scholarly journals ICT Education and Training in Sub-Saharan Africa: Multimode versus Traditional Distance Learning

10.28945/2788 ◽  
2004 ◽  
Author(s):  
JC (Joey) Jansen van Vuuren ◽  
FP (Petrie) Coetzee
Keyword(s):  
Distance Learning ◽  
Education And Training ◽  
Sub Saharan Africa ◽  
Learner Support ◽  
Face To Face ◽  
Information And Communication ◽  
E Learning ◽  
Sub Saharan ◽  
Negative Factors ◽  
And Training

The concept of distance learning by advanced educational technology is at present only emerging in Africa. This applies particularly to education and training in information and communication technology (ICT). A learner support system needs to be put in place to assist students to use relevant technologies. Learners in Africa tend to have difficulty understanding the technologies underpinning the ICT era. Research shows that distance learning requires much self-discipline on the part of students. Compared to conventional learning, students tend to become more isolated in distance-learning programmes. Strategies to reduce negative factors should be put in place to ensure the increase of competent ICT specialists in Africa. The strategy recommended here is a multimode strategy incorporating both face-to-face and e-learning into distance learning environments, customized according to subject content.

scholarly journals Protocol for a scoping review to identify and map in-service education and training materials for midwifery care in sub-Saharan Africa from 2000 to 2020

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e047118
Author(s):  
Joanne Welsh ◽  
Mechthild M Gross ◽  
Claudia Hanson ◽  
Hashim Hounkpatin ◽  
Ann-Beth Moller
Keyword(s):  
Scoping Review ◽  
Maternal Mortality Ratio ◽  
Newborn Care ◽  
Education And Training ◽  
Sub Saharan Africa ◽  
Midwifery Care ◽  
Training Materials ◽  
Service Training ◽  
Sub Saharan ◽  
And Training

IntroductionMaternal and neonatal mortality are disproportionally high in low-and middle-income countries. In 2017 the global maternal mortality ratio was estimated to be 211 per 100 000 live births. An estimated 66% of these deaths occurred in sub-Saharan Africa. Training programmes that aim to prepare providers of midwifery care vary considerably across sub-Saharan Africa in terms of length, content and quality. To overcome the shortfalls of pre-service training and support the provision of quality care, in-service training packages for providers of midwifery care have been developed and implemented in many countries in sub-Saharan Africa. We aim to identify what in-service education and training materials have been used for providers of midwifery care between 2000 and 2020 and map their content to the International Confederation of Midwives’ Essential Competencies for Midwifery Practice (ICM Competencies), and the Lancet Midwifery Series Quality Maternal and Newborn Care (QMNC) framework.Methods and analysisA search will be conducted for the years 2000–2020 in Cumulative Index of Nursing and Allied Health Literature, PubMed/MEDLINE, Social Sciences Citation Index, African Index Medicus and Google Scholar. A manual search of reference lists from identified studies and a hand search of literature from international partner organisations will be performed. Information retrieved will include study context, providers trained, focus of training and design of training. Original content of identified education and training materials will be obtained and mapped to the ICM Competencies and the Lancet Series QMNC.Ethics and disseminationA scoping review is a secondary analysis of published literature and does not require ethical approval. This scoping review will give an overview of the education and training materials used for in-service training for providers of midwifery care in sub-Saharan Africa. Mapping the content of these education and training materials to the ICM Competencies and The Lancet Series QMNC will allow us to assess their appropriateness. Findings from the review will be reflected to stakeholders involved in the design and implementation of such materials. Additionally, findings will be published in a peer-reviewed journal, and used to inform the design and content of an in-service training package for providers of midwifery care as part of the Action Leveraging Evidence to Reduce perinatal morTality and morbidity (ALERT) study, (https://alert.ki.se/) a multi-country study in Benin, Malawi, Tanzania and Uganda.Trial registration numberPACTR202006793783148; Post-results.

scholarly journals Hydrological education and training needs in Sub-Saharan Africa: requirements, constraints and progress

2011 ◽  
Vol 8 (6) ◽  
pp. 10565-10587
Author(s):  
D. A. Hughes
Keyword(s):  
Water Resources ◽  
Critical Mass ◽  
Academic Research ◽  
Institutional Support ◽  
Education And Training ◽  
Training Needs ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
Hydrology And Water Resources ◽  
And Training

Abstract. This paper represents a perspective on the education and training needs related to hydrology and water resources science within the sub-Saharan Africa region and discusses the requirements of the region, some of the relatively recent developments and initiatives and some of the constraints that exist and remain difficult to surmount. The requirements include the development of academic research capacity and technical skill for both the private and public sector at a variety of levels. Some of the constraints that exist include a lack of adequate funding, lack of follow-up after short training courses, lack of institutional support to continue training, and competition for major water resources development projects from organizations outside the region. One of the main conclusions is that to sustain both educational and practical expertise in hydrology and water resources science within the region there is a need to build a "critical mass" of local expertise. Part of this could be achieved by increasing networking within the region and promoting the sharing of information, tools and expertise. There is also a need to promote institutional support.

Status of geoinformatics education and training in Sub-Saharan Africa: initiatives taken and challenges

2019 ◽  
Vol 43 (2) ◽  
pp. 224-243 ◽  
Author(s):  
Neema S. Sumari ◽  
Zhengfeng Shao ◽  
John L. Van Genderen ◽  
Walter Musakwa ◽  
Fanan Ujoh ◽  
...  
Keyword(s):  
Education And Training ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
And Training

scholarly journals Hydrological education and training needs in sub-Saharan Africa: requirements, constraints and progress

2012 ◽  
Vol 16 (3) ◽  
pp. 861-871 ◽  
Author(s):  
D. A. Hughes
Keyword(s):  
Water Resources ◽  
Critical Mass ◽  
Academic Research ◽  
Institutional Support ◽  
Education And Training ◽  
Training Needs ◽  
Sub Saharan Africa ◽  
Sub Saharan ◽  
Hydrology And Water Resources ◽  
And Training

Abstract. This paper represents a perspective on the education and training needs related to hydrology and water resources science within the sub-Saharan Africa region and discusses the requirements of the region, some of the relatively recent developments and initiatives and some of the constraints that exist and remain difficult to surmount. The requirements include the development of academic research capacity and technical skill for both the private and public sector at a variety of levels. Some of the constraints that exist include a lack of adequate funding, lack of follow-up after short training courses, lack of institutional support to continue training, and competition for major water resources development projects from organizations outside the region. One of the main conclusions is that to sustain both educational and practical expertise in hydrology and water resources science within the region there is a need to build a "critical mass" of local expertise. Part of this could be achieved by increasing networking within the region and promoting the sharing of information, tools and expertise. There is also a need to promote institutional support.

scholarly journals The Use of e-Learning in Vocational Education and Training (VET): Systematization of Existing Theoretical Approaches

2018 ◽  
Vol 7 (5) ◽  
pp. 92 ◽  
Author(s):  
Vera Belaya
Keyword(s):  
Vocational Education ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Theoretical Approaches ◽  
E Learning ◽  
Pros And Cons ◽  
And Training

Vocational education and training (VET) has been facing a lot of challenges lately in the context of geostrategic forces that are shaping our world. Recent technological changes, combined with shifts in global economic power, accelerating urbanization, and demographic changes have put pressure on the VET to become more responsive to the needs of the labour market and society. E-learning has been seen as an effective way of improving the quality of teaching and learning in VET schools due to its various forms. Nevertheless, there has been some disagreement in the litearture on the advantages and disadvantages of the use of of e-learning in VET. Besides, some studies recently reported a decline in enthusiasm about the effects of e-learning in companies. In order to closely examine the effects of e-learning in VET, we conduct a literature review. We then carry out a discussion of the pros and cons with the aim of developing suggestions for the better use of e-learning in VET. The results of the litearture review show that learners and providers of e-learning benefit from it in different ways. In order to minimise the risks involved in using e-learning, a mixture of online and face-to-face events could be used, and adjusted pedagogical concepts should be designed and developed explicitly for e-learning.

scholarly journals Assessing Distance Learning in Higher Education during the COVID-19 Pandemic

2020 ◽  
Vol 2020 ◽  
pp. 1-13
Author(s):  
Selwa El Firdoussi ◽  
Mohamed Lachgar ◽  
Hind Kabaili ◽  
Abdelali Rochdi ◽  
Driss Goujdami ◽  
...  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Descriptive Analysis ◽  
Response Analysis ◽  
Public And Private ◽  
Face To Face ◽  
Qualitative Response ◽  
E Learning ◽  
Learning Platforms ◽  
And Training

This qualitative study is an investigation and assessment of distance learning in Morocco during the COVID-19 pandemic. This research surveyed 3037 students and 231 professors enrolled in different stages of higher education programs. It aims to investigate the limitations of e-learning platforms and how these activities take place at public and private Moroccan universities during the coronavirus confinement. For this purpose, two structured questionnaires were constructed by researchers from different specialties, and the type of data was based on the responses of students and professors from 15 universities. In this paper, we have used three methods: descriptive analysis, regression analysis, and qualitative response analysis. As a data analytics tool, Microsoft Power BI was used to analyze data, visualize it, and draw insights. In this study, both professors and students stated that online learning is not more interesting than ordinary learning and professors need to provide at least 50% of their teaching in face-to-face mode. Recommendations at teaching and technical levels, such as the need for technical support and training in the use of these tools, were provided to enhance and promote distance education in Morocco. The contribution of this paper comes as a result of data analysis obtained from a survey conducted in some famous Moroccan universities.

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