Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
The impact of contextual factors on the implementation of the e-education policy in previously disadvantaged areas in Cape Town: the teachers perspective
Despite the fact that it has been established that contextual factors affect implementation and implementation outcomes of ICT projects, there is a dearth of information on the impact of contextual factors on the implementation of the white paper in e-education in schools in previously disadvantaged...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
Department of Information Systems
2017
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
Similar Items: The impact of contextual factors on the implementation of the e-education policy in previously disadvantaged areas in Cape Town: the teachers perspective
- The relation between emotional needs satisfaction and willingness for reconciliation in previously advantaged and previously disadvantaged groups in South Africa
- Training and development needs assessment for previously disadvantaged managers in the income and cash directorate, City of Cape Town
- An experiential learning process for the advancement of previously disadvantaged employees in an industrial context
- An analysis of school library use in Government Aided Community Junior Secondary Schools in Gaborone city and the Southern district in Botswana
- Exploring the professional identity construction and negotiation of professionals from previously disadvantaged groups
- Exploring the professional identity construction and negotiation of previously disadvantaged chartered accountants (CA)