Universities and other tertiary institutions in developing nations around the world are facing major challenges in meeting the demand for increasing access to higher education (HE): limitations imposed by inadequate funding, poor infrastructure and sometimes lack of political vision, added to the demographic explosion, make it almost impossible for some of these developing nations to ensure access to all to higher education solely through the conventional face-to-face mode. In this context, the Information and Communication Technologies (ICTs) are providing an alternative to face-to-face education. Moreover, they have the potential to significantly increase access to quality higher education, improve management of tertiary institutions, increase access to educational resources through digital libraries and open education resources, foster collaboration and networking between universities, foster collaboration between the private sector and tertiary institutions, enhance sub-regional and regional integration and facilitate the mobility of teachers and graduates. In Sub-Saharan Africa (SSA), the African Virtual University (AVU), a Pan African Inter-Governmental Organization initially launched in Washington in 1997 as a World Bank project, works with a number of countries toward reaching the goal of increasing access to quality higher education and training programmes through the use of ICTs. The AVU has been the first-of-itskind in this regard to serve the Sub-Saharan African countries. In this chapter, the AVU’s twelve years experience in delivering and improving access to quality higher distance education throughout Africa will be discussed. The AVU has trained more than 40,000 students since its inception; this is the proof that it is possible to achieve democratization of tertiary education in Africa despite many challenges.
Hypertension in developing nations in sub-Saharan Africa
