University 2.0 in Africa
Mon, 07/06/2009 - 11:04
Universities are large organisations with persistent cultures which are often reinforced by centuries of tradition. This means that universities change quite slowly even when they respond to external pressures. This presents severe challenges to the long term survival of universities in a period of rapid social, political and technological change including the emergence of new models of knowledge production.
African universities face the sharp end of these challenges. In many African countries public universities in particular have faced decades of underfunding even while student numbers have increased. The symptoms include an exodus of many of the best academics, constrained teaching and research capacity and inadequate and unreliable infrastructure. At a glance it may seem that new forms of knowledge production and the need for sophisticated infrastructure will simply intensify the divides between African universities and universities in "developed" countries.
Instead I would suggest that there may be a unique opportunity for the best African universities across the continent to take their place globally as centres of teaching and research excellence. This opportunity exists precisely because the new forms of knowledge production including effective use of new technologies are disruptive for all universities across the world.
There are often financial resources which are available for university improvement in Africa. Perhaps the most crucial factors include leadership with vision and strategic capacity, a group of dedicated educators and the existence of an enabling national policy for university education.
What do you think?
Mon, 07/06/2009 - 19:02
#2
Hi Peter,
Thanks for your insightful response in which you discuss the questions of investment in infrastructure and whether educators and researchers will be ready to make the change. Perhaps some of the institutions which invested heavily in Web 1.0 technologies and processes will be caught out too if they fail to recognise the speed and magnitude of the paradigm shift that has been evident for several years now ...
Thanks for your insightful response in which you discuss the questions of investment in infrastructure and whether educators and researchers will be ready to make the change. Perhaps some of the institutions which invested heavily in Web 1.0 technologies and processes will be caught out too if they fail to recognise the speed and magnitude of the paradigm shift that has been evident for several years now ...
Mon, 07/06/2009 - 19:18
#3
Abundance or Scarcity?
Across several societies and continents our economic systems and planning processes are based on achieving the maximum possible within our resource constraints. However the ongoing exponential increases in processor capacity and bandwidth have turned this approach on its head...
And this is about to happen in Africa too. As various undersea cable projects reach fruition we will enter an era of plentiful and much cheaper bandwidth within the next year. Given the conservative planning bias in most universities we could enter this era with the old assumptions of scarcity very much intact ... We also don't need to reinvent every single mistake and edutainment diversion seen in other continents ;)
Its time now to grapple boldly and creatively with how we will make powerful use of the new environment to benefit teaching, learning and research. And all the underlying weaknesses within our educational, research and technical systems will kick us hard if we ignore them...
Across several societies and continents our economic systems and planning processes are based on achieving the maximum possible within our resource constraints. However the ongoing exponential increases in processor capacity and bandwidth have turned this approach on its head...
And this is about to happen in Africa too. As various undersea cable projects reach fruition we will enter an era of plentiful and much cheaper bandwidth within the next year. Given the conservative planning bias in most universities we could enter this era with the old assumptions of scarcity very much intact ... We also don't need to reinvent every single mistake and edutainment diversion seen in other continents ;)
Its time now to grapple boldly and creatively with how we will make powerful use of the new environment to benefit teaching, learning and research. And all the underlying weaknesses within our educational, research and technical systems will kick us hard if we ignore them...
Mon, 07/06/2009 - 20:50
#4
Nice to be invited into this interesting discussion forum. Looking forward to 3 weeks with lots of interventions and points of view.
Just one short comment at this stage:
Agree to all your statements above. But there is one important corner stone still missing to create a sound and sustainable University 2.0 in Africa. In addition to economy, infrastructure, leadership and dedicated staff members, there is the need for a basic educational or pedagogical competence among the professors and other teaching staff. Not only theories, but practical expertise applying available media and communication. This is often missing also on campuses at traditional universities, but becomes even more important in online learning environments. Despite social software and 2.0 tools well structured and pedagogically based learning material is important for effective learning.
Just one short comment at this stage:
Agree to all your statements above. But there is one important corner stone still missing to create a sound and sustainable University 2.0 in Africa. In addition to economy, infrastructure, leadership and dedicated staff members, there is the need for a basic educational or pedagogical competence among the professors and other teaching staff. Not only theories, but practical expertise applying available media and communication. This is often missing also on campuses at traditional universities, but becomes even more important in online learning environments. Despite social software and 2.0 tools well structured and pedagogically based learning material is important for effective learning.
Mon, 07/06/2009 - 22:45
#5
Thanks Harald, I fully agree that there is a clear need for "basic educational or pedagogical competence" including the ability to design pedagogically based learning activities and materials.
This implies a need for processes and spaces where educators can learn to teach with technology...
This implies a need for processes and spaces where educators can learn to teach with technology...
Mon, 07/06/2009 - 23:18
#6
Hello Together,
I find the idea of an online Workshop very innovative and i am looking forward with lot of contributions
When i read the title of the thread of this forum, i think about the integration didactic, expertise and technology particulary web 2.0 Paradigm and tools in the context of eLearning in other overcome problems of institutions of higer education in Africa particulary in term of Human ressources.
I assumes that the evolution of the computer system with paradigm as the cloud computing and the software as a service (SaaS), Web 2.0 and its potential (Communication, Information sharing, collaboration, interoperability, social networking etc), Netbook or sub notebook, etc. will improve the approach of learning as a service (LaaS). This approach assumes that learning services are provided by decentralised entities respectively small applications, which can be mashed on a portal. These modules are interoperable in different environments. The increasing development of these entities respectively light applications or gadgets (scribd, vimeo, youtube, etc) and their use within the scope of eLearning will relativise the perception of the learning platforms as a monolithic bloc, which integrate several learning activities or services.
Paradigms, such as the "African Diaspora Computer Supported Collaborative Working and Learning" , offer new approaches for the reduction of negative consequences of the brain drain syndrome. Through these approaches knowledge networks in virtual communities can be built and innovative cooperation possibilities between Africa and members living in the diaspora can take place. Knowledge or expertise can be transferred to remote, isolated and disadvantaged areas. This is a possibility to convert the "brain drain syndrome" into a "back gain" effect.
Erick
I find the idea of an online Workshop very innovative and i am looking forward with lot of contributions
When i read the title of the thread of this forum, i think about the integration didactic, expertise and technology particulary web 2.0 Paradigm and tools in the context of eLearning in other overcome problems of institutions of higer education in Africa particulary in term of Human ressources.
I assumes that the evolution of the computer system with paradigm as the cloud computing and the software as a service (SaaS), Web 2.0 and its potential (Communication, Information sharing, collaboration, interoperability, social networking etc), Netbook or sub notebook, etc. will improve the approach of learning as a service (LaaS). This approach assumes that learning services are provided by decentralised entities respectively small applications, which can be mashed on a portal. These modules are interoperable in different environments. The increasing development of these entities respectively light applications or gadgets (scribd, vimeo, youtube, etc) and their use within the scope of eLearning will relativise the perception of the learning platforms as a monolithic bloc, which integrate several learning activities or services.
Paradigms, such as the "African Diaspora Computer Supported Collaborative Working and Learning" , offer new approaches for the reduction of negative consequences of the brain drain syndrome. Through these approaches knowledge networks in virtual communities can be built and innovative cooperation possibilities between Africa and members living in the diaspora can take place. Knowledge or expertise can be transferred to remote, isolated and disadvantaged areas. This is a possibility to convert the "brain drain syndrome" into a "back gain" effect.
Erick
Tue, 07/07/2009 - 00:59
#7
Hi to all members,
Iam glad being part of this online discussion. I took some time off to read the backlog of issues raised by experts in this platform before now for me to blend well in the discussion. I would want to agree with all that have been said and perhaps to add that, it takes a changed mind, a committed heart and a determined and supported system, individual, group, community or government to make significant changes to occur. In the context of education in Africa, and particularly Technology & Science Education, many parties (the teachers, learners, parents, government, industries, etc) may require to have to have a mind re-orientation, attitudinal transformation, support systems redefinition for our universities and indeed all types of educational system to work very well in the Continent, and its impact be felt around the world as desired. The resources are there, the personnel are available, the structures are in place (at least in most institutions) yet, the attitude to manage it, the willingness to develop it and the commitment to accomplish it are some of the things lacking in African Educational systems. This is the way I see.
Iam glad being part of this online discussion. I took some time off to read the backlog of issues raised by experts in this platform before now for me to blend well in the discussion. I would want to agree with all that have been said and perhaps to add that, it takes a changed mind, a committed heart and a determined and supported system, individual, group, community or government to make significant changes to occur. In the context of education in Africa, and particularly Technology & Science Education, many parties (the teachers, learners, parents, government, industries, etc) may require to have to have a mind re-orientation, attitudinal transformation, support systems redefinition for our universities and indeed all types of educational system to work very well in the Continent, and its impact be felt around the world as desired. The resources are there, the personnel are available, the structures are in place (at least in most institutions) yet, the attitude to manage it, the willingness to develop it and the commitment to accomplish it are some of the things lacking in African Educational systems. This is the way I see.
Tue, 07/07/2009 - 04:08
#8
What you write is not surprising. In the United States, some universities were early adopters of online learning tecnology. Other institutions held back, waiting to see what would happen. Still other institutions attempted to deliver online learning and later retreated.
Those who implemented online learning often faced internal and external opposition. For example, about four years ago I participated in a meeting with some online learning consultants and a university president. The president had invited a former head of a regional accrediting organization who repeatedly stated that he did not believe that online learning could be effective. Internal resistance sometimes occurs from faculty who either are not willing to teach online or lack the knowledge, skills, and ability to redesign their courses for effective online delivery.
As others have noted, sometimes available funds are limited or the will to alllocate funds for online learning is lacking. That may result from an institution's definition of purpose or target customers (students). Almost four decades ago a state university in California was approached by dozens of professionals who wanted to earn graduate degrees by taking classes on evenings and weekends. The university responded by stating that those potential students were not its target and declined to develop programs to serve them. One professor recognized that these unserved students as a potential opprotunity and created a new institution. Today that for-profit school, University of Phoenix, has about 400,000 students.
Those who implemented online learning often faced internal and external opposition. For example, about four years ago I participated in a meeting with some online learning consultants and a university president. The president had invited a former head of a regional accrediting organization who repeatedly stated that he did not believe that online learning could be effective. Internal resistance sometimes occurs from faculty who either are not willing to teach online or lack the knowledge, skills, and ability to redesign their courses for effective online delivery.
As others have noted, sometimes available funds are limited or the will to alllocate funds for online learning is lacking. That may result from an institution's definition of purpose or target customers (students). Almost four decades ago a state university in California was approached by dozens of professionals who wanted to earn graduate degrees by taking classes on evenings and weekends. The university responded by stating that those potential students were not its target and declined to develop programs to serve them. One professor recognized that these unserved students as a potential opprotunity and created a new institution. Today that for-profit school, University of Phoenix, has about 400,000 students.
Tue, 07/07/2009 - 09:34
#9
The discussion thusfar:
In the opening message Tony suggested that African universities which are able to step into the new era of knowledge production have an opportunity to become known globally as centres of teaching and research excellence. Leadership with vision, dedicated educators and national policy may be key factors here. Peter agreed with this analysis but raised the issue of institutions which lack capacity to invest in ICT. He also asked whether the teachers are "openminded enough to adapt the technologies?" Tony wondered about institutions which were heavily invested in Web 1.0 and suggested that African universities will need to start thinking about bandwidth as abundant within the next year.
Harald asserted the importance of "basic educational or pedagogical competence among the professors and other teaching staff". Simon talked about the need for "mind re-orientation, attitudinal transformation, support systems redefinition for our universities and indeed all types of educational system to work very well in the Continent." Ted also noted that the resistance to the introduction of elearning from university educators may be because they "are not willing to teach online or lack the knowledge, skills, and ability to redesign their courses for effective online delivery." Ted also noted funding as a contraint which is partly dependent on "an institution's definition of purpose or target customers".
Erick wrote about the use of Web 2.0 tools and how these affect assumptions about "learning platforms as a monolithic bloc". He also discussed how online collaboration can bring the intellect and experience of the African diaspora back home.
Thanks for all your insights and reflections ... looks like this discussion is just hotting up ;)
In the opening message Tony suggested that African universities which are able to step into the new era of knowledge production have an opportunity to become known globally as centres of teaching and research excellence. Leadership with vision, dedicated educators and national policy may be key factors here. Peter agreed with this analysis but raised the issue of institutions which lack capacity to invest in ICT. He also asked whether the teachers are "openminded enough to adapt the technologies?" Tony wondered about institutions which were heavily invested in Web 1.0 and suggested that African universities will need to start thinking about bandwidth as abundant within the next year.
Harald asserted the importance of "basic educational or pedagogical competence among the professors and other teaching staff". Simon talked about the need for "mind re-orientation, attitudinal transformation, support systems redefinition for our universities and indeed all types of educational system to work very well in the Continent." Ted also noted that the resistance to the introduction of elearning from university educators may be because they "are not willing to teach online or lack the knowledge, skills, and ability to redesign their courses for effective online delivery." Ted also noted funding as a contraint which is partly dependent on "an institution's definition of purpose or target customers".
Erick wrote about the use of Web 2.0 tools and how these affect assumptions about "learning platforms as a monolithic bloc". He also discussed how online collaboration can bring the intellect and experience of the African diaspora back home.
Thanks for all your insights and reflections ... looks like this discussion is just hotting up ;)
Tue, 07/07/2009 - 16:29
#10
African universities face the challnges mentioned above because the lecturers normally do their degrees in mostly public universities, then go to African or Western universities that are traditional and full time. This is what they are exposed to and return to African universities with very little incentive for innovation and change. Meanwhile the world around the universities is changing rapidly. There is therefore need for new leadership in universities. The challenge universties face is that academics with little or no manangement and/or leadership experience are pu in management of the universities. They thus fail to provide leadership that adapts to the change around them.
Sun, 07/12/2009 - 01:36
#11
This is a very good forum and discussion which I also hope to contribute to.
I am in agreement with the "state of mind" of tradational university management. The question is how then can we assist in harnessing this state of mind to the benefit of the Universities. The formation of research groups, particularly in Web2.0, ICT, E-learning related areas can assist management in understanding. The moment research groups or teams are cross cutting the tend to have a bit more respect from management. It is also important for management to participate in fora like these ones where there is very candid discussion on matters.
I am in agreement with the "state of mind" of tradational university management. The question is how then can we assist in harnessing this state of mind to the benefit of the Universities. The formation of research groups, particularly in Web2.0, ICT, E-learning related areas can assist management in understanding. The moment research groups or teams are cross cutting the tend to have a bit more respect from management. It is also important for management to participate in fora like these ones where there is very candid discussion on matters.
Tue, 07/07/2009 - 16:33
#12
The challenge that needs to be addressed is ensuring the elderly in universities are made to appreciate the need of change and it's benefits.
Tue, 07/07/2009 - 16:46
#13
How interesting! I thought the issue of universities not responding to the demands around them was peculiar to African universities!
Tue, 07/07/2009 - 18:04
#14
Not at all. I should note, however, that the university that I described as not recognizing the need for evening and weekend classes in the 1970s today offers classes evenings, weekends, via television, and online. However, there still are some US colleges that focus on limited fields, offer courses only face to face, and that have narrowly defined missions; they tend to be smaller institutions (e.g., seminaries, religious colleges, law schools, business schools) with small enrolements.
Tue, 07/07/2009 - 18:50
#15
Hi Gabriel, I assume that you have some experiences of conservative approaches to both curriculum change and the introduction of new technologies to teaching and learning by senior academics. So lets take a look at this rather than just elaborating the stereotypes.
My sense is that your senior academics are the ones who have survived the periods of severe resource constraints and rapid increases in student numbers. They've seen it all and they're still around. They have also probably seen more enthusiastic colleagues experimenting with the use of learning technologies and sometimes failing because of poor infrastructure or limited incentives for course development. Are these guesses at all accurate?
What I've seen in Cape Town is very different. Senior academics have earned their spurs and don't need to prove their academic credentials to anyone so they have more time and energy to focus on improving their teaching. Some of the most enthusiastic participants in our workshops and seminars are less than five years away from retirement. By contrast their youngest colleagues who are just starting out as lecturers have some familiarity with a range of technologies but often face immense pressures because they teach lots of large classes and still need to demonstrate significant research output. They know that time spent improving their courses means less time for research in their disciplines ... so you can guess how some of these choices go ...
Does anyone else here have observations and experience to share about the role of older lecturers and academic leaders?
My sense is that your senior academics are the ones who have survived the periods of severe resource constraints and rapid increases in student numbers. They've seen it all and they're still around. They have also probably seen more enthusiastic colleagues experimenting with the use of learning technologies and sometimes failing because of poor infrastructure or limited incentives for course development. Are these guesses at all accurate?
What I've seen in Cape Town is very different. Senior academics have earned their spurs and don't need to prove their academic credentials to anyone so they have more time and energy to focus on improving their teaching. Some of the most enthusiastic participants in our workshops and seminars are less than five years away from retirement. By contrast their youngest colleagues who are just starting out as lecturers have some familiarity with a range of technologies but often face immense pressures because they teach lots of large classes and still need to demonstrate significant research output. They know that time spent improving their courses means less time for research in their disciplines ... so you can guess how some of these choices go ...
Does anyone else here have observations and experience to share about the role of older lecturers and academic leaders?
Wed, 07/08/2009 - 11:25
#16
Dear friends, I would like to thank you for the rich thoughts worked out here in the messages so far. I perceive the participation in this discussion as a rich interaction of experiences. Thank you for your thoughts.
I would like to add a point to the debate. I think often we get lost in analysing and describing the challenges of African higher education. we are good - being trained academics - at analysing what does not wor and we look at the barriers and identify obstacles. Our implicit concet: Once the challenges are identified, well described and quantified, they are made tangible and loose their threat and danger. for us, as trained academics - it seems then just like a matter of minutes to come up with a slution. the lion is tamed...
Colleagues, let me suggest another stpe in this discussion. Let us pass the stage of analysis and come to the stage of future visions. What would be REALLY our vision of a university 2.0 for africa? And - beyond that - how could such a vision also help to move forward with our slow traditonal universities in Europe? how can the university of the future be see as something which is not Africa or europe, but which is a space in which students are introdcued to a glbal community of academia, with knowledeg,content and interactions comeing from allover africa, europe and beyond?
are the future universities revolutionary leaders in organisational learning - and how can we turn the tradionla organisation into these future ecosystems for knowledge, research, experiences.
What would be your metaphor for a future university? Would it be
- educational organisation?
- global academic community?
- excellence and innovation center?
Let's hear about it...?!
Looking forward to reading more, Ulf
Wed, 07/08/2009 - 15:40
#17
Before I add to it, let me attempt to address the way forward on some of the issues added to the thread by Prof. Ulf Ehlers. I strongly feel that educational organizations in Africa need serious re-organization and their philosophy or concept of University teaching and learning totally refocused. An example is that, in most Western Universities now, the Problem-based or Project-based approach to teaching and learning is prevalent as against the former way of trying to pump knowledge and skills into the learners from the lecturer's old notes and materials. Students' should be encouraged to discover information by themselves with the teacher/lecturer as the facilitator. The information to be discovered should aim at solving real life societal problems even as it adds up to student’s knowledge. Doing so would encourage critical/creative thinking and innovation among the learners and at the same time address workplace challenges and aim at solving problems. This approach has and is working very well in most Universities of the world that have adopted it, but I am not seeing it happen in many African Universities. I know a few of the African Universities are trying in this direction, but the effort needs to be re-doubled. One other issue I wish to add for discussion is that of constant strikes and abrupt interruptions in the academic system in many African Universities which grossly affect the smooth flow and the quality of teaching and learning, which manifest in the quality of the products. What can we do to help address this terrible situation for a better education in the African Universities? I await your further comments. Yalams.
Wed, 07/08/2009 - 17:18
#18
I have had some very pleasant experience with my former VC at the University I worked for previously in Zimbabwe. he was in his late 60s but was more enthusiastic about ICT/ET than all his senior administrators. he would ask all the necessary questions before he goes to technology related meeting/conference. He would reply all emails witthin a day or 2. I think its sometimes a question of attitude and exposure.
I think to help older academic leaders and lecturers we need to partner those leaders who are 2.0 compliant with their counterparts in other universities who have not seen the light or have difficult seeing it.
I
Wed, 07/08/2009 - 17:44
#19
Simon, thanks for another lovely posting which moves us a bit beyond analysing what is wrong and definitely towards thinking about your University 2.0 would look like. We can move further to think about what is possible when the contraints are lifted...
Building on the question from Ulf I'd like to ask you and everyone here who is connected with an African university: What would you want your African university to look like in 10 years time?
Building on the question from Ulf I'd like to ask you and everyone here who is connected with an African university: What would you want your African university to look like in 10 years time?
Wed, 07/08/2009 - 17:50
#20
I am impressed by the quality of discussion going on on this forum.
The point raised by Ulf, is very important that we should focus on the future we dream of rather try to analyse the problems we have. I agree with you but.... There is a fundamental problem within some African Universities leadership. Which is lack of knowledge on how to transform their universities to the next level. They need software patch to upgrade them from 1.0 to 2.0. Who will start these initiatives? And is there an acceptance within these leaders that they need an upgrade? Unistalling them is unthinkable!!!!
Wed, 07/08/2009 - 17:57
#21
I think I would still want to go to campus and chat with colleagues over coffee in the canteen. I would also want to sometimes teach from home and not have to mark scripts written on paper. I would also want to teach a class with students from all over the globe speaking different langauges but in the same class.
Wed, 07/08/2009 - 19:58
#22
Tony, thanks for a great moderation so far.. what would I want my university to look like in 10 years time?
This is my first post here. And the next one wont come soon. I promised I was going to lurk. I did my first three degrees in an American University in a British-oriented environment. Then I did the post graduate in a Spanish-oriented University in a French-speaking country..
Between then and now, I have worked in/with many other African universities
The point of this post is simple: the future of a university will not only depend on its orientation (political, policy, colonial history) but also on its history and its current environment. Some universities pride in thier 'heritage' while others pride themselves on 'innovation and upward mobility'
But there is one thing in which we can find similarity - the internationalisation or globalisation of universities. I have an ongoing project with Yale Law School and I am pretty surprised that Yale of all places has actually opened up.
It is this globalisation of the student body, of the faculty itself, of the job market and the teaching and learning situation itself that will end up forcing universities to open up, spread out and reach out..
My 2 Cents
Wed, 07/08/2009 - 21:20
#23
Nnenna, thanks for stepping out of lurking mode with such eloquence :) Lets explore your point about globalisation...
What might an African university look like when it takes full advantage of "globalisation of the student body, of the faculty itself, of the job market and the teaching and learning situation" ?
What might an African university look like when it takes full advantage of "globalisation of the student body, of the faculty itself, of the job market and the teaching and learning situation" ?
Wed, 07/08/2009 - 21:23
#24
Thanks Wisdom, this is both desirable and achievable for many African universities... I assume it would be very different from your current experience though ....
In which other ways would the university be different?
In which other ways would the university be different?
Wed, 07/08/2009 - 21:34
#25
Great searching questions Wisdom !
Lets play a bit here... with different analogies eg
- software patch?
- change of operating system?
- motherboard replacement?
- switch from desktop to web based?
- complete system replacement?
Your point that "uninstalling them is unthinkable" is crucial here because it tells us that we need leaders to keep learning - perhaps deciding to download and install the patches as they go ...
Lets play a bit here... with different analogies eg
- software patch?
- change of operating system?
- motherboard replacement?
- switch from desktop to web based?
- complete system replacement?
Your point that "uninstalling them is unthinkable" is crucial here because it tells us that we need leaders to keep learning - perhaps deciding to download and install the patches as they go ...
Wed, 07/08/2009 - 22:19
#26
Goodevening all. Was following this discussion and i will give my opnion as a student
I have just completed my Masters and i have had all my education in Africa. I would like to get out of University as proud as a candidate from Yale or Oxford. What is it that they are doing, that we are not in our Afrcian Universities? We get these and we will have a better African Univerisity.
I would think about a more dedicated teaching stuff, that is well equipped to adopt State of the Art teaching Methodologies.
Thanks
Faridah
I have just completed my Masters and i have had all my education in Africa. I would like to get out of University as proud as a candidate from Yale or Oxford. What is it that they are doing, that we are not in our Afrcian Universities? We get these and we will have a better African Univerisity.
I would think about a more dedicated teaching stuff, that is well equipped to adopt State of the Art teaching Methodologies.
Thanks
Faridah
Wed, 07/08/2009 - 23:21
#27
Africa University 2.0 - Proprietary versus Open
I think, going by the operating system analysis, that if the original OS was open, it will be far easier to customise. But if it is proprietary.. then it will take longer.
One of the universities I am related to is rated to be the best in its country. Here are some pointers:
1. It is a faith-based university - meaning that folks still want their kids to get stable good and moral education.
2. There is a strong leaning towards eco-friendliness. The green fields, organic farming, recycling etc that is being done on campus.
3. The Heads Of Departments are being recycled, or better still, refreshed and renewed
4. Registration can be done on-site or online. Some courses are going online..assignments too. But none of the classes have gone 100% online
5. The students have no fear of the lecturers, except as in the kind of fear you have when your papers may not meet the deadline..
6. The old books of the library share the building with the computers connected to the Internet
8. Students go for Summer holidays all the world over.. and bring back experiences..
9. The school has a policy of targeting the top shots when recruiting.. many of the academic and non-academic staff were folks who were living in the US or Europe who felt they could be more useful in Africa. So once they set foot on campus, they do not have the same inhibitions of the 'traditional' folks.
10. There is heavy media involvement in campus issues.. And the globalisationof the media means that top universities are no longer being compared to other national or regional universities but are being pressured to measure up to global standards.
Now all of that is in an English-speaking part of the continent.
In this other French-speaking part of the continent, there is a regional body that sets the standards for certificates being awarded. The system gives the impression that the prof is 'Almighty' and the students are at his disposal. I remember I nearly stangled my prof when I was doing my theses..:) Because of my Anglo origin, I was not just the type that will give 'glory and honnour and majesty' to a lecturer.. and when you are doing Law with that attitude, you are sure to have many problems..
Since the past 3 years, there is a change wave blowing in the Franco system.. changing to LMD. That is Bachelors, Masters and Doctorate..
That, I think, is already a proof that change is on its way..So we are globalising..
The difference between the two systems above is akin to that between proprietary and open source software.
One comes all packaged, the other is open to change
One is vendor (or prof) dependent, the other is peer-distributed.
One is a blackbox, the other can be modified..
So to come back to Ulf's question, I think the 2.0 versions of academic life in Africa will be more closely related to centers of excellence and innovation. The role of the prof will change from teaching to counseling and guidance.. and the students shall not only be learning, but will be testing capacities at the same time..
I have a faint idea in the Franco world but will need a good study in it. It appears that the percentage of unemployed youth that are University graduates are higher than those who graduated from Polytechnics. The difference is that Universities are more theory-oriented and Polytechnics practical. The guys from poly can SOLVE problems, the Univeristy fellow can DEBATE and ANALYSE issues
One of my shots will be that AU 2.0 will be more hands-on oriented.. no wonder, why the first university I mentioned has opened up a scheme for all incoming students to receive a laptop during their registration into Year 1 and schedule the repayment..
On a last note, many academic leaders that we have now studied in the universities of their colonial masters, mostly UK, Portugal, France and US. But over the years, foreign education has been diversified. Profs are coming in with experience from the Middle East, Canadan, China, Japan, South Korea and other EU countries.. even from Southern America. Some who graduated in premier African universities have also furthered their studies in many places. Then there are people like me who are potential challengers to every and any idea, who are mixing theory with activism and demanding transparency and accountatblity in actions, plans and initiatives..
So I think the stage is set for;
Nnenna
I think, going by the operating system analysis, that if the original OS was open, it will be far easier to customise. But if it is proprietary.. then it will take longer.
One of the universities I am related to is rated to be the best in its country. Here are some pointers:
1. It is a faith-based university - meaning that folks still want their kids to get stable good and moral education.
2. There is a strong leaning towards eco-friendliness. The green fields, organic farming, recycling etc that is being done on campus.
3. The Heads Of Departments are being recycled, or better still, refreshed and renewed
4. Registration can be done on-site or online. Some courses are going online..assignments too. But none of the classes have gone 100% online
5. The students have no fear of the lecturers, except as in the kind of fear you have when your papers may not meet the deadline..
6. The old books of the library share the building with the computers connected to the Internet
8. Students go for Summer holidays all the world over.. and bring back experiences..
9. The school has a policy of targeting the top shots when recruiting.. many of the academic and non-academic staff were folks who were living in the US or Europe who felt they could be more useful in Africa. So once they set foot on campus, they do not have the same inhibitions of the 'traditional' folks.
10. There is heavy media involvement in campus issues.. And the globalisationof the media means that top universities are no longer being compared to other national or regional universities but are being pressured to measure up to global standards.
Now all of that is in an English-speaking part of the continent.
In this other French-speaking part of the continent, there is a regional body that sets the standards for certificates being awarded. The system gives the impression that the prof is 'Almighty' and the students are at his disposal. I remember I nearly stangled my prof when I was doing my theses..:) Because of my Anglo origin, I was not just the type that will give 'glory and honnour and majesty' to a lecturer.. and when you are doing Law with that attitude, you are sure to have many problems..
Since the past 3 years, there is a change wave blowing in the Franco system.. changing to LMD. That is Bachelors, Masters and Doctorate..
That, I think, is already a proof that change is on its way..So we are globalising..
The difference between the two systems above is akin to that between proprietary and open source software.
One comes all packaged, the other is open to change
One is vendor (or prof) dependent, the other is peer-distributed.
One is a blackbox, the other can be modified..
So to come back to Ulf's question, I think the 2.0 versions of academic life in Africa will be more closely related to centers of excellence and innovation. The role of the prof will change from teaching to counseling and guidance.. and the students shall not only be learning, but will be testing capacities at the same time..
I have a faint idea in the Franco world but will need a good study in it. It appears that the percentage of unemployed youth that are University graduates are higher than those who graduated from Polytechnics. The difference is that Universities are more theory-oriented and Polytechnics practical. The guys from poly can SOLVE problems, the Univeristy fellow can DEBATE and ANALYSE issues
One of my shots will be that AU 2.0 will be more hands-on oriented.. no wonder, why the first university I mentioned has opened up a scheme for all incoming students to receive a laptop during their registration into Year 1 and schedule the repayment..
On a last note, many academic leaders that we have now studied in the universities of their colonial masters, mostly UK, Portugal, France and US. But over the years, foreign education has been diversified. Profs are coming in with experience from the Middle East, Canadan, China, Japan, South Korea and other EU countries.. even from Southern America. Some who graduated in premier African universities have also furthered their studies in many places. Then there are people like me who are potential challengers to every and any idea, who are mixing theory with activism and demanding transparency and accountatblity in actions, plans and initiatives..
So I think the stage is set for;
- More private universities who have a kind of financial autonomy from the government
- Universities that are making the best use of the Internet
- Universities that will take advantage of the freer movement created by regional blocks like ECOWAS, CEMAC, SADC and COMESA and even the African Union..
- Profs that have a new vision, that of preparing their students to be fit for an ever-changing global economy and job market
- Students who can begin to earn mney even before graduation, whose ultimate goal will not be to 'get hired' after school, but to work on projects, make existing situations better, solve problems and change difficutl conditions..
- African students who can compete on equal footings with students from all over world and be confident that they can come out tops..
Nnenna
Thu, 07/09/2009 - 04:09
#28
Hello, Simon.
The situation you describe is that of an entrenched institution--the university and its faculty are committed to limiting change and often assume that what worked in the past will work in the future. This attitude is common in many universities; in fact, some faculty may deem it their duty to protect the institution from change. Unfortunately, these same individuals sometimes fail to recognize that the world around them is changing and bringing new opportunities and ways of doing things. The truth is that some institutions will not change but may go out of business as other institutions move in and compete for students.
I'm aware of these issues because I have experienced them and have read about simiar experiences. One approach is to form a new university; although the financial, legal, and political challenges may seem overwhelming at first, it may actually be easier to accomplish than changing an entrenched system. In fact, the recent economic downturn may have made many people who can contribute needed expertise available. In California, new companies are forming using people who essentially are volunteering their time at first; if the company creates a new product and begins to earn money, then those volunteers will become paid staff and initial shareholders.
The situation you describe is that of an entrenched institution--the university and its faculty are committed to limiting change and often assume that what worked in the past will work in the future. This attitude is common in many universities; in fact, some faculty may deem it their duty to protect the institution from change. Unfortunately, these same individuals sometimes fail to recognize that the world around them is changing and bringing new opportunities and ways of doing things. The truth is that some institutions will not change but may go out of business as other institutions move in and compete for students.
I'm aware of these issues because I have experienced them and have read about simiar experiences. One approach is to form a new university; although the financial, legal, and political challenges may seem overwhelming at first, it may actually be easier to accomplish than changing an entrenched system. In fact, the recent economic downturn may have made many people who can contribute needed expertise available. In California, new companies are forming using people who essentially are volunteering their time at first; if the company creates a new product and begins to earn money, then those volunteers will become paid staff and initial shareholders.
Thu, 07/09/2009 - 04:49
#29
Hi every one,
Going by this question “What would you want your African university to look like in 10 years time?
" raised by the moderator Dr Tony Carr, I would say: In ten years to come I would want to see all African universities as places for real learning and real research, where innovative ideas will emerge giving birth to cutting edge solutions to global problems. Let me paint my picture of the kind of African University I would like to see now and in 10years to come. A place you visit, and will not see lecturers sitting under trees chatting and gossiping, instead you will find them in their laboratories, workshops, class or lecture rooms delivering their lectures using the most sophisticated technologies. A place where on arrival you will also see conference rooms busy with participants having teleconferencing. A place where students will not be found just gazing and wasting around looking for lecturers without finding them when it is time for lectures. The non-academic staff would not wait to be told of what to do, but would be doing what is expected of them to enhance teaching, learning and research. A place where academics from other universities all over the world would love to collaborate with, visit and exchange ideas, knowledge and skills with their colleagues in Africa. The VCs or Presidents of the African Universities of that time would not need to travel to the Presidency or Head of the Country's office before any support of cash and kind are sent to the universities for research and development purposes of the universities. Then, there will not be any kind of strike action by lecturers, non academic staff and or students over dissatisfying working conditions. It will be a place where ground breaking research ideas would have emerged in the areas of energy, environment, science, technology, education, agriculture..... name it in Africa. By then, most of the best brains that have drained by force out of their countries within the African Continent to work in other universities simply due to poor conditions of research, learning and living will troop back in their numbers to contribute in developing African Universities. Then, quality and quantity of educational development will not be a function of which continent or which country, but that of which part of the world? Africa inclusive. I would like to see when the ugly faces of hunger, poverty, political/religious/ethnic crises etc would have vanished away from our campuses and indeed countries giving way to prosperity, good education, good governance, tolerance of one another and so on. African Universities- places with pleasant atmosphere for teaching and learning. Fully developed, and equipped with store houses of knowledge and skills. Having well equipped libraries, research centres, technological idea incubators, abundant research supports, and providing educational access to every child from early child hood to the university level etc. Iam sorry, the list is endless and this page may not contain all my paintings, so let me pause here.
The questions therefore are: Is it really possible? Who will do it? When and where will it start? How? .... As for me, I can see it happening soon. I would like to know your own feelings. Thanks.
Simon
Going by this question “What would you want your African university to look like in 10 years time?
" raised by the moderator Dr Tony Carr, I would say: In ten years to come I would want to see all African universities as places for real learning and real research, where innovative ideas will emerge giving birth to cutting edge solutions to global problems. Let me paint my picture of the kind of African University I would like to see now and in 10years to come. A place you visit, and will not see lecturers sitting under trees chatting and gossiping, instead you will find them in their laboratories, workshops, class or lecture rooms delivering their lectures using the most sophisticated technologies. A place where on arrival you will also see conference rooms busy with participants having teleconferencing. A place where students will not be found just gazing and wasting around looking for lecturers without finding them when it is time for lectures. The non-academic staff would not wait to be told of what to do, but would be doing what is expected of them to enhance teaching, learning and research. A place where academics from other universities all over the world would love to collaborate with, visit and exchange ideas, knowledge and skills with their colleagues in Africa. The VCs or Presidents of the African Universities of that time would not need to travel to the Presidency or Head of the Country's office before any support of cash and kind are sent to the universities for research and development purposes of the universities. Then, there will not be any kind of strike action by lecturers, non academic staff and or students over dissatisfying working conditions. It will be a place where ground breaking research ideas would have emerged in the areas of energy, environment, science, technology, education, agriculture..... name it in Africa. By then, most of the best brains that have drained by force out of their countries within the African Continent to work in other universities simply due to poor conditions of research, learning and living will troop back in their numbers to contribute in developing African Universities. Then, quality and quantity of educational development will not be a function of which continent or which country, but that of which part of the world? Africa inclusive. I would like to see when the ugly faces of hunger, poverty, political/religious/ethnic crises etc would have vanished away from our campuses and indeed countries giving way to prosperity, good education, good governance, tolerance of one another and so on. African Universities- places with pleasant atmosphere for teaching and learning. Fully developed, and equipped with store houses of knowledge and skills. Having well equipped libraries, research centres, technological idea incubators, abundant research supports, and providing educational access to every child from early child hood to the university level etc. Iam sorry, the list is endless and this page may not contain all my paintings, so let me pause here.
The questions therefore are: Is it really possible? Who will do it? When and where will it start? How? .... As for me, I can see it happening soon. I would like to know your own feelings. Thanks.
Simon
Sun, 07/12/2009 - 22:26
#30
Thanks for your beautiful and elaborated vision - let's start working for it...!
I personaly agree with your thoughts. Not only African universities but educational institutions will change in two different ways to this new excersive of handling information technology within their work. There will be the universities that have the infrastructure and possibilities and benefit from these developements. And there will be institutions which don't have the capacity to invest in ict. Those might lose ground against former.
Another variable in this the developement are the teachers. Are they openminded enough to adapt the technologies?
Greetings