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''Anglophone Africa'' is in theory the supraregion consisting of those countries in Africa that are predominantly English-speaking.
''Anglophone Africa'' is in theory the supraregion consisting of those countries in Africa that are predominantly English-speaking. All such countries are members of the [[Commonwealth of Nations]] - see [[:Category:Commonwealth countries]].  
All such countries are members of the [[Commonwealth of Nations]] - see [[:Category:Commonwealth_countries]].
 
A pragmatic list would be:
 
# [[Botswana]]
# [[Gambia]]
# [[Ghana]]
# [[Kenya]]
# [[Lesotho]]
# [[Liberia]]
# [[Malawi]]
# [[Mauritius]]
# [[Namibia]]
# [[Nigeria]]
# [[Rwanda]]
# [[Seychelles]]
# [[Sierra Leone]]
# [[South Africa]]
# [[South Sudan]]
# [[Swaziland]]
# [[Tanzania]]
# [[Uganda]]
# [[Zambia]]
# [[Zimbabwe]]
 


For related concepts see [[:Category:Africa]] and [[:Category:English-speaking countries]].  
For related concepts see [[:Category:Africa]] and [[:Category:English-speaking countries]].  


For background information on ways of categorising Africa see http://en.wikipedia.org/wiki/List_of_regions_of_Africa
For background information on ways of categorising Africa see http://en.wikipedia.org/wiki/List_of_regions_of_Africa  




=== VISCED ===
=== VISCED ===


In VISCED we treat South Africa separately. Thus the supraregion might more correctly but less charitably called "Anglophone less-developed Africa".
In VISCED we treat [[Kenya]] and [[South Africa]] separately even though they are in Anglophone Africa.  


== Report ==


''This is an initial summary by Nick Jeans.''
== Report  ==


E-learning is fundamentally influenced by students’ preferred platforms. In many parts of Africa, internet access is cheaper and more reliable by phone than by PC/ laptop, so learning materials need to be accessible via mobile devices.
''This is an initial summary by Nick Jeans.''
Distance learning can increase the number of people in education in Africa. The biggest obstacle to e-learning in Africa is really bandwidth. Undersea cables should provide more bandwidth to Africa this year in 2010, but there are still obstacles with unstable electricity supply, lack of computer equipment and internet access at schools.
Challenges a) High student to computer ratio due to relatively few computer workstations as compared to the high numbers of students b) Poor internet connectivity, and c) Erratic power supply.
African Teachers are often used to being the omniscient sage on the stage – and pupils’ parents expect them to be so. They therefore tend to be pedagogically conservative and unconvinced by approaches such as personalised learning or games-based learning.


In sub-Saharan Africa, the average 15-year-old does not attend school. The challenge of reaching ‘Education for All’ by 2015 is to afford these socially excluded young people access to quality learning opportunities. (e-Learning Africa 2011 conference website under the theme CAPACITY DEVELOPMENT AND eINCLUSION: http://www.elearning-africa.com/programme_themes.php)
E-learning is fundamentally influenced by students’ preferred platforms. In many parts of Africa, internet access is cheaper and more reliable by phone than by PC/ laptop, so learning materials need to be accessible via mobile devices. Distance learning can increase the number of people in education in Africa. The biggest obstacle to e-learning in Africa is really bandwidth. Undersea cables should provide more bandwidth to Africa this year in 2010, but there are still obstacles with unstable electricity supply, lack of computer equipment and internet access at schools. Challenges a) High student to computer ratio due to relatively few computer workstations as compared to the high numbers of students b) Poor internet connectivity, and c) Erratic power supply. African Teachers are often used to being the omniscient sage on the stage – and pupils’ parents expect them to be so. They therefore tend to be pedagogically conservative and unconvinced by approaches such as personalised learning or games-based learning.  


In sub-Saharan Africa, the average 15-year-old does not attend school. The challenge of reaching ‘Education for All’ by 2015 is to afford these socially excluded young people access to quality learning opportunities. (e-Learning Africa 2011 conference website under the theme CAPACITY DEVELOPMENT AND eINCLUSION: http://www.elearning-africa.com/programme_themes.php)


== References ==
''For further information (not yet formatted) see [[ICT in schools in Anglophone Africa]]''


----


----
> [[Africa]]  
> [[Africa]]
<br>  
<br>
> [[VISCED supraregions]]  
> [[VISCED supraregions]]
<br>  
<br>
> [[Countries]]  
> [[Countries]]
<br><br>
<br><br>
>> [[VISCED]]
>> [[VISCED]]
 
[[Category:Africa|Africa]]
[[Category:VISCED_supraregions]]  


[[Category:Africa| ]]
[[Category:VISCED supraregions]]
[[Category:VISCED]]
[[Category:VISCED]]

Latest revision as of 20:54, 25 January 2013

Anglophone Africa is in theory the supraregion consisting of those countries in Africa that are predominantly English-speaking. All such countries are members of the Commonwealth of Nations - see Category:Commonwealth countries.

A pragmatic list would be:

  1. Botswana
  2. Gambia
  3. Ghana
  4. Kenya
  5. Lesotho
  6. Liberia
  7. Malawi
  8. Mauritius
  9. Namibia
  10. Nigeria
  11. Rwanda
  12. Seychelles
  13. Sierra Leone
  14. South Africa
  15. South Sudan
  16. Swaziland
  17. Tanzania
  18. Uganda
  19. Zambia
  20. Zimbabwe


For related concepts see Category:Africa and Category:English-speaking countries.

For background information on ways of categorising Africa see http://en.wikipedia.org/wiki/List_of_regions_of_Africa


VISCED

In VISCED we treat Kenya and South Africa separately even though they are in Anglophone Africa.


Report

This is an initial summary by Nick Jeans.

E-learning is fundamentally influenced by students’ preferred platforms. In many parts of Africa, internet access is cheaper and more reliable by phone than by PC/ laptop, so learning materials need to be accessible via mobile devices. Distance learning can increase the number of people in education in Africa. The biggest obstacle to e-learning in Africa is really bandwidth. Undersea cables should provide more bandwidth to Africa this year in 2010, but there are still obstacles with unstable electricity supply, lack of computer equipment and internet access at schools. Challenges a) High student to computer ratio due to relatively few computer workstations as compared to the high numbers of students b) Poor internet connectivity, and c) Erratic power supply. African Teachers are often used to being the omniscient sage on the stage – and pupils’ parents expect them to be so. They therefore tend to be pedagogically conservative and unconvinced by approaches such as personalised learning or games-based learning.

In sub-Saharan Africa, the average 15-year-old does not attend school. The challenge of reaching ‘Education for All’ by 2015 is to afford these socially excluded young people access to quality learning opportunities. (e-Learning Africa 2011 conference website under the theme CAPACITY DEVELOPMENT AND eINCLUSION: http://www.elearning-africa.com/programme_themes.php)

For further information (not yet formatted) see ICT in schools in Anglophone Africa


> Africa
> VISCED supraregions
> Countries

>> VISCED

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