Distance Learning and Virtual Education for Higher Education in Africa: Evaluation of Options and Strategies

2003 ◽  
Vol 2 (4) ◽  
pp. 497-521 ◽  
Author(s):  
Stanley Moyo
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Full Range ◽  
Virtual Education ◽  
Sub Saharan Africa ◽  
The Status ◽  
Information And Communication ◽  
Key Issues ◽  
Sub Saharan ◽  
Education In Africa

AbstractThis paper briefly reviews the status of distance education and virtual education in the higher-education sector in Africa. The key issues affecting distance education in Sub-Saharan Africa (SSA) are identified and discussed. An analysis of the major issues facing distance education in SSA is made. It is noted that the full range of opportunities offered by information and communication technology (ICT) for higher education in Africa is largely underexploited. Factors responsible for this situation are identified and a range of strategies is recommended for resolving this situation. Finally, a model of distance education that can potentially enhance the use of ICT in higher education in SSA is proposed.

Improving Electronic Information Literacy in West African Higher Education

2011 ◽  
pp. 2121-2129
Author(s):  
Ibrahima Poda ◽  
William F. Brescia
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Information Society ◽  
Sub Saharan Africa ◽  
Electronic Information ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Information And Communication ◽  
Sub Saharan

Electronic information literacy has gained increased importance with the advent of the new information and communication technologies which, driven by the convergence of computers and telecommunications media, are crucial for facilitating, supporting, and enhancing learning and for the knowledge-based economy of the future. In “Africa’s Information Society Initiative (AISI): An Action Framework to Build Africa’s Information and Communication Infrastructure,” African ICT experts appointed by the Economic Commission for Africa (ECA), have described the potential of the Internet to improve learning in higher education and established the foundation for this to become a reality in Sub-Saharan Africa. The AISI document that the group of experts produced was adopted by the ECA Conference of Ministers as the African Information Society Initiative (AISI) in 1996.

Reflections on Distance Higher Education in Africa

2018 ◽  
pp. 2120-2139
Author(s):  
Luka Mathayo Mkonongwa ◽  
Sotco Claudius Komba
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Challenges And Opportunities ◽  
Information And Communication ◽  
Education In Africa

This chapter examines literature about distance higher education in Africa, as presented by different scholars. The evolution of distance education has been well explored from the print to the current era of information and communication technology. Challenges and opportunities in the provision of distance higher education have been discussed and better practices for providing quality distance education have been suggested. It is concluded that the provision of distance education must be carefully planned and the technologies employed in its delivery must be reflective of the context in which they are used.

The Crisis in Higher Education in Africa

1996 ◽  
Vol 24 (1) ◽  
pp. 36-42
Author(s):  
Samuel O. Atteh
Keyword(s):  
Higher Education ◽  
Sub Saharan Africa ◽  
Public Expenditures ◽  
Skilled Workers ◽  
Educational Crisis ◽  
Pertinent Data ◽  
Sub Saharan ◽  
1960S And 1970S ◽  
The 1960S ◽  
Education In Africa

Africa is experiencing an educational crisis of unprecedented proportions in higher education. Having been hailed in the 1960s as agent of modernization, social mobilization, and economic growth, most African universities are now tumbling down under the pressures of diminishing financial resources. From all indications, Africa is lagging behind other developing regions in terms of public expenditures particularly on education, availability of educational facilities, equal access to education, adequate pools of qualified teachers, and sufficient numbers of professionals and skilled workers. Pertinent data show that most African governments in the 1960s and 1970s made comparable progressive accomplishments in higher education. However, these accomplishments steadily disappeared in the 1980s. What went wrong in the 1980s? Why is higher education now such a convenient target for African leaders/governments, when pressured to trim their overextended public sector? To what extent is the lack of multiparty democracies affecting the deteriorating state of higher education in Africa? Is the declining importance attached to education in sub-Saharan Africa a reflection of the lack of education among Africa’s tyrannical rulers, hence the low appreciation of education? What role did the foreign financial institutions play in the African educational system? How can we turn the educational crisis around? These questions not only address African educational issues but also help us to explain the scope of this crisis. In a comparative analysis, this study describes the main African higher educational problems, identifies the root causes of the problems, and finally examines the implications for the twenty-first century.

The Crisis in Higher Education in Africa

1996 ◽  
Vol 24 (1) ◽  
pp. 36-42 ◽  
Author(s):  
Samuel O. Atteh
Keyword(s):  
Higher Education ◽  
Sub Saharan Africa ◽  
Public Expenditures ◽  
Skilled Workers ◽  
Educational Crisis ◽  
Pertinent Data ◽  
Sub Saharan ◽  
1960S And 1970S ◽  
The 1960S ◽  
Education In Africa

Africa is experiencing an educational crisis of unprecedented proportions in higher education. Having been hailed in the 1960s as agent of modernization, social mobilization, and economic growth, most African universities are now tumbling down under the pressures of diminishing financial resources. From all indications, Africa is lagging behind other developing regions in terms of public expenditures particularly on education, availability of educational facilities, equal access to education, adequate pools of qualified teachers, and sufficient numbers of professionals and skilled workers. Pertinent data show that most African governments in the 1960s and 1970s made comparable progressive accomplishments in higher education. However, these accomplishments steadily disappeared in the 1980s. What went wrong in the 1980s? Why is higher education now such a convenient target for African leaders/governments, when pressured to trim their overextended public sector? To what extent is the lack of multiparty democracies affecting the deteriorating state of higher education in Africa? Is the declining importance attached to education in sub-Saharan Africa a reflection of the lack of education among Africa’s tyrannical rulers, hence the low appreciation of education? What role did the foreign financial institutions play in the African educational system? How can we turn the educational crisis around? These questions not only address African educational issues but also help us to explain the scope of this crisis. In a comparative analysis, this study describes the main African higher educational problems, identifies the root causes of the problems, and finally examines the implications for the twenty-first century.

Integrating ICTs in African Development

2008 ◽  
pp. 2586-2616
Author(s):  
Bobak Rezaian
Keyword(s):  
Information And Communication Technologies ◽  
Poverty Reduction ◽  
Socioeconomic Development ◽  
National Development ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
Reduction Strategies ◽  
The Status ◽  
Information And Communication ◽  
Sub Saharan

This chapter reviews the role of information and communication technologies in socioeconomic development and poverty-reduction programs in sub-Saharan countries. To this end, the author first provides an overview of the status of ICTs and national ICT strategies in sub-Saharan Africa. He then analyzes the treatment of ICTs in three major policy documents that provide the framework for economic growth and poverty reduction efforts in most developing countries. These are (a) national poverty-reduction strategies, (b) country assistance strategies of the World Bank, and (c) poverty-reduction support credits. The analysis reveals that while a majority of national ICT policies strongly promote the use of ICTs for socioeconomic development, the poverty-reduction and country assistance strategies focus primarily on the use of ICTs in public-sector management. Hence, there is a persistent disconnection between the ICT policies and the poverty-reduction strategies. The author identifies some of the main challenges and the substantial opportunities that would arise from the mainstreaming of ICTs in national development initiatives.

Improving Electronic Information Literacy in West African Higher Education

2005 ◽  
pp. 427-432
Author(s):  
Ibrahima Poda ◽  
William F. Brescia
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Information Society ◽  
Sub Saharan Africa ◽  
Electronic Information ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Information And Communication ◽  
Sub Saharan

Electronic information literacy has gained increased importance with the advent of the new information and communication technologies which, driven by the convergence of computers and telecommunications media, are crucial for facilitating, supporting, and enhancing learning and for the knowledge-based economy of the future. In “Africa’s Information Society Initiative (AISI): An Action Framework to Build Africa’s Information and Communication Infrastructure,” African ICT experts appointed by the Economic Commission for Africa (ECA), have described the potential of the Internet to improve learning in higher education and established the foundation for this to become a reality in Sub-Saharan Africa. The AISI document that the group of experts produced was adopted by the ECA Conference of Ministers as the African Information Society Initiative (AISI) in 1996.

Integrating ICTs in African Development

2011 ◽  
pp. 23-56 ◽  
Author(s):  
Bobak Rezaian
Keyword(s):  
Information And Communication Technologies ◽  
Poverty Reduction ◽  
Socioeconomic Development ◽  
National Development ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
Reduction Strategies ◽  
The Status ◽  
Information And Communication ◽  
Sub Saharan

This chapter reviews the role of information and communication technologies in socioeconomic development and poverty-reduction programs in sub-Saharan countries. To this end, the author first provides an overview of the status of ICTs and national ICT strategies in sub-Saharan Africa. He then analyzes the treatment of ICTs in three major policy documents that provide the framework for economic growth and poverty reduction efforts in most developing countries. These are (a) national poverty-reduction strategies, (b) country assistance strategies of the World Bank, and (c) poverty-reduction support credits. The analysis reveals that while a majority of national ICT policies strongly promote the use of ICTs for socioeconomic development, the poverty-reduction and country assistance strategies focus primarily on the use of ICTs in public-sector management. Hence, there is a persistent disconnection between the ICT policies and the poverty-reduction strategies. The author identifies some of the main challenges and the substantial opportunities that would arise from the mainstreaming of ICTs in national development initiatives.

scholarly journals Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Jean-Marie Muhirwa
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Cost Effective ◽  
Sub Saharan Africa ◽  
Poor Countries ◽  
Information And Communication ◽  
Sub Saharan ◽  
Educational Potential

Distance education and information and communication technologies (ICTs) have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries, particularly in sub-Saharan Africa (SSA). This study uses classroom video analysis and follow-up interviews with teachers, students, and local tutors to analyse the interaction at a distance between learners in Mali and Burkina Faso and their French and Canadian instructors. Findings reveal multiple obstacles to quality interaction: frequent Internet disconnections, limited student access to computers, lack of instructor presence, ill-prepared local tutors, student unfamiliarity with typing and computer technology, ineffective technical support, poor social dynamics, learner-learner conflict, learner-instructor conflict, and student withdrawal and resignation. In light of the near death of the costly World Bank-initiated African Virtual University (AVU), this paper concludes by re-visiting the educational potential of traditional technologies, such as radio and video, to foster development in poor countries.

Reflections on Distance Higher Education in Africa

2018 ◽  
pp. 236-262
Author(s):  
Luka Mathayo Mkonongwa ◽  
Sotco Claudius Komba
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Challenges And Opportunities ◽  
Information And Communication ◽  
Education In Africa

This chapter examines literature about distance higher education in Africa, as presented by different scholars. The evolution of distance education has been well explored from the print to the current era of information and communication technology. Challenges and opportunities in the provision of distance higher education have been discussed and better practices for providing quality distance education have been suggested. It is concluded that the provision of distance education must be carefully planned and the technologies employed in its delivery must be reflective of the context in which they are used.

Sign in / Sign up

Export Citation Format

Share Document