October 23, 2017

An analysis of the e-Learning Africa 2015 report

Refugees and iPads 2

Elletson, H. and Burgess, A. (eds.) (2015) The eLearning Africa Report 2015 Berlin, Germany: ICWE GmbH

It is difficult to do justice in a short blog post to this 130 page plus report about the state of e-learning in Africa. I need therefore to be selective. As a result, although the link between primary, secondary and higher education is critical, I will focus in this post mainly on higher education, infrastructure and policy issues raised in the report. However, for anyone concerned about development in Africa, I strongly recommend reading the whole report rather than relying on this analysis. I have put selected extracts from the report in italics.

Editorial

Technology is driving change in Africa and fuelling the economic growth of African economies. There is now an urgent need for radical change. Africa is at a ‘tipping point.’ The upward momentum of the continent’s economies can continue or they can start to slip back. Much will depend on the nature of the change the continent is now prepared to embrace….

Education is the key to Africa’s future and, if it is to do what is expected of it, technology has to be at the heart of it…. 

More attention also needs to be given to the forgotten child of African education – the higher education sector…

It is time to put eLearning at the forefront of the radical change Africa needs.

The state of e-learning readiness in Africa

This chapter from Dr Aida Opoku-Mensah, Special Adviser Post-2015 Development Agenda, United Nations Economic Commission for Africa (UNECA) addresses the following:

Whilst eLearning services and products are freely on offer in Africa, with many interesting initiatives and projects in place, the real question is whether the continent is ready fully to benefit from this revolution….

The key question is whether governments are providing a centrally coordinated eLearning implementation programme that aligns national goals to educational reform and the use of effective technology.

An eLearning strategy should be a subset of an ICT in Education policy that:

  • lays out a roadmap for countries with an eLearning architecture
  • addresses curriculum issues
  • provides for capacity development for teachers across a nation
  • supports administration and the management of systems

Other important aspects of such a strategy should be:

  • infrastructure development that provides affordable connectivity for education
  • content development especially when it comes to procurement of eLearning content, including its contextualisation
  • exploring the prospect of developing a local eLearning business support sector that can sustain any eLearning environment, whilst nurturing innovation and creativity in this sector.

She goes on to argue that:

eLearning becomes possible when there is an integration of ICTs in the education system, which requires a policy and strategy of its own. It may be derived from marrying a national ICT policy with national education goals and strategy. Without this approach, African countries are not and will not be ready.

The neglect of higher education in sub-Saharan Africa

Guy Pfefferman, an economist by background and CEO of the Global Business School Network, points to the neglect of higher education in Africa in the 2000 United Nations’ Millennium Development Goals, because of its sole focus on primary education. However, demand for higher education has exceeded supply in Africa, resulting in a rapid growth of private higher education institutions. Funding has not kept pace with enrolment growth, and as a result quality is a huge challenge.

Although HE in Africa is now back on the development agenda, Pfefferman argues that the existing institutions require major reform:

What is necessary in order to meet the need for skills and employment is radical, not gradual, change. eLearning is therefore the only way … of scaling up the reach of good and relevant higher education.

The reality of Internet and phone access in Africa

Firoze Manji, Director of the Pan-African Baraza, which is aimed at reclaiming the past, contesting the present and inventing the future, offers some valuable counter-perspectives to the type of education being offered to Africans and the romanticism about [the Internet] and telephones. 

If one looks at the continent as a whole, something like less than 14% of the population has access to the internet. If you exclude Morocco, Algeria, Tunisia, Egypt and South Africa, you are left with 4% with access to the internet. You are, therefore, only reaching a tiny minority by doing it this way.

With regard to phones:

The majority of people who do have phones in Africa really only use them for text messaging. The cost of sending messages, although it has come down significantly in some countries, in many places costs anywhere between 20 and 35 cents. If you’re on less than a dollar a day then that’s a large proportion.

This theme was also taken up in the article by Nnenna Nwakanma, the cofounder of The Free Software and Open Source Foundation for Africa.

  • Internet access is priced as a luxury good. Overall, in emerging and developing countries, the cost of entry level broadband (averaging across mobile and fixed line access) exceeds 40% of average income (in many countries it is over 100% of monthly income).
  • 500 MB per month is the minimum needed to access two or three educational videos a week, and fewer than 3% of Africans, 25% of Asians and 30% of Latin Americans, can afford a 500 MB mobile data package.
  • In some cases, schools are trying to meet the costs of eLearning programmes by introducing additional student fees, thus clearly discriminating against the poor.
  • The high cost to connect limits access to information and distance learning opportunities for women in the developing world, which is particularly worrying because the overwhelming majority of adults excluded from formal schooling are women.

Nnenna Nwakanma concludes that:

to unlock the internet revolution in access to knowledge and empowerment we need to ensure that all people can access all of the internet all of the time [and] can use it freely to express their views and seek information without political restrictions….Globally, the Sustainable Development Goals (SDGs) should include a commitment to achieving universal and affordable access to broadband internet, including the expansion of free public access facilities, as part of a larger commitment on access to infrastructure. The SDGs must also commit to upholding the rights of all to freedom of expression, information and association, both online and offline.

What is appropriate technology for e-learning in Africa?

Niall Winters, Associate Professor of Learning and New Technologies at the Department of Education, University of Oxford, looks at three rationales for the use of technology for teaching in Africa:

  • to provide students with the skills they need to take part in the knowledge economy of the 21st Century
  • for teachers to improve their teaching practice
  • a means by which self-guided informal learning will flourish.

He argues that each of these rationales require nuanced and in-depth analysis to succeed. He argues that each is ‘problematic’ and the problems that arise from using technology for these purposes need to be addressed; merely providing technology in the hope that these goals will succeed is likely to fail. He uses One Laptop Per Child and the Hole in the Wall projects as examples of the need for a more nuanced approach.

Basic data on ICTs in education in Africa

An overview of the latest ICT in education data is provided by Peter Wallet, Programme Specialist in ICT in education statistics at the UNESCO Institute for Statistics. The first point he makes is that there is a major data gap in ICT in education data in Africa. In fact in six sub-Saharan countries, no data at all is collected. As a result, Wallet focused on three areas:

  • electrification
  • computer density
  • Internet connectivity.

He found that electricity was available in less than 20% of primary schools in ten countries for which there was data. More than 75% of all schools had electricity in just five countries (Mauritius, Sao Tome, South Africa, Botswana and Djibouti), although in Zambia and Niger over 75% of all secondary schools also had electricity.

The learner-to-computer ratio (LCR) varied considerably across countries, but Wallet reported that computer resources are greatly overstretched in primary education in a number of countries, including the Gambia, where 214 pupils on average share a single computer and in Zambia and São Tomé there are more than 500 pupils per computer.

The primary level LCR in South Africa, Botswana, Rwanda and Mauritius is 90:1, 55:1, 40:1 and 23:1, respectively, with Rwanda’s being relatively low due to the One Laptop Per Child program. Ratios are better in secondary schools (around 54 learners per computer). Wallet comments:

While the LCR is an average, computer resources may, however, be so strained in many schools that time on task is too limited per pupil to allow a meaningful learning experience

Internet availability ranges substantially within sub-Saharan Africa. For example, internet availability is negligible in primary schools in Burkina Faso, Liberia, Madagascar, and Guinea. At the other end of the range, Mauritius has connected over 90% of all its schools, while Botswana has connected all public secondary schools to the internet.

The impact of undersea fibre optic networks on Africa

In 2009, sub-Saharan Africa began to see its first international submarine fibre-optic cable connections. Now the region has multiple cable systems on both coasts, with more countries being connected each year.

Social entrepreneur Steve Song has been working with the online community to map the history and development of African undersea cables. He shares … his continuously updated African Undersea Cables map – April 2015 version – as well as his review of the continent’s 2014 telecom infrastructure development, to paint a picture of where and how the continent is getting connected.

Africa undersea cables 2

Country profiles

The report ends with profiles of each African country.

The country profiles allow for a more detailed view on a country-by-country basis, analysing national trends, policies and best practice, highlighting how each country in Africa uses ICT for education and development.

They show the scale of Africa’s achievement, the obstacles that remain to be overcome and, in many cases, the enormous opportunities that are now within reach of so many people across the continent.

Other topics

There are also interesting sections in the report on the following:

  • Education is the first step toward peaceful societies, by Emmanuel Jal
  • The Cruise of a Thousand Clicks: A poem by Bobana Badisang
  • The power of open knowledge: How Wikimedia is transforming education
  • Teaching teacher trainers to teach online
  • Stop the education blame game and start looking at the bigger picture
  • Spotlight on eLearning in Egypt and eLearning for agriculture in Malawi
  • The eLearning Africa survey
  • Putting mobile learning into context
  • Finding funds

Each one of these is worth a blog post in itself.

My comments

I cannot praise too highly the work of the eLearning Africa project of ICWE GmbH, which also runs the annual eLearning Africa conference. They provide essential documentation and networking regarding what’s happening in e-learning in Africa.

The report highlights the tension between the enormous possibilities of the use of technology for teaching and learning in Africa, and the reality and challenges on the ground. The editors state:

It is already clear that the ambitious aims of the Millennium Development Goals have not been fulfilled. Despite some progress, universal attainment of the goals remains distant. Progress has been uneven too. Some statistics nevertheless stand out: since 1999, for example, the number of children enrolled in primary schools in sub-Saharan Africa increased by 75% to 144 million in 2012. In the same period, the gender parity gap was halved in primary education. In the 2000’s, the percentage of countries carrying out national assessments of learning almost doubled.

Overall, I came away optimistic about the real progress that has been made and is continuing to be made in education in Africa, and the role that e-learning is beginning to play.

However, e-learning is way down the development food chain and does not exist in a vacuum. First comes political, economic and infrastructure development (particularly electricity), accompanied by investment in and the building of formal education capacity. Then comes teacher training and the development of ICT infrastructure linked to educational goals and policy. Only then is the ecological framework that enables e-learning to be successful in place.

This does not mean that e-learning cannot help bring about radical changes, but it has to be seen as just one part of many highly complex developments that are needed to reduce poverty and provide freedom and well-being to the peoples of Africa. We do Africa a disservice by suggesting that there are simple short cuts through mobile learning, free computers or online learning, although these are all developments that can help speed up change in Africa, provided that the other pieces are also being put in place.

Mobile learning for women and girls in Africa

Zelezny-Green, R. (2013) Boosting mobile learning potential for women and girls in Africa: lingering considerations E-learning Africa News Portal, February 14

This is an interesting summary of five major mobile learning initiatives have been implemented in Africa that sought to directly benefit women and girls, or which included women and girls and provided some evidence of benefits to them. A key conclusion:

The need to involve men and boys in mobile learning activities designed to benefit women and girls. Gender-themed mobile learning projects sometimes focus on supporting women and girls only, often to the detriment of the project’s sustainability if awareness-raising is also not done with the men and boys that live in the communities where projects are implemented.

The article is well worth reading in full.

Survey on online learning in Africa

© Computer Aid International, 2012

e-Learning Africa is requesting those involved in online learning in Africa to participate in a survey regarding the state of ICT-enhanced education and training in Africa. Here is their announcement:

At this year’s eLearning Africa conference in Cotonou, Benin, we will launch The eLearning Africa 2012 Report, a major new publication which will highlight the most significant trends, issues and challenges in ICT for development, education, and training in Africa.

The aim of the eLearning Africa 2012 Report is to enrich our conversations and practice with solid data, knowledge and experience from across the continent.

We want to ensure that the report incorporates the experience and insights of leading experts, practitioners and professionals, such as you.

We would be grateful if you would let us have your views by completing the online survey, which is available here: http://survey.icwe.info/

If you do not have a reliable internet connection, please follow http://elasurveypdf-en.icwe.info/ and you will be sent the survey as a word processing document that you can complete offline. Alternatively request one from elareport@icwe.info.

There are three iPads* which will be given as prizes to three respondents, randomly selected from all those who complete the survey.

The survey will be open for three weeks from today. Many thanks for choosing to participate. Please get in touch on the email address above if you have any questions. 

Yours sincerely,

Shafika Isaacs and David Hollow (eLA Report Editors)

Building a knowledge economy through Telecentres in Africa

Nyamata Telecentre, Rwanda © Paul Barera, Barera's Blog

CTA (2011) A knowledge economy begins at the grass roots eLearning Africa News Portal, December 15

This is an interesting article by staff from the Technical Centre for Agricultural and Rural Cooperation (CTA) about the role of  telecentres in building local entrepreneurism and training in adult education for rural populations in Africa. As well as providing a digital communications hub for small or isolated communities, the Telecentres provide information on market prices, trading opportunities through mobile networks, local content in local languages as well as English, and selection of content relevant to local farmers. Examples are provided from Uganda, Rwanda and Botswana.

Barera’s Blog is well worth visiting. This describes how Paul Barera set up his own Telecentre in a rural area of Rwanda, with initial help from the Academy for Educational Development, then turned it into a self-financing operation. He lists the hard-earned lessons he gained from this experience.

Conference: e-Learning Africa, 2012

Cotonou harbour, Bénin

Of all the conferences I’d like to go to but can’t (for cost reasons), eLearning Africa is the top, because there is so much innovation and energy in e-learning going on in Africa, especially regarding mobile learning, and this annual conference brings it all together.

The 2012 conference is being held in Cotonou, République de Bénin, 23-25 May. The theme for the 2012 conference is e-learning and sustainability.

For those of you with juicy travel budgets (the conference fee alone is 690 euros or nearly US$1,000 for anyone outside Africa), mark it in your calenders. 

Click here for call for papers and here for registration.