REPUBLIC OF ZAMBIA

Collaboration in e-learning in Zambia

GABRIEL S. KONAYUMA
Senior Vocational Education and Training Officer Ministry of Science, Technology and Vocational Training, Zambia e-mail: gkonayuma@mstvt.gov.zm

1st African UNESCO-UNEVOC TVET Summit: Access and Inclusion for TVET in Africa through New ICT Based Solutions

28 May 2007

Collaboration in eLearning in Zambia

Nairobi

Contents Abstract 1. Introduction 1.1 Economy 1.2 Human Resource Development 1.3 Current TEVET System 1.4 E-learning in Zambia 1.5 Organisation of Paper 2. 3. The Benefits of e-learning The Current Status of e-Learning in TVET in Zambia 3.1 Survey of distance learning 3.1.1 Benefits of distance learning 3.1.2 Challenges of distance learning 3.1.3 Improving distance learning 3.2 Survey of e-learning 3.2.1 Approach to e-Learning 3.2.2 e-Learning Technologies 3.2.3 Benefits of e-Learning 3.2.4 Challenges in delivery/learning of e-learning 3.2.5 Recommendation for the improvement of e-learning 3.3 Promising Practice of E-learning in TEVET 3.4 Provision of Information and Communication Technology training Strengths and Weaknesses of e-Learning in Zambia Recommendations to Using New ICT Based Solutions in TEVET 5.1 Access to e-learning technologies 5.2 Policy Guidelines for Use of New ICT Based Solutions 5.3 Information Dissemination on e-learning Benefits and Technologies 5.4 Networking and Benchmarking Conclusion 3 3 3 4 4 4 5 5 6 7 7 7 7 7 7 8 8 8 8 8 9 9 9 9 10 10 10 10 11

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References

Collaboration in e-learning in Zambia

GABRIEL S. KONAYUMA
Department of Vocational Education and Training, Ministry of Science, Technology and Vocational Training, Lusaka, Zambia; e-mail: gkonayuma@mstvt.gov.zm

Abstract:

1st African UNESCO-UNEVOC TVET Summit (2007)

G. S. Konayuma

Distance learning and e-learning in the TEVET sector in Zambia is a recent development offered by a handful of institutions. On the other hand the University of Zambia has been offering a variety of degree, diploma and certificate courses by distance learning since its inception in 1966 and a good number of people have successfully graduated in these programmes. The paper looks at the TEVET policy framework for distance and vocational training in Zambia. The objectives of distance vocational training include providing access to Technical Education, Vocational and Entrepreneurship Training (TEVET) to a wider category of students and developing an affordable type of education and training to citizens in the country. The paper highlights TVET institutions offering distance and vocational training in Zambia and some of the methodologies being used. The paper examines the challenges that the institutions are facing. The benefits of distance and vocational training and e-learning for TVET are also discussed. The paper seeks to address the lessons learnt and encourage the sustainability of promising practices. Aspects of e-learning methodologies employed in distance learning provision and other forms of learning are also explored. Keywords: access; information and communication technology; e-learning; technical and vocational education and training; sustainable development.

INTRODUCTION

Zambia is a landlocked country located in Southern Africa. The name of the country is derived from the Zambezi River. Zambia has a total surface area of 752,614 square kilometres. The population is approximately 11 million and the population growth rate is 3%. Zambia is one of the most urbanised countries in Sub-Saharan Africa. The administrative capital is Lusaka while Livingstone, home of the famous Victoria Falls, is the tourist capital. Ndola and Kitwe are the other major cities of Zambia. For administrative purposes Zambia is divided into nine provinces. English is the official language. Cinyanja, Chibemba, Chitonga, Silozi, Kikaonde, Luvale and Lunda are the seven major languages spoken by the majority of Zambians and used on radio and television programmes. 1.1 Economy From the 1990s Zambia has adopted a free-market economy. Zambias GDP is US$3.9 billion with the GDP per capita at US$354. Zambias main export commodities are: copper, cobalt, explosives, lime, cement, gemstones, sugar, coffee, fruit and vegetables, cut flowers, tobacco, cotton lint and textiles, electrical appliances and parts. The main import commodities are: capital goods, foodstuffs, chemical products, crude oil, fertilisers, petroleum products and transportation equipment. The key opportunity sectors are agricultural production, energy, mining, manufacturing, transportation and tourism. 1.2 Human Resource Development The TEVET sector plays a big role in the Human Resource Development of Zambia. The sector offers training at trade test, Craft, Advanced Certificate, Technician, Diploma and Technologist levels. Most of the TEVET graduates are employed in industries in the mining, agriculture, business, tourism and hospitality sectors. The sector enrols a total of 27,000 trainees annually. Other tertiary institutions such as the public universities, health colleges, agricultural colleges, security colleges etc absorb some of the other grade 9 and12 school leavers. However a good number of trainees are not absorbed into any form of formal training. Some of the school leavers end up going into informal sector businesses while others end up engaging in social vices. This is where the TEVET sector can fill up the gap in skills training for youths, women, retrenchees and other disadvantaged groups by offering distance learning and/or e-learning. In the TEVET sector distance learning is not well 3

Collaboration in eLearning in Zambia

developed. Currently only 4 out of 350 registered institutions offer distance learning. This needs further improvement to provide an opportunity to those that cannot get grade 8 and 10 places including those who are not able to get access to tertiary training in other sectors. The TEVET sector needs to ensure that it contributes to a world-class human resource capacity in critical and relevant ICT skills required for driving Zambias information and knowledgebased society and economy (Ministry of Communication and Transport, 2006:26). 1.3 Current TEVET System Zambias TEVET system is governed by the TEVET Act of 2000 No. 11. The Act spells out the functions of the Minister of Science, Technology and Vocational Training, the Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA) and the management boards of training institutions. There is also a TEVET Policy (1996) that outlines the philosophy and objectives of training, and the policy environment. The policy also outlines the role of entrepreneurship development, self-employment and the informal sector. The policy also has issues of the levels and objectives of training and organisation and management addressed. The TEVET system is under the oversight of the Ministry of Science, Technology and Vocational Training (MSTVT). MSTVT provides the policy framework, including monitoring and evaluation of the system. TEVETA is the regulatory body for the system. Training provision is provided by training institutions that are registered with TEVETA. These institutions are found in all the nine provinces in Zambia. These institutions are owned by public (government), churches/non-governmental organisations, trusts and private organisations. Trainees in TEVET are drawn from secondary schools, employees and the informal sector. 1.4 E-learning in Zambia Most countries in Africa, including Zambia have realised the importance of information and communication technology (ICT) and have or are designing policies that spell out the role of players such as government, private sector, civil society in ICT provision and development. TVET programmes have normally been offered in the traditional full-time learning mode. However, there are efforts to increase access to TVET programmes through distance learning and e-learning. The African Union has noted the importance of information and communication technology in education and has stated: In the knowledge society of the 21st Century, dominated by information and communication technology and where labour market demands are constantly changing, providing relevant TVET programmes to both boys and girls is deemed central to foster sustainable development and attain MDG-1 eradicating extreme poverty and hunger in Africa. (African Union, Second Decade of Education for Africa, 2006 2115, Draft Plan of Action, June 2006).

1.5 Organisation of Paper This paper looks at the benefits of e-learning for TVET. It also examines the current status of e-learning in Zambia. The paper then highlights the strengths, weaknesses, opportunities and threats of e-learning in Zambia. The paper concludes with some recommendations on how present initiatives and projects in ICT in the TVET sector can be enhanced. The objectives of the paper are: To contribute to the development of strategic interventions that promote sustainable development in Zambia through an inclusive and accessible TEVT system Zambia; To assess how the TEVET Policy has addressed issues of e-learning in Zambia; To identify what the country hopes to achieve through a strengthened TVET system that uses new ICT based solutions;

1st African UNESCO-UNEVOC TVET Summit (2007)

G. S. Konayuma

THE BENEFITS OF E-LEARNING

E-learning offers a number of benefits for TVET. Before highlighting some benefits, a definition of e-learning is offered. E-learning is defined as the use of new multimedia technologies and the Internet to improve the quality of training. Rosenberg cited in Noe, Hollenbeck, Gerhart & Wright (2003:285) define e-learning as instruction and delivery of training by computers through the Internet or company intranets. E-learning is also defined as internet enabled education. E-learning includes Web-based training which can include task support, simulation training, distance learning, and learning portals. E-learning allows learners to control what they learn, when they learn and the speed at which they progress through the course. E-learning also allows learners to collaborate with other trainees and experts. E-learning can reduce training costs and time. Learners or employees in various geographic locations can access training at their locations reducing travel costs. E-learning offers benefits for TVET. Some of these include increased access to training, equity in training offered, flexibility in training provision, improved relevance of training materials. A number of TVET colleges, workplaces and homes have computers with internet access. As it is becoming increasingly difficult by many people to leave their work for long periods of time to attend training off-site, computer/internet-based learning has become an option with many advantages for the working professional. Munyinda (2007:2) identifies the top ten generic benefits of Technology Based Training as reduced time, reduced cost, increased retention, increased safety, increased access, increased motivation, increased satisfaction, instructional consistency, mastery and privacy. Figure 1 below depicts the features of e-learning, which include collaboration and sharing, links to resources, learner control, delivery, and administration.
Content Text Video Graphic Sound

Link to resources Other training materials Other Web-based training Link to electronic performance support systems

Learner Control Practice Pacing Feedback Content Accessibility

Collaboration and sharing Communities of practice Peers Other trainees Experts Mentors and advisers

Administration Enrolment Monitoring Progress assessment

Delivery Internet/Intranet Web CD-ROM Distance learning

3 Source: (Noe et al, 2003:285) THE CURRENT STATUS OF E-LEARNING IN TVET IN ZAMBIA The TVET system in Africa has been predominately classroom based. This is particularly true in Zambia. The classroom based learning is characterised by a physical learning environment between a student and a lecturer. However, the emergence of e-learning has allowed some people in Zambia to acquire and improve their training in different fields. Some of the challenges that have been identified that pose a challenge to many Zambians benefiting fully from the advantages offered by e-learning include: the low numbers of people with internet access, availability and affordability of computer hardware, cost of acquiring the training. Many African nations are struggling with limited access to training for young people, and at the same time have to address the basic needs of an older generation. In Zambia,

Figure 1 Characteristics of e-learning

Collaboration in eLearning in Zambia

secondary school leavers at grades nine and twelve have to compete for limited places at universities and colleges. The TVET sector has enrolments of 27,000. Considering the number of youths that do not qualify to grades eight and ten and those that write grade twelve examinations, this number is not as high as it should be to cater for these youths. Distance learning and e-learning can help the youths in training. In the TVET sector in Zambia very few institutions are offering distance learning let alone e-learning. The Technical, Education, Vocational and Entrepreneurship Training Authority (TEVETA) outlines the objectives for distance and vocational training as being: To provide access to Technical Education, Vocational and Entrepreneurship Training (TEVET) to a wider category of students. To develop an affordable type of education and training to citizens in the country. To provide opportunities for the acquisition of education and training to disadvantaged citizens in the country. To eliminate distance as a barrier to the acquisition of knowledge, skills and values. To develop a variety of means of offering TEVET programmes which are in line with developments in the region and globally (TEVETA, 2004:v).

Distance learning and e-learning can help in addressing issues of access and providing access to training. The National Information and Communication Policy has targets on the promotion of ICTs in education, research and development. The policy goal is to integrate ICTs in the education system and develop the nations Research and Development (R & D) capacity to support, facilitate and contribute to the development of the key sectors of the economy including development of appropriate local ICT products and services (Ministry of Communication and Transport, 2006:28). Distance and e-learning in the TEVET sector in Zambia is a recent development offered by a handful of institutions. On the other hand the University of Zambia has been offering a variety of degree, diploma and certificate courses by distance learning since its inception in 1966. A good number of people have successfully graduated in these programmes. There are four institutions offering distance education in the TEVET sector. Two of these are public while two are private. Two of these incorporate e-learning in their programmes. Some institutions that have planned to introduce e-learning have indicated lack of finances as a reason for having not introduced distance education. It is possible that some have not started distance education due to lacking innovation and being content with the status quo. TEVETA has developed guidelines for Distance Vocational Training for institutions that wish to begin distance learning. TEVETA plans to produce these guidelines for sale to institutions. TEVETA has also indicated its plans to assist in development of learning materials for distance education on a cost sharing basis with training providers. There is need to promote access and inclusion for TVET through promotion of ICTs. The National Information and Communication Technology Policy has a vision of A Zambia transformed into an information and knowledge-based economy supported by consistent development and pervasive access to ICTs by all citizens by 2020 (Ministry of Communications and Transport, 2006:20). This gives a policy direction of how the different sectors, like the TEVET one, should align their strategies in their training.

3.1

Survey of distance learning In a survey carried out on the four institutions offering distance learning in TEVET it was found that the distance learning role was carried out by lecturers, tutors and supervisors. The approach to distance learning was that of using stand-alone distance education packages and wrap around packages. 3.1.1 Benefits of distance learning

1st African UNESCO-UNEVOC TVET Summit (2007)

G. S. Konayuma

The most significant potential benefits of distance learning were identified as: Giving opportunity to those far from training institutions to learn; Encouragement of students to engage in group discussions; Allowing workers to continue working while learning; Providing flexibility in learning; Being economical; Allowing various groups, ages and qualifications to access training; 3.1.2 Challenges of distance learning The challenges faced in distance learning included the following: Breakdown in Internet services; Lack of computers; Dishonesty by some students making it difficult to know whether they worked on their own or someone did the work on their behalf; Students failing to submit assignments on time; Breakdown in communication due to failure of the postal system; Limited interaction with the tutor; Slow communication with students; Documentation can be quite tedious; 3.1.3 Improving distance learning Respondents proposed the following recommendations for the improvement of distance learning: Giving more assignments; Giving balance between distance learning and residential school; Establishing centres close to communities; More access to computers and Internet facilities (especially in rural areas); Training distance learning tutors; Having mentors for each distance learning centre. The survey on distance learning shows that there are number of challenges that need to be overcome if the potential benefits of distance learning are to be fully realised by learners. If distance learning provision is improved in terms of quality and quantity, it will form a good basis for e-learning provision in the TEVET sector.

3.2

Survey of e-learning

3.2.1 Approach to e-Learning In a survey carried out on the four institutions offering distance learning in TEVET it was found that the approach to e-learning was mainly computer-based assessment, web-based research, discussion board, wireless device, simulation, learning software and streaming video/audio. 3.2.2 e-Learning Technologies It was found that face-to-face where all participants are physically present was among the elearning technologies used. 3.2.3 Benefits of e-Learning The most significant potential benefits of e-learning were identified as: No barriers in learning; Learner progressing at their own pace; Workers do not need to go on leave or resign in order to pursue their studies; Being cheaper than traditional learning methods; 7

Collaboration in eLearning in Zambia

Being flexible; Ability for students to communicate and have discussions with other students within and outside the country.

3.2.4 Challenges in delivery/learning of e-learning The following challenges were identified by e-learning practitioners: Development of adaptive material being time-consuming; Certain e-learning systems are expensive to purchase: Lack of skills in e-learning technologies and how these can be used in lesson delivery. 3.2.5 Recommendation for the improvement of e-learning Respondents proposed the following recommendations for the improvement of e-learning: Government policy guidance; Removal or significant reduction of tax on ICT equipment and software; Information dissemination on e-learning benefits and technologies through seminars and workshops; Having specialised courses on e-learning technologies that will give knowledge and skills to lecturers and tutors. The survey on e-learning shows that there are number of challenges that need to be overcome if the potential benefits of e-learning are to be fully realised by learners. In TEVET, e-learning has not yet been fully realised as a mode of learning that can enrich traditional learning and bring on board those that are not part of the formal full-time training system. 3.3 Provision of Information and Communication Technology training It should be noted that a number of institutions are offering computer training programmes. In a survey conducted by the Ministry of Science, Technology and Vocational Training, it was found that 6,943 out of 32,841 trainees were enrolled in ICT programmes. This represents 21.1% of the total enrolment (Ministry of Science, Technology and Vocational Training, 2005:11). A total of 125 out of 340 registered institutions offer computer training programmes. This represents 37 percent of the institutions. Programmes offered include: Information Technology, Diploma in Computer Studies, Computer Systems Engineering and Information and Communication Technology for the Visually Impaired. A number of the TEVET programmes have ICT integrated in them. This means that most TEVET institutions have the potential to develop distance learning and e-learning programmes to benefit students that cannot be enrolled in the full-time learning programmes.

3.4 Promising Practice of E-learning in TEVET

The School of Radiography at the Evelyn Hone College has been implementing e-learning since 2003. This is being done under the ORET (Development Related Export Transactions) programme financed by the Zambian and Dutch government. The aim of this cooperation is to improve the quality of the Diploma in Radiography programme. This is realised by support in curriculum development, teachers training, provision of books and lesson materials, a website and e-learning space. In collaboration with Fontys International Projects of Netherlands a range of services from basic literacy to highly specialised vocational training are provided. Since 2003 the School of Radiography of Evelyn Hone and Fontys University of Professional Education has been cooperating in Curriculum Development and Education. The e-learning programme has enabled learners and lecturers develop a collaborative work culture. Lecturers have pursued various courses in the Netherlands and enhanced their skills in areas such as Information Technology, e-learning, teaching methodologies, diagnostic ultrasound, and Educational materials development (Munsanje, 2007:1).

1st African UNESCO-UNEVOC TVET Summit (2007)

G. S. Konayuma

Students on the e-learning programme use a digital learning environment where they follow Internet courses. Students are able to sign up and subscribe for a course. For example, they may subscribe for a Basic Ultrasound course. The student will find information on the course on the website. The course duration for each course is stated including the start date. The e-learning programme has enabled learners to enrich their learning of Radiography. In cases where lecturers are not available, the learners are still able to follow the course material on their own using e-learning.

STRENGTHS AND WEAKNESSES OF E-LEARNING IN ZAMBIA

E-learning in Zambia has a number of strengths and weaknesses. Some of the weaknesses and/or challenges are the question of access to the Internet and cost to e-learning, availability and affordability of Computer hardware, software and Internet connectivity. Another challenge is the cost of obtaining the education by e-learning. The other challenge to e-learning is that some people are generally resistant to change and therefore, e-Learning may not be easily accepted as a form of learning (Museshyo, 2004:1). These challenges are capable of negatively impacting the growth of e-learning in the Zambian education system in general and TEVET system. It is also important that e-learning implementers avoid the pitfalls of classroom teaching such as having boring slides, monotonous speech, and little opportunity for interaction. The strengths of e-learning in Zambia are that there is a growing interest in the use of ICTs. This means that e-learning has a good foundation for development and growth. In the TEVET sector the growing number of institutions doing ICT programmes provides a platform for the development of e-learning and distance learning. Another strength is the readiness of co-operating partners to support e-learning development. There is need to take advantage of this good-will and ensure that e-learning is fully integrated in the learning systems so as to promote access and inclusion in TVET.

RECOMMENDATIONS TO USING NEW ICT BASED SOLUTIONS IN TEVET

Based on the study of e-learning in TEVET in Zambia above the following recommendations are made: 5.1 Access to e-learning Technologies There is need for policy makers to facilitate the acquisition of e-learning software by training providers. This could be done by reduction of tax on ICTs or removal of tax. Networking and benchmarking against best practices within and outside Zambia needs to be facilitated. Another area that need to be addressed is the pricing of Internet. More institutions would be able to use e-learning in their training if it was affordable. However, collaboration among institutions can assist in meeting the costs of Internet connectivity. In secondary schools the iSchool project has enabled institutions to access and share learning materials from the Internet. The explosion of ICTs e.g. mobile phones, computers and palmtops in Zambia is an opportunity that needs to be taken advantage of to access e-learning technologies.

5.2

Policy Guidelines for Use of New ICT Based Solutions in TEVET The TEVET Policy needs to be strengthened so as to indicate the objectives and strategies of using ICT based solutions in TEVET. The Ministry of Science, Technology and Vocational Training needs to develop policy guidelines that will promote the use of new ICT based 9

Collaboration in eLearning in Zambia

solutions in the TEVET sector. These policy guidelines need to be developed in consultation with key stakeholders such as training providers, trainees, industry, professional associations and non-governmental organisations.

5.3

Information Dissemination on e-learning Benefits and Technologies The various meetings such as seminars, workshops and consultative forums should be used to disseminate information on e-learning benefits and technologies. MSTVT and TEVETA should use their newsletters and websites to promote exchange of information on e-learning benefits and technologies. Organisations such as the Computer Society of Zambia and eBrain forum of Zambia (whose objective is to develop a common knowledge-sharing community on the use of ICTs to foster social and economic development) need to intensify their efforts in disseminating information on e-learning benefits and technologies. E-learning Zambia which recently hosted the e-Learning Conference for Zambia needs to facilitate information dissemination on e-learning benefits and technologies.

5.4

Networking and Benchmarking There is need for TEVET providers to network with other providers so as to share information on how to use new ICT based solutions in TEVET. This networking can be done using TEVET conferences and professional associations. The government could also provide a facilitating role in for training providers to network with each other on issues of ICTs. There is need for institutions offering e-learning to benchmark against best practices by those offering e-learning in education and in vocational training. The e-learning being offered by the Radiography School at Evelyn Hone College is worth benchmarking against. A more detailed study on the lessons learnt in the use of e-learning at the College is required. This paper could have done a detailed case study on the e-learning being offered by Evelyn Hone. However, due to having learnt about this e-learning project rather late, this paper has just highlighted some of the promising practices that other institutions can learn from.

CONCLUSION

The paper has looked at the benefits of e-learning for TVET. It has also examined the current status of e-learning in Zambia. The paper has highlighted the strengths, weaknesses, opportunities and threats of e-learning in Zambia. Recommendations on how present initiatives and projects in ICT in the TVET sector can be enhanced have been provided. There is need to enhance access to e-learning technologies and disseminate e-learning benefits and technologies. There is also need for the government to develop policy guidelines for the use of new ICT based solutions in TEVT. Lastly, there is need to promote effective networking and benchmarking so that ICTs can be used to promote socio-economic development that leads to job and wealth creation.

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REFERENCES Ministry of Communications and Transport (2006) National Policy of Information and Communication Technology. Lusaka: Ministry of Communications and Transport. Ministry of Science, Technology and Vocational Training (2005) TEVET Digest. Lusaka: Ministry of Science, Technology and Vocational Training. Ministry of Science, Technology and Vocational Training (1996) Technical Education, Vocational and Entrepreneurship Training (TEVET) Policy. Ministry of Science, Technology and Vocational Training. Museshyo, A. (2004) E-learning in Zambia: A Dream or Reality? [online] Available from http:www. Munyinda, K. (2007) eLearning for Industry eLearning Zambia National Conference. Lusaka: eLearning Zambia. Noe, R. A., Hollenbeck, J. R., Gerhart, B., and Wright, P. M. (2003) Human Resource Management: Gaining a Competitive Advantage. New York: McGraw-Hill. Technical Education, Vocational and Entrepreneurship Training Authority (2004) Distance Vocational Education: A Guide to Implementation. Lusaka: TEVETA.

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