Publication: Feasibility Study to Connect All African Higher Education Institutions to High-Speed Internet: Mozambique Case Study
Loading...
Published
2021-07-16
ISSN
Date
2021-08-03
Author(s)
Editor(s)
Abstract
Following the Introduction in chapter one, the report provides a country overview in chapter two to provide the national context. The connectivity gap has both a supply-side and a demand-side: Chapter three explores the demand-side, focusing on ICT in the education sector and the challenges impacting the use of information and communication technologies for teaching, learning, and research, creating the pull factors; and chapter four examines the supply-side, the ICT sector's key components and the challenges affecting high-speed connectivity. The National Research and Education Network (NREN), the Mozambique Research and Education Network (MoRENet) is the higher education response created to close the gap between the demand-side and the supply-side, and chapter five presents a high-level summary of the status of this NREN as well as its achievements and limitation in delivering high-speed connectivity to HEIs. Drawing on findings from the earlier chapters, chapter six discusses the cost of connecting all higher education institutions in Mozambique to high-speed Internet. The conclusion is given in chapter seven followed by appendices.
Link to Data Set
Citation
“World Bank; Knowledge Consulting Ltd.. 2021. Feasibility Study to Connect All African Higher Education Institutions to High-Speed Internet: Mozambique Case Study. © World Bank. http://hdl.handle.net/10986/36045 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Feasibility Study to Connect All African Higher Education Institutions to High-Speed Internet(World Bank, Washington, DC, 2021-07-16)The Government of Cote d’Ivoire considers information and communications technology (ICTs) as a key instrument for national development. Youth education and training are high priorities for Cote d’Ivoire. Through its national development plan Cote d’Ivoire aspires to become an ICT leader in the region. Access to quality higher education is considered a primary vehicle to equip the population with the necessary skills to promote the social and economic development of Cote d’Ivoire. As part of the digital economy for Africa (DE4A) initiative, the World Bank commissioned a feasibility study to develop an operational roadmap to connect all African higher education institutions (HEIs) to high-speed Internet. The initiative, in support of the African union digital transformation strategy for Africa (2020-2030), aims to digitally enable every African individual, business, and government by 2030. This report provides a detailed country-level assessment to connect all HEIs in Cote d’Ivoire to high-speed Internet as part of the feasibility study. Chapter one gives introduction. The report provides a country overview in chapter two to provide the national context. The connectivity gap has both a supply-side and a demand-side: chapter three explores the demand-side, focusing on ICT in the education sector and the challenges impacting the use of information and communication technologies for teaching, learning, and research - creating the pull factors; and chapter four examines the supply-side, the ICT sector’s key components and the challenges affecting high-speed connectivity. Chapter five presents a high-level summary of the Reseau Ivoirien de Telecommunication pour l’Enseignement et la Recherche (RITER), the Ivorian research and education network. Drawing on findings from the earlier chapters, chapter six discusses the cost of connecting all HEIs in Cote d’Ivoire to high-speed Internet. The conclusion is given in chapter seven, followed by the appendices.Publication Feasibility Study to Connect All African Higher Education Institutions to High-Speed Internet(World Bank, Washington, DC, 2021-07-16)Following the Introduction in chapter one, the report provides a country overview in chapter two to provide the national context. The connectivity gap has both a supply-side and a demand-side: chapter three explores the demand-side, focusing on ICT in the education sector and the challenges impacting the use of information and communication technologies for teaching, learning, and research, creating the pull factors; and chapter four examines the supply-side, the ICT sector's key components and the challenges affecting high-speed connectivity. The National Research and Education Network (NREN), the Research and Education Network for Uganda (RENU) is the higher education response created to close the gap between the demand-side and the supply-side, and chapter five presents a high-level summary of the status of RENU as well as its achievements and limitation in delivering high-speed connectivity to HEIs. Drawing on findings from the earlier chapters, chapter six discusses the cost of connecting all higher education institutions in Uganda to high-speed Internet. The conclusion is given in chapter seven, followed by the appendices.Publication Feasibility Study to Connect All African Higher Education Institutions to High-Speed Internet(World Bank, Washington, DC, 2021-07-16)Burkina Faso considers the education sector a critical player in its development priorities. The higher education sector, which comprised 18 accredited universities (10 public and 8 private) and 75 Grandes Ecoles (23 public and 52 private) in 2020, is expected to play an important role in education and training to support the country’s priority education outcomes by 2030. Digital technologies provide opportunities for addressing the challenges facing higher education - growing demand for higher education, falling quality, the mismatch between education and employability and disconnection between research and development challenges. Higher education institutions (HEIs) in Burkina Faso lack adequate bandwidth to meet their research and education needs because the available broadband is expensive and insufficient to address their needs. As part of the digital economy for Africa (DE4A) initiative, the World Bank commissioned a study to develop an operational roadmap to connect all African HEIs to high-speed Internet. As part of the feasibility study, this report provides a detailed country-level assessment to connect all HEIs in Burkina Faso to high-speed Internet. Chapter one is introduction, the report provides a country overview in chapter two to provide the national context. The connectivity gap has both a supply-side and a demand-side is chapter three explores the demand-side, focusing on information and communications technology (ICT) in the education sector and the challenges impacting the use of information and communication technologies for teaching, learning, and research - creating the pull factors; and chapter four examines the supply-side, the ICT sector’s key components and the challenges affecting high-speed connectivity. Chapter five presents a high-level summary of the status of national research and education network (NREN) as well as its achievements and limitation in delivering high-speed connectivity to HEIs. Drawing on findings from the earlier chapters, chapter six discusses the cost of connecting all HEIs in Burkina Faso to high-speed Internet. A summary is given in chapter seven, followed by the appendices.Publication Feasibility Study to Connect All African Higher Education Institutions to High-Speed Internet(World Bank, Washington, DC, 2021-07-16)Broadband connectivity is a critical enabler for modernizing higher education institutions (HEIs) in their mission of teaching, research, and community outreach. Connecting African HEIs for improved learning, research collaboration, and access to global scientific resources has been on national and global development agendas for many years but has never achieved top priority policy consideration. The higher education sector in Africa falls far behind the rest of the world in connecting to global research and education networks. The available bandwidth is generally expensive and limited in capacity and therefore cannot meet modern institutions’ research and education requirements. The Coronavirus (COVID-19) pandemic highlighted the urgent need to extend broadband infrastructure even further to facilitate teaching, learning, research, access to educational resources, and the attainment of effective administration in higher education. This report presents a summary of the feasibility study and establishes a roadmap for connecting all African HEIs to high-speed internet.Publication Connecting Africa’s Universities to Affordable High-Speed Broadband Internet(World Bank, Washington, DC, 2020-12-11)Connecting African universities to affordable, high speed broadband internet is essential for attaining the goals of the digital economy for Africa moonshot, which aims to ensure that all African individuals, businesses, and governments are digitally enabled by 2030. Access to the Internet promotes economic growth, improvements to education and knowledge dissemination, and overall human development. The advanced digital skills of high quality, that are needed to adapt and exploit digital technologies, will need to be produced through reformed university programs and rapid skills development programs. Intermediate level digital skills that are needed on a broad scale for the diffusion of technologies will be produced on a large scale when all African tertiary level students (not just those in science and engineering courses) acquire adequate levels of digital competence. African universities need broadband in order to expand coverage, through blended and online learning; improve the quality of higher education; encourage the use of technology in higher education; and provide access to the enormous wealth of digital education resources available in the world and enable Africans to contribute their own digital content. Connecting Africa’s universities will also have spillover effects on the broader education system, especially secondary schools and technical-vocational institutions, where teachers and students need to acquire intermediate and basic digital skills.
Users also downloaded
Showing related downloaded files
Publication Argentina Country Climate and Development Report(World Bank, Washington, DC, 2022-11)The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentina’s growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentina’s potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentina’s context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the country’s growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication Business Ready 2024(Washington, DC: World Bank, 2024-10-03)Business Ready (B-READY) is a new World Bank Group corporate flagship report that evaluates the business and investment climate worldwide. It replaces and improves upon the Doing Business project. B-READY provides a comprehensive data set and description of the factors that strengthen the private sector, not only by advancing the interests of individual firms but also by elevating the interests of workers, consumers, potential new enterprises, and the natural environment. This 2024 report introduces a new analytical framework that benchmarks economies based on three pillars: Regulatory Framework, Public Services, and Operational Efficiency. The analysis centers on 10 topics essential for private sector development that correspond to various stages of the life cycle of a firm. The report also offers insights into three cross-cutting themes that are relevant for modern economies: digital adoption, environmental sustainability, and gender. B-READY draws on a robust data collection process that includes specially tailored expert questionnaires and firm-level surveys. The 2024 report, which covers 50 economies, serves as the first in a series that will expand in geographical coverage and refine its methodology over time, supporting reform advocacy, policy guidance, and further analysis and research.Publication Europe and Central Asia Economic Update, Fall 2024: Better Education for Stronger Growth(Washington, DC: World Bank, 2024-10-17)Economic growth in Europe and Central Asia (ECA) is likely to moderate from 3.5 percent in 2023 to 3.3 percent this year. This is significantly weaker than the 4.1 percent average growth in 2000-19. Growth this year is driven by expansionary fiscal policies and strong private consumption. External demand is less favorable because of weak economic expansion in major trading partners, like the European Union. Growth is likely to slow further in 2025, mostly because of the easing of expansion in the Russian Federation and Turkiye. This Europe and Central Asia Economic Update calls for a major overhaul of education systems across the region, particularly higher education, to unleash the talent needed to reinvigorate growth and boost convergence with high-income countries. Universities in the region suffer from poor management, outdated curricula, and inadequate funding and infrastructure. A mismatch between graduates' skills and the skills employers are seeking leads to wasted potential and contributes to the region's brain drain. Reversing the decline in the quality of education will require prioritizing improvements in teacher training, updated curricula, and investment in educational infrastructure. In higher education, reforms are needed to consolidate university systems, integrate them with research centers, and provide reskilling opportunities for adult workers.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.