ICTs are increasingly present in African societies and have been introduced to varying degrees at all education levels from preschool to university, and in both the formal and informal sectors. They are also used to offer distance education to teachers and other adult learners. However, in various education systems across Africa, ICTs are increasingly being taught as a completely separate discipline, while the integration of ICTs into pedagogical practices to improve the quality of teaching and learning across disciplines remains the exception.
Keywords
Africa, education, pedagogy, ICT, qualitative methodology
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Dave:
One other huge problem which could become a setback as time goes on in
Africa - is that ICT has been hijacked and control by Electronic Engineers
instead of Computer Science/engineering information management systems
professionals. I hope that your organization write about this and expose it
for what it is.
There are 7 OSI Layers and Electronic engineers roles in ICT are only within
the Data Link Layer of the OSI layers. Electronic engineers creates chips
and radio transistors and *not the ICT as a program *or as a discipline.
Computer information system is the true study of 1's and 0's. The computer
science professionals therefore customize the 1's and 0's into usable-data
processing to help advance the way we communicate from layers 1 - 6 of the
OSI Layers - hence the internet, email, software, application, etc
I am sure that you will agree with me that - there is a clear delineation
between Electronic Enigieenring degree and Computer
Sciece/Engineering/Information system management degree. Simply type the
words *'What is electronic engineer'* into Wikipedia and you will see how
Wiki spelled it all out.
For example, the creators of Facebook, YouTube, MySpace, Microsoft, Oracle,
IBM, and the drivers of Sprint, AT&T, Verizon etc are from Computer science
schools not Electronic engineering schools.
This hijack of ICT is going to hamper the African continent because, and in
most cases - the electronic engineers are not trained to be business minded
set of people. Such as the creators of the companies that I just mentioned
above - and as such - these engineers are paralysing the African ICT. The
African ICT could not advance and creative because the mindset of the
drivers - such as the Nigerian NCC is myopic to say the least. For example,
take a look at the African skies - pick a country - from Nigeria to Burkina
-Faso and you'll be amazed as to the proliferation of cell towers. The
African skies have become an eye-sore.
Then take a look at the European or the American skies - you'll be surprised
as to the orderly consolidation and arrangements of cell towers. Why the
difference? Because the right people are in charge and therefore acted
proactively and accordingly. Please, do a paper on this issue - else I'll do
one.
- Show quoted text -
On Sat, Mar 19, 2011 at 6:14 AM, ddarave
<***@***.***> wrote:
>,,
>
> [Download the full report
> 1,84 Mb]
>
> ICTs are increasingly present in African societies and have been introduced
> to varying degrees at all education levels from preschool to university, and
> in both the formal and informal sectors. They are also used to offer
> distance education to teachers and other adult learners. However, in various
> education systems across Africa, ICTs are increasingly being taught as a
> completely separate discipline, while the integration of ICTs into
> pedagogical practices to improve the quality of teaching and learning across
> disciplines remains the exception.
>
> *Keywords*
>
> Africa, education, pedagogy, ICT, qualitative methodology
>
> [Download the full report
> 1,84 Mb]
> --
> Full post:
> http://kabissa.org/blog/synthesis-phase-i-panafrican-research-agenda-ped...
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--
*Luther Ismaila, MBA, PMP, CCDA
*----------------------------------------------------------
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