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The PanAfrican Research Agenda aimed to better understand how the pedagogical integration of ICT can improve the quality of teaching and learning in Africa.

In the first project phase, national research teams gathered data on the educational use of ICT in 13 countries: Ghana, Gambia, Senegal, Central African Republic, Uganda, Mozambique, Mali, Kenya, Ivory Coast, Congo, Cameroon, and South Africa, and Zambia. Data were collected according to a mixed-method approach, using quantitative data (e.g., questionnaires) and qualitative data (e.g., interviews, observations) on how ICT were integrated into education. In all, 120 schools, 800 school administrators, 8 940 teachers, and 242 873 students participated in the project.

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L'agenda panafricain de recherche vise à « mieux comprendre comment l'intégration pédagogique des TIC peut améliorer la qualité des enseignements et des apprentissages en Afrique ». Au cours de la première phase du projet, une équipe nationale de recherche a recueilli des données à propos des usages des TIC pour l'enseignement et l'apprentissage dans chacun des treize pays suivants : le Ghana, la Gambie, la Zambie, le Sénégal, la République centrafricaine, l'Ouganda, le Mozambique, le Mali, le Kenya, la Côte d'Ivoire, le Congo, le Cameroun et l'Afrique du Sud.

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This document notes some highlights of the PanAf network’s research specifically regarding ‘Web 2.0’ in the sampled schools.

The PanAf network is centred on an open data set made available by researchers at the partner institutions. Open access, and ‘wiki’-style updating of the indicators is intended to echo the collaborative style of ‘Web 2.0’ in the project’s design.

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.

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Analysis of the data collected by the 12 national research teams reveals a multitude of uses of ICT in the nearly 120 African schools participating in the project. These uses vary from initiation of learners to the fundamentals of computing, to the creation of elaborate projects involving learner-created websites, videos, field research and experimentation content. The types of ICT uses found in PanAf Phase I data can be grouped as follows:

1. Use as the subject of learning;
2. Use as the means of learning;
3. Other uses.

The PanAf Network (PanAfrican Research Agenda on the Integration of ICT) is pleased to share with you the newsletter on the use of ICTs in African schools - PanAf Edu Vol. 2, No. 3.

The aim of this network is to “better understand how Information Communication and Technology can improve the quality of learning and teaching in Africa.”

Crossposted from AFRIK-IT mailing list:

Two new papers on organisational strategy for climate change, ICTs and development are available online at: http://www.niccd.org/resources.htm

Raising funds to enable African education professionals to benefit from the networks and resources of the largest annual pan-African conference on ICT-supported learning