model Assessment
4.11 Study Limitations
4.12 Ethical Consideration
4.13 Chapter 4 Summary
Chapter 5 Data Analysis
5.1 Introduction
5.2 Questioners Analysis
5.2.1 Overview
5.3 Demographic Information of Teachers' Respondents
5.3.1 Gender of Teachers' Respondents
5.3.2 Demographic Characteristics of Students' Respondents
5.3.3 Gender and Age Group of the Students' Respondents
5.3.4 Age and Education Level of Teachers' Respondents
5.3.5 Marital Status of Teachers' Respondents
5.3.6 Teaching Experience of Teachers' Respondents
5.3.7 The Class level of Students' Respondents
5.3.8 Place of Living of the Students' Respondents
5.4 To Examine the Capacity of Teachers' and Students' using ICT in Education inPublic Secondary Schools in Zanzibar
5.4.1 Teachers' Results about Computer Facilities
5.4.2 Students' Results about Computer Facilities
5.4.3 Computer Skills and Application
5.4.4 Teachers' and Students' Results of Computer owned
5.4.5 Switch on and Switch off the Computer
5.4.6 Tcachers'and Students' Familiarity with the Computer Programme
5.4.7 The Computer Target to the Teachers'
5.4.8 ICT Implementation and Use
5.4.9 Understanding the Training /Seminar about ICT use in Teaching
5.4.10 Training Improve ICT Literacy in Teaching
5.4.11 ICT Application in Teaching Activities
5.4.12 ICT Facilities in helping Teaching Activities
5.5 Teachers' Familiarity with ICT
5.5.1 Understanding the Projector for Teaching
5.5.2 Understanding the Personal Experience with the ICT
5.5.3 Self-Judging on using ICT in the Classes
5.5.4 Understanding another Teachers' Familiarity with the ICT Use
5.6 Students' Familiarity with ICT
5.6.1 About the Projector Appliance
5.6.2 The Classes where Teachers' Use the Projector in their Teaching
5.7 Theoretical Computer Skills Test for Students'
5.7.1 Understanding the Essential Parts of Computer
5.7.2 Searching Materials Using Internet
5.7.3 Searching Specific Information on the Internet
5.8 To Examine the Positive Effect of the ICT Facilities on the ICT Literacy in PublicSecondary Schools in Zanzibar
5.8.1 Improve the Power of Knowledge
5.8.2 Facilitating on the Higher Learning
5.8.3 Enable the Students to Store their Data
5.8.4 Increases the Moral of the Students 'in their Learning
5.8.5 Students Can get More References
5.8.6 Provide more Flexible ways for Lifelong Professional Development for today Technology
5.8.7 Implement the New Students Centred Learning Method
5.8.8 Make Students be more Interactive
5.8.9 It Makes Students More Productive Innovative and Enterprising
5.8.10 Students get more Opportunities Offered by ICT
5.8.11 Simplifying Teaching and Learning Process
5.8.12 Improve the Quality of Teaching and Learning
5.9 To Evaluate the ICT Application Perceptions among Teachers' in Public SecondarySchools in Zanzibar
5.9.1 Teachers' Readiness on ICT Use
5.9.2 Teachers are Difficult to Embarrass ICT Use because it Cost more Time and Money
5.9.3 Lack of Free Time for Learning New Development of Technology
5.9.4 It is Difficult to Learn ICT, so Definitely Remain them to the Old Way
5.9.5 Some Teachers are Ignorant of Sensitive Innovative of ICT
5.9.6 Computer Requires Highly Skilled Personnel to Operate Them
5.10 To Evaluate the Challenges of the Implementation of Education Policy base on ICTin Public Secondary Schools in Zanzibar
5.10.1 ICT Training
5.10.2 Insufficient Computer Training for Teachers'
5.10.3 Lack of Adequate Training of ICT Use in Teaching
5.10.4 Insufficient Teachers' Time for Training due to the High Number of Classes
5.11 ICT Facilities
5.11.1 Insufficient Access to ICT Facilities
5.11.2 Lack of Quality of ICT Facilities
5.11.3 Inadequate Services of ICT- Facilities
5.11.4 Insufficient Number of Computers
5.12 Computer Lab/rooms
5.12.1 Shortage of Computer Lab/ rooms in the Schools
5.12.2 Lab/ Computer Rooms with Internet Services
5.12.3 High Cost of Prepare and Buying ICT Accessories
5.12.4 Low Quality of Computer Rooms/Labs
5.13 ICT Awareness
5.13.1 Lack of Awareness of ICT Used in Education Setting
5.13.2 Lack of Society Awareness to Provide Support for the use of ICT in Education
5.13.3 Lack of Encouragement to the ICT application in the Education Setting
5.14 The Results of PLS-SEM Analysis
5.14.1 Measurement Assessment Model
5.14.2 Measurement Structural Model
5.14.3 Hypothesis Testing
5.15 Analysis of the Interview Findings
5.16 Chapter 5 Summary
Chapter 6 Discussion of the Results
6.1 Introduction
6.2 Overview of the Study
6.3 Specific Research Questions
6.4 Research Hypothesis
6.5 Discussion of the Main Results
6.5.1 Demographic Characteristics of Teachers' and Students' Respondents
6.5.2 General Discussion of the Main Results
6.6 Research Question l-The extent do Students' and Teachers' use ICT in PublicSecondary Schools in Zanzibar
6.6.1 Teachers' Results about Computer Facilities
6.6.2 Computer Skills and Application
6.6.3 Teachers' and Students' Familiarity With the Computer Programme
6.7 Summary of the Research Question One
6.8 Research Question 2-The Effective are ICT Facilities on the ICT literacy in PublicSecondary Schools in Zanzibar
6.9 Summary of the Research Question Two
6.10 Research Question 3-Teachers' Perceptions of ICT use in Public SecondarySchools in Zanzibar
6.10.1 Teachers' Readiness on ICT Use
6.10.2 Teachers Difficulties to Embarrass ICT Use due to Time Cost and Money
6.10.3 Lack of Free Time for Learning New Development of Technology
6.10.4 It is Challenging to Learn ICT so Undoubtedly Remain them to the Old way
6.10.5 Some Teachers'are Ignorant of Sensitive Innovative of ICT
6.11 Summary of the Research Question Three
6.12 Research Question 4- Challenges Facing the Implementation of Education Policy onthe bases of ICT Use in Public Secondary Schools in Zanzibar
6.12.1 ICT Training
6.12.2 Insufficient Computer Training for Teachers'
6.12.3 Lack of Adequate Training of ICT Use in Teaching
6.12.4 Insufficient Teachers' Time for ICT Training Due to the High Numbers of Classes
6.13 ICT Facilities
6.13.1 Insufficient Access to ICT Facilities
6.13.2 Lack of Quality of ICT Facilities
6.13.3 Inadequate Services of ICT Facilities
6.13.4 Insufficient Number of Computers
6.14 Computer Lab/rooms
6.14.1 Shortage of Computer Lab/ Rooms in the Schools
6.14.2 Computer Lab/Rooms have not Connected with Internet Services
6.14.3 High Cost of Prepare and Buying ICT Accessories
6.14.4 Low Quality of Computer Lab/ Rooms
6.15 ICT Awareness
6.15.1 Lack of Awareness of ICT Used in an Education Setting
6.15.2 Lack of Society Awareness to Provide Support for the Use of ICT in Education
6.15.3 Lack of Encouragement to the ICT Application in the Education Setting
6.16 Summary of the Research Question Four
6.17 Research Question 5-How can Zanzibar Education Policy Benefit from ChineseExperiences in Implementing the ICT Policy
6.18 Summary of the Research Question Five
6.19 A Discussion of the Hypotheses
6.19.1 Summary of the Hypothetical Test
6.20 Chapter 6 Summary
Chapter 7 Policy Implication
7.1 Introduction
7.1.1 Policy Implication
7.1.2 The implication of Combination of Two Perspectives in the Research Study
7.2 Practical Implication
7.3 Policy Resources
7.3.1 Implementation Structure
7.3.2 Stage of Readiness of MoEVT
7.3.3 The Collaboration of the Development Partners
7.3.4 Cross-Sector Collaboration
7.3.5 Stakeholders Participation in ICT Implementation
7.3.6 Change and Organisational Management
7.4 Policy Instruments
7.5 ICT Policy Planning
Chapter 8 Conclusions and Recommendations
8.1 General Research Contributions
8.1.1 Research Summary One
8.1.2 Research Summary Two
8.1.3 Research Summary Three
8.1.4 Research Summary Four
8.1.5 Research Summary Five
8.2 Concluding Remarks
8.3 Recommendations
8.4 Limitations of the Study
8.5 Direction for Further Study
REFERENCES
Appendices
Appendices A
Appendices B
Appendices C
Appendices D
Acknowledgements
Academic Articles and Research Outcomes in Study Period
本文編號(hào)：2867369
【學(xué)位單位】：中國科學(xué)技術(shù)大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位年份】：2018
【中圖分類】：G434
【文章目錄】：
摘要
ABSTRACT
GLOSSARY OF ERMS AND ABBREVIATIONS
Chapter 1 Introduction
1.1 Overview
1.2 Background of the Study
1.3 Statement of the Problem
1.4 General Research Objective
1.4.1 Specific Research Objectives
1.5 Specific Research Questions
1.6 Significance of Study
1.7 The Scope of the Study
1.8 Definitions of Terms
1.9 Structure of the Dissertation
1.10 Chapter 1 Summary
Chapter 2 Literature Review
2.1 Overview
2.2 The Study Setting
2.3 Zanzibar Education System
2.4 Zanzibar Education Policy
2.5 Zanzibar ICT Evaluation Outlook
2.6 Situational Analysis of ICT in Basic Education in Tanzania
2.7 ICT in Secondary Schools in Tanzania
2.8 Implementing ICT Initiatives in Zanzibar
2.9 International hopes of ICT in Education
2.10 The Major Initiative of the Government of China to Integrate ICT in education
2.11 Impact of ICT Policy in Education
2.12 ICT Literacy
2.13 ICT in Teaching and Learning
2.14 Defining Policy
2.15 Challenges Facing the Implementation of ICT Policy in Education
2.15.1 Lack of Technological Support
2.15.2 Lack of Teacher Confidence
2.15.3 Teachers' Perceptions
2.16 Empirical Studies
2.17 Research Gap
2.18 Chapter 2 Summary
Chapter 3 Framework and Development Hypotheses
3.1 Overview
3.2 Theoretical Framework
3.2.1 Policy Implementation Theory
3.2.2 First Generation of Policy Implementation Research
3.2.3 Second Generation of Policy Implementation Research
3.2.4 The Top-down Approach
3.2.5 Bottom-up Approach
3.2.6 Synthesis of the two Approaches
3.2.7 Third Generation of Policy Implementation Research
3.3 Conceptual Model and Hypothesis
3.3.1 ICT Training
3.3.2 ICT Lab/rooms
3.3.3 ICT Facilities
3.3.4 ICT Perceptions
3.3.5 ICT Awareness
3.4 Chapter 3 Summary
Chapter 4 Research Methodology
4.1 Overview
4.2 Research Design
4.3 Case Study
4.4 Study Area
4.5 Research Community
4.6 Sampling Technique and Sample Size
4.6.1 Simple Random Probability Sampling
4.6.2 Sample Size
4.7 Data Collection Techniques
4.7.1 Questionnaires
4.7.2 Interview
4.7.3 Documents
4.7.4 Pilot Test of the Questionnaires
4.8 Validity and Reliability
4.9 Statistical significance Hypothesis
4.10 Data Analysis Technique
4.10.1 Measurement Assessment Model
4.10.2 Structural Model Assessment
4.11 Study Limitations
4.12 Ethical Consideration
4.13 Chapter 4 Summary
Chapter 5 Data Analysis
5.1 Introduction
5.2 Questioners Analysis
5.2.1 Overview
5.3 Demographic Information of Teachers' Respondents
5.3.1 Gender of Teachers' Respondents
5.3.2 Demographic Characteristics of Students' Respondents
5.3.3 Gender and Age Group of the Students' Respondents
5.3.4 Age and Education Level of Teachers' Respondents
5.3.5 Marital Status of Teachers' Respondents
5.3.6 Teaching Experience of Teachers' Respondents
5.3.7 The Class level of Students' Respondents
5.3.8 Place of Living of the Students' Respondents
5.4 To Examine the Capacity of Teachers' and Students' using ICT in Education inPublic Secondary Schools in Zanzibar
5.4.1 Teachers' Results about Computer Facilities
5.4.2 Students' Results about Computer Facilities
5.4.3 Computer Skills and Application
5.4.4 Teachers' and Students' Results of Computer owned
5.4.5 Switch on and Switch off the Computer
5.4.6 Tcachers'and Students' Familiarity with the Computer Programme
5.4.7 The Computer Target to the Teachers'
5.4.8 ICT Implementation and Use
5.4.9 Understanding the Training /Seminar about ICT use in Teaching
5.4.10 Training Improve ICT Literacy in Teaching
5.4.11 ICT Application in Teaching Activities
5.4.12 ICT Facilities in helping Teaching Activities
5.5 Teachers' Familiarity with ICT
5.5.1 Understanding the Projector for Teaching
5.5.2 Understanding the Personal Experience with the ICT
5.5.3 Self-Judging on using ICT in the Classes
5.5.4 Understanding another Teachers' Familiarity with the ICT Use
5.6 Students' Familiarity with ICT
5.6.1 About the Projector Appliance
5.6.2 The Classes where Teachers' Use the Projector in their Teaching
5.7 Theoretical Computer Skills Test for Students'
5.7.1 Understanding the Essential Parts of Computer
5.7.2 Searching Materials Using Internet
5.7.3 Searching Specific Information on the Internet
5.8 To Examine the Positive Effect of the ICT Facilities on the ICT Literacy in PublicSecondary Schools in Zanzibar
5.8.1 Improve the Power of Knowledge
5.8.2 Facilitating on the Higher Learning
5.8.3 Enable the Students to Store their Data
5.8.4 Increases the Moral of the Students 'in their Learning
5.8.5 Students Can get More References
5.8.6 Provide more Flexible ways for Lifelong Professional Development for today Technology
5.8.7 Implement the New Students Centred Learning Method
5.8.8 Make Students be more Interactive
5.8.9 It Makes Students More Productive Innovative and Enterprising
5.8.10 Students get more Opportunities Offered by ICT
5.8.11 Simplifying Teaching and Learning Process
5.8.12 Improve the Quality of Teaching and Learning
5.9 To Evaluate the ICT Application Perceptions among Teachers' in Public SecondarySchools in Zanzibar
5.9.1 Teachers' Readiness on ICT Use
5.9.2 Teachers are Difficult to Embarrass ICT Use because it Cost more Time and Money
5.9.3 Lack of Free Time for Learning New Development of Technology
5.9.4 It is Difficult to Learn ICT, so Definitely Remain them to the Old Way
5.9.5 Some Teachers are Ignorant of Sensitive Innovative of ICT
5.9.6 Computer Requires Highly Skilled Personnel to Operate Them
5.10 To Evaluate the Challenges of the Implementation of Education Policy base on ICTin Public Secondary Schools in Zanzibar
5.10.1 ICT Training
5.10.2 Insufficient Computer Training for Teachers'
5.10.3 Lack of Adequate Training of ICT Use in Teaching
5.10.4 Insufficient Teachers' Time for Training due to the High Number of Classes
5.11 ICT Facilities
5.11.1 Insufficient Access to ICT Facilities
5.11.2 Lack of Quality of ICT Facilities
5.11.3 Inadequate Services of ICT- Facilities
5.11.4 Insufficient Number of Computers
5.12 Computer Lab/rooms
5.12.1 Shortage of Computer Lab/ rooms in the Schools
5.12.2 Lab/ Computer Rooms with Internet Services
5.12.3 High Cost of Prepare and Buying ICT Accessories
5.12.4 Low Quality of Computer Rooms/Labs
5.13 ICT Awareness
5.13.1 Lack of Awareness of ICT Used in Education Setting
5.13.2 Lack of Society Awareness to Provide Support for the use of ICT in Education
5.13.3 Lack of Encouragement to the ICT application in the Education Setting
5.14 The Results of PLS-SEM Analysis
5.14.1 Measurement Assessment Model
5.14.2 Measurement Structural Model
5.14.3 Hypothesis Testing
5.15 Analysis of the Interview Findings
5.16 Chapter 5 Summary
Chapter 6 Discussion of the Results
6.1 Introduction
6.2 Overview of the Study
6.3 Specific Research Questions
6.4 Research Hypothesis
6.5 Discussion of the Main Results
6.5.1 Demographic Characteristics of Teachers' and Students' Respondents
6.5.2 General Discussion of the Main Results
6.6 Research Question l-The extent do Students' and Teachers' use ICT in PublicSecondary Schools in Zanzibar
6.6.1 Teachers' Results about Computer Facilities
6.6.2 Computer Skills and Application
6.6.3 Teachers' and Students' Familiarity With the Computer Programme
6.7 Summary of the Research Question One
6.8 Research Question 2-The Effective are ICT Facilities on the ICT literacy in PublicSecondary Schools in Zanzibar
6.9 Summary of the Research Question Two
6.10 Research Question 3-Teachers' Perceptions of ICT use in Public SecondarySchools in Zanzibar
6.10.1 Teachers' Readiness on ICT Use
6.10.2 Teachers Difficulties to Embarrass ICT Use due to Time Cost and Money
6.10.3 Lack of Free Time for Learning New Development of Technology
6.10.4 It is Challenging to Learn ICT so Undoubtedly Remain them to the Old way
6.10.5 Some Teachers'are Ignorant of Sensitive Innovative of ICT
6.11 Summary of the Research Question Three
6.12 Research Question 4- Challenges Facing the Implementation of Education Policy onthe bases of ICT Use in Public Secondary Schools in Zanzibar
6.12.1 ICT Training
6.12.2 Insufficient Computer Training for Teachers'
6.12.3 Lack of Adequate Training of ICT Use in Teaching
6.12.4 Insufficient Teachers' Time for ICT Training Due to the High Numbers of Classes
6.13 ICT Facilities
6.13.1 Insufficient Access to ICT Facilities
6.13.2 Lack of Quality of ICT Facilities
6.13.3 Inadequate Services of ICT Facilities
6.13.4 Insufficient Number of Computers
6.14 Computer Lab/rooms
6.14.1 Shortage of Computer Lab/ Rooms in the Schools
6.14.2 Computer Lab/Rooms have not Connected with Internet Services
6.14.3 High Cost of Prepare and Buying ICT Accessories
6.14.4 Low Quality of Computer Lab/ Rooms
6.15 ICT Awareness
6.15.1 Lack of Awareness of ICT Used in an Education Setting
6.15.2 Lack of Society Awareness to Provide Support for the Use of ICT in Education
6.15.3 Lack of Encouragement to the ICT Application in the Education Setting
6.16 Summary of the Research Question Four
6.17 Research Question 5-How can Zanzibar Education Policy Benefit from ChineseExperiences in Implementing the ICT Policy
6.18 Summary of the Research Question Five
6.19 A Discussion of the Hypotheses
6.19.1 Summary of the Hypothetical Test
6.20 Chapter 6 Summary
Chapter 7 Policy Implication
7.1 Introduction
7.1.1 Policy Implication
7.1.2 The implication of Combination of Two Perspectives in the Research Study
7.2 Practical Implication
7.3 Policy Resources
7.3.1 Implementation Structure
7.3.2 Stage of Readiness of MoEVT
7.3.3 The Collaboration of the Development Partners
7.3.4 Cross-Sector Collaboration
7.3.5 Stakeholders Participation in ICT Implementation
7.3.6 Change and Organisational Management
7.4 Policy Instruments
7.5 ICT Policy Planning
Chapter 8 Conclusions and Recommendations
8.1 General Research Contributions
8.1.1 Research Summary One
8.1.2 Research Summary Two
8.1.3 Research Summary Three
8.1.4 Research Summary Four
8.1.5 Research Summary Five
8.2 Concluding Remarks
8.3 Recommendations
8.4 Limitations of the Study
8.5 Direction for Further Study
REFERENCES
Appendices
Appendices A
Appendices B
Appendices C
Appendices D
Acknowledgements
Academic Articles and Research Outcomes in Study Period
本文編號(hào)：2867369
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