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 91 • Wireless technologies are usually more effective • Get the community involved • Private-public partnerships are essential • ICT initiatives should be linked to broader education reforms • Training is fundamental • Technology empowers girls • Technology motivates students and energises classrooms (Hawkins, 2002) Many of these lessons have been highlighted in the examples provided in this section (see also Trucano & Hawkins, 2002). However, another essential lesson that this section has highlighted is the need to work with a broad definition of what ICT means. In many instances, considerable educational value can be gained from using ‘older’ technologies such as radio and television, and the importance of print resources is fundamental in many sub-Saharan African countries where technological resources remain scarce. In summary, ICT has many important contributions to make for schooling in Africa, but only when guided by a careful understanding of the educational context, and when grounded in clear educational goals. 9. ICT in Primary and Secondary Education
92 Working Group on Distance Education and Open Learning 10. ICT and Tertiary Education ................ At the University of Dar es Salaam we have realized that the ongoing information revolution has, and will, continue changing the way we teach and learn, the way we do research, and above all else, the way we provide our services to the community at large. (Prof. M.L. Luhanga, Vice Chancellor, University of Dar es Salaam, cited in Levey, 2002, p3) The effects of globalization on learning are perhaps most felt in the tertiary education sector where there is increasing competition between institutions, both within countries and internationally. As e-learning, ‘virtual’ education, and distance education methods become increasingly popular, sub-Saharan African countries will find themselves under increasing pressure to provide quality tertiary education that meets the skills needs of their countries. Saint (1999) notes that tertiary distance education is the world’s fastest growing educational sector. Distance education and ICT have important roles to play in the improvement of tertiary education delivery, quality, and access. As noted above, however, use of ‘new’ ICTs is still limited in many tertiary institutions because of infrastructure constraints, lack of instructional materials, lack of skilled faculty, and because ICT-based pedagogy is still new for many. Although some universities in sub-Saharan Africa have embraced the challenge – as is noted above in the quotation from the Vice Chancellor of the University of Dar es Salaam – others have been slower to respond. This section will briefly explore some initiatives making use of ICT within the tertiary education sector. It is useful to begin with a look at Table 11, which provides some indication of the extent of distance education in the tertiary sector, the types of courses offered, and the technology used. Table 12 provides further information about technology use in the tertiary sector. 10. ICT and Tertiary Education
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Technological Infrastructure and Use of ICT in Education in ... - ADEA

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