The experts team was divided into two working groups. The group 1 which has Prof Beda Mutagahywa as Chairman and Dr Eric Kluyfhout as Rapporteur, worked with the following terms of reference:
 

The expected output is a report which will make recommendations to relevant audiences and guide the definition of a framework on the basis of which individual HEIs can assess their own ICTs strengths and weaknesses and accordingly determine their future line of action, as well as any suggestions that emerge. This report should be fit to be presented to external audiences, addressing relevant context-aspects and taking into account the available reports, online discussion outcomes, and inputs provided through the discussions.

The group 2 was chaired by Dr Maria Beebe and has Mr Justin Chisenga as Rapporteur. Its terms of reference highlighted the expected output in two-fold:

• - define AAU alternative roles to facilitate strategic implementation of ICTs in higher learning institutions
• - provide recommendations on data collection tools (the questionnaire), audiences, methodology, and the time frame to establish a database for the AAU containing information on the ICTs status in African HEIs. This database should on the one hand clarify trends, and on the other hand function as a tool to exchange information on ICTs between HEIs

A- OUTCOMES OF WORKING GROUP ONE

KEY ISSUES AND FRAMEWORK FOR DEVELOPMENT AND USE OF ICTs IN HIGHER EDUCATION INSTITUTIONS IN AFRICA

1. Context Description

1.1. The African University

Universities world-wide are among society's most complex organizations. They are intrinsic parts of the fabric of society. The depth and complexity of development problems in Africa only amplify the complexity of African universities, creating a major challenge for indigenous initiatives to mobilize the collective talent and energy of African scholars to the provision of appropriate solutions to Africa's myriad problems.

a- Mission of the African university
The main mission of African University is to:

• - be a centre of higher learning and to train high-level specialists in all areas necessary for national development;
• - provide appropriate facilities of highest quality for education that is responsive to the needs of African countries, and to make these facilities available to the population regardless of race, colour, gender, ethnic origin, religion, creed, social and economic status or physical condition;
• - serve as a repository for the preservation, development and articulation of African values and culture, through the promotion of African history, culture and languages; 
• - undertake basic and applied research that would contribute to the social, economic, cultural and political development of Africa;
• - encourage the endogenous development of science and technology;
• - promote national and international unity and understanding.

· Teaching and learning under conventional and distance education mechanisms
· Knowledge creation and management
· Outreach and professional services

The support functions include:

· Provision of archival and library services
· Administration and management

· liberalise fixed line operators in order to encourage lower prices
· ensure regulatory transparency as a means of combating corruption in licensing processes and recognise the major strides that have been made to achieve a high degree of transparency
· reduce and ultimately remove internal trade barriers within the African region.
The African Ministers of Communication met in Cape Town in February 1998 to provide a road map for enabling Africa's launch into the Information Age. Telecoms in Africa (http://www.africanconnection.org/telecomms/africon-eng.html) addresses Africa's role in the Information Society. The African Communication Ministers identified five pillars on which to base their strategy: sector restructuring, financing development, human resource development, the identification of priority projects and a special programme for least developed countries and telecommunications development.
· First, recognize that the solution would be found in working together. Telecommunications development was increasingly driven by the private sector, particularly in Africa where there is little money to take on the costs of massive infrastructure. "Clearly, if development was to be orderly and Africa was to be the beneficiary of this investment, clear rules and policies had to be introduced to regulate the market. Because markets in individual counties tended to be small, regions needed to be identified to drive the process. From the start, it was recognised that the solution would be found in working together."
· Second, pay attention to the question of financing development. "It was agreed that the route to finance would involve forming government or regional partnerships with development agencies, international financial institutions and the private sector."
· Third, emphasize human resources development. "Without this element, the growing distinction between the information-rich and the information-poor would continue to widen."
· Fourth, identify priority projects. "Large projects that would bring investment and stimulus, and small projects that would link poor communities, particularly in remote rural areas, to each other and to the world."
· Fifth, find cost effective and appropriate technologies to address universal access in consultation with least developed countries.

"Fifty-three (53) of the 54 countries & territories in Africa have Internet access in the capital cities," says Mike Jensen (1999). In African Internet Status (http://www3.wn.apc.org/afstat.htm) Mike Jensen (1999) describes how the Internet has grown. For example, he notes that:

· By end of 1996 only 11 countries had local access, but by May 1999 only Congo (Brazzaville), Eritrea and Somalia were still without local Internet services, and both Congo and Eritrea have recently announced plans to establish services.
· A growing number of countries (currently Angola, Benin, Botswana, Ghana, Kenya, Mozambique, Namibia, Tanzania and Zimbabwe) now have POPs in some of the secondary towns, and South Africa has POPs in about 70 locations.
· In some countries the PTOs have made a special policy to provide local call Internet access across the whole country by establishing a special 'area-code' for Internet access that is charged at local call tariffs, allowing Internet providers to immediately roll out a network with national coverage. Thirteen (13) of 53 countries have adopted this strategy - Burkina Faso, Ethiopia, Gabon, Malawi, Mali, Mauritius, Mauritania, Niger, Senegal, Chad, Togo, Tunisia and Zimbabwe.

Jensen also tracks several continental connectivity indicators (http://www3.sn.apc.org/africa/partial.html). The indicators clearly show the digital rift among African countries. For example Jomo Kenyatta International, Nairobi, Kenya and Harare International Airport in Zimbabwe have public Internet access whereas Liberia is shown as a country with no local Internet access. In "Step by Step: the IT way" (2000), interactive courseware developers in South Africa suggest achieving both time efficiency and a 90 percent pass rate with the use of multimedia-based training software fpr English and math.

Jensen also lists the activities of agencies with programmes and projects relating to support for ICTs in Africa (http://www3.sn.apc.org/africa/projects.htm). However, the project-based listing provides only partial information, generally that which a donor gives to an institution, it does not allow for an assessment of ICT maturity within an institution.

1.3. ICTs in African Universities

Despite policy pronouncements, as indicated above, the status of ICTs in Africa shows that the continent is at a growing disadvantage with respect to the global information and technological revolution. More critically, the HEI's in Africa which should be in the forefront of ensuring Africa's participation in the revolution are themselves unable and ill-prepared to play such a leadership role, because the information infrastructure of African Higher Education is poorly developed and inequitably distributed. African Universities are thus poorly positioned compared with their counterparts in Europe, North America and non-African developing regions, to benefit from the global information economy and knowledge systems. The development and application of ICTs for African HEI's therefore becomes crucial and urgent if the continent is to be able to reduce the knowledge, technological, and economic gap between itself and the rest of the world, both developed and developing.

Global trends in the application of ICTs demonstrate that the power of ICTs can transform the several interconnected functions of universities. Among other things, ICTs offer the potential to strengthen conventional education while rapidly transforming distance education. They not only expand the research and development opportunities of the institutions but also strengthen libraries with access to an unlimited body of digital information globally, and bring considerable efficiency and effectiveness to university management.

1.4. Key Issues for African Institutions

Universities in Africa are already addressing a number of issues that will either enhance or limit their ability to participate meaningfully in the global information revolution. For this purpose it is necessary to bring some focus and attention to critical steps that individual institutions need to take. The following activities are identified as essential for the strategic introduction and development of ICTs in HEI's:

· Assessment of the present state of ICTs, especially regarding the existing capacity, the short-term and long-term needs, and the nature of the enabling environment in which this development can take place.
· Adequacy or otherwise of the ICT infrastructure to the enhancement of teaching and curricula reform, improvement of the learning process for students, increment of research output, and improvement of university administration.
· Adequacy of African response to the threats of globalization of knowledge and the economy.
· Provision of equitable access and connectivity of Internet facilities within national and regional boundaries.
· ICT innovations and development in HEI's.
· Determination of ICT priorities in light of inadequate staffing and limited resources.
· Organizational stability and 'brain-drain' impact.

1.5. Relevant African experiences

ICT experiences of African universities are limited and varied. While many remain at various stages of planning and infrastructural development, some have achieved Internet connectivity although none have access to adequate bandwidth. The development cycle from conceptualization through funding, installation, and operation has taken different turns in the institutions, with varied successes. Case studies are now underway to document and analyze the valuable experiences of selected universities in order to draw out lessons and best practices, as well as to identify potential pitfalls.

Current information from case studies show that ICT initiatives emanated from an overall strategic plan for the university's development often flourished while those that were ad-hoc and not integrated into the institutional development framework only achieved limited objectives that were not sustainable. A number of obstacles were identified across institutions even as they attempted various innovative approaches to circumvent such. These are addressed below.

1.6. Obstacles in the introduction and utilization of ICTs in African universities

a. External obstacles -- factors that define the environment in which the HEI operates and that shape their ability to use ICT

· Poor national telecommunications infrastructure (especially inadequate telephone access).
· Lack of enabling environment, including highly regulated telecommunications industry, unsatisfactory performance of Internet Service Providers, and absence of incentives to promote innovation and risk-taking.
· In some countries, the hostile social climate and political instability prevent opportunities of international collaboration and support.
· Absence of national information communication infrastructure (NICI) policy.
· Internet points of presence in several countries are not easily accessible to university communities, even with high-speed telephone systems.
· Internet traffic congestion or saturation due to limited bandwidth.
· Non-reliability of electricity supply.
· High Internet Service Providers (ISP) fees.
· Inadequate and irregular funding of ICT initiatives.
· Prohibitive importation costs of ICT equipment, often compounded by national import tariff levels.

b. Internal obstacles

· Organizational self-awareness and response to change
· Lack of coherent institutional plans and strategies for introducing and developing ICTs in universities.
· Poor and unreliable maintenance of ICT facilities.
§ Insufficient computer facilities for staff and students.
· Absence of coherent ICT policies.
· Low-level awareness and utilization capacity among faculty and staff of institutions.
· Incomplete local area networks.
· Low level priority accorded by institutional leadership to ICT development and applications

· Uncertain availability of trained technical and support staff.
· Inadequate external and internal training programs for critical skills to manage and support ICT functions.
· Institutional and promotion criteria that do not recognize staff efforts and innovation in ICT development and application.
· Absence of systematized skills for integrating technology into teaching and learning.
· Inadequate human resource base for implementation of technical projects, particularly in the rapidly advancing ICT field.
· Inability of institutions to ensure the retention of skilled, but poorly remunerated, staff.

1.7. Perspectives from African scholars and practitioners on approaches for ICT applications.

The on-line discussion by African and other scholars led by Prof G. Olalere Ajayi ⁽¹⁾(21 April - 8 May 2000), as well as the AAU-ICT Technical Experts Meeting (May 17-19, 2000) provided important perspectives on ICT presence and application in African universities⁽²⁾. Among these are the following:
 

a. New learning paradigms

· ICT provides powerful tools and a new paradigm for the execution of the functions and roles of HEI in Africa, such as education, knowledge creation, knowledge organization and management, knowledge gate keeping, archival and library services and other socio-economic-technological services to the community
· Transformation of HEI from the traditional roles to a more demanding role catalyzed by the ICT
· A learning paradigm has become necessary and students must be prepared for the ICT all pervasive environment or work place after graduation.
· New curricula have become necessary, which is more learner-centred.
· Various levels of the use of Internet in learning such as entry, adoption, adaptation, appropriation and invention have been identified.
· However, the integration of the technology into learning, research and management is still at its infancy in most of the cases.
· The Internet based degree programmes, especially the M.BA in Business and e-Business mounted by renowned universities in Europe and the USA as well as the Internet based open Universities could constitute challenges to the brick and mortar traditional University education, if the latter does not adequately respond to opportunities offered by ICT.

b. African HEI experience in ICT

· HEI development, carried out in 6 African countries, showed a lot of similarity in the establishment of ICT with local variations depending on the prevailing circumstances in the University and in the country.
· Necessity for all HEI's to declare ICT as priority in budeetary allocations, because of its importance as a major utility after water and electricity.
· Financial and technical assistance, especially in form of Human Resource Development (HRD) were significant in the success of a number of projects.
· ICT strategic policy, plans and implementation document is essential. The strategic plan should be linked with the overall developmental plan of the University.
· There is the need for a unit within each HEI to facilitate integration of technology into the learning, research and management (tactical, operational, and strategic) in the institution.
· Lack of adequate telecommunication infrastructure, utilities such as electricity, lack of a National Information Communication Infrastructure (NICI) policy, plans and strategies in addition to political instability in the country as well as instability in the HEI, could constitute obstacles to the use and development of ICT in HEI.
· HEI must not only develop ICT and utilize the facilities, the HEI as knowledge gatekeeper is expected to champion the national ICT development in the country.
· Need to transform the library into the new Information Services Unit from the conventional book-oriented institution.

African HEI without adequate ICT facilities, human and financial resources, as well as the utilization of ICT in the next 3 years will not be able to discharge the functions for which they are established and will be serving little or no role in the advancement of knowledge. The continued existence of such HEIs becomes debatable.
 

2. Framework for the assessment of ICT maturity

Given the above obstacles and experiences it is important to take a concerted effort to build capacity of HEIs in Africa in the use and application of ICT. Each HEI must be able to assess its current situation with regard to its capacity to use ICT in teaching and learning, research, outreach and professional services, as well as to achieve internal administrative efficiency. Success in achieving such an objective will allow each HEI to realize its potential to participate in the global knowledge driven economy. Thus, the following framework, along with relevant variables, is recommended as a starting point to realize the above goal.

2.1. Planning and monitoring tools.
Effective institution-wide application of ICT starts with proper planning. A major indicator for ICT maturity is the way in which the ICT planning and monitoring function has been formalized. In this respect it should be stressed that important outcomes of the information policy planning process are the resulting plan and the planning process itself: the latter aids in creating awareness and consensus which are absolutely necessary for the effective implementation of the Information Policy Plan (IPP). The IPP should be directly linked to the institution's strategic priorities. As such an IPP can either be part of the University's Strategic Plan, or be derived from it in the form of a separate plan. In those cases where the IPP only contains ICT priorities and high-level guidelines, their implementation may be further specified in an Information Master Plan and Information Services Project plans.

Relevant variables.

q Availability of University Strategic Plan
q Availability of derived Information Policy Plan
q Availability of derived Information Master Plan
q Availability of derived Information Services Project plans

Important aspects in each of these plans are how explicit are they and whether they are shared by the HEI stakeholders.

2.2. Application of ICT in teaching & learning:
Teaching & learning is one of the core processes of HEI's. If (expensive) ICT tools are to improve HEI's effectiveness and efficiency, it is obvious that their application in support of teaching & learning should be seriously considered. However, investments in this area should always be carefully balanced against other ways in which teaching & learning may be improved and strengthened!

Relevant variables.

ICT in teaching & learning is used:

· To provide basic computer literacy skills
· To provide basic computer literacy skills relevant to respective academic disciplines
· To improve student motivation
· To improve access to remote resources
· To improve communication skills
· To improve higher order thinking skills
· To provide content (e.g. CD-ROM's, www)
· To support teaching methodology (e.g. group work tools for group assignments on the Intranet)
· To improve course management (both in the regular curriculum and in distance education)
· To collaborate in online teaching and learning with other faculty and students from around the world

2.3. Application of ICT in research
Research is another core business of the university. Traditionally, ICT was used in this area to analyze data. These days the function of Internet to locate data, exchange data, and disseminate data between researchers is becoming increasingly important. Distance research collaboration has been made possible using ICT, virtual lab technology making it possible for researchers located in different geographical regions to participate in joined projects.

Relevant variables.

q ICT in research is used:

· As a research tool (statistical packages, simulation software, etc.)
· To collect academic information (e.g. www, discussion groups, on-line catalogues, etc.)
· To disseminate academic information (e.g. www, electronic publishing houses, etc.)
· To collaborate with other researchers worldwide
· To 'advertise' research plans/efforts to create networks, find donors, etc. on the www.

For each of these it is important to assess their availability and the quality and extent of use by students and faculty.

2.4. Application of ICT in academic information services (Library)
 

The traditional library is soon becoming a thing of the past. With much more, often cheaper and more up to date academic information available on the Internet, Libraries are faced with an immense challenge. Their capability to transform themselves into outward-looking, service oriented academic information processing units will determine their chance to survive.

Relevant variables.

On-line public access catalogue (OPAC):

· Available in the library
· Available on campus (through campus network)
· Available on the Internet

· Access for library staff
· Access for academic staff
· Access for students
· Access for external clients

· Access for library staff
· Access for academic staff
· Access for students
· Access for external clients

Academic information-provision functions provided by the Library:

· Provide academic information (e.g. journals) through CD-ROM's
· Provide academic information through the Intranet
· Provide access to virtual libraries
· Provide electronic documentary delivery

· Assist students in collecting information on the www
· Assist staff in collecting information on the www
· Assist students in using subject-based information gateways
· Assist staff in using subject-based information gateways

Academic information-dissemination functions provided by the Library:

· Electronic publishing of research outcomes, theses, etc. on Intranet.
· Electronic publishing of research outcomes, theses, etc. on Internet.

· To staff
· To students
· To the public

For each of these it is important to assess their availability and the quality and extent of use by both students and staff.
 

2.5. Application of ICT in administration and management.

Under pressure by a variety of audiences to be accountable and transparent, administrations are in dire need to be strengthened. ICT can provide valuable support in this.

Relevant variables.

q ICT is being applied in:

· Personnel/Human Resources Management
· Student administration
· Finances
· Assets and maintenance
· Communication (e.g.e-mail)
· Office automation
· Supporting management decisions (MIS)

For each of these it is important to assess their availability and the quality and extent of use by staff.
 

2.6. ICT infrastructure.

The ICT infrastructure is the basis on which all other ICT applications run. As such it should receive the utmost attention.

Relevant variables.

q Type of infrastructure:

· Stand alone computers
· (Various) Local Area Networks
· Campus-wide backbone connecting LAN's
· Multi-campus backbone connecting LAN's

q Type of carrier technology:

· VSAT
· Wireless radio
· Fiber-optic
· Unshielded Twisted Pair (UTP)
· Coax

· e-mail
· internet/www access
· conferencing/group work tools
· video

· Computer-student ratio
· Computer-staff ratio
· Organization of access:
· Free
· Regulated

q Actual use (as compared to accessibility):

· Staff use average hours per week
· Student use average hours per week
· Number of staff accounts
· Number of student accounts

q Operating system:

· Freeware
· Proprietary

As with the technical infrastructure, the organizational infrastructure determines the success or failure of ICT application in HEI's. Some relevant issues are: defining responsibilities at strategic, tactical, and operational level; matching responsibilities with (financial) mandates; and top-management involvement in case of deadlocks between ' users' and ' technical staff'.
 

Relevant variables.

q Committees/units available with some or all of the following mandates:

· Define and monitor institution wide ICT policies and standards
· Carry responsibility for management and maintenance of the shared ICT infrastructure
· Consider ICT users' needs
· Support administrative units in use of administrative systems
· Support academics in the development and application of ICT-based teaching and learning materials
· Support academics in the use of ICT tools in research

· Centrally available
· Decentralized in users' units and departments
· 1st and 2nd line support structure
· Define support services in the form of Service Level Agreements

· Administrative system analysis and design
· Intranet and internet application development
· Data base management
· Hardware maintenance and repair
· Help desk

· Systems administration (e.g. library and archives system, finance, student registration system, human resources, etc)
· Systems maintenance and control (e.g. library and archives system, finance, student registration system, human resources, etc)
· 1^st-line user support

· System administrator for online courses
· Instructional technology (to combine pedagogy with technology)
· 1^st-line user support

Closely linked to organizational and technical sustainability is the issue of ICT financing. Insufficient insight in (long-term) ICT costs and not matching responsibilities with financial mandates are potential problem areas.

Relevant variables.

Separate ICT budget available?
ICT budget votes distinguished for the following:

· Hardware acquisition
· Software acquisition
· Hardware depreciation
· Software license fees
· Hardware maintenance
· System development
· ICT technical staff training
· ICT user training
· ICT staff salaries
· Communication fees (ISP, bandwidth)

· Fully centralized
· Fully decentralized
· Mixed

q Training for ICT human resources development

· Short courses
· Certificate courses (e.g. professional certification)
· Diploma courses
· Undergraduate
· Graduate

Research on ICT

· Basic research
· Applied research
· ICT policy development
· Collaborative research (networking, virtual laboratory, etc.)

· Software development
· Hardware development
· Network development2