“Given
the growth of e-learning in Universities, there is potential
for trickling down to younger pupils in primary school,
making localization, customization, and local content development
crucial,” said Dr. Dawit Bekele from Addis Ababa University
in his presentation entitled, “Localization customization
and local content development for e-learning.”
The
session, whose aim was to expound on ECA’s initiatives
in the framework of the African Learning Network, was chaired
by ECA’s Ms. Aida Opoku-Mensah, Officer-in-Charge,
Development Services Division (DISD).
Mr.
Bekele said that ICT as a medium of learning and teaching
in Ethiopia is almost non-existent, “but this can
be immensely improved through effective use of the SchoolNet
project.
He told
the meeting that teaching in Ethiopia is done in regional/sub-regional
languages and therefore changing the interface and content
of e-learning platforms to suit local languages, conventions
and traditions is critical to success in this area. “Free
and Open Source Software is offering the possibility of
much-needed customization” he said.
Discussions
noted that at higher levels, the need to address the gap
between creating an enabling environment that supports the
growth of e-learning, legal issues surrounding e-learning
and its acceptability as a credible form of attaining further
education is beginning to emerge.
“For
instance, the Africa Council for Higher Education, a regional
framework that governs further education does not recognize
certificates and diplomas generated through e-learning.”
Said Prof Abdoullah Cisse, Gaston Berger University, Senegal
reacting to a presentation on how ECA is using e-Learning
for policy makers by Mr. Makane Faye.
“Developed
nations have made headway in this respect, but in Africa,
corporation with such bodies will be needed," suggested
Prof. Cisse.
Presenting
the Canadian experience on building accountability through
e-learning for policy makers, Ms. Barbara Lukaszewicz of
the Canada School of Public Service, highlighted a number
of successes in its 4 years of experimenting with e-learning.
So far, 240,000 civil servants have access to online learning
at their desks.
“All tests related to ones job are generated online
and are a requirement for all levels of day-to-day management”
she said and added, “we have made many mistakes along
the process, including poor planning and definition of roles
and responsibilities, but we are getting there.”
The
challenge of making African policy makers more accountable
was echoed by participants with the recognition that in
countries such as Rwanda, getting executives to undertake
e-learning courses voluntarily is received with mixed feelings.
“We
need to draw lessons from Canada, develop an e-education
framework and sensitize policymakers in a way that works
for them,” said Mr. Faye, adding that ECA will be
organizing a workshop to address this very issue in the
coming months.
Mr.
Phillip Ayoo, from the Inter University Council of East
Africa focused his presentation on how in the framework
of ECA’s VarsityNet project, Research and Development
activities are facilitating collaboration between universities.
“We
are working on resolving access to student’s records,
certificates and transcripts.” He said and expounded
on plans to develop incubation centers within higher education
facilities “to develop software, impart skills and
provide OSS capacity in universities”.
“More
effective collaboration is needed to make e-learning work
at all levels”, concluded Ms. Opoku-Mensah, adding
“e-learning in Africa cannot be addressed in isolation
– it touches on many related aspects, including legal
issues, employment and human rights.”
