Education

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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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If you are looking for valuable hands-on medical experience, this internship is a great opportunity. There are many health issues to be explored and there is an obvious lack of manpower and resources in the local hospitals located in the major cities where we operate.

As a medical intern, you will study these rural health posts and community clinics. Participants spend the majority of their internship learning as an assistant to an already-existing doctor / healthcare professional. Work responsibilities vary with your education, skills, and previous experience.

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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