Keyword: ICT

ABSTRACT: Rwanda, a landlocked country in East Africa, has undergone a remarkable transformation in the decades following the 1994 genocide against Tutsi. The investment made in the technology and education system is a means of fostering the development of human capital. Thus, recognizing the role of education in the achievement of human capital development, the country has undertaken significant education reforms and policy initiatives in recent years to improve the quality and accessibility of education across the country. Therefore, this study aimed at examining the extent to which educational policies and reforms contributed to human capital development. Conducted in 30 districts, the study employed a cross-sectional survey research design under an explanatory quantitative research approach to collect data from 310 teacher respondents. The data collected were analyzed using bivariate correlation and regression analyses. The findings revealed a positive and significant relationship (p < 0.05) between current educational policies and reforms on the development of human capital in Rwanda. Additionally, the linear regression model indicated that the implementation of the competence-based curriculum (CBC) (β = 0.207, p < 0.5), designed content in the CBC (β = 0.364, p < 0.05), the infrastructure and resources (β = 0.151, p < 0.05), and the provided teaching and learning materials (β = 0.113, p < 0.05) contributed significantly to human capital development in Rwanda. They contributed 35.6% (adjusted R2 = 0.356, p < 0.05) of the variance. Recommendations include regular teacher training programs on innovative teaching approaches, information and communication technology integration in teaching and learning, inclusive education, and gender-responsive pedagogy, as well as planning activities that involve student engagement directly, such as diverse competitions in their respective subjects and field visits.

ABSTRACT: This study provides a comprehensive investigation of how primary school teachers in the Marrakech-Safi region of Morocco integrate information and communication technologies (ICTs) into their assessment practices. Gathering data through a questionnaire
disseminated via email, the research garnered 346 valid responses, indicating a modest implementation of ICTs in assessment processes, with a small fraction of teachers applying them consistently. Interestingly, the findings demonstrate that experienced educators are more inclined to employ ICT in assessments. Despite the prevalent practice of offering eAssessment training to Moroccan primary school teachers as a means to bolster their capabilities in technology-enhanced assessment, such professional development has not been a significant factor in encouraging the use of ICT-based assessment tools among teachers who do not already utilize them. The investigation also delves into the types of eAssessment methods employed, including interactive tests, simulations, and problem-solving activities. The research underscores the necessity for additional exploration and support systems to advance effective ICT adoption in educational assessments. The research has substantial implications for the enhancement of educational assessment practices, informing policy-makers and practitioners about the current state of eAssessment and guiding future efforts to optimize the evaluation of student knowledge in a digital era.