SURVEY OF ICT AND EDUCATION IN AFRICA - infoDev

More documents

Recommendations

Info

ICT Activities and Initiativesin Non-formal EducationIN AfricaGeneral ObservationsThe use of ICTs in non-formal education is relatively disparate across Africa. Many of programmes focus ondeveloping ICT literacy among targeted communities: the unemployed; underprivileged youth; women;rural communities; and, in some cases, civil society organisations. Some are distance learning programmes,and many offer face-to-face training courses, some of which are accredited, while others provide certificatesof attendance.nnnnnnRadioIn some countries, radio is used to disseminate education programmes to poor communities. SierraLeone is one example of this.InternetGuinea is an example of a country conducting adult literacy programmes via the Internet.Open schools consortiumA number of countries in southern Africa have established an open schools consortium that involves arange of institutions providing secondary education through distance learning. Their focus is on preparinglearners to secure sustainable livelihoods by improving their academic qualifications and providingtraining to create and maintain income-generating opportunities. These institutions will be sharing theirresources and experience in developing academic and vocational education programmes and materials.Mobile Internet vehiclesMauritius has introduced a Cyber Caravan Project that is aimed at making ICT facilities available in themost isolated areas in Mauritius. The Mauritian National Computer Board operates two cyber caravans,which are equipped with nine and 10 PCs respectively and Internet connection. Training is provided onboard based on the needs of the communities and includes ICT literacy and awareness courses, includingone specifically targeted at children. The cyber caravan is also used to offer free skills training forunemployed people in an attempt to increase their prospects for employment. Zimbabwe has also usedmobile Internet buses (“Big Blue”).Computer kiosksAn initiative that can be considered the South African equivalent of the “hole in the wall” project pilotedin India, known as the Digital Doorway, introduces computer literacy to rural and disadvantagedcommunities by making computer equipment and open source software available in the form ofcomputer kiosks to enable people to experiment and learn without formal training and with minimalexternal input. These kiosks will be rolled out to 122 sites across the country.ICT literacyA number of civil society network organisations run digital literacy or ICT awareness programmes fortargeted groups, organisations, and individuals. SangoNet and WomensNet in South Africa, WougNet inwww.infodev.org ICT Activities and Initiatives in Non-formal Education in Africa 23
nnUganda, Kubatana.Net in Zimbabwe, the Community Education Computer Society (CECS) in SouthAfrica, and AngoNet in Angola are a few examples operating predominantly in the southern Africanregion. Kenya has the Mkuru Promotion Centre, which develops ICT skills, particularly for underprivilegedyouth.Community learning centresUNESCO has assisted with the establishment of community learning centres in five African countries.The project provided the centres with digital radios, data interfacing equipment, and technical backup,and the centres were set up to enable large numbers of local learners to participate in a course ontelecentres. The course was delivered using the Combined Live Audio and Slide Show (CLASS) technologyof WorldSpace Corporation.VideoconferencingEgypt has a video-conference distance learning centre that links 27 sites across the country to providelearning facilities in remote areas.24Survey of ICT and Education in Africa: A Summary Report Based on 53 Country Surveys
Page 1: + MAINSTREAMING ICT and Education S
Page 5 and 6: Infrastructure in Schools 11Infrast
Page 7 and 8: larger, on-going, systematic, coord
Page 10 and 11: Project BackgroundOverviewThis repo
Page 12: Mary Mmayi, Philip Ouma Ayoo; Dlang
Page 16 and 17: DANTE (Delivery of Advanced Network
Page 21 and 22: nnnnand South Africa, have mechanis
Page 23 and 24: countries. In addition, a very limi
Page 25 and 26: nMauritius uses a fleet of “cyber
Page 27 and 28: nnnnnnInstitutional policy developm
Page 30 and 31: ICT Activities and Initiativesin Pr
Page 32 and 33: nnnnnnsourced second-hand and refur
Page 34 and 35: use of ICTs in teaching and learnin
Page 38 and 39: Gender Equity and ICTin EducationGe
Page 40 and 41: Factors Enabling andCONSTRAINING IC
Page 42 and 43: ICT in Education inAFRICA: A Way Fo
Page 44 and 45: Notes1. Steiner, R., T. Nyaska, M.
Page 46 and 47: ANNEXESwww.infodev.org Notes 33
Page 48 and 49: ANNEX 1:Regional ICT in EducationIn
Page 50 and 51: prises in Africa and the developing
Page 52 and 53: LinuxChix Africa | www.africalinuxc
Page 54: Headquartered in the US, the WCE so
Page 57 and 58: This book chronicles and analyses t
Page 59 and 60: “Mozambique ICT4D National Policy
Page 61 and 62: 3. Primary and Secondary EducationA
Page 63 and 64: “Intel Gives Nigerian Students Ac
Page 65 and 66: 4. Tertiary Education“AAU Newslet
Page 67 and 68: www.aau.org/wghe/publications/wghe_
Page 69 and 70: An EDC pilot project to build the c
Page 71: COUNTRIES/AFRICAEXT/EXTAFRREGTOPEDU
Page 74: SURVEY OF ICT AND EDUCATION IN AFRI

SURVEY OF ICT AND EDUCATION IN AFRICA - infoDev

Create successful ePaper yourself

Delete template?

Save as template?