Information and Communication Technology (ICT)

This report seeks to explore various issues relating to education in sub-Saharan Africa. Of particular interest is how distance education and open learning can be supported by ICT, for the majority of people in Africa (many of whom are now excluded from educational opportunities of any form). The report is based on desk research, including a review of literature and examples of current initiatives using ICTs for education in sub-Saharan Africa, with a specific focus on open and distance learning.

This paper provides a review of literature on the status of higher education and ICT in Egypt. The broader national context and move towards prioritizing ICT on a national level is considered, before looking specifically at higher education challenges and e-learning initiatives centred in higher education.

This brochure is one of a series that aims to showcase good practice in African higher education. It is intended for higher education decision-makers on the Continent and overseas. Each institution in this series has taken simple steps to solve basic fundamental problems and improve the level of education and service delivery in a context of limited resources. This series is produced by the South African Institute for Distance Education

This brochure highlights how Africa University (AU) pursues its vision of AU as a Centre of Excellence in Africa, using Information and Communication Technologies (ICT) in the teaching, learning, research, and management of all systems within AU.

Significant   work has   been carried   out   at   the   institutional   level—by institutions  and  also  through donor-funded projects. Established  in  2008, the Partnership  for  Higher  Education, Educational  Technology  Initiative aims  to support ICT integration in African universities. Teaching and learning initiatives are  supported  that integrate use  of technology and promoting collaborative knowledge creation and dissemination.

This background paper was prepared for for: The World Bank, UNESCO and ILO (2023). Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries. Washington D.C., Paris, Geneva: The World Bank, UNESCO, and ILO.

The same disruptive technologies transforming traditional markets and changing skills demands are also altering the methods through which workers can learn and acquire new skills. EdTech innovations, such as technology-enabled learning materials, online and blended learning, adaptive learning software, and micro-credentials, can help to close skills gaps in developing countries by improving the quality of Technical and Vocational Education and Training (TVET) delivery, particularly as it relates to acquisition and assessment of technical skills.