|dc.description.abstract||It is often professed that “the highest performing education systems are those that combine
equity with quality, access, innovation and technology” (OECD, pg. 5, 2012). Consequently, if
education is to create opportunities for anyone who seeks scholastic self-actualization, systems
must be set in place to ensure access. To add there are many countries that has taken the lead to
make education more accessible via the use of innovative and technological approaches.
Furthermore , some of the more ingenious approaches include, Open Learning Platforms, the use
of tablets, MiPads , IPods , Floating Schools , Libraries on Wheels and Mobile Buses to name a
few. Needless to say despite the evident manifestation of resourceful systems that are been used
to make education more innovative and technological accessible, many groups continue to be left
behind. The latter is especially evident in countries where indigenous groups are not given equal
access to education. One study indicated that “access at all levels, and in all regions of the world,
indigenous people tend to have lower levels of literacy, enjoy fewer years at school and are more
likely to drop out of school as compared to nonindigenous groups” ( United Nations , pg. 19,
2009). The latter thus provides evidence that indigenous populations are at risk, thus innovative
approaches and technology must be utilized to aid indigenous group in scholastic contentment.
This study therefore seeks to explore the extent to which technological and innovative
educational approaches are utilized to afford indigenous groups fair educational opportunities.
The study will utilize archival data (supports the literature), observations, and face to face
and telephone interviews to gather the needed data to support the study. Finally,
recommendations will be given, so that policy makers can be better informed about the
value of nontraditional forms of education, namely innovative education and the use of
technology.// Paper ID 31||en_US