Technological Infrastructure and Use of ICT in Education in ... - ADEA

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Technological Infrastructure and Use of ICT in Education in Africa: an overview 11 1. Introduction........................................ If the next century is going to be characterized as a truly African century, for social and economic progress of the African people, the century of durable peace and sustained development in Africa, then the success of this project is dependent on the success of our education systems. For nowhere in the world has development been attained without a well-functioning system of education, without universal and sound primary education, without an effective higher education and research sector, without equality of educational opportunity. (Thabo Mbeki, 1999, Opening Speech at the Conference on Education for African Renaissance in the Twenty-first century) The role of education in society is in flux, as a result of the progression of the forces of globalization, the pace of technological change, the everincreasing centrality of information and knowledge, and the importance of skills to access and use both new technologies and information more effectively. The result is that the aim of education has shifted: As knowledge in itself becomes a perishable item, the ability of learners to think independently, exercise appropriate judgement and scepticism, and collaborate with others to make sense of their changing environment is the only reasonable aim of education. (Haddad & Draxler, 2002, p14) The central role of education in development is now widely acknowledged. Several authors also argue that distance education, in particular, is fundamental to addressing many of the educational challenges faced in the developing world. It is in the context of focus on distance education and open learning that information and communication technologies (ICTs) in education are especially important. The increasing importance of ICT in the global information society both creates new challenges and provides solutions to old educational problems. This report seeks to explore various issues relating to education in sub-Saharan Africa. Of particular interest is how distance education and open learning can be supported by ICT, such that the objectives of education, as noted in the quotation above, might become achievable 1. Introduction
12 Working Group on Distance Education and Open Learning for the majority of people in Africa (many of whom are now excluded from educational opportunities of any form). The report is based on desk research, including a review of literature and examples of current initiatives using ICTs for education in sub-Saharan Africa, with a specific focus on open and distance learning. The report begins with a discussion of the socio-economic context of the continent, including the broad educational context within which any efforts to make use of ICTs and/or distance education must function. The role of ICTs in Africa’s development generally, including the ICT infrastructure currently available, is elaborated. The importance of ICTs for educational provision is discussed and the issues, achievements, and kinds of projects being implemented in primary and secondary education, tertiary education, adult or basic education, and teacher training are also reviewed. Finally, financial considerations when implementing an ICT-based educational strategy in the African context are discussed. As a first step, it is important to clarify what is understood by distance education, open learning, and ICTs, as these concepts form the basis of this report and are often used differently by authors in the field, and also by educational providers. 1. Introduction
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