Distance Learning and Virtual Education for Higher Education in Africa: Evaluation of Options and Strategies

Abstract

This paper brie y reviews the status of distance education and virtual education in the higher-education sector in Africa. The key issues affecting distance education in Sub-Saharan Africa (SSA) are identi ed and discussed. An analysis of the major issues facing distance education in SSA is made. It is noted that the full range of opportunities offered by information and communication technology (ICT) for higher education in Africa is largely underexploited. Factors responsible for this situation are identi ed and a range of strategies is recommended for resolving this situation. Finally, a model of distance education that can potentially enhance the use of ICT in higher education in SSA is proposed.

Engaging Academics in Training in Information Communication Technology (ICT): An African Experience with special focus on Uganda

“…The fees of the AVU in Kenya are reported to be more expensive than other universities (Amutabi & Oketch, 2003). Moyo (2003) also reported similar concerns from AVU"s locations in Zimbabwe. However, such issues are not unique to the AVU (Engelbrecht, 2005, p. 218…”

The delivery of business courses via the African Virtual University: a case study

“…For example, Tanzania was not as well 'technologically situated' as other countries: according to measurements taken using the Information Society Index, Tanzania ranked 165/180 countries (Mutula, 2007). By contrast, even though Kenya was relatively technologically poor, in 1999 it was 'one of the top ten countries in Africa as far as internet connectivity is concerned' (Moyo, 2003;Mutula, 2001;OndariOkemwa, 2002).…”

“…This put the AVU and partners under pressure, pushing the AVU to invest in infrastructure rather than concentrate on its core business of delivering quality programmes. AVU partner institutions experienced difficulty because of limited access to the world wide web, low bandwidth, restrictive communication policy, high telecommunications costs, slow internet connectivity, limited computing resources and infrastructure, limited ICT skills amongst participants and resistance to change (Juma, 2002;Moyo, 2003).…”

“…Much has been written about the difficulties of delivering distance education in SubSaharan Africa, particularly in relation to the African Virtual University (AVU) (Juma, 2006;Light, 1999;Moyo, 2003;Ondari-Okemwa, 2002). The second phase in the AVU agenda was due to commence in 1999 (Ondari-Okemwa, 2002) but it commenced much later (Office of the Vice-Chancellor, 2002; 'African Virtual University wins Australian cash ', 2003; 'Australia launches degree courses in Africa', 2003).…”

The Paradigm Shifts

“…Trends of distance education have at times overextended the financial capability of various regions and institutions that desire to institute state of the art distance learning programs, thus creating a vacuum of resources. The costs of distance education both directly and indirectly have functioned as one of the largest influencing factors to successful programs and organizations (Moyo, 2003). These costs are often not all evident at the beginning of programs that are created and implemented too quickly and are revealed as time passes (Dhanarajan, 2001).…”