The challenge of HIV/AIDS: Where does agroforestry fit in? - World ...

Chapter 19: Can e-learning support agricultural development in developing countries?161with national institutions and provides opportunitiesto enhance teaching and learningin developing countries. This initiativewill provide a link between technical andtheoretical expertise from well-establisheduniversity institutions in developed countriesand educational institutions in developingcountries. Opinions on whetherthis is needed vary amongst participatingcentres. Some feel that it goes against thegrain of strengthening national institutionsand risks competing with and potentiallyweakening them. Others are concernedabout the cost-effectiveness. CGIAR scientistscontribute to short-term training andeducation activities as resource persons,but that is less of a commitment thanteaching or supervizing students in an openuniversity.A similar initiative headed by the Norwayoffice of the United Nations DevelopmentProgramme (UNDP) will soon begin to offerglobal courses on environmental anddevelopment issues under the Global VirtualUniversity (GVU). “Courses offered byGVU will be primarily directed at studentsfrom developing countries” (UNDP 2003).However, the kinds of technologies andsoftware being used are congruent withdeveloped-country standards of e-learningrather than existing electronic technologyavailable in developing countries.The African Virtual University (AVU) offerson-line courses that are administeredin Africa but originate from Europe andAmerica. This World Bank-funded projectwas established in 1995 to serve studentsfrom sub-Saharan Africa. The initial phasetook place in Kenya, where the virtualuniversity “rightly focused on science, engineering,business and the medical fields,as a technology-based distance educationalternative” (Amutabi and Oketch 2003).Universities in several African countriesparticipate in these courses and act asfocal points. Sourcing the project externally,however, increases tuition fees anddependency on global support instead ofbuilding local infrastructure that wouldalso build local knowledge. The bulk of thecourse materials come from Colorado StateUniversity, the University of Massachusettsand the New Jersey Institute of Technology(in the USA) and University College Galway(in Ireland), which increases the costof administration and delivery. In addition,since the course content originates fromoutside Africa, it is not oriented specificallyto African situations. Therefore, the longtermimpact on African students dependson the students’ employment options and,more importantly, whether they can affordthe course.E-learning resourcesUntil recently, the CGIAR centres producedmaterials for their training events in traditionalformats (print on paper, slide series,videos and audiotapes). Advances in ICTallow them to develop and produce materialson floppy disks and CD-ROMs or asdownloadable files from web sites. One ofthe main advantages of electronic formatsis that they can be updated easily to reflectchanges and advances in subject matter,and they can be adapted to suit the needsof different audiences.E-learning resources can be viewed on-lineby anyone interested in training and educationin agriculture and natural resourcemanagement. In 2003, a number of CGIARcentres decided to collaborate as a trainingcommunity and proposed a project entitledthe CGIAR Learning Resources Centre.The idea is to package learning materialsproduced by different CGIAR centres (suchas documents, models, images, video clipsand presentations) into ‘value-added’ learningmaterials (i.e. in addition to instructionaldirection they will provide additionalreferences and course materials, contactpersons, etc.). The content is based on individualcentre research focus (e.g. naturalresource management, genetic resources,livestock, roots and tubers, rice, wheat andmaize). Materials are offered in various formats,such as an electronic reference guide,an e-learning course, a fact sheet or a slidepresentation. All are designed in a way thatallows further formatting depending on theusers’ needs, while maintaining a commonlook and feel. It is hoped that the materialswill be used by the CGIAR training community,national partners and the internationalagricultural community in general.ConclusionThe Internet and computer technology offermany opportunities for supporting trainingin international agricultural research anddevelopment. However, technologies mustbe practicable for the intended audiences.Content developers must understand howcomputer-based systems can manage,facilitate and support – but not replace– conventional training methods. Internetaccess also opens the way for many newand long-distance partnerships. Materialsoffered by e-learning must be adapted tothe local context, usually by consultingwith national education institutions. Thereare various approaches to e-learning, eachof which is appropriate in a different situation.Computer-based learning has thepotential to increase accessibility to educationand training although, in some parts ofthe world, lack of Internet access currentlypresents a barrier. A ‘blended approach’applies the most suitable ICT to a regionand particular audience. Often face-to-faceteaching combined with computer-basedtechnology provides added value to theeducational process.