Technologizing Africa: Group summary

Due to the lack of resources in developing counties around the world, technologically challenged societies such as Africa are fighting to gain the resources to educate their people and join the Western Cultures on the information highway. Because they do not have the resources to gain any ground in becoming educated with technological services, they can not move forward in modern society. What makes the problem even worse, is that Western countries just continue to update themselves with newer and better items, and the gap widens as a result.

During the 1970's, countries of Africa were being widely disregarded in the development of computer technology and the advancement of education for such fields of study. Western cultures were profiting from the luxuries of computer classes in schools and modern textbook education. Africa, along with other developing continents around the world, began to quickly regress in advancements of their countries. This was unfortunately due to lack of resources to learn, understand, and take part in the luxury of technological resources that were becoming more popular constantly in thriving Western countries. Supplying necessary funding and availability being made to these communities would create a widespread gain of education in these fields, and quickly enhance the education of the people that live in such communities.

The Digital Divide, or the separation between developed and developing countries around the world, continues to grow as these countries are not receiving the help they need. The government can not afford to help as many schools as need technology and resources to help their students become educated in a knowledge-based society that they unfortunately can not compete in at the present time. Africa's, as well as other countries, effort to create better education for its peoples is highlighted in this article, as are its' efforts to become technologically advanced in a education based world that thrives in technological advancement.

The Republic of Ghana has made progressions towards bridging the gap of the Digital Divide. Since receiving"full Internet activity" in 1995, approximately a half-million of its population were Internet users, ten times more than there were six years prior. To improve Ghana's literacy rates and catch the country up to speed, electronically, the Bridges to the Future Initiative received grants from Hewlett Packard and Microsoft to educate the population through technology.

Ghana's main issue is its buildings, or lack thereof, to support its growing student population. Enrollment has been on the rise but still struggles to provide buildings and technology; but, the World Bank granted $11 Million for new classrooms, renovations and teachers. Unfortunately, their help only goes so far. Once students pass primary school, secondary school offers the same struggles of the shortage of buildings. For those fortunate enough to pass secondary school, there weren't many opportunities, until Ashesi came around. Prior to Ashesi, founded in 2002, Ghana did not offer a school that offered technological programming. Prior to this, students manually programmed computers or used the internet at cafes. Ghana still continues to climb the digital ladder, gapping the digital bridge, by ensuring that by 2015, the arrival of 70,000 refurbished computers and making computers affordable for teachers.

The Republic of Kenya has attempted to bridge the gap created by the Digital Divide, and although they remain far behind in terms of ICT staffing, low output of computers and Internet capabilities, as well as funding for providing technology, they are determined to advance their efforts within the next years to promote these technologies to their people. A wave of enrollment that has continued since 2003 in Kenya's primary schools has allowed for the national exam to enter universities and colleges to become more selective and prestigious, giving Kenyans more strive for opportunities in higher education for the future. However, lack of knowledge and resources to the Internet ("...with a population of almost 35 million, only 3.1% of the the population use the Internet" (310)) has put Kenya behind, forced by the Digital Divide along with the county's massive illiteracy rate.

The lack of ICT professionals to adequately maintain the Internet and computer systems in Kenya is due to several reasons. One, funding for ICT programs is at a low, because donors are reluctant to disperse funds when teachers are so unaware as to maintain the technologies for students. Two, computers are scarce on college campuses, where most are used for sporadic reasons including business, rather than as a learning tool. And three, the country's illiteracy rate, coupled with most of the Internet in the English language, is why only a small portion of the population uses the Internet in the first place. Kenya, however, strives to push for more programs in ICT, funding for such programs, and stressing the updated education system to promote going into higher education, in hopes that the technology will become more readily available to students in the future.

Egypt, unlike the aforementioned countries, actually got a head start on education. The country instituted a free basic education system in 1923; today, their educational system is one of the largest in the world. They began to use computers to make progress in education during the 1980's but struggled because of experts' unfamiliarity of the utilization of computers for education. In the span of two decades, great strides were made. In the span of 6 years (2000-2006), Egypt's internet users sprang from .7% to 7% of the population.

Much of this is due to becoming involved with United Nations Millennium Declaration. Education through technology continues to head towards the right direction for the future. In 2003, Egypt took part in the Junior Developer Program, which allowed children from 12-15 years old to learn basic programming skills if they were proficient in mathematics and English. Intel and Google were an immense help; offering 8,000 computers, training teachers and offering free e-mail, instant messenger, and calendars, respectively.

There has always been a surplus of uneducated, less fortunate countries with weak economic systems. These countries don't have nearly the amount of technological resources as Americans do, therefore, the education gap between the U.S and third world/poverty stricken countries keeps growing significantly. Egypt possesses the Middle East's largest educational system and is one of the largest in the world.They finally received possessions of computers and other technology, but their experts weren't computer savvy enough to use the computer as an educational tool.In not much time, they've figured out their computer troubles and are currently training 12- 15 year olds proficient in English and math. Only 1,000 were selected but the number plans to rise to 5,000.

Africa is another continent in the trenches fighting the battle of the Digital Divide. It's a slow process, but after many years without electricity they finally have it. And after eleven years of "full Internet activity", approximately a half-million members of its population are Internet users, ten times more than there were six years prior.

Ghana is working hard to ensure that a great deal of progress is going to be made by 2015, including the arrival of 70,000 refurbished computers and making computers affordable for teachers. Kenya is another African country struggling with education. Since 2003, a drastic amount of people have enlisted in classes, but now there aren't enough teachers, textbooks, school supplies etc. and it's a serious problem.

Overall, the countries mentioned are much more equipped now with technology than they were before. In a technological world, the amount of people that are being educated can be used as a gateway of knowledge for others. Though it was a slow start for Africa, the pace is growing rapidly. With 2010 approaching quickly, Africa has increased enrollment statuses in schools, more computers are available with fewer kinks than before and people have much more of a knowledge base about the technological world, computers, programming, etc. than ever before.

Africa's future, specifically its economic future, is dependent on the integration of computers and Internet-based technology into society. While it can be assessed that the African people deserve basic living necessities, the only way for a healthier and more observant Africa in relation to the global economies is by bridging the Divide. Several nations, such as Ghana, Egypt and Kenya, are moving forward and are more readily aware of these needs, and their push towards becoming developed nations is apparent in their work.

While Africa is still finding it difficult to bridge the Divide, effort on their part and funding from companies within developed nations are allowing them to continue to expand their digital connection to the world. It is imperative that Africa continues to push for funding and implimentation of these technologies, because as the technology is provided, the quality of life will improve for the African people.

Stage Summaries

Introduction

Thesis: Due to lack of resources in developing counties, technologically challenged societies such as Africa are fighting to gain the resources to educate their people and join the Western Cultures on the bridging of the Digital Divide.

"developing countries"
During the 1970's, developing countries were widely disregarded in the development of computer technology.
Western cultures had resources, while developing countries did not and could not gain resources due to lack of availability.Availability being made to those countries would create a widespread gain to better education to those in need.

"Why the gap?"
The digital divide continues to grow due to lack of resources to non western countries as the government can not afford to help as many schools as need technology and resources to help their students in a knowledge based society they can not compete in.

"Africas efforts"
Africa's efforts to create better education for its peoples is highlighted in this article, as are its' efforts to become technologically advanced in a education based world.

Thesis: Once technologically deprived, The Republic of Ghana has made progressions towards bridging the gap of Digital Divide.

Internet Connectivity in Ghana:

After eleven years of "full Internet activity", approximately a half-million of its population were Internet users, ten times more than there were six years prior.

Ghana's literacy and technology initiatives:

In order to enhance Ghana's dismal literacy rates, the Bridges to the Future Initiative received grants from Hewlett Packard and Microsoft to educate the population through technology.

Ghana: Basic Education:

Enrollment has been on the rise but still struggles providing buildings and technology; but, the World Bank granted $11 Million for new classrooms, renovations and teachers. Once students pass primary school, secondary school offers the same struggles of the shortage of buildings.

Ghana: Tertiary Education:

Not until Ashesi was founded in 2002, did Ghana offer a school that offered technological programming. Prior to this students manually programmed computers or used the internet at cafes.

Ghana's Future:

The Republic is working hard to ensure that a great deal of progress is going to be made by 2015, including the arrival of 70,000 refurbished computers and making computers affordable for teachers.

Ghana has continuing to work towards their goal of implementing technology throughout their schooling system, and if more funding is allocated towards improving upon their current system, they will be able to reach their goal.

"The Republic of Kenya" (3.1-3.3)
Since the Kenyan government has pushed for a more rigorous, more demanding educational program, the significance of the national examination (to continue into higher ((college)) education) and the preparation for it is highly demanding, and this reformed method is evermore integral to the Kenyan people to have a more successful, fulfilling life.

Since the 70s, Kenya has pushed to put computers into secondary schools, introducing students to technologies that they is apparently too high on a private level. When primary schools were made free to the public in 2003, the massive amount of students enrolled outnumbered the reasonable usage of technology and devices per student.

In pushing ICT programs into free education, Kenyan officials note that, if donors were able to provide for the lack of technology per student, more Kenyan people will be integrated within the technologies, and eventually, bridge the Divide.

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While technologies have been integrated into the primary schooling system, higher educational institutions lack the resources and funding to provide their students with computers and access to the Internet.

Currently, Kenyan ICT staff lack the rudimentary skills needed to keep the technologies and Internet connections at its fullest potential. All of this is managed incorrectly and inefficiently because of the lack of funding. The Kenyan government is pushing for more help to alleviate the problem and to create a more cohesive learning environment between student, teacher and technology.

Thesis: Egypt, for many years, has taken education quite seriously. But, not until recently have they transitioned to the technological aspect and are now one of the premier countries in the Middle East for technological education.

4.1 Egypt: Basic Education

Egypt instituted a free basic education system in 1923; today, their educational system is one of the largest in the world. They began to use computers to make progress in education during the 1980's but struggled because experts' unfamiliarity of the utilization of computers for education.

4.2 Egypt's Current Literacy Status:

In the span of 6 years (2000-2006), Egypt's internet users sprang from .7% to 7% of the population. Much of this is due to becoming involved with United Nations Millenium Declaration.

4.3 Egypt's Future:

In 2003, Egypt took part in the Junior Developer Program which allowed children from 12-15 years old to learn basic programming skills if they were proficient in mathematics and English. Intel and Google were an immense help; offering 8,000 computers, training teachers and offering free e-mail, instant messenger, and calendars, respectively.

"Conclusion"

"Schooling"
Africa, as well as other countries, is making great strides toward bridging the Digital Divide. Enrollment in school and other technological advancements have a lot to do with this. However, the will continue to be behind slightly for years to come.

"Future"
The next 15 years should bring positive advancements towards the bridging of the Digital Divide. With the help of funding from Western Countries, and future advancement in education, Africa is on the fast track to joining the developed countries on the Information highway for years to come.

Raw Notes

Introduction:
Western Cultures create a digital divide because of better resources

Developing countries need resources and money to advance in education and society.

The digital divide widens due to lack of availability towards these countries, recognized in the 1970's.

Getting computers into the school systems would create a major gain in the addition of developing countries to the information highway.

The Republic of Ghana
Ghana became the first Sub-Saharan African nation to provide internet access along with more static public addresses in 1995.

Five years later, only .2% of the country were connected and the number rose to 1.9% in 2006.

Ghana's literacy rates were 70.7% for youth and 57.9% for adults.

Ghana, along with India, South Africa and Mexico, partnered with BFI which improves global literacy with the help of grants.
Academic enrollment rose from 2004 to 2005 by 10%.

World Bank granted $11 million dollars for improvement of schools.

Microsoft programmer, Patrick Awuah, founded a four year university based around technological programming to diminish the digital gap.

Shortly after, a new institution of higher education was founded, Ghana Telecom University College.

The government agreed to receive refurbished computers for schools, while making computers affordable for teachers.

The Republic of Kenya

Kenya: Basic education

In 1985, Kenya updated its existing educational system (aside from the ‘arcane’ on the British implemented since before 1963) to eight years of primary, four years of secondary and four years of university schooling.

The nationalized exam for higher education is highly competitive; less than half of Kenyans that finished secondary school are likely to get a college education in Kenya.

Installing computer systems into the secondary school system has been a challenge, as many scholars and those within the government-run school system believe computers and its technologies disrupt how the educational scheme is supposed to work.

The increase in student population since 2003 has put stress on the current school system; problems arose as schools became overcrowded, teachers were in short supply and materials were unable to be provided on such a scale.

Kenya: Tertiary education:
The inability to create a universal network (specifically through LAN or wireless) along with lack of readily available (and usable) computers has created a drastic problem with trying to increase the efficiency of technologies being used on Kenyan universities

Problems with securing donors to allow for technologies on university campuses has strained programs oriented towards computers, such as ICT and its curriculum.

Kenya's future
Kenya’s Ministry of Education has helped improve the literacy rate of Kenyans by implementing computer technologies in the past thirty years.

Outside of mainly government use, the Internet on a mass scale has only been provided by Internet cafes, which allows the average Kenyan citizen access information to the global world

Kenya’s ICT programs, along with its use of computers is still in its infancy; more time needs to be allowed for more relevant data can be observed as its impact becomes more readily available to Kenyans.

The Arab Republic of Egypt
Egypt: Basic Education:
Egypt possesses the Middle East's educational system and is one of the largest in the world.
In the 1980's, Egypt began experimenting with computers to advance its educational system.

Unfortunately, the so-called experts were unfamiliar with using computers for education.

In 2000, less than 1% used the internet; in 2006, that number rose to 7%, thanks to government support to endorse free internet use

In 2003, Egypt joined the United Nations Millenium Declaration

Egypt's Future:

In the same year, the Junior Developer Program was launched, training 12- 15 year olds proficient in English and math. Only 1,000 were selected but the number plans to rise to 5,000.

TEO (Teach Essentials Online) adressed techers with methodologies and tools so it could be utilized in the cirriculum.

"Conclusion"

Africa is making huge strides moving forward towards bridging gap

Digital Divide exists due to lack of funding

Making improvements in the enrollment in schools

Future looks positive towards bridging of digital divide