A Snapshot of Distance Education in Africa

Aderinoye, Rashid; Siaciwena, Richard; Wright, Clayton R.

doi:10.19173/irrodl.v10i4.764

Cited by 6 publications

(5 citation statements)

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“…Since the 1990s, in many sub-Saharan countries over the past 20 years[since the 1990s?] there has been an increase in the number of tertiary education establishments offering applied courses associated with biodiversity, conservation, sustainable development and community engagement (World Bank, 2009;Vasudev et al, 2015), as well as in the provision of environmental e-learning in Africa (Aderinoye et al, 2009). E-learning has the potential to provide accessible, strategic, low-cost and efficient means to build capacity in some areas of conservation.…”

Section: Responses To Environmental Issues In Africamentioning

confidence: 99%

Capacity building for conservation: problems and potential solutions for sub-Saharan Africa

O’Connell

Nasirwa

Carter

et al. 2017

Oryx

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To achieve their conservation goals individuals, communities and organizations need to acquire a diversity of skills, knowledge and information (i.e. capacity). Despite current efforts to build and maintain appropriate levels of conservation capacity, it has been recognized that there will need to be a significant scaling-up of these activities in sub-Saharan Africa. This is because of the rapid increase in the number and extent of environmental problems in the region. We present a range of socio-economic contexts relevant to four key areas of African conservation capacity building: protected area management, community engagement, effective leadership, and professional e-learning. Under these core themes, 39 specific recommendations are presented. These were derived from multi-stakeholder workshop discussions at an international conference held in Nairobi, Kenya, in 2015. At the meeting 185 delegates (practitioners, scientists, community groups and government agencies) represented 105 organizations from 24 African nations and eight non-African nations. The 39 recommendations constituted six broad types of suggested action: (1) the development of new methods, (2) the provision of capacity building resources (e.g. information or data), (3) the communication of ideas or examples of successful initiatives, (4) the implementation of new research or gap analyses, (5) the establishment of new structures within and between organizations, and (6) the development of new partnerships. A number of cross-cutting issues also emerged from the discussions: the need for a greater sense of urgency in developing capacity building activities; the need to develop novel capacity building methodologies; and the need to move away from one-size-fits-all approaches.

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Section: Responses To Environmental Issues In Africamentioning

confidence: 99%

Capacity building for conservation: problems and potential solutions for sub-Saharan Africa

O’Connell

Nasirwa

Carter

et al. 2017

Oryx

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“…Distance has always been a constraint to learning in that life conditions make it difficult for some people to relocate to cities where education is accessible. Aderinoye et al (2009) observed that the Millennium Development Goals, established by the United Nations in 2000, emphasized the importance of education as a necessity to achieving human rights, and social and economic development. These authors view the use of open and distance learning (ODL) as one of the approaches that can be used to overcome the problem of distance.…”

Section: Lab@home and Distance Learningmentioning

confidence: 99%

Cloud Computing in the Education Environment for Developing Nations

Ofosu

Saliah-Hassane

2013

International Journal of Interdisciplinary Telecommunications and Networking

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In developing nations where distance education is viewed with great interest, cloud computing provides a necessary solution in creating a 21st century educational environment. Cloud computing facilitates the use of open source in educational institutions in the online learning environment where the social web or software can be used to network institutions, libraries, and students in their homes. This approach enables remote laboratories for educational institutions, research, and industry. Combining this with a virtual platform will provide academic institutions the ability to provide instruction, and research establishment to conduct high level complex research. This paper presents the concept of laboratories at home as the authors see it in the light of cloud computing era, taking into account the existing norms and standards as well as achieve educational goals required for science and engineering laboratories with what can be referred to as Networked Smart Educational Devices.

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“…The higher education is highly needed in Tanzania to achieve socioeconomic development. For instance, at the global level, it is shown that to achieve the Millennium Development Goals and the subsequent plan of Education for All (EFA), the United Nations Organization (UNO) urged all countries to adopt and use ODL (Aderinoye et al, 2009). Thus, the introduction of ODL in Tanzania and other countries was a response to a call by the UN (Godrick, 2017).…”

Section: Introductionmentioning

confidence: 99%

Civil Servants’ Perception Towards The Open University of Tanzania

Kiwonde

2023

jipe

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The purpose of this study was to investigate the civil servants’ perceptions towards the Open University of Tanzania (OUT). The study employed a qualitative research approach, guided by distance learning theory, self-perception theory and mathematical theory of communication, involving 81 sampled civil servants. A case study research design with interviews and focused group discussion (FGD) were employed in the study. The collected data were analyzed through thematic and discourse analysis. The findings revealed that there is both positive perception and negative perception from civil servants about OUT. The findings also revealed that civil servants had a good understanding of the term OUT although some of them used OUT and ODL interchangeably. It was further revealed that the number of civil servants enrolled in the ODL programmes offered by OUT was notably lower as a result of limited experiences and insufficient details about the OUT programmes and its mode of delivery. The nature, availability, and formats of information about OUT raised concerns among civil servants. The study recommended that OUT as the ODL flag bearer, should continue packaging, showcasing, sharing, and updating information on ODL in the society. This will improve understanding and eventually the participation of the community, particularly the civil servants, in ODL programmes at OUT.

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A Snapshot of Distance Education in Africa

Cited by 6 publications

References 0 publications

Capacity building for conservation: problems and potential solutions for sub-Saharan Africa

Capacity building for conservation: problems and potential solutions for sub-Saharan Africa

Cloud Computing in the Education Environment for Developing Nations

Civil Servants’ Perception Towards The Open University of Tanzania

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