Document Abstract
Published:
2012
Technological infrastructure and use of ICT in education in Africa: An overview
Open and distance learning in education in sub-Saharan Africa
The report is based on desk research, including a review of literature and examples of current initiatives using ICTs for education in sub-Saharan Africa, with a specific focus on open and distance learning.
The report begins with a discussion of the socio-economic context of the continent, including the broad educational context within which any efforts to make use of ICTs and/or distance education must function.
The role of ICTs in Africa’s development generally, including the ICT infrastructure currently available, is elaborated. The importance of ICTs for educational provision is discussed and the issues, achievements, and kinds of projects being implemented in primary and secondary education, tertiary education, adult or basic education, and teacher training are also reviewed. Finally, financial considerations when implementing an ICT-based educational strategy in the African context are discussed.
As a first step, it is important to clarify what is understood by distance education, open learning, and ICTs, as these concepts form the basis of this report and are often used differently by authors in the field, and also by educational providers.
The report begins with a discussion of the socio-economic context of the continent, including the broad educational context within which any efforts to make use of ICTs and/or distance education must function.
The role of ICTs in Africa’s development generally, including the ICT infrastructure currently available, is elaborated. The importance of ICTs for educational provision is discussed and the issues, achievements, and kinds of projects being implemented in primary and secondary education, tertiary education, adult or basic education, and teacher training are also reviewed. Finally, financial considerations when implementing an ICT-based educational strategy in the African context are discussed.
As a first step, it is important to clarify what is understood by distance education, open learning, and ICTs, as these concepts form the basis of this report and are often used differently by authors in the field, and also by educational providers.
