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 47 own path through the courseware using keyboard or mouse interactions. Developing good multimedia courseware is a highly skilled task requiring knowledge of subject matter, instructional design skills, and familiarity with authoring software. Multimedia courseware may be presented on a CD-ROM for use on a stand-alone personal computer or over the Worldwide Web through networked computer terminals. The readily available and robust Web browser software and tools for Web software development have made it relatively easy to design customized web environments for education and training. These environments may combine courseware resources (hypertext pages, multimedia) and scheduling aids with tools allowing tutors, trainers, and other participants to interact both asynchronously (email, computer conferencing) and synchronously (audio and video links). The environments can be configured in different ways to support different types of learning activity (individual, small group, plenary). They can also contain aids for instructors for course design, class management, knowledge structuring, testing, and evaluation. 4. Characteristics of Different Media
48 Working Group on Distance Education and Open Learning 5. Socio-Economic Context of Sub-Saharan Africa ....................... Having provided a detailed overview of the range of educational technologies available and how ICTs fit into this range, it is now possible to begin reviewing the context in which educational technology is used for educational purposes in Africa. This section aims to provide a brief overview of the socio-economic context of sub-Saharan Africa. Care will be taken to highlight the diversity, as well as the similarities, between countries, since a common problem of continental reviews and projects is that Africa is treated as a homogeneous continent. This means that initiatives relevant in one context are often assumed to be relevant in another. This is not to say that there are no similarities or possibilities for sharing and learning from other country or regional experiences, but rather that such learning should always be evaluated in terms of the specific conditions in each country or region. 5. Socio-Economic Context of Sub-Saharan Africa 5.1......General Socio-Economic Indicators For ease of reading, ten African countries representing each of the regions of the continent (Southern, East, West and Central, and North) have been selected and socio-economic indicators presented. Not only do these countries represent regional differences, but they also serve to highlight the wide disparities in socio-economic conditions across the continent. These countries have also been selected because they were those for which the widest range of data was consistently available. For comparison purposes, data are also provided for sub-Saharan Africa, developing countries and for OECD countries. These statistics highlight the importance of adapting models of best practice from developed countries to the specifics of the African context. According to the 2002 Human Development Report the population of sub-Saharan Africa was 606 million in 2000, with 45 million people under the age of 15 years. Table 1 (on page 49) provides general demographic information for the ten selected countries. This table reveals diverse socio-economic conditions across these ten countries. Total population ranges from 113.9 million in Nigeria (the most highly populated country in Africa) to as low as 0.4 million in Cape Verde. The population of Africa is still predominantly rural, although in some countries (such as Morocco) the urban population is over 50%. This,
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Technological Infrastructure and Use of ICT in Education in ... - ADEA

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