ICT Adoption among Institutions of Higher Learning in Africa

With theadvent of new technologies ineducation, the teacheris no longerthe foundation of knowledge with thelearners eing passive recipients.The introductionof ICTs in teaching and learning automatically implies that the teacher and the learners should change the way of teaching and learning, respectively. In this study, ICTs refer to computers, laptops, the internet,tablets, smartboards andprojectors. The teacher's traditional role of being a "sage on the stage" has been transformed to being a "guide on the side", and the learner's role has changed from being a passive recipient of content to being an active participant in the teaching and learning process (Nawaz 2013). It is argued that teachers'attitudes towards ICTsare related totechnology acceptance andusage in the assroom(Ikedinobi 2011). Inaddition, research indicatesthat teachers with positive computer attitudes are more likely to use computers in the classroom than those with negative attitudes (Agbo 2015; Ertmer 1999). Teachers' perceived usefulness of ICTs in teaching and learning also affects their acceptance and use of technology in the classroom (Mafuna and Wadesango 2012).Theextant literature haspostulated various advantagesof adopting ICTsin teaching and learning resources.With technology, learning is no longer confined to "brick and mortar" locations but can take place anywhere and anytime. Learners can easily access learning materials, searchfor information, andcollaborate with others(Montrieux et al.2015). Teachers can usetechnology to present,assess and monitorlearners' work (Kang,Heo and Kim2011). Less developed countries arestruggling with illiteracy,disease, poverty, conflicts and global isolation. ICTs can enhance e-learning which, in turn, can be usedas a toolfor "education forall" (Lopes 2014;Nawaz 2013). ICTs provide opportunities forphysically, socially andeconomically constrained studentswho are unable to attend classes (Shraim and Khlaif 2010). For instance, e-learning is a necessity in war-torn regions, such as Palestine (Shraim and Khlaif 2010). Furthermore, some teachers in sub-Saharan Africa are either unqualified or under-qualified and ICTuse can facilitate teacher training as the relevant course material can be accessed on the internet (Guemide and Benachaiba 2012; Nawaz 2013).There are, however, barriers to the adoption and use of ICTs in education. These include inadequate ICT infrastructure, such as computers, poor internet connections, teachers' attitudes toward ICTs,and lack of digitallycompetent teachers. For instance, astudy carried out by Chigona et al. (2010) revealed that the Khanya Project schools in Cape 3chisango et al. teachers' Perceptions of Adopting Icts in teaching and learningTown, Western Cape, South Africa, had 25 computers but each school had about 700 learners. Thus, the learners had to share the computers which resulted in only a few of them developing computer skills. This further implies that the teachers could not fully integrate technology in teaching. However, it is argued thatteachers' attitudes towardsICTs are relatedto technology acceptanceand usage in the classroom (Ikedinobi 2011).Inaddition, teachers' perceived usefulness of ICTs in teaching and learning affects their acceptance and use of technology in the classroom (Mafuna and Wadesango 2012).

Africa has witnessed significant growth in Information and Communications Technology (ICT) since the start of the millennium, particularly in mobile telephones. But while mobile phone penetration in Africa now stands at over 60%, the continent lags well behind other developing regions in internet access and usage. ICTs in higher education are being used for developing course material; delivering content and sharing content; communication between learners, teachers and the outside world; creation and delivery of presentations and lectures; academic research; administrative support, student enrolment etc.

Q.1

1. Develop a problem tree, and logical framework Matrix for the above case (issue, goal, objective activities, outputs, outcomes and strategies) (17 marks)
2. Develop a WBS for the proposed interventions for addressing ICT adoption among institutions of higher learning showing levels and activities that have to be planned for up to the level of attainingICT adoption (13 marks)
3. Develop a critical path of the above project, identify crash, float long route. Make recommendation of the viable implementation path (10) marks)

Q.2

The 2017 Africa regional report on Agenda 2063 and the Sustainable Development Goals (SDGs) assesses the continent's performance in domesticating and implementing the two development frameworks since their adoption in 2013 and 2015, respectively.

The report is the first to simultaneously track progress on the 2030 Agenda for Sustainable development and Agenda 2063 (and its first ten-year implementation plan). This is possible due to the substantial convergence at the level of goals, targets and indicators. The report underscores the slow progress towards poverty reduction in Africa despite the accelerated growth enjoyed over the past decade. Noting the disproportionate prevalence of poverty among women and youth, the highlights show lack of inclusiveness and sustainability of primary-commodity driven growth and reiterates the call for structural transformation anchored by commodity-based industrialization and accelerated reduction in inequality. Onthe data side of monitoring, methodological and data gaps prevail: nearly half of the169 targets are not quantified and only 40% of the indicators in the Global SDG framework have data. Some indicator any data collection has not yet materialized, while some indicator methodology is still undefined. The data gaps are particularly egregious in African countries.

1. A lot of money has been invested to reduce poverty in Africa using SDG, and little has been achieved. Use the theories of development to explain this phenomena, what has gone wrong and make recommendations of achieving SDGs within the stipulated time. (10 marks)
2. The Theory of Change has been recommended as a strategic tool for project planning, participation, and evaluation. Using the above case of SDGs in your country, demonstrate anticipated change focusing on two SDGs. (10 marks)

Q 3

Africa is the continent with the highest proportion of people just over 20 percent facing hunger. Africa also carries the heaviest burden from the impact of climate change. In 2021, 18 countries in sub-Saharan Africa experienced armed conflicts. The economic fallout of climate change, conflict, and the Covid-19 pandemic has widened inequality and sharpened societal divisions. Addressing the impacts of these compounding crises and breaking the vicious cycle of climate change, food insecurity, and conflict requires a concerted effort by local, national, regional, and global humanitarian, development, and peace-building actors, governments, and donors.

Based on your country's context, identify a project that can contribute to food security in your community. Explain the process you will go through to carry out stakeholder analysis, mobilize resources and achieve project sustainability in the short and long term. (20 marks)

Q.4

During COP27, efforts have been made to define which countries are most vulnerable to climate change.Chad, Somalia, and Syriaare the most potentially at risk from the consequences of this environmental problem. Projections from Blunden & Arndt (2020) suggest that the range of warming in Africa through the twenty-first century will likely fall within the boundaries ofless than 0.2 per decade to more than 0.5 per decade, which is consistent with the estimates above. If the current trends of climate in Africa continue, the continent is likely to face an annual shortfall that could exceed $127 billion by 2030. Africa could lose as much as 12% of GDP by 2100. In comparison, projected losses for the United States and other industrialized countries represent less than 1% of GDP.

Based on the risk model, identify the risks associated with climate change in your country, rank them, and come up with mitigating strategies to improve the diverse effects of climate change in your country (20 marks).