Towards a framework for the use of ICT in teacher training in Africa

Abstract There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on 'education for ICT' to the use of 'ICT for education'; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa. Keywords: AfricaEducation policyICTTeacher training Acknowledgements Much of the evidence upon which this paper is based was gained during three years work for the UK's Department for International Development (DFID) between 2001 and 2004. Generalizations drawn in this paper are based on work in countries in Africa and elsewhere, notably China, Estonia, Ethiopia, Ghana, Kenya, Malawi, Mozambique, Senegal, South Africa and Tanzania. I am immensely grateful for the advice and insight of many people in these countries, as well as to colleagues within DFID. In particular, I have learnt much from Lídia Brito, Bob Day, Bas Kotterink, Caroline Pontefract, John Rose, Michelle Selinger, Joe Sun, Peter Upton, Dan Wagner, Eric Woods, Liu Yang and Chris Yates, as well as from government officials, teachers and students across Africa. I am also appreciative of the helpful comments of anonymous referees, and in particular Carmel McNaught who recommended useful revisions to an earlier draft of this paper. The interpretations drawn, and any inaccuracies resulting there from, nevertheless remain my own. Notes * Department of Geography, Royal Holloway, University of London, Egham, Surrey TW20 0EX, UK. Email: tim.unwin@rhul.ac.uk. Web site: http://www.ict4d.org.uk. For a wider discussion of costs of open and distance learning, see Rumble (Citation2001). Additional informationNotes on contributorsTim UnwinFootnote* * Department of Geography, Royal Holloway, University of London, Egham, Surrey TW20 0EX, UK. Email: tim.unwin@rhul.ac.uk. Web site: http://www.ict4d.org.uk.