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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]].


For related concepts see [[:Category:Africa]] and [[:Category:English-speaking countries]].
A pragmatic list would be:


For background information on ways of categorising Africa see http://en.wikipedia.org/wiki/List_of_regions_of_Africa
# [[Botswana]]
# [[Gambia]]
# [[Ghana]]
# [[Kenya]]
# [[Lesotho]]
# [[Liberia]]
# [[Malawi]]
# [[Mauritius]]
# [[Namibia]]
# [[Nigeria]]
# [[Rwanda]]
# [[Seychelles]]
# [[Sierra Leone]]
# [[South Africa]]
# [[South Sudan]]
# [[Swaziland]]
# [[Tanzania]]
# [[Uganda]]
# [[Zambia]]
# [[Zimbabwe]]




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


In VISCED we treat [[South Africa]] and Kenya separately. Thus the supraregion might more correctly but less charitably called "Anglophone less-developed Africa".
For background information on ways of categorising Africa see http://en.wikipedia.org/wiki/List_of_regions_of_Africa
Anglophone Africa is the supraregion consisting of those countries in Africa where English is both a widely-spoken language and an official language, where the country was a former colony of Britain, and where the educational infrastructure is or until recently was organised along "British" lines.


These countries include:


In East Africa - Tanzania, Uganda, Rwanda, Ethiopia, South Sudan, Malawi, Zambia, and Zimbabwe
=== VISCED  ===


In Southern Africa - Botswana, Lesotho, Swaziland, Namibia
In VISCED we treat [[Kenya]] and [[South Africa]] separately even though they are in Anglophone Africa.


In West Africa - Ghana, Nigeria, Sierra Leone, The Gambia, Liberia


== Report ==
== Report ==


''This is an initial summary by Nick Jeans.''
''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.
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.  
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 are: 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)
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)  


Experts situated in Region
''For further information (not yet formatted) see [[ICT in schools in Anglophone Africa]]''


Regional overview
----


> [[Africa]]
<br>
>  [[VISCED supraregions]]
<br>
> [[Countries]]
<br><br>
>> [[VISCED]]


[[Category:Africa|Africa]]
[[Category:VISCED_supraregions]]


Education in Region
Many of these countries have maintained elements of the British educational system.
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)
Schools in Region
Further and Higher education in Region
Universities in Region
Polytechnics in Region
Colleges in Region
Education reform
Schools
Post-secondary
Administration and finance
Schools
Post-secondary
Quality assurance
Schools
Post-secondary
Information society
ICT in education initiatives
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 are: 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.
Virtual initiatives in schools
Virtual initiatives in post-secondary education
Lessons learnt
General lessons
Notable practices
== References ==
----
> [[Africa]]
<br>
> [[VISCED supraregions]]
<br>
> [[Countries]]
<br><br>
>> [[VISCED]]
[[Category:Africa| ]]
[[Category:VISCED supraregions]]
[[Category:VISCED]]
[[Category:VISCED]]
Farrell, Glen and Shafika Isaacs. 2007. Survey of ICT and Education in Africa: A Summary Report, Based on
53 Country Surveys. Washington, DC: infoDev / World Bank.
Available at http://www.infodev.org/en/Publication.353.html
http://www.schoolnetafrica.org/

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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