SURVEY OF ICT AND EDUCATION IN AFRICA - infoDev

Table 4: Enabling and Constraining Features Affecting ICT ImplementationFactors Enabling Features Constraining FeaturesHuman resourcecapacityThe need to train teachers in the use of ICT, to developICT user skills among education administrators, anda capacity to provide local support for ICT users isrecognised in the policies and plans.The shortage of skills limits the implementation process.Fiscal resourcesGovernments are starting to recognise the need forinvestment and many now have ICT-related line itemsin their annual budgets.The lack of resources is a serious limitation in all countries.There is a general dependence on donors for theimplementation of policy.Learning contentInitiatives to develop on-line content repositories offreely available learning materials are becoming commonplacein the global world of education. These arelikely to be adopted on a regional basis in Africa.The lack of local digital content is a general problem.There is currently substantial reliance on content fromthe private sector. There is a need to develop materialsin indigenous languages. The predominant use ofEnglish on the Internet is also constraining.ProcurementregulationsWhile a few countries have modified their policiesto eliminate or reduce import duties on ICT equipmentand software, this has yet to be adopted aswidespread practice.AttitudesUnlike many parts of the developed world, staff andteachers appear to be more welcoming of the prospectof ICT in education.Governments can encounter inter-ministerial jurisdictionissues regarding the control and management of ICTapplications.SustainabilityThere are many examples of schools with ICT equipmentand connectivity to the Internet developingservices for the wider community on a cost-plus basis inorder to generate revenue.Meeting the ongoing costs of maintaining equipment,staff training, connectivity, content materials acquisition,and development and consumables is a majorchallenge. Some governments are allowing an ICTsurcharge to be levied on students, but that is discriminatory.Planners need to improve their analysis of thetrue cost of ownership of the ICT models they adopt.28Survey of ICT and Education in Africa: A Summary Report Based on 53 Country Surveys