Farmers-Herders Conflict and Nigeria’s Quest for Food Security: The Imperative Need for Information Communications Technology

Although, Nigeria is chiefly known for its oil and gas production, agriculture employs about 70 per cent of its labour force. Nigeria has experienced severe farmers-herders conflict that has negatively influenced her agricultural production capacity, resulting in severe food insecurity. Tensions have grown over the past decades, with increasingly violent flare-ups between the farmers and the herdsmen spreading across the entire country. In recent times, many scholarly studies and inquiries on the impact of Information Communications Technology, particularly with respect to promoting food security in Nigeria, have been engendered mainly by the need to ensure greater agricultural outputs among farmers and other agriculturists. However, only scanty attention had been devoted to the need to understand the imperativeness of the use of Information Communications Technology in the quest to proffer solutions to the incessant farmers-herdsmen conflicts that have also contributed to the unpalatable state of food security in Nigeria. The study adopts Karl Marx’s Conflict Theory as a framework of analysis and qualitative date elicited through content analysis of desktop date. Hinging on this theory, this study contends that the farmers-herdsmen conflict is inevitable like every other conflict due to the competition for limited land resources. The study however found out that why the farmers-herdsmen conflict has persisted, among many other factors, was due to the failure of relevant stakeholders to leverage on the possibilities of Information Communications Technology to address the technological gap in the conflict. While further findings suggest that the principal causes and aggravating factors behind the escalating conflict are climatic changes; population growth; technological and economic changes; crime; political and ethnic strife; and cultural changes, the lack of use of Information Communications Technology in the areas of educating both the farmers and herders, awareness creation, crime reporting and conflicts resolution further compounds the farmers-herdsmen conflicts. This study recommends the need for proper and improved use of I.C.T. in the processes to address the farmers-herdsmen conflicts.

Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation

<p>This study explored the factors that influenced teachers' Information Communications Technology (ICT) adoption in teaching and learning, and the adoption of an ICTPD innovation by 44 teachers in four schools in Malaysia. The research focused on understanding teachers' uptake of ICT in teaching and learning in the context of an Information Communications Technology Professional Development (ICTPD) programme, which was implemented in these four schools. This in-school and cluster based ICTPD programme, which was introduced from New Zealand, was the first of such projects carried out in Malaysia. To address the study's research questions, a collective case study approach was applied. It employed a qualitative approach through the use of mind maps, factor sheets, and semi-structured interviews as the major methods of data collection. The qualitative data was gathered from teachers who participated in the ICTPD programme. Other stakeholders were also included to ensure different perspectives were acquired in understanding teachers' uptake of ICT in the context of the ICTPD programme. An ecological framework, which incorporated complexity thinking, was employed to inform many aspects of this study, from the selection of methods to the analysis of the data. This framework assumes that factors influencing adoption are complex, interdependent, and independent; it assumes linear factors and linear stages in adoption do not explain the complexities of adoption. The research revealed that teachers' ICT adoption in teaching and learning was low and superficial. Teachers used ICT as a tool and their practices remained teacher-centred. Teachers perceived that their practices changed when they used ICT in their classroom but very few actually did. The ecological framework identified three levels of linear factors (individual, school, and external). The consequent application of the ecological-complexity perspective on these linear factors revealed complex factors and dynamic interactions between teachers within schools. The study also discovered that the uptake of the ICTPD programme was similarly superficial. Teachers and schools were reluctant to embrace the in-school facilitation process and the cluster model of the ICTPD programme due to the current priorities of delivering examination results. The findings initially showed the influence of three levels of factors (individual, school, and the innovation) on teachers' adoption of the ICTPD programme. An analysis of the factors according to the ecological-complexity perspective shed light on the extent of adoption and its processes, suggesting that teachers and schools dynamically negotiate with the innovation. Two ecological-complexity models were developed to explain and understand complex factors and interactions in the two types of adoption. The ecological-complexity perspective showed that the current discourses on linear factors and processes do not fully explain the complexities of teachers' ICT adoption and the uptake of an innovation. The discussions on practical applications for this perspective in education are examined. The ecological-complexity perspective highlights the importance of re-thinking our frames of understanding teachers' ICT adoption and the adoption of an ICTPD programme; instead of thinking about adoption as an end product, it is a dynamic and continuous process, which is negotiated between teachers and schools and the innovation.</p>

Teachers' Adoption of Information and Communication Technology for Learning in Malaysia: an Ecological-Complexity Analysis of a Professional Development Innovation

<p>This study explored the factors that influenced teachers' Information Communications Technology (ICT) adoption in teaching and learning, and the adoption of an ICTPD innovation by 44 teachers in four schools in Malaysia. The research focused on understanding teachers' uptake of ICT in teaching and learning in the context of an Information Communications Technology Professional Development (ICTPD) programme, which was implemented in these four schools. This in-school and cluster based ICTPD programme, which was introduced from New Zealand, was the first of such projects carried out in Malaysia. To address the study's research questions, a collective case study approach was applied. It employed a qualitative approach through the use of mind maps, factor sheets, and semi-structured interviews as the major methods of data collection. The qualitative data was gathered from teachers who participated in the ICTPD programme. Other stakeholders were also included to ensure different perspectives were acquired in understanding teachers' uptake of ICT in the context of the ICTPD programme. An ecological framework, which incorporated complexity thinking, was employed to inform many aspects of this study, from the selection of methods to the analysis of the data. This framework assumes that factors influencing adoption are complex, interdependent, and independent; it assumes linear factors and linear stages in adoption do not explain the complexities of adoption. The research revealed that teachers' ICT adoption in teaching and learning was low and superficial. Teachers used ICT as a tool and their practices remained teacher-centred. Teachers perceived that their practices changed when they used ICT in their classroom but very few actually did. The ecological framework identified three levels of linear factors (individual, school, and external). The consequent application of the ecological-complexity perspective on these linear factors revealed complex factors and dynamic interactions between teachers within schools. The study also discovered that the uptake of the ICTPD programme was similarly superficial. Teachers and schools were reluctant to embrace the in-school facilitation process and the cluster model of the ICTPD programme due to the current priorities of delivering examination results. The findings initially showed the influence of three levels of factors (individual, school, and the innovation) on teachers' adoption of the ICTPD programme. An analysis of the factors according to the ecological-complexity perspective shed light on the extent of adoption and its processes, suggesting that teachers and schools dynamically negotiate with the innovation. Two ecological-complexity models were developed to explain and understand complex factors and interactions in the two types of adoption. The ecological-complexity perspective showed that the current discourses on linear factors and processes do not fully explain the complexities of teachers' ICT adoption and the uptake of an innovation. The discussions on practical applications for this perspective in education are examined. The ecological-complexity perspective highlights the importance of re-thinking our frames of understanding teachers' ICT adoption and the adoption of an ICTPD programme; instead of thinking about adoption as an end product, it is a dynamic and continuous process, which is negotiated between teachers and schools and the innovation.</p>

eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

FOREIGN LANGUAGE AS A TOOL OF ACQUIRING PROFESSION

The article deals with professionally oriented teaching of foreign languages in Universities according to the Program of teaching Design stu- dents (Environmental Design and Graphic Design Divisions). The author proves the worth of teaching foreign languages as a means of forming and developing a professional identity, a tool of communication and acquiring profession through studying foreign professional experience, joining universal professional interculture. Professionally-focused language learning significantly contributes to student’s conscious acquirement of professional linguistic communicative competence and growth of professionally oriented personality. The author suggests the analysis of content and didactics aspects of teaching professionally oriented language on the basis of the foreign language coursebook “Experiential Design”. Up-to-date authentic texts and video re- sources accompanied with assignments help future designers improve the skills of the foreign language. Information communications technology and multi- media projects are essential to develop students’ individual creative activity. Acquiring the skills of fluent foreign language for specific purposes adds value to the future specialists in the field of design.

Assessment on The Information-Communication Technology Literacy of Principals of Health School

The study determinedanassessment of the Information-Communications Technology literacy of the principal of health school in Eastern Visayas Region, Philippines. This was conducted randomly selected central health schools in thirteen (13) divisions in the Department of Education. A total of 505 respondents, one hundred one (101) of whom were central school principals, 101 district supervisors, and 303 teachers who rated the principal's performance along with the following indicators:Occupational Competence, Professional and Personal Competence, Attendance and Punctuality and Plus Factors. A survey questionnaire was used to gather the data relevant to the study. The obtained data were tabulated, analyzed, and interpreted through frequency counts, mean, percentage of distribution, and t-test. Findings of the study were as follows: Of the 505 respondents, 65 (64.4%) were females while 36 (35.6%) were males, 53 (52.5%) belonged to early later years, 33 (32.7%) were masters' and doctoral degree holders, 57 (56.5%) with anactual monthly income of 36,501–42,500, 40(48.51%) or almost half of the respondents has no ICT training, 49 (48.51%) owned computers for 1-3 years, 80 (79.21%) has 1-3 computer units, and 51 (50.5%) have favorable attitudes towards computer literacy. Onthe performance of principals as rated by teachers it was very satisfactory with a mean of 4.11 while immediate supervisors and principals themselves have a similar rating of very satisfactory with a mean of 3.86 and 4.01 respectively. It is recommended that school principals must undergo continuing education programs concerning ICT. Literacy skills of principals of health school may lead to effective instructions and managerial functions.

Do not perish outdated CDS/ISIS data: ABCD ILS from the same family is there to make it alive

Purpose This paper aims to outline the migration of outdated computerized documentation system/integrated set for information systems (CDS/ISIS) database in to fully functional Web-based Automatización de Bibliotecas y Centros de Documentación (ABCD) integrated library system (ILS), which is derived from the the United Nations educational, scientific and cultural organization (UNESCO) CDS/ISIS software technology. Design/methodology/approach The existing integrated set for information systems (ISIS) tags were needed to be remapped as per the tag of MARC-like or structured bibliographic format database by editing integrated set for information systems print formats. Moreover, a sequence of tasks was required to complete the whole process. The major procedures were accomplished as exporting ISIS data into .iso format, creating ABCD database and uploading .iso file into the new database. The next part was configuration and connection with the Web interface after editing PFT. Findings CDS/ISIS users who have data in the international organization for standardization format on old versions of CDS/ISIS software applications now have the opportunity to migrate their data into the new application. The detailed process had been outlined not an only successful method of migrating outdated valuable records, also creation of ABCD database. Originality/value This paper may help the users of CDS/ISIS or WinISIS to migrate for ABCD and not to expire or give up their valuable data. This is one of the best ways to migrate ISIS data to ABCD with proven functionality. A specific aim of Automatización de Bibliotecas y Centros de Documentación Integrated Library System is to offer a tool for librarians, rather than information communications technology technicians, which is achieved by taking library and information science principles.

Contact Tracing and COVID-19: The South Korean Context for Public Health Enforcement

Although South Korea’s response to COVID-19 has received international praise, the nation’s public health policy raises numerous privacy concerns, with a growing number of civil society groups joining the conversation. Following changes to public health law in 2015 in response to the MERS (Middle Eastern Respiratory Syndrome) crisis, South Korea’s KCDC (Center for Disease Control) reconfigured its enforcement practice with measures tied to the movements of infected patients. New laws allow for the use of information communications technology and personal data (cell phone, CCTV, credit card transactions) to track patients, thereby identifying the possible routes of transmission for disease. Through mid-April 2020, this system received extensive praise, but more recently, with the “Itaewon Cluster,” centered in a popular nightclub district, citizens are starting to raise concerns. Itaewon is associated with prostitution due to its legacy of proximity to an American military base, and by extension, the presence of foreigners in general, including LGBT clubs. While contact tracing promises to preserve the anonymity of data, the significant rise in case numbers since May 2020 has resulted in calls for targeting these groups—foreigners, LGBT, English teachers—suggesting that xenophobia and social stigma continue to represent powerful forces.