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In Conversation: Shafika Isaacs on Transforming Education in Africa

Students from Francisco Manyanga Secondary School in Maputo, Mozambique. (IDRC Photo: P. Bennett)

2003-11-17

Shafika Isaacs is executive director of SchoolNet Africa. An African nongovernmental organization (NGO), SchoolNet Africa uses information and communication technologies (ICTs) in schools to improve the quality, accessibility, and efficiency of education. It works with learners, teachers, policymakers, and practitioners, largely through national schoolnet organizations. Isaacs spoke to Reports magazine about her vision for using ICTs to fundamentally change Africa's education system. Africa is experiencing an education crisis because of the large number of children who lack access to good quality, basic education.

You've said that ICTs are not a panacea for the challenges Africa is facing in terms of education. Can you elaborate on this?

Some proponents of ICTs see them as a panacea — the one tool that will be able to resolve Africa's education crisis. But technologies are not a solution in and of themselves. ICTs are really an enabling device.

Africa is facing an education crisis and it's complex. It's a proliferating crisis — it's not static because it's reinforced by the HIV/AIDs pandemic, for example. And there are various economic, social, and political factors at play. These relate to shrinking education budgets, the global commodification of education, the massive brain drain of teachers, and so on. The point is that introducing and integrating ICTs is not just a way to address the crisis as it manifests itself. We should see it as an opportunity to catalyze systemic change.

What kind of changes would you like to promote?

Around the world, we are seeing a revolutionary transformation of education. At one time, education was very much focused on the school, with the teacher playing a strong central role. The whole paradigm is changing in terms of the relationship between schools and home. Also, the teacher is becoming a facilitator; there is a focus on each individual student; and there is increased recognition that opportunities for learning occur everywhere, all the time.

How can you use ICTs to catalyze changes in education?

At the moment, many governments are talking about macroeconomic strategies, as well as education and human resource development strategies. We think that the role ICTs can play in enhancing education should be taken into account as these strategies are developed. ICTs can improve the way education is managed, for instance, enhance teaching and learning opportunities, and, very importantly, contribute to teacher training and professional development. We need national strategies that involve government and the private sector on these issues. Otherwise, we are not going to get anywhere: our focus is going to remain on small-scale pilot initiatives, largely donor-supported.

How can ICTs improve teacher training?

One question we are looking at is: how do we systematize a strategy around teacher training and teachers' professional development. For example, there are some 512 teacher training institutions in Africa. If we can connect these institutions, this could be used as a basis for a systematic approach to training teachers.

Another issue relates to the effective production of content. We don't only want to be passive consumers of content on the Internet. We will find ways to be active producers of content. Teachers teach in the vernacular, in the local language. We need to look at ways of developing local curriculum in local languages on the Internet, content that can then be shared.

Do you see students as well as teachers helping to produce content?

Absolutely, because it's interactive. There are all sorts of mechanisms by which learners can provide input. For example, there is the concept of network learning — learning as part of a community process of networking. Technologies enable this. We've had kids in Mozambique talking to kids in Portugal because they speak the same language. And that is a massive learning experience because they are talking about different cultures, there is exchange of information and of ideas. That is a huge contribution to the learning process.

What is the ideal vision for SchoolNet Africa?

The ideal vision is that every single African child has access to education. And that every single child on this continent has access to ICTs and therefore has an equal opportunity to be a global citizen.

Lisa Waldick is a senior writer in IDRC's Communications Division and the editor of Reports magazine.

For more information:

SchoolNet Africa, PO Box 31866, Braamfontein Centre, Braamfontein, Johannesburg, 2017 South Africa; Phone: +27 (11) 339-2300; Fax: +27 (11) 339-5912; Email: info_aekw@schoolnetafrica.org

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