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 95 Table 11: continued Country Institution Courses offered Technology used Nigeria Senegal University of Abuja Most other universities African Virtual University (AVU) FVU Swaziland Institute of Distance Education Tanzania Uganda Emlalatini Development Centre Open University of Tanzania Institute of Adult Education Makarere University Zimbabwe Zimbabwe Open University Law, administration, history, dio tapes, radio Print, some au- accounting, economics, political science, sociology, geography, English Part-time and ‘sandwich’ programmes Engineering, Sciences Computer science, Economic development, Environmental Science Satellite broadcasts, Internet, print Satellite, CD- ROM, video, print B.A. in Education, Print, radio Humanities, Diploma in Commerce, Law Certificate, French Certificate and Diploma in Adult Education Multiple degrees Print, radio Print, radio 8 subjects Print, radio, audio tapes B.A. Commerce B.A. Education, B.S. Agriculture, Diploma in Education, MBA Source: Murphy, et al. (2002) taken from World Bank (1999) Print, audio tapes Radio, television 10. ICT and Tertiary Education
96 Working Group on Distance Education and Open Learning Table 12: Percentages of tertiary institutions/ programmes using different kinds of media Types of Media Anglophone % Francophone % Lusophone % Print 96 88 90 Telephone 8 2 0 Fax 0 0 0 Audiocassettes 17 15 20 Videocassettes 13 31 0 Radio 2 12 70 Audio Conferencing 3 3 40 Video Conferencing 0 0 0 Satellite 2 18 0 Internet/ CD-ROM 5 34 0 No Information Provided 6 5 10 Number of Institutions/ Programmes 66 67 10 Source: Komane & Mays (2001), taken from Roberts & Associates (1998) 10. ICT and Tertiary Education Both of the above tables show that, as was found for schools, print and radio are still the most widely used technologies for distance education in the tertiary sector. There are, however, much higher levels of computer and Internet use in the tertiary sector than the primary and secondary sectors. As has already been mentioned, several studies have shown that it is not the medium itself, but how it is used, that influences learning. Further, multiple media tend to be the most effective. Nonetheless, Saint (1999) notes that print media are likely to remain the best choice for many African countries. It is also important to consider possible use of cellular telephones. It was noted that cellular telephony reaches more people than fixed line telephony. Anecdotal evidence from the South African context indicates the potential for cellular telephones as a suitable communication device for use in distance education programmes, and in many cases the reach of the Short Message System (SMS) is likely to be far greater than that of email. On the continent, there is some growth of web-based programmes, especially in South Africa. Such programmes require that students have access to computers and the Internet, and enrolments in these programmes therefore tend to be much lower than for paper-based
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