A Refrain about eLearning

Last year, I reported about the Kenyan Minister of Education claiming that with the introduction of new technology, many teachers would loose their jobs. I disagreed and a few days later the Kenyan Ministry of Education issued an errata stating the minister did not say that (although it is typical of any politician to always claim s/he was misquoted). That said, this did not seem to be the official position of the Kenyan government, because during its budget estimates, it provided for the employment of more teachers. In fact, though there are two conflicting reports, the Kenya government through the Teacher Service Commission is recruiting a multitude of teachers. (its is reported more than 14000 teachers on one section and 6000 teachers in another). You just trust the media to offer contradictory figures.

The minister's comments then seemed to be a single case, but it seems to be a reflection of the perception within the political and policy making circles that eLearning will indeed increase interactivity to the level of phasing out teachers and professors in educational institutions. In neighbouring Tanzania (or is it the United Republic of Tanzania) the Minister for Education and Vocational Training, Prof Jumanne Maghembe, has said that IT will be used to cater for teacher shortages in schools. With a shortfall of 40 ooo teachers, Mobile phones, computers and projectors will be used not only to cater for the shortage of teachers, but also to improve on the enrolment rates. The minister is quoted to have said:

After the project is completed, we shall be able to use one teacher to teach many students and the shortage of teachers will be history in Tanzania

What I always seem to miss is what world some of this policy makers and politicians live especially when they have some (potential) 'donors' in their midst. They seem to have a rare and distant intelligence that make them utter words that might seem to be policy directions that are impractical to say the least. First, like I stated in May last year if the reason for introducing IT in schools is to do away with teachers, then that is the worst reason that can ever be. The mere introduction of IT in education brings about paradigmatic shifts and challenges in both quality and delivery (or imparting of knowledge).

This new paradigm requires the (teachers to transform into) facilitators to involve and engage student frequently to avert loneliness, low self-esteem, isolation, and low motivation to learn, whose consequences are low achievements or eventual drop-out. The engagement and involvement, both during the teaching and learning process, and the development of the learning materials and contexts translates to increased workloads for the facilitators and therefore the need for more teachers. This dual challenge of paradigm shift, and increased workload in the face of eLearning in the schools might lead to user resistance, and eventual failure. In fact, most of the change theorists and researcher have indicated that people would always resist anything that would challenge the status quo, or one that is perceived to bring about increased roles and responsibilities.

Secondly, the drop-out (also attrition, absenteeism) rates are reported to be higher in technology mediated classes than in the face to face classes. It is only difficult to proof absenteeism in the case of online learning because of the anywhere anytime philosphy. Completion rates to some on online programmes have been reported to be as low as 30%.

Prof Jumanne Maghembe, did you mean what you said or you were also misquoted? Or did you just read from a 1985 Apple Classroom of Tomorrow script?

Edit: 05-Aug-2008

A quote from The Citizen (Tanzania) of 2nd August:

Several African governments have turned to mobile phones and computers to mitigate the effects of teacher shortage they are facing.
Ethiopia, Ghana, Rwanda, South Africa, Tanzania and Zambia have started ICT projects involving mobile-phone messaging and computer-generated classrooms for both primary and secondary schools.

The eLearning Adoption Survey: Day 3

Day 3: (14 responses received).
Are you an academic in higher education? Are you from or working in any of the following countries (Angola, Botswana, Burundi, Kenya, Lesotho, Malawi, Mozambique, Namibia, Rwanda, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zimbabwe)? If so, you are invited to participate on an eLearning adoption survey. Click here to participate. A guide on how to go about filling in the questionnaire is available here.

Day 28@1203 28 June 2008

Number of responses: 74

Number of valid responses: 38

Number of saved responses: 6

Countries represented: 11

Universities represented: 20

Day 13@1505 13 June 2008

Number of responses: 59

Number of valid responses: 30

Number of saved responses: 5

Countries represented: 8

Universities represented: 11

Day 9@1525 09 June 2008

Number of responses: 29

Number of valid responses: 16

Number of saved responses: 1

Countries represented: 6


Day 3@2017 03 June 2008

Number of responses: 14

Number of valid responses: 6

Number of saved responses: 1

Countries represented: 5 (Kenya (2), Mozambique (1), Rwanda (1), South Africa (1) , Zimbabwe (1)).

Universities presented: 6 (University of Nairobi (1), Africa Nazarene University (1), National University of Rwanda (1), Stellenbosch University (1), Catholic University of Mozambique (1), National University of Science and Technology (1)).

Gender representation (6 Male, 0 Female).

More information also available on my homepage.

Many Teachers Loosing Jobs? I Disagree!

The Kenyan Minister for Education Prof. G. Saitoti, while opening the eLearning Africa Conference, is quoted to have said that thousands of teacher could loose jobs if and when eLearning is fully implemented in Kenyan schools. I disagree. We might probably need more teachers, or retraining of most of the existing ones.

In addition, he is quoted to have said that eLearning is cheap and requires less man power. I disagree. eLearning is not as cheap as it is usually advertised, neither does it require less man power as hyped. To the contrary, eLearning is a very expensive initial investment. The costs of hardware, software, training, material development and the like are so high. Also, not ALL learning can be done through eLearning!

In addition, he believes that the use of eLearning is not age restrictive as with formal school. I also disagree. Age restriction in education if anything is a people issue not a technology issue. The idea of open learning, and open learning universities that have operated without using technology is a clear testimony. While the flexibility offered by eLearning is an advantage to the working class, admission criteria in formal learning institutions need to be revised to cater for the restrictions imposed on age and prior learning.

All for Text Books and Digital Publications

Today I woke up two hours late than I usually do. Immediately after doing the morning rituals - showering, having breakfast etc, I turned on my computer to catch up with what has been happening in preparation for my first work-day in the year tomorrow. After more than three weeks of a restful break. I have several dozens of emails to read - and maybe act on - but what first caught my attention as I was going through my news alerts of my favorite topic - eLearning - is a digg from Kenya's eduvision entitled PDA's instead of textbooks in Kenya. As I went through it, I remembered a similar project by the International Association of Digital Publications in collaboration with the South Africa Institute for Distance Education. Both project aim at bringing low-cost educational technology, and access to educational content to the developing countries. The former focuses on Primary Education (and secondary), while the latter's focus is on Higher Education.
The principle behind the two projects is identical - availing cheap technology, and educational publications to the poor students of Africa. How cheap this is, is my first question. Secondly, if it is just content, without customization, localization, or contextualization, how is it going to enhance teaching and learning - or we are just making our students the legendary donkey that carries loads of books but does not have an idea of what it is carrying? The other question is the sustainability of these projects, what would happen when the donors support dries out? Seeing the the technology in use is foreign, mainly single sourced, and with no local expertise, I see a gloom future. For sustainability, we should have local experts who can drive the projects, processes and the technologies beyond its pilot. Do we need, for instance, to send the eSlate used in Kenya to its manufacturer when a reprogramming of the ROM is necessary? And in the same note, opening up these technologies for competition, and for using open standards will make them cheaper over time or at least avail more enhanced and better tools for the clients.
A question for eduvision: on this page, it is stated:

(and does so inexpensively: the necessary bandwidth to equip every primary and secondary school child in Africa with EELS would cost less than $2,000 per month)

Is the $2000 the cost of bandwidth for the whole of Africa? Am persuaded not to believe it.

Kenya has a National ICT Policy Document

As an extension to my earlier post one eLearning policy, I have come across a National ICT Policy document for Kenya that recognise eLearning:

2.5 ELECTRONIC LEARNING

The lack of a policy framework on e-learning has hampered its development and utilisation. In this regard, there is need to:
a) Provide affordable infrastructure to facilitate dissemination of knowledge and skill through e-learning platforms;
b) Promote the development of content to address the educational needs of primary, secondary and tertiary institutions;
c) Create awareness of the opportunities offered by ICT as an educational tool to the education sector;
d) Facilitate sharing of e-learning resources between institutions;
e) Promote centres of excellence to host, develop, maintain and provide leadership of better learning resources and implementation strategy;
f) Exploit e-learning opportunities to offer Kenyan education programmes for export; and
g) Integrate e-learning resources with other existing resources.

I am also studying the Kenya's National Information and Communication Technologies (ICT) Strategy for Education and Training. These are two lengthy documents that I will take a couple of days to read - and raise my issues here. But, my question still remain...what next after these well crafted policies?

I am an eLearning Fundi

Why the name Fundi?

Fundi is a Zulu and Swahili word for an expert or specialist or a skilled craftsman. I have been in eLearning, in the context of Higher Educaiton both in the Kenya and South Africa. I have worked in many eLearning projects, and being a strong believer in my potential, I thing I rightly deserver the title eLearning Fundi. I believe that eLearning specifically in Higher Education in Africa is a reality that has come, that cannot be lightly wished off, that will test a Universities future success in terms of reaching out wider and newer markets. The sooner the Higher Learning institutions adopt and implement eLearning the better their chances for the future.

So what do the Higher Education institutions need to do? Lets engage in a creative discussion that would answer this question or more.

eLearning in Kenya Universities

Killing my curiosity this Sunday, I decided to go through the websites of the Higher Educations institutions in Kenya to check about the level and status of use of eLearning. This is where all the dons are on strike asking their respective employers to add some dimes on their plates. Whether they are justified or not to go on strike is a topic for another discussion. Now to my topic.

Elearning is my pet project, what I breath, talk, dream, see and live. I share the content, vision and proposals of the World Declaration on Higher Education for the Twenty First Century (WDHE). In WDHE's preamble it is noted that there is an increased demand for and great diversification in higher education. Higher education is presented with promising opportunities relating to technologies. However, these opportunities have been a challenge in using them to improving the information processes within the Higher Educational Institutions. Article 12 of the declaration enumerates the potential and challenges of technology that are posed to higher education. It also states that: “…higher education should lead in drawing on the advantages and potential of new information and communication technologies, ensuring quality and maintaining high standards for education practices and outcomes in a spirit of openness, equity and international co-operation. [This can be done through the adoption of a number of approaches among them]…creating new learning environments, ranging from distance education facilities to complete virtual higher education institutions and systems, capable of bridging distances and developing high-quality systems of education… [and] … taking the new possibilities created by the use of ICTs into account” (pg 8). It is this in mind that I set to audit what the situation in the Kenyan landscape.

I started off by going to the Commission for Higher Education (CHE) website (http://che.or.ke) just to look for the accredited universities. The site was so helpful in offering me the listing of the universities. However, it would have been more helpful if there was more information like the act(s) of parliament that define the universities, give the CHE its mandate among other documentation. I will not comment about the website either because it was not part of my scope when I started to look around. Also there is a disclaimer that the "Website is undergoing total reconstruction [and]..[U]sers are requested to bear with the Commission during the period when this process is being undertaken". All in all, a company has shamelessly signed the pages as the one that designed it.

According to CHE, there are 4 categories of Universities which fall within the two broad groups, private or public (http://che.or.ke). There are seven public universities in Kenya (despite the fact that the latest news have been showing six), and on the private section six private universities with charters, six registered universities and five universities "operating with Letters of Interim Authority".

Starting with the public universities, there is the University of Nairobi (UoN), where am an alumnus (http://www.uonbi.ac.ke). The university in its home page has a link to an "Elearning Platform". Clicking the link takes me to a page "On-Going Projects in the e-Learning Section of MIS". Some of the urls are inaccessible because addresses given are within the local internet domain (only accessible within the UoN network). The page has some interesting projects on eLearning going on, with a link with some 48 odd courses that are available on CD for distribution to students "owing to complaints of unstable access to the University Intranet from some campuses as well as students' limited access to computer labs". I can attest to the fact of the unstable access of the internet because it took me more than 5 minutes to get a page load from one of the listed urls on the eLearning page. Since I did not see an eLearning strategy on the eLearning page, had to go back and check if I will get the university's strategy document. There was not intuitive link on the home page, so I did my favourite, Google it. I do not manage to get anything on the university's strategy, thought there are departmental strategic plans which I only manage to download after a number of time-outs. I do not know whether this is a clear indication that the UoN does not have an eLearning strategy, or may it is just somewhere that I cannot get, for whatever reason.

Next in line in the CHE Website is the Moi University (MU). Moi University in its website does not have a link to eLearning. In the whole site, searches give only one entrance of the word eLearning. In the occurrence, there is a statement the University is working with partners on a project MU-VLIR-UOS through which the ICT center " plans to develop among others; Student Information Systems, Human Resource Information Systems, Financial Information Management Systems besides the development of a comprehensive content platform to foster e-learning at Moi University". Like the case in the UoN, a search does not return a strategy document for the university. However there are the Foreword and Acknowledgement of the document - though it was not somewhere I could easily access it on the web. Elearning seems to be a new word for MU.

The next stop is Kenyatta University (KU). It has for a long time been associated with the Africa Virtual University (AVU) which delivers its courses through eLearning. Through this association I expected to find a more developed eLearning initiative at the University than in MU and UoN. However, that was not the case. First, for 30 minutes, the site was not accessible, giving me a time-out error. Secondly, even though the site listed some programmes being offered through eLearning, there was is no cohesion between what is being offered on eLearning and what is being taught at the university. Thirdly, there was no eLearning strategy, though KU is a step ahead of the rest in that it has an eLearning site that provides some information albeit minimal for what I was looking for.

Egerton University (EU) is listed fourth in the CHE website. Although am determined to finish the review, the sites from Kenya are annoyingly slow. On troubleshooting, I find that there is a link problem between tenet (my provider) and Jumbonet and keenest. I have some reason to try once more and find that EU's site (http://www.egerton.ac.ke) does not have a link to eLearning. The only place that seems to have some activity on eLearning is its Nakuru Town Campus, whose site I cannot access for now. An excerpt of the University's strategic plan posted on the web (www.egerton.ac.ke/download/performance/Strategies.pdf) fall short of mentioning eLearning both at the ICT's strategic and the Access to Education objectives. If there are other documentations accessible on the net, they are not apparent.

In central Kenya there is the Jomo Kenyatta University of Agriculture and Technology (JKUAT). Whenever I think of it, I remember Japan International Cooperation Agency (JICA), but this is not the topic today. The JKUAT site (http://www.jkuat.ac.ke) seems to be faster than the once I have accessed so far. A search for eLearning takes me to its eLearning site (http://kewl.jkuat.ac.ke). One sad thing though, the administrator of the site copied a story I had put for the eLearning site of the University of the Western Cape(http://elearn.uwc.ac.za) about students login with their student numbers without even editing it to remove the reference to UWC. It is just funny. Like all the other universities above, it does not have a publicly accessible strategy document, or at least I could not easily locate it. Time to go to Western Kenya.

In Nyanza, I get to Maseno University (http://www.maseno.ac.ke). Maseno's site has an image place holder to a link to "Open & Distance E-learning Programme" which is not hyperlinked. I tried all the possible combinations and searches to no avail. Searches like ICT and eLearning returned not a single hit. I can conclude that for Maseno, eLearning is just but a pipeline dream.

Finally, for the public Universities, there is the Western University College of Science and Technology (WUST). It is listed in the CHE site without a link to its website (http://www.wust.ac.ke), and also Moi University mentions it as one of its campuses. That’s not the concern for this article though. My searches return nothing for eLearning and a few hits for ICT not related to teaching and learning. Nothing for eLearning, maybe having borrowed leave from its mother college.

On the private universities side, I start with the University of Eastern Africa, Baraton (UEAB). Its site (http://www.ueab.ac.ke) does not have a thing about eLearning or ICT. It has nice pictures though, I liked the one of the cows.

From Baraton, I head back to Nairobi's Catholic University of East Africa (CUEA). It is the only university in Kenya with a unique domain name (http://www.cuea.edu). It took about 6 minutes to load the home page. A search for eLearning and ICT brought no results. I checked on the links, and tried on the facilities link but got a 404 error (Page not found) on its links.

Daystar University's (DU) site was relatively fast to load. The first page of the site (http://www.daystar.ac.ke) has a nice picture of a lady wearing beaded ornaments. At DU, eLearning is still a foreign idea waiting for "the day dawn and the day star to arise".

Surprisingly, I did not expect the Scott Theological College (STC) to be listed as a chartered university. Its homepage (http://www.scott.ac.ke) has a picture of a computer lesson in progress. A search for the use of eLearning was in futility. I humbly conclude that for now, it cannot use ICT or eLearning to reach to its clientele.

The United States International University (USIU) Nairobi's site is pretty slow just like the site of the other universities in Kenya (despite the name). In its homepage (http://www.usiu.ac.ke) there is a link to eLearning site (http://elearn.usiu.ac.ke). Most of the eLearning links in the site are available in its intranet maybe suggesting that they current focus is students within campus. There is an externally accessible link to WebCT though. Seems eLearning is taking place at USIU. The welcome quote on the webpage??? "Welcome to The United States International University - a unique and remarkable institution of higher learning. Our concept, experienced by thousands of successful alumni around the globe, is simple: gather students from diverse cultures at a university located in beautiful surroundings and challenge them to learn". I have seen it somewhere.... is it paraphrased from one of those adverts/slogans by the Spur Restaurants?

The Africa Nazarene University (ANU) is the last stop in the Private Chartered Universities. Although ANU has taken "a different way to Higher Education" (http://www.anu.ac.ke), it has not taken the eLearning way. Although it claims to have necessary facilities to that can support eLearning in my opinion, nothing has been posted on the site as proof that it is moving in that direction.

For the remaining universities as listed in the CHE website, I would look at them when I have time. They are:

Registered Universities
The East Africa School of Theology
The Kenya Highlands Bible College
The Nairobi Evangelical Graduate School of Theology
The Nairobi International School of Theology
The Pan Africa Christian College
St Paul’s United Theological College


Universities operating under Letters of Interim Authority
The Kenya Methodist University
Kabarak University
Kiriri Women's University of Science and Technology
Agha Khan University
Strathmore University


From the brief summary above, if the websites analysis is something to go by, it is justifiable to conclude that in Kenya, Higher Education Institutions (HEIs) are a distance away from reaping the benefits of eLearning. My main questions for now are: Are these HEIs aware of eLearning, its potential, promises and benefits? Is there anything that is being done that has not been reflected on their respective websites? Is there anything in the pipeline in the arena of eLearning? Are there collaborative projects going on among the HEIs institutions themselves, and among HEIs and the corporate world toward eLearning use in the HEIs? What of the government? What is the government of Kenya doing to ensure and improve access to education through the use of technology?


The whole WHDE report is available from: http://unesdoc.unesco.org/images/0014/001419/141952e.pdf