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dc.contributor.authorMcKay, Maxine
dc.coverage.spatialCaribbean and Americasen_US
dc.date.accessioned2016-12-08T06:03:03Z
dc.date.available2016-12-08T06:03:03Z
dc.date.issued2016-11
dc.identifier.urihttp://hdl.handle.net/11599/2503
dc.description.abstractIt 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. 3 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 31en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL) and Open University Malaysia (OUM)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.subjectIndigenous Knowledge Systems (IKS)en_US
dc.subjectAccessen_US
dc.subjectInnovationen_US
dc.titleThe Lines that Divide: A Study to Explore the Existence and Use of Technology and Innovative Educational Approaches to Foster Educational Progression Among Indigenous Groupsen_US
dc.typeWorking Paperen_US
dc.coverage.placeNameBelizeen_US


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