Document Type
Article
Disciplines
1.2 COMPUTER AND INFORMATION SCIENCE, Computer Sciences
Abstract
As K-12 computing education becomes more established throughout the world, there is an increasing focus on accessibility for all, whether in a particular country or setting or in areas of the world that may not yet have computing established. This is primarily articulated as an equity issue. The recently developed capacity for, access to, participation in, and experience of computer science education (CAPE) Framework is one way of demonstrating stages and dependencies and understanding relative equity, taking into consideration the disparities between sub-populations. While there is existing research that covers the state of computing education and equity issues, it is mostly in high-income countries; there is minimal research in the context of low-middle-income countries like the sub-Saharan African countries.
DOI
https://doi.org/10.1145/3554924
Recommended Citation
Tshukudu, Ethel; Sentance, Sue; Adelakun-Adeyemo, Oluwatoyin; Quille, Keith; and Zhong, Ziling, "Investigating K-12 Computing Education in Four African Countries (Botswana, Kenya, Nigeria, and Uganda)" (2023). Articles. 158.
https://arrow.tudublin.ie/ittsciart/158
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.
Publication Details
https://dl.acm.org/doi/full/10.1145/3554924#sec-terms
https://doi.org/10.1145/3554924