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Theoretical and Conceptual Framework for Digital Inclusion among Mathematics Education Students in Nigeria
Chapter Six of Book of Readings in Honour of Professor Nicodemus Ochani Agbulu (Deputy Vice-Chancellor Academics, Federal University of Agriculture, Makurdi, Benue State, Nigeria). ; International audience ; The term digital inclusion has been used to articulate the policy, research and practical efforts to look beyond issues of access to computers and the Internet and toward a more robust understanding of the skills, content and services needed to support individuals, families and communities in their abilities to truly adopt computers and the internet. Presently, the deep penetration of digital technologies into the fabric of society have boosted growth, expand opportunities and improved service delivery, resulting in a high level of connectivity between people, businesses and governments. This present review examines the theoretical and conceptual foundations of digital inclusion in light of developmental realities in Nigeria. Specifically, this review considers the framework for inquiry into the technological divide, the new psychological model of e-adoption within the context of the digital divide, the three-step path to engaging with the internet, and a model of digital literacy. The review also considers key conceptual definitions of digital inclusion, the stages of digital inclusion, and approaches to measuring digital inclusion. The implication of digital inclusion for mathematics education students and the Nigerian economy was also discussed.
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Students' view on enhancing field education
In: Social work education, S. 1-15
ISSN: 1470-1227
New Possibilities for Higher Education in Prison
In: Women in higher education, Band 33, Heft 4, S. 6-14
ISSN: 2331-5466
Working for Equitable Higher Education in California
In: Women in higher education, Band 31, Heft 2, S. 11-15
ISSN: 2331-5466
Indigenous knowledge in field education – expanding Praxis
In: Social work education, Band 41, Heft 5, S. 1047-1062
ISSN: 1470-1227
Radical challenges for social work education
In: Social work education, Band 40, Heft 1, S. 1-3
ISSN: 1470-1227
Serving Native Americans through Higher Education
In: Women in higher education, Band 29, Heft 11, S. 13-14
ISSN: 2331-5466
Kinloch Works to Propel Equity in Education
In: Women in higher education, Band 28, Heft 6, S. 14-15
ISSN: 2331-5466
Social Work Education in Japan: Future Challenges
In: Social work education, Band 29, Heft 8, S. 855-868
ISSN: 1470-1227
Looking back on social work education
In: Social work education, Band 20, Heft 1, S. 9-19
ISSN: 1470-1227
Education vouchers: an instrument for promoting competition
In: Education International: the Education International magazine, Band 5, Heft 1, S. 9-10
ISSN: 1027-2143
University Competition and Transnational Education: The Choice of Branch Campus
In: The B.E. journal of theoretical economics, Band 16, Heft 2
ISSN: 1935-1704
AbstractWe present a theoretical framework in which an elitist and a non-elitist university in a developed country compete by choosing admission standards and deciding whether or not to open a branch campus in a developing country. Students from a developing country attend university if either a branch campus is opened or, they can afford to move to the developed country. We find that the elitist university is more likely to open a branch campus. This result is reversed if the gain, in terms of prestige, to attend the home campus of the elitist university more than offsets a student's mobility costs. A rise in the graduate wage increases the incentive for opening a branch campus, although this incentive is stronger for the elitist university.
The Social Outcomes of Education and Feedbacks on Growth in Africa
In: The journal of development studies: JDS, Band 38, Heft 4, S. 27-68
ISSN: 0022-0388