Some of the issues regarding the effective use of ICTs in higher education in Africa are:
- Relevance of distance education- Since the distance-learning programs are of foreign origin, they raise the concerns of ethno-domination and foreign dependency. There is a unidirectional flow of intellectual exchange, from the West to Africa, with Western authored textbooks, technical support including computers, “expert” professors sent to teach and research on African issues and PhD scholarships for locals to study in western universities. However, fears of cultural imperialism of content can be allayed if the foreign universities collaborate with local universities, and produce content that is relevant in the African context.
- Faculty support and training- It is important to build faculty support for distance-education programs. The faculty plays an important role in the actual delivery of content as well as in research. The issue of upgrading existing teachers’ knowledge is also of key importance. In regard to this, UNESCO has produced a set of guidelines on the use of distance education in teacher education.
- Financial constraints- A major factor inhibiting the setting up and maintaining of distance-education programs in Africa is the huge cost of capital involved. East and South African countries are not connected to the global optical fiber broadband infrastructure. They are forced to rely on expensive satellite connectivity to link up with each other and the rest of the world. This limits the potential to utilize ICTs to extend learning, promote social participation and improve government efficiency and transparency.
- Equity considerations- The high cost of telephone services, computers and software renders distance learning out of reach for a majority of the population. The location of learning centers in major urban areas also limits their access to only the residents in these areas.
- Question of Sustainability- The prohibitive costs of the distance learning programs far exceed the cost of traditional university courses. The number of students enrolled in the online programs is also dismal. Thus, some critics contend that this educational model may be unsustainable in the long run.
