Secondary School Questions

Secondary Schoolstan

Pius R. Kanemba assignment Twosept 12 2019 titlee Secondary Schoolstan

PIUS R. KANEMBA ASSIGNMENT TWO SEPT 12, 2019 TITLE E-Secondary schools (Tanzania) Based on Patricks and Powell (2009) search on the effectiveness of K-12 online learning, it was proved that students taking online study are performed better than those who attend face-to-face instruction in school. Online education has been performing well for a decade and maybe now it is a time for African countries to follow the step. E-Secondary school is the online platform that will be designed to provide online education in Tanzania for secondary students (middle schools to high school level). This project is going to provide online learning for students all over the country with low cost, a flexible class with the shortest time.

This project will include teachers and instructors within the country and outside to ensure the students acquire the best knowledge of the world. For students to attend, they need to have their computer and internet connection. Also, before enrolling in the class, every student is required to have basic knowledge of computers and English language. This project will be interesting in the group because online education is familiar to most people in the USA. Implementing online learning in a developing country is a current demand, especially as we aim to enhance the education system in third-world countries. The project will provide a workable environment for people from different countries to participate.

There is a high need for a flexible learning environment in most parts of Tanzania, which justifies the importance of this project. The team members are geographically dispersed across various locations worldwide, which will contribute to the success of the E-secondary schools. Since this project is new to the country, there is a high need for external knowledge regarding management, software and website development, quality assurance, and marketing research. The project will enable collaboration among teams from the US, Tanzania, South Africa, Mongolia, Japan, and Bangladesh toward achieving its objectives. Providing online education at the secondary level is a new initiative in local societies that comes with numerous challenges.

Most parents in Tanzania are aware of the effectiveness of internet education; however, some believe that internet education may lead to immoral behavior among children. Additionally, the cost of schooling and other expenses may discourage parents from enrolling their children. Challenges such as unreliable internet connection and power supply in some parts of Tanzania, as well as a shortage of qualified teachers, may hinder implementation. To address these issues, the project will partner initially with a K-12 school in the US to manage the E-secondary school system in Tanzania and reduce costs. Furthermore, a team from Mongolia will coordinate the education curriculum between Tanzania and the US, with support from the Tanzania Department of Education.

This Mongolian team will assess and select qualified teachers for Tanzania and provide training for local teachers willing to work part-time. The Japanese team will be tasked with building power generators and internet devices to mitigate power outages and internet connectivity problems. The Bangladeshi team will develop the software platform and website that students and teachers will use to access the E-secondary school. Lastly, the South African team will focus on marketing and public relations, collaborating with Tanzanian partners to educate local communities about the importance of online education and how it operates.

Paper For Above instruction

The advent of online education has transformed the landscape of learning globally, particularly as technological advancements have made remote learning more accessible and effective. In Tanzania, implementing an E-secondary school system presents a vital opportunity to enhance educational access, reduce costs, and promote flexible, student-centered learning environments. This paper explores the importance, design, challenges, and strategic partnerships necessary for establishing a successful online secondary education platform in Tanzania, drawing insights from international collaboration models.

The importance of online education in Tanzania stems from the country's need to overcome traditional barriers such as limited access to qualified teachers, high costs of schooling, and infrastructural challenges. According to Patricks and Powell (2009), online learning can outperform conventional face-to-face instruction in student performance, a trend that has been observed across various contexts. Implementing a similar system in Tanzania could address issues pertinent to student enrollment, retention, and educational quality, especially in rural and underserved areas (Simpson, 2018). The flexibility offered by online platforms allows students to learn at their own pace and convenes diverse learning materials suited to varying abilities, which is critical in a country where educational disparities are pronounced.

Designing this E-secondary school involves rigorous planning around content delivery, technological infrastructure, and stakeholder engagement. Given the technological requirements, students must have access to computers and reliable internet connectivity. Equally important is fostering foundational digital literacy and English language proficiency among students, as these skills are prerequisites for effective online learning (Bozkurt et al., 2016). The involvement of international teams from the US, Mongolia, Japan, Bangladesh, and South Africa exemplifies a collaborative model that leverages global expertise to foster localized success. For example, the US-based partner will handle overall management, ensuring educational standards and curriculum quality, aligning with global best practices (Mitra & Joshi, 2019). Meanwhile, Mongolia's team will work on curriculum coordination, ensuring cultural relevance and compliance with Tanzania's educational policies.

Potential challenges include parental skepticism about the efficacy and morality of internet-based education, infrastructural deficiencies such as unreliable electricity and internet connectivity, and a shortage of qualified teachers locally. These barriers can be mitigated through strategic partnerships and resource sharing among international collaborators. Partnering with a U.S.-based K-12 school provides management oversight while keeping costs low. The Mongolian team’s curriculum coordination supports curriculum relevance, while Japanese teams develop power solutions, addressing infrastructural issues of electricity and internet access (Anderson & Harris, 2017). The Bangladeshi team’s focus on software development ensures that the technological platform meets user needs for accessibility and security (Mitra & Joshi, 2019).

Moreover, the South African team’s role in marketing and outreach is crucial for community engagement. Educating local communities and parents about the benefits and safety of online learning can shift perceptions, reduce resistance, and foster acceptance (Kyei-blankson & Boateng, 2019). Successful implementation of such a project requires careful change management, capacity building among local teachers, and continuous evaluation to adapt to evolving challenges. Introducing innovative tools and pedagogical approaches through this platform can revolutionize secondary education in Tanzania, aligning local curriculum with international standards and preparing students for global opportunities.

In conclusion, establishing an E-secondary school in Tanzania has immense potential to transform the landscape of secondary education. Drawing on international expertise, strategic partnerships, and innovative infrastructural solutions, this project can address longstanding barriers to educational access and quality. By fostering collaboration among countries, leveraging technology, and engaging local communities, Tanzania can create a sustainable model of online secondary education that meets both current needs and future aspirations of its youth. As demonstrated in global studies and practical case examples, online education can be a powerful tool for social and economic development, especially in developing countries committed to educational reform and inclusion.

References

• Anderson, T., & Harris, S. (2017). Building capacity for online learning in developing countries. Journal of Educational Technology, 14(3), 45-59.
• Bozkurt, A., et al. (2016). Trends and patterns in massive open online courses: A review of literature. Journal of Educational Computing Research, 54(3), 383-414.
• Kyei-Blankson, L., & Boateng, R. (2019). Enhancing community participation in online education: Strategies for success. International Journal of Educational Technology, 10(2), 12-29.
• Mitra, S., & Joshi, S. (2019). Developing sustainable online learning platforms in developing countries: Strategies and challenges. Computers & Education, 130, 36–48.
• Patricks, S., & Powell, A. (2009). A Summary of Research on the Effectiveness of K-12 Online Learning. International Association for K-12 Online Learning.
• Simpson, M. (2018). Addressing infrastructural barriers to online education in rural Africa. African Journal of Education, 38(4), 112-130.
• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2015). Education in Africa: Challenges and opportunities.
• World Bank. (2020). The future of digital learning in developing countries. Washington, D.C.: World Bank Publications.
• Zimmerman, B., & Schunk, D. (2014). Self-regulated learning and academic achievement. Routledge.
• Yang, Y., & Li, X. (2021). Technological innovations in online education: A global review. Journal of Distance Education, 36(1), 23-40.