3.1. What is ICTs and the internet?
ICTs and the Internet are used almost interchangeably. ICT is a shorthand for the computers, software, networks, satellite links and related systems that allow people to access, analyze, create, exchange and use data, information, and knowledge in ways that, until recently, were almost unimaginable. The Internet is shorthand for the infrastructure that brings together people, in different places and time zones, with multimedia tools for data, information, and knowledge management in order to expand the range of human capabilities. 
 

3.2. What is ICT maturity?
ICT maturity is effectiveness by a higher education institution (HEI) to identify its current ICT profile; to define its objectives for integrating ICT in teaching, learning and research; academic information services; and administration and management; and to plan for ICT resources accordingly. 

3.3. Why do an assessment of ICT maturity?
The assessment of ICT maturity tool could be used by higher education institutions (HEIs): 

1.  to set benchmarks and goals--HEIs can use this tool to identify their current ICT profile and set goals for the future as part of their strategic planning; HEIs can use it to determine funding priorities; HEIs can use it to determine where funds are needed to fill gaps;
2.  to apply for grants and fundraise--HEIs can use this tool to identify their ICT maturity level (profile and objectives) when applying for technology related grants;
3.  to create assessment tools -- HEIs can use the assessment of ICT maturity tool as a basis for constructing their own institutional technology assessments

1. This assessment should be done by the leadership of the HEI. The assessment could be done within each faculty or school or department especially if there is a wide range of variation and then aggregated to show a profile of the whole institution. 
2. For each column in the matrix, find the box that most accurately describes your faculty or school or department. 
3. After determining where your faculty or school or department falls compare your variables with the ones listed in the invention column which is equal to an ideal scenario. 
4. Read the corresponding explanation for the nine sets of variables and the five stages of technology development. 
5. Use you findings to start discussions with the HEI leadership, faculty, staff, and students. 
6. Write up your findings and next steps, including benchmarks and goals for ICT integration, so you can have a base against which to assess whether you are achieving your ICT goals and objectives.

1. Planning and Monitoring tools: availability of university strategic plan, derived information policy plan, derived information master plan, and derived information project plans 
2. Application of ICT in teaching and learning: teaching objective for using ICT, professional development of academic (teaching) staff, technology access and usage patterns of academic staff, and technology access and usage patterns of students. 
3. Application of ICT in research: research objective of academic staff and students for using ICT 
4. Application of ICT in academic information services (Library): extent of access to online public access catalogue, services in academic information management, and training in academic information management 
5. Application of ICT in administration and management: extent of ICT application for administration and management 
6. ICT infrastructure: type of infrastructure as well as accessibility and usage patterns 
7. ICT organizational (support) infrastructure: staff responsibilities in technical as well as functional areas 
8. ICT financing: funding for ICT internally and via fundraising; with distinction within budget votes or budget line items 
9. Training, Research and Development in ICT: training for ICT human resources development (workforce and leaders)

b. Stages of technology development

1. Entry stage: HEIs teach students to use the technology 
2. Adoption stage: HEIs use technology to support traditional instruction 
3. Adaptation stage: HEIs use technology to enrich curriculum 
4. Appropriation stage: HEIs integrate technology and use it for its unique capabilities 
5. Invention stage: HEIs are prepared to develop entirely new learning environments that use technology as a flexible tool; learning becomes collaborative, interactive, and customized

3.5.1. Planning and Monitoring Tools
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 Project plans

Suggested matrix for assessing planning and monitoring tools using the characteristics of each stage
 

Planning and monitoring tools	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
University strategic plan	Minimal, limited goals, not explicit, not shared/known by various stakeholders	Some, clear goals.  ICT may be mentioned as a means to improve efficiency of administrative and management support processes	Continuous improvement.  ICT mentioned as a means to improve overall information provision	Vision for meeting expanding goals.  ICT is identified as one of the institution's strategic resources	Strategic planning. ICT is identified as a resource to gain market share and/or change the institution.
Information Policy Plan	Minimal, limited goals.  Emphasis on hardware (computers) instead of the institution's application, no link to institutional priorities	Some, clear goals. Emphasis on improving efficiency of administrative procedures through administrative systems	Continuous improvement.  Emphasis on communication, sharing of information, integration, networks; building up of ICT support structure; separate ICT budget	Vision for meeting expanding goals is built around information & communication SERVICES, related to CORE BUSINESS, as a catalyst for reform	Information policy planning around information and communication Services for dynamic growth of the institution: document often integrated with University Strategic Plan
Information Master Plan	Minimal, limited goals; basically a hardware acquisition and installation plan defined and executed by technicians	Some, clear goals; basically a system selection and installation plan defined and executed by technicians together with some users	Continuous improvement; attention for (network) infrastructure, systems, ICT support structure, ICT budget defined mainly by users, executed by both technicians and users	Vision for meeting expanding goals is built around information and communication services to improve teaching & learning and research; to increase decentralization and accountability as a catalyst for reform; top-management is ICT change agent	Information planning around ICT for dynamic growth of the institution; ICT master plans often at decentralized level, within boundaries of institutional ICT guidelines
Information Project ans	Minimal, limited goals; not available	Some, clear goals; separate software installation plans	Continuous improvement; projects aiming to improve various services through the use of ICT as a tool (technology not an aim in itself anymore)	Vision for meeting expanding goals is built around technology as a catalyst for reform: ICT as part of process redesign.	Information planning around technology for dynamic growth of the institution; ICT applied in new and innovative ways; ICT innovation projects instead of development projects.

3.5.2. Application of ICT in Teaching and Learning
Relevant variables
q Teaching objective for using ICT 
Professional development of academic staff 
Technology access and usage patterns of academic staff 
Technology access and usage patterns of students 
 

Suggested matrix for assessing application of ICTs in teaching and learning using the characteristics of each stage
 

ICT in teaching and learning	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
Teaching objective for using ICT	To provide basic skills in ICT tools and applications	To use technology for traditional teaching (e.g. drill and tutorial)	To use ICT for increased learning relevant to respective academic disciplines (e.g. use of word processors for student writing)	To accomplish a variety of instructional and management goals (e.g. group work tools for group assignments on the Intranet)	All teachers select, use and evaluate ICT tools as needed:  To create lesson plans and communicate and collaborate with students, peers, experts, parents and community.
Professional development of academic staff	Content of training for academic staff is on how to use basic technology tools and applications	Content of training for academic staff is on how to use basic technology tools and applications plus  Limited introduction to the Internet	Content of training includes how to use ICT for presentation	Content of training includes how to integrate technology into the curriculum and  How to use technology for classroom management	Subject of training is customized to the needs of individual academic staff
Technology access and usage patterns of academic staff	-Most academic staff do not have access to appropriate technology in the institution's work areas  -A few academic staff use technology to enhance personal productivity  -Technology used as substitute for manual work	-Some academic staff have access to appropriate ICT in the institution's work areas  -Some academic staff use ICT sporadically as an add-on, supplementary educational tool  -Internet use is limited and sporadic	-Most academic staff have access to appropriate ICT in the institution's work areas  -Most academic staff use ICT for chat rooms, threaded discussions, etc with colleagues and for interacting with students	-Most academic staff have access to appropriate ICT in the institution's work areas  -Most academic staff use ICT to develop teamwork, communication and problem solving skills of students  -Most academic staff use ICT for online course management	-All academic staff have access to appropriate technology in the institution's work areas  -All academic staff select, use, and evaluate information technology tools as needed  -Technology is fully integrated into the curriculum and changes process of teaching and learning.
Technology access and usage patterns of students	-Most students do not have access to ICT  -Students learn how to be computer literate	-Some students have access to ICT  -Mastery of basic skills through drill and tutorial software	-Greater information resources available through the Internet and CD-ROM but constricted due to lack of access  -Most students use ICT for chat rooms, threaded discussions, etc	-Greater access to information resources available for research and education  -Most students use ICT to develop teamwork, communication, and problem solving skills  -Most students demonstrate improved higher order thinking and research skills	-Universal access to greater information resources available for research and education from Internet  -Student-centered authentic project-based learning  -Most students demonstrate improved higher order and thinking skills

3.5.3. Application of ICT in Research
Relevant variable
q Objective of the application of ICT by academic staff and students 

Suggested matrix for assessing application of ICTs in research using the characteristics of each stage

ICT in Research	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
Objective of the application of ICT by academic staff and students	-To aid "non-interactive" research (e.g. statistical packages, simulation software, etc.)	-To collect academic information (e.g. www, discussion groups, on-line catalogues, etc.)	-To disseminate academic information generated by academic staff and students (e.g. www, electronic publishing houses, etc.)	-To collaborate with other researchers worldwide  -To 'advertise' research plans/efforts	-To create research networks

3.5.4. Application of ICT in Academic Information Services (Library)

Relevant variables
Access to On-line public access catalogue (OPAC) 
Provision of services in academic information management 
Provision of training in academic information management 

Suggested matrix for application of ICTs in academic information services (library) using the characteristics of each stage

Application of ICT in academic information services (library)	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
Provision of on-line public access catalogue (OPAC)	Available in the library Access for library staff only	Available in the library and Available on campus (through campus network) Access for library staff plus Access for academic staff	Available in the library and Available on campus and Available on the Internet Access for library staff plus Access for academic staff plus Access for students
Provision of services in academic information management	Through CD-ROMS only	Through CD-ROMS plus Through the Intranet PLUS Assist staff in collecting information on the www plus Assist staff in using subject matter information gateways	Through CD-ROMS plus Through the Intranet  PLUS Through the Internet Assist staff and students in collecting information on the www  PLUS Assist staff and students in using subject matter information gateways	Electronic publishing of research outcomes, theses, etc on the Intranet	Electronic publishing of research outcomes, theses, etc on the Internet
Provision of training in academic information management	library staff only	Library staff and Academic staff	Library staff Academic staff Some Students	Library staff Academic staff All Students	Library staff Academic staff Students Public

3.5.5. Application of ICT in Administration and Management
Relevant variable
q Extent of ICT applications in administration and management functions 

Suggested matrix for the application of ICTs in administration and management using the characteristics of each stage
 

Application of ICT in administration and management	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
Extent of ICT isolation	Stand-alone, isolated systems, automation of tasks  Internal communication (e.g. e-mail)	Isolated systems, automation of procedures  -Assets and maintenance	Automation of processes/functions (e.g. administration)	Integrated automation of functions	ICT to do things that before were not possible, e.g. financial decentralization and keeping central control; merger of multi-site institutions; manage global distance education programs, etc.

3.5.6. ICT infrastructure
Relevant variables

q Type of infrastructure 
q Type of carrier technology 
q Type of functionality provided 

· e-mail 
· internet/www access 
· conferencing/group work tools 
· video 
· full multi-media 
· on-line teaching, learning, research

q Type of Internet connectivity 

· Dial-up to local ISP 
· Dedicated PSTN line 
· Wireless connection to PoP 
· Low bandwidth connection <=64bits/s 
· Medium between 64kbits/s and 128kbits/s 
· High between > 128kbits/s

q Accessibility: 

· Computer-student ratio 
· Computer-staff ratio

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:

Suggested matrix for assessing ICTs infrastructure using the characteristics of each stage
 

ICT infrastructure	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
Type of infrastructure	-Stand alone computers	-(Various) Local Area Networks	-Campus-wide backbone connecting LAN's	-Multi-campus backbone connecting LAN's
Type of carrier technology:	Reliance on PSTN lines alone	Wireless radio  UTP  Coaxial	VSAT	Fibre optical cables	Combination of various technologies, including emerging technologies
Type of functionality being provided	-e-mail only	-e-mail  -plus internet/www access	-e-mail  -internet/  www access  -plus conferencing/group work tools	-e-mail  -internet/www  access  -conferencing/ group work tools  -plus video	-e-mail  -internet/  www access  conferencing/group work tools  -video
Accessibility	-computer-student ratio (low or specify numbers)  -computer-staff ratio	-computer-student  ratio  -computer-staff  ratio	-computer-student ratio (medium)  -computer-staff ratio	-computer-student ratio  -computer-staff ratio	-computer-student ratio (high or specify optimal student ratio)  -computer-staff ratio
Actual use (as compared to accessibility):  -Staff use average hours per week  -Student use average hours per week	-low for staff  -almost unavailable to students	-low for staff  -low for students	-medium for staff  -low for students	-Medium for staff  -medium for students	-high for staff  -high for students
Operating system	-Windows OS	-windows NT for networks	-linus OS including its use for networking	-web design languages, e.g. html, JavaScript, Java and other object oriented languages

3.5.7. ICTs Organizational (support) Infrastructure
Relevant variables
In general, the more explicit tasks and responsibilities are, the more mature the support infrastructure. Thus, a small but mature institution may do all the things under appropriation, but with only a limited number of staff. 

q Presence of Committees/units 
q Support responsibilities 
q Staff in the following ICT technical areas: 

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

q Staff in the following ICT functional areas (within the user organizations): 

· 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

q Staff for online teaching and learning 

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

Suggested matrix for assessing ICTs organizational (support) infrastructure using the characteristics of each stage
 

ICT organizational (support) infrastructure.	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
Committees/units available with some or all of the following mandates (read across):	None	-Carry responsibility for management and maintenance of the shared ICT infrastructure	-Support administrative units in use of administrative systems  -Consider ICT users' needs	-Support academics in the development and application of ICT-based teaching and learning materials  -Support academics in the use of ICT tools in research	-Support students in the use of ICT tools in learning and research
Support responsibilities:	Individual 'ICT champions' only	Centrally available	-1st and 2nd line support structure	-Define support services in the form of Service Level Agreements
Staff in the following technical ICT areas:	-Network management only	-Network management  -plus Administrative system analysis and design	-Network management  -Administrative system analysis and design  -plus Hardware maintenance and repair and  -Database management	-Network management  -Administrative system analysis and design  -Hardware maintenance and repair  -Database management  -plus Intranet and internet application development and  -Help desk
Staff in the following ICT functional areas (within the user organizations):	-Systems administration only (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)	-1st-line user support	-System administrator for online courses  Instructional technology (to combine pedagogy with technology)  1st-line user support

3.5.8. ICTs Financing

Relevant variables
Funding for technology internally and via fundraising 
Extent to which ICT budget votes are distinguished 
 

Suggested matrix for assessing ICTs financing using the characteristics of each stage
 

ICT Financing	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
Funding for technology internally and via fundraising	-No budget line item  -limited investment  -limited grants and fundraising	-budget below most campus programs	-modest budget line item  -growing investment  -priority given to ICT	-equals most campus programs  -targeted fundraising	-continuous investments  -aggressive fundraising
Extent to which ICT budget votes are distinguished	-no distinctions made	Budget distinctions only for  -hardware acquisition  -software acquisition  -software license fees  -communication fees (ISP, bandwidth)	Budget distinctions include:  -hardware acquisition  -software acquisition  -software license fees  -communication fees (ISP, bandwidth)  PLUS  -hardware maintenance  -system development  -ICT staff salaries	Budget distinctions include:  -hardware acquisition  -software acquisition  -software license fees  -communication fees (ISP, bandwidth)  PLUS  -hardware maintenance  -system development  -ICT staff salaries  PLUS  -ICT technical staff training	Budget distinctions include:  -hardware acquisition  -software acquisition  -software license fees  -communication fees (ISP, bandwidth)  PLUS  -hardware maintenance  -system development  -ICT staff salaries  PLUS  -ICT technical staff training  -ICT user training

3.5. 9. Training, Research and Development in ICT
Relevant Variables
q Training for ICT human resources development Research on ICT 
ICT Design and Development 

Suggested matrix for assessing Training, Research and Development using the characteristics of each stage
 

Training, R&D in ICT	Entry Stage	Adoption Stage	Adaptation Stage	Appropriation Stage	Invention Stage
Training for ICT HRD	-Short courses (sporadic)	-Short courses  -plus certificate courses	-Short courses  -certificate courses  -plus diploma courses	-Short courses  -certificate courses  -diploma course  -plus undergraduate degrees	-Short courses  -certificate courses  -diploma course  -undergraduate degrees  -plus graduate degrees
Research on ICT	-training provided on research on ICT	-basic research	-basic research  -plus applied research	-basic research  -applied research  -plus ICT policy development	-basic research  -plus applied research  -ICT policy development  -plus collaborative research (e.g. networking, virtual laboratory, etc.)
ICT Design &  Development			Software development	-software development  -plus hardware development	-software development -hardware development  -plus network development

 
 
 

B- OUTCOMES OF WORKING GROUP TWO PROPOSED ROLE OF AAU: STRATEGIC PLAN TO HELP AFRICAN UNIVERSITY TO BUILD CAPACITY THROUGH USING ICT

1. VISION
To enable African universities to meet the challenges and opportunities of globalization in higher education, and to foster the provision of relevant and competitive tertiary education, higher education institutions (HEIs) must make effective use of Information and Communication Technologies (ICTs) at all levels of their operation. 

2. ORGANIZING PRINCIPLES

AAU will: 

· serve as a catalyst for the use, growth and development of ICT 
· emphasize the application of ICT rather than the technology itself 
· focus on African higher education institutions 
· cooperate with other national, regional and international agencies and institutions

Strategy 1: To encourage and assist HEI's to formulate sound ICT policies and sustainable strategies for their implementation
 

Recommended Actions

Responsibilities

- Set up a working group (action team) of relevant experts on ICT in African HEIs    - Analyze existing case studies of success stories and lessons learnt and disseminate analysis using appropriate technology (e.g. AAU Journal, newsletter, Web sites, email) to assist African HEIs take advantage of best practices  - Survey existing practices and create a database of ICT with a  view to:  - Designing templates for action based on the categorization of level of use of ICT and existing capacities    - Providing baseline information against which to measure progress  - Establishing realistic targets        - Mobilizing resources

AAU    AAU, Consultants, and African HEIs        AAU and Consultants        AAU and Consultants    AAU and Consultants    AAU and Consultants    AAU and African HEIs

Strategy 2: To encourage HEIs to identify or establish an ICT unit that operate at a strategic level within the administration of the institution
 

Recommended Actions	Responsibilities
- Prepare a set of guidelines to assist African HEIs in assessing their options with regard to establishment and placement of an ICT Unit	AAU and Consultants

Strategy 3:To advocate for a regulatory framework and suitable standards conducive to more effective use, growth and development of ICT in HEIs

Recommended Actions	Responsibilities
- Analyze existing regulatory frameworks with respect to their  impact on ICT in African HEIs    - Make recommendations to African HEIs on ways of achieving suitable regulatory frameworks    - Lobby international and regional bodies for improved regulatory  frameworks for conducive ICT in African HEIs	AAU and Consultants        AAU        AAU and African HEIs

Strategy 4: To facilitate the creation of a network of ICT experts
 

Recommended Actions	Responsibilities
- Analyze available human resources with ICT experts (including subject matter) with ICT    - Build and maintain an online database and directory of experts ICT    - Facilitate ICT staff exchange    - Establish an e-forum to facilitate the sharing of ideas  - Facilitate professional development activities in Africa  - Disseminate information related to the use of ICT in HEIs in Africa	AAU and Consultants        AAU and Consultants        AAU    AAU    AAU    AAU

Strategy 5: To encourage HEIs to transform the practice of teaching and learning by bringing together best practices in education and best practices in ICT
 

Success in the integration of technology in teaching and learning may require that faculty members reflect on the following questions: Why use technology? Why integrate multimedia into a course? Why use online collaborative learning in a course? Why build distance courses that are completely online? Why assess the effectiveness of technology in a course? Why engage in the design (not just use) of web-based course materials? Answers must be provided in order to carry along the faculty members. Thus, the drive to the use of the Internet and associated technologies must be part of a broader discussion on commitment to learning quality and equality. Traditional teaching practices result in modest improvement in easily measured areas of student achievement. To gain higher order skills development requires a new pedagogy; variously referred to or described as "generative", "constructivist", "learner-centered", and "collaborative". This will require moving learners (whether faculty members or students) beyond the presentational use of the Internet to interaction and generation. A continuum of Internet use, starts from presentation (by self or others) and moves to interaction (peer review and critique of work of themselves and others) to generation (where new work is created as the systematic response to other information and participants). 
 
 
 

Recommended Actions	Responsibilities
- Disseminate information about courses that will help African  HEIs to train faculty members to produce pedagogically sound  online resources    - Catalogue courses on ICT applications in teaching and learning    - Negotiate prices on licensing fees for teaching and learning    - Facilitate staff exchanges in teaching and learning    - Provide a source book on distance education	AAU            AAU and Consultant    AAU and African HEIs    AAU    AAU

 
 

Strategy 6: To encourage HEIs to use ICT in research, including ICT as a topic of research
 

Recommended Actions	Responsibilities
- Disseminate information on the best uses of ICT for research    - Facilitate provision of funds for research in ICT    - Use ICT to prepare and maintain a research database    - Create a peer-reviewed online journal on ICT in HEIs in Africa	AAU    AAU    AAU and African HEIs    AAU

 
 

Strategy 7: To encourage HEIs to use ICT in outreach and professional services
 

Recommended Actions	Responsibilities
- Provide information on how African HEIs use ICT to enhance  outreach services, such as telecentres, school-level activities,  television, radio, newspapers, etc   - Promote the provision and dissemination of information on best  practices of ICT to support professional services	AAU and African HEIs            AAU and African HEIs

 
 

Strategy 8: To encourage HEIs to use ICT to improve their support services
 

Recommended Actions	Responsibilities
- Advise African HEIs on best practices related to core administrative functions    - Facilitate digitization and development of inter-operable library services    - Advise on the development of human resources capacity and organize regional training in ICT and support services	AAU        AAU, Consultants and African HEIs    AAU

 
 
 
 

Strategy 9: To encourage HEIs to develop human resources capacities
 

Recommended Actions	Responsibilities
- Advise African HEIs on how to develop human resource capacity    - Organize regional training in ICT and support services    - Form an advisory working group to negotiate software licensing	AAU and Consultants    AAU        AAU

 
 

Strategy 10: To Promote connectivity among HEIs in Africa
 

Recommended Actions	Responsibilities
- Develop connectivity standards for African HEIs   - Encourage resource sharing among African HEIs   - Encourage African HEIs to use connectivity to compete on the global higher education market place, for example through the formation of partnerships, networks, consortia, etc	AAU and Consultants    AAU        AAU