Berhanu Beyene Computer Science Department University of Hamburg October 2004

Prospects and Challenges to Prospects and Challenges to Promote E-Learning Promote E-Learning

in Developing Countries: A Case Study of in Developing Countries: A Case Study of Ethiopian Higher EducationEthiopian Higher Education

Berhanu BeyeneBerhanu BeyeneComputer Science Department Computer Science Department

University of HamburgUniversity of Hamburg

October 2004 October 2004

October 2004October 2004 B.Beyene : E-Learning in DCsB.Beyene : E-Learning in DCs 22

IntroductionIntroduction BackgroundBackground

ICT and Education:ICT and Education: Think global act localThink global act local

E-Learning:E-Learning: Opportunities vs. ChallengesOpportunities vs. Challenges

Education in EthiopiaEducation in Ethiopia:: At CrossroadAt Crossroad

ICTICT: : The last truck leftThe last truck left

E-LearningE-Learning: : What is the problem to which e-learning is the What is the problem to which e-learning is the solutionsolution

ObjectiveObjective

30 June 200430 June 2004 B.Beyene : E-Learning in DCsB.Beyene : E-Learning in DCs 33

Why this Topic?Why this Topic?

Status quo

• Country• Population• Language

EducationICT

River to cross

? ?

Challenges

Goal/ Destination

ICT Knowledge- economy

ICT-SupportedEducation


Education in EthiopiaEducation in Ethiopia

ObjectivesObjectives Education for allEducation for all Manpower DevelopmentManpower Development Knowledge CreationKnowledge Creation Poverty Reduction - Ultimate goalPoverty Reduction - Ultimate goal

Type of Type of EducationEducation Traditional - ReligionTraditional - Religion Non-FormalNon-Formal FormalFormal

RegularRegular Distance and Open LearningDistance and Open Learning Life-Long Learning (continuing)Life-Long Learning (continuing)

ቀዳሚሃ ለጥበብ ፈሪሃ እግዚአብሔርThe fear of God is the Beginning of Knowledge


The Nonformal and Adult EducationThe Nonformal and Adult Education

What is Nonformal EducationWhat is Nonformal Education Educational activity organized outside of the established Educational activity organized outside of the established

formal system. There are no hierarchy, classrooms, formal system. There are no hierarchy, classrooms, registration, examination, etc. registration, examination, etc.

Role of NonformalRole of Nonformal Socio-economic development Socio-economic development Community Skill Training Center (CSTC)Community Skill Training Center (CSTC) Indigenous Knowledge (Knowledge Creation)Indigenous Knowledge (Knowledge Creation)

Basic (Adult) EducationBasic (Adult) Education Education to All (ETA)Education to All (ETA) Alternative to Formal education for children out of schoolAlternative to Formal education for children out of school


The Regular Education SystemThe Regular Education System

Primary SchoolPrimary School

Secondary (Comprehensive)Secondary (Comprehensive)

Technical and Vocational Education and Training (TVET)Technical and Vocational Education and Training (TVET)

Tertiary (University/College)Tertiary (University/College)

30 June 200430 June 2004 B.Beyene : E-Learning in DCsB.Beyene : E-Learning in DCs 77Regular Education and Training Program Regular Education and Training Program (Source: MOE, 1998)(Source: MOE, 1998)

Higher Education

Higher general Education

general Education

BasicEducation

World of WorkGrade/Level

151413

1211

10 9

8 7 6 5 4 3 2 1

TERT.

SECONDARY

P

R

I

M

A

R

Y

Education ProgramTraining Program

Basic Vocational Training (4 Months)

Junior Vocational Training (6 Months)

Technical Educ. And Vocational Training (10+2)

Medium Vocational Training (10+1

Life Long Learning


Information Communication Technology Information Communication Technology (ICT) in Ethiopia(ICT) in Ethiopia The Concepts ICTThe Concepts ICT

Information: KnowledgeInformation: Knowledge Communication: Exchange of informationCommunication: Exchange of information Technology: Tool used to process, store, transmit informationTechnology: Tool used to process, store, transmit information

DiffusionDiffusion As early as 1963As early as 1963 UN- ECA, OAU UN- ECA, OAU Establishment of NICT-Center (State intervention )Establishment of NICT-Center (State intervention )

BreakthroughBreakthrough PCs and price of ICT PCs and price of ICT Education and TrainingEducation and Training Application software Application software Email, InternetEmail, Internet


ICT in Ethiopia: leapfroggingICT in Ethiopia: leapfrogging

MarketMarket Mainly service (manpower development, Networking, Internet, etc.)Mainly service (manpower development, Networking, Internet, etc.) Software and Application Development (Font, Website, DB, etc.)Software and Application Development (Font, Website, DB, etc.)

Establishment of ICT-Development Authority Establish ICT infrastructure Design and maintain appropriate system to capture indigenous knowledge Facilitating and directing ICT use in the country and more


Impact of ICT on Impact of ICT on Education and CultureEducation and Culture

CultureCulture Awareness (Computer literacy)Awareness (Computer literacy) Readiness (and Capacity Building)Readiness (and Capacity Building) Indigenous knowledge and InnovationIndigenous knowledge and Innovation

Teaching / LearningTeaching / Learning Spread of ICT field of studies and TrainingSpread of ICT field of studies and Training Teaching / Learning Material (Presentation)Teaching / Learning Material (Presentation)

Distance and Open LearningDistance and Open Learning Learn Material PreparationLearn Material Preparation Course DeliveryCourse Delivery


E-Learning: DefintionE-Learning: Defintion

INSTRUCTION -- CAI, CAEINSTRUCTION -- CAI, CAE TRAININGTRAINING (CBT, WBT, IBT, etc.)(CBT, WBT, IBT, etc.) InteractiveInteractive Learning systemLearning system

What is not E-Learning?What is not E-Learning? Substitute traditional face-to-face education Substitute traditional face-to-face education

systemsystem A solution to all ills in the Education SystemA solution to all ills in the Education System Not a panacea for all illsNot a panacea for all ills

What is E-LearningWhat is E-Learning??


E-Learning: MetamorphosisE-Learning: Metamorphosis

?

Globalization

Merried with

Commerce (?)

Back home

Experimental

1980

1960

1990

2001

CBT

CAE

CAI

WBT1995

E-Learning

Invisible

E-Learning E-Learning

(Web-based interactive (Web-based interactive Learning)Learning)


E-Learning: ComponentsE-Learning: Components Learning Management Systems (LMS)Learning Management Systems (LMS)

Student Registration (On-line)Student Registration (On-line) Course ManagementCourse Management CollaborationCollaboration

Content Production and ManagementContent Production and Management Authoring (Reduction) SystemAuthoring (Reduction) System Content Management SystemContent Management System

Delivery Management Delivery Management SynchronousSynchronous AsynchronousAsynchronous

Evaluation and AccreditationEvaluation and Accreditation


Learn Management System (LMS)Learn Management System (LMS)

AdministrationAdministration Learning Learning environmentenvironment

AuthoringAuthoring

UserUser CoursesCourses Interface designInterface design

CoursesCourses CommunicationCommunication Learn ObjectsLearn Objects

InstructionsInstructions ToolsTools AssignmentsAssignments

EvaluationEvaluation PersonalizationPersonalization TestsTests

Repository – Data BaseRepository – Data Base

User Data

Course Data

Administration

Learn Object

Meta data

Content Management


LCMS: The ConceptLCMS: The Concept DefinitionDefinition

Tools to Tools to assure content qualityassure content quality Tools to Tools to deliver that contentdeliver that content to the end consumers. to the end consumers. Tools to Tools to manage communicationmanage communication among participants and among participants and

administer their rolesadminister their roles

PrinciplesPrinciples SeparationSeparation of: of:

Structure, Structure, content and content and PresentationPresentation

StorageStorage of Contents in a media-independent format of Contents in a media-independent format AimAim

improved quality, fitting with the consumers need improved quality, fitting with the consumers need better (re)usability andbetter (re)usability and reduced cost of production and management could be reduced cost of production and management could be

assuredassured..


LCMS: FeaturesLCMS: Features

Content(n)

Creating (New)

Integrating (Available)

Content(m)

Consumers Utilities

Input OutputProcess

CMS

Numerous tools and

processes

Choice of ProcessingTechnology

Choice of Learn object

Presentation and Delivery

media

Evaluationand

deployment


• Software and hardware independenceSoftware and hardware independence

• Support for distributed productionSupport for distributed production

• ReusabilityReusability

• Improving the quality of the e-learning product by Improving the quality of the e-learning product by

– Considering the end users during the whole life cycle,Considering the end users during the whole life cycle,

– Taking into account the existing IT systems,Taking into account the existing IT systems,

– Detailed requirements specifications, andDetailed requirements specifications, and

– Continuous evaluationContinuous evaluation

LCMS: Points to considerLCMS: Points to consider


Process-modelling

Training content and

structure Process-model

requirements analysis and classification

Require-ments

validation

Requirements specification

Ped

ago

gy

Co

nte

nt

Tec

hn

olo

gy

Specifying the need for training

Identifying and accumulating

content

Finding available products

Identifying goals and priorities

Specifying the learning content

Selecting suitable methods

Curriculum

Finding available content

Content-matrix

Requirements elicitation

Standards and regulations

LCMS: SpecificationLCMS: Specification


LCMS: Content Production with EthiopicLCMS: Content Production with Ethiopic

Points to ConsiderPoints to Consider Multi-lingual (National and Local Languages)Multi-lingual (National and Local Languages) Non-Latin script – Ethiopic (with over 450 characters)Non-Latin script – Ethiopic (with over 450 characters) Cultural valuesCultural values

Metadata with Language PreferenceMetadata with Language Preference Learn Platform with choice of Preferred Language(s)Learn Platform with choice of Preferred Language(s) Integrated Online LexicaIntegrated Online Lexica


The ProspectsThe Prospects

General PremisesGeneral Premises Reduced Costs Education Technology:Reduced Costs Education Technology: ICT-Technology, i.e. ICT-Technology, i.e.

Hardware, Software, etc.Hardware, Software, etc. AccessibilityAccessibility (in quantity and quality and yet real time) (in quantity and quality and yet real time) Innovative and CollaborativeInnovative and Collaborative: Self-paced and Self-directed Learn : Self-paced and Self-directed Learn

SystemSystem DistributedDistributed (Distance never hampers from learning) (Distance never hampers from learning)

Global Influence on EducationGlobal Influence on Education Global pressures for more educationGlobal pressures for more education Exponential growth of knowledgeExponential growth of knowledge

Cost-effective education technologyCost-effective education technology

““((The) Internet has distinctive powers to complement, reinforce, and enhance some of our The) Internet has distinctive powers to complement, reinforce, and enhance some of our most effective traditional approaches to university teaching and learning. most effective traditional approaches to university teaching and learning. We should We should embrace those capacities, not resist them.”embrace those capacities, not resist them.”

Harvard President Neil L. RudenstineHarvard President Neil L. Rudenstine


Prospects: FactorsProspects: Factors

Extenal FactorsExtenal Factors Technological (Global ICT)Technological (Global ICT) Political (The New order and Globalization system)Political (The New order and Globalization system) Economical (Market – Material KnowledgeEconomical (Market – Material Knowledge))

Internal FactorsInternal Factors Emanated from External FactorsEmanated from External Factors Policy Issues - ICT Capacity Building measuresPolicy Issues - ICT Capacity Building measures The Learning SocietyThe Learning Society

Awareness and Supporting Policy IssuesAwareness and Supporting Policy Issues Capacity Building and NITCCapacity Building and NITC

Comparative Advantage of ICT-Supported Education


General Agreement o Trade in Services General Agreement o Trade in Services (GATS)(GATS)

• Liberalization of trade in servicesLiberalization of trade in services

• Education one of twelve service sectorsEducation one of twelve service sectors

• Five levels of education servicesFive levels of education services

• 21 of 44 countries committed to trade in HE21 of 44 countries committed to trade in HE

• Request/offer stage ends 30/03/03Request/offer stage ends 30/03/03

• Negotiations close 31/01/05Negotiations close 31/01/05


Education System at Cross-roadEducation System at Cross-road

Human Resource

Poverty Reduction

Educatiton

Challenges Knowledge

Economy

ICT

The ChallengesThe Challenges


Challenges: ConceptualChallenges: Conceptual

ICTICT InformationInformation Information TechnologyInformation Technology Communication Technology Communication Technology

E-LearningE-Learning Learning (Teaching)Learning (Teaching) Training (WBT, CBT, IBT, etc.) – in enterprisesTraining (WBT, CBT, IBT, etc.) – in enterprises

Instruction (CAI) – Traditional SystemInstruction (CAI) – Traditional System Technology Choice (depends on the conceptTechnology Choice (depends on the concept))

Motive: Tension between two functionsMotive: Tension between two functions Assuring continuityAssuring continuity (i.e. passing on what is known) (i.e. passing on what is known) Fostering creativity and changeFostering creativity and change (i.e. propelling learners (i.e. propelling learners

into the unknown)into the unknown)

““We tend to under-estimate change in the longer term and over-estimate it in the shorter term.” .” Gill Ringland 1998

BBeyene

THE DYNAMICS OF TECHNOLOGIES FOR EDUCATIONWadi D. HaddadAlexandra Draxler


Forces Driving Change in HE

• Continuing growth in demandContinuing growth in demand

• Increased recognition of the economic returnsIncreased recognition of the economic returns

• Expanding and shifting frontiers of knowledgeExpanding and shifting frontiers of knowledge

• Communications and information technologyCommunications and information technology

• Economic globalisation and inter-Economic globalisation and inter- nationalisation nationalisation

• Democratic quest for cohesion, justice and Democratic quest for cohesion, justice and equity in equity in social arrangementssocial arrangements


Challenges: The TechnologyChallenges: The Technology

InfrastructureInfrastructure Delivery - Networking Delivery - Networking Technical CapabilitiesTechnical Capabilities

Overall Management of E-LearningOverall Management of E-Learning LMSLMS CMSCMS PlatformPlatform

Technical SkillTechnical Skill Expertise beyond Computer LiteracyExpertise beyond Computer Literacy Skill needed to develop or use tools & EquipmentSkill needed to develop or use tools & Equipment Teaching/Learning KnowledgeTeaching/Learning Knowledge


Challenges: The InfrastructureChallenges: The Infrastructure DeliveryDelivery

Networking (LAN, WAN, MAN, Wireless, etc.)Networking (LAN, WAN, MAN, Wireless, etc.) ModeMode

AsynchronousAsynchronous SynchronousSynchronous

Technical CapabilitiesTechnical Capabilities Connection Speed and QualityConnection Speed and Quality Computer CapabilityComputer Capability Power and Phone ServicesPower and Phone Services Internet AccessInternet Access

InternationalTeleport

ETC’s HUB

Challenges: Infrastructure – Internet AccessChallenges: Infrastructure – Internet Access

Schools/End Consumers

At what cost?

Proprietors

Source: ETC, with little modification


Challenges: The Socio-EconomicalChallenges: The Socio-Economical

Investments and Incentives (ROI)Investments and Incentives (ROI) IndividualsIndividuals Public Public Is learning rewarding?Is learning rewarding?

Coordination and Coordination and CollaborationCollaboration Policy MakersPolicy Makers Teaching BodyTeaching Body Learning BodyLearning Body


Cultural and pedagogical relevanceCultural and pedagogical relevance

• Can a global curriculum serve the needs of Can a global curriculum serve the needs of students in all countries?students in all countries?

• What adaptations need to be made?What adaptations need to be made?

• How does the level of Internet access affects the How does the level of Internet access affects the pedagogical process?pedagogical process?

• What are the challenges facing locally based What are the challenges facing locally based tutors? tutors?


Challenges: CultureChallenges: Culture

• Cultural beliefs about teaching and Cultural beliefs about teaching and learning have some impact on the learning have some impact on the way the Program is taught way the Program is taught

• Lack of experience and Lack of experience and understanding of how traditional understanding of how traditional instruction interfaces with web based instruction interfaces with web based teaching materials teaching materials


Recognition of the need for cultural adaptationRecognition of the need for cultural adaptation

Local tutors are important in helping to make Local tutors are important in helping to make resources pedagogically and culturally resources pedagogically and culturally

relevant relevant Support for local tutors is vital in helping them to Support for local tutors is vital in helping them to use use and adapt global e-learning resources with and adapt global e-learning resources with studentsstudents The variations in ease and cost of access to the The variations in ease and cost of access to the

Internet will affect the way programmes are Internet will affect the way programmes are used used and taughtand taught

Challenges: CultureChallenges: Culture


• user-friendly, flexible, adaptable desktop

• reliable technical support

RecommendationsRecommendations

BBeyene

BBeyene

Tele-Tutoring in Practice Supporting Collaborative Online Learning and Teaching


• consider the attitude of the learners

• motivated and able to handle online learning


BBeyene

BBeyene



of trust within a protected• establishing an atmosphere learning environment

• individual learning processes have to be synchronised

• self-discipline and shared responsibilities


BBeyene

BBeyene



• fix a clear time-schedule


BBeyene

BBeyene




• create a suitable learning framework

• recognise participants’ needs

• dealing with queries and giving sufficient feedback

• make sure that course structure, tasks, materials and support are as participant-centred as possible

BBeyene

BBeyene



The ProspectsThe Prospects Global and Internal FactorsGlobal and Internal Factors Comparative Advantages Comparative Advantages The initiative ICT projects spearheaded by MCB insight a lot The initiative ICT projects spearheaded by MCB insight a lot

of promises to change this picture of promises to change this picture

Challenges Challenges The poor states of Institutional capacity; Infrastructure; Info-The poor states of Institutional capacity; Infrastructure; Info-structure and Human Resource have denied Ethiopia from structure and Human Resource have denied Ethiopia from benefiting by ICTbenefiting by ICT

TechnologicalTechnologicalSocio-EconomicSocio-EconomicCultural (Public AwarenessCultural (Public Awareness))

E-Learning in EthiopiaE-Learning in Ethiopia

Summary and ConclusionSummary and Conclusion


Pilot Project: Pilot Project: Promoting E-Learning in Ethiopian HEPromoting E-Learning in Ethiopian HE

• ObjectiveObjective Providing Multi-Lingual E-Learning PlatformProviding Multi-Lingual E-Learning Platform Support Traditional Teach/Learn system with ICTSupport Traditional Teach/Learn system with ICT Promote Virtual Teach/Learn systemPromote Virtual Teach/Learn system

Target GroupTarget Group Higher Education Society Higher Education Society Those who are unable to join Higher EducationThose who are unable to join Higher Education Life-long Learning SocietyLife-long Learning Society

ImplementationImplementation Prototyping Prototyping Testing the PrototypeTesting the Prototype

• Evaluation and DocumentationEvaluation and Documentation


• [Bate2001] Bates, Tony: “[Bate2001] Bates, Tony: “Fundamentals of Educational Planning: National strategic for e-Fundamentals of Educational Planning: National strategic for e-learning in post-secondary education and traininglearning in post-secondary education and training”, UNESCO-IIEP, Paris”, UNESCO-IIEP, Paris

• [[BaPo2003] Bates, Tony and Gary Poole: “BaPo2003] Bates, Tony and Gary Poole: “Effective Teaching with Technology in Higher Effective Teaching with Technology in Higher Education: Foundations for SuccessEducation: Foundations for Success”, Jonh Wiley & Sons Inc., USA”, Jonh Wiley & Sons Inc., USA

• [Berh2003] Berhanu Beyene[Berh2003] Berhanu Beyene:: “Project Proposal (Draft) - “Project Proposal (Draft) -The Establishment of ICT-Center and The Establishment of ICT-Center and Local Community Development Networks (LCDNs) for E-Learning and E-Healthcare in Local Community Development Networks (LCDNs) for E-Learning and E-Healthcare in EthiopiaEthiopia - Application for Japan Social Development Fund (JSDF)/Seed Fund” - Application for Japan Social Development Fund (JSDF)/Seed Fund”

• [EndFul2002] Enders, Jürgen and Oliver Fulton: “[EndFul2002] Enders, Jürgen and Oliver Fulton: “Higher Education in Globalising World: Higher Education in Globalising World: International Trends and Mutual ObservationsInternational Trends and Mutual Observations, A Festschfift in Honour of Ulrich” Teichler, , A Festschfift in Honour of Ulrich” Teichler, Kluwer Academic Publishers, Dordrecht 2002Kluwer Academic Publishers, Dordrecht 2002

• [Horton2000] Horton, William: “[Horton2000] Horton, William: “Designing Web-Based TrainingDesigning Web-Based Training: How to teach anyone : How to teach anyone anything anywhere anytime”, John Wiley & Inc., Totonto, 2000anything anywhere anytime”, John Wiley & Inc., Totonto, 2000

• [Tekeste1996] Tekeste Nagash: “[Tekeste1996] Tekeste Nagash: “Rethinking Eduation in EthiopiaRethinking Eduation in Ethiopia”, Nordiska Afrikainstitutet, ”, Nordiska Afrikainstitutet, Uppsala 1996Uppsala 1996

• [[FDRE-MOE2002FDRE-MOE2002] The FDRE Ministry of Education (Revised Draft): “Educaiton Sector Development ] The FDRE Ministry of Education (Revised Draft): “Educaiton Sector Development Program II 2002/2003 – 2004/2005 (1995-1997 EFY):Program Action Plan”, Addis Ababa May 2002 Program II 2002/2003 – 2004/2005 (1995-1997 EFY):Program Action Plan”, Addis Ababa May 2002 (unpublished document)(unpublished document)

ReferencesReferences


DiscussionDiscussion

CommentsComments

Q & AQ & A


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Berhanu Beyene Computer Science Department University of Hamburg October 2004