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Anglophone Africa
Contents [hide]
1 Partners and Experts in Region
2 Countries in Region
3 Education in Region
4 Schools in Region
5 Further and Higher education
5.1 Universities in Region
5.2 Polytechnics in Region
5.3 Colleges in Region
6 Education reform
6.1 Schools
6.2 Post-secondary
7 Administration and finance
7.1 Schools
7.2 Post-secondary
8 Quality assurance, inspection and accreditation
8.1 Schools
8.2 Post-secondary
9 Information society
10 ICT in education initiatives
10.1 Virtual initiatives in schools
10.2 Virtual initiatives in post-secondary education
11 Lessons learnt
11.1 General lessons
11.2 Notable practices
12 References
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.
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 South Africa and Kenya separately. Thus the supraregion might more correctly but less charitably called "Anglophone less-developed 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
In Southern Africa - Botswana, Lesotho, Swaziland, Namibia
In West Africa - Ghana, Nigeria, Sierra Leone, The Gambia, Liberia
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 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)
Experts situated in Region
Regional overview
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
SchoolNet Africa (http://www.schoolnetafrica.org/) is a non-government organisation (NGO) that operates across the continent to improve education access, quality and efficiency through the use of information and communication technologies (ICTs) in African schools. SchoolNet Africa works mainly with learners, teachers, policymakers and practitioners through country-based schoolnet organisations across Africa. SchoolNet Africa started in 1999 and is based in Johannesburg, South Africa where it employs staff from different African countries to manage its programs.
Virtual initiatives in post-secondary education
Lessons learnt
General lessons
Notable practices
References
> Africa
> VISCED supraregions
> Countries
>> 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