Description
Africa has been hard hit with poverty and disease and this has had an immense effect on the quality of social, cultural and political lives of the people. This has made development to move at a very slow pace in the last decades. But the presence of information and communication technologies (ICT) has somewhat carved out an alternative path to development.
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Journal of Emerging Trends in Computing and Information Sciences
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The Role of ICT in the Economic Development of North East Africa: Eritrea
1
Mungamuru Nirmala,
2
Kaliyaperumal Karthikeyan,
3
Sreedhar Appalabatla,
4
J.Patharaj
1,2
Department of Computer Science, Eritrea Institute of Technology, Asmara, Eritrea, N.E.Africa
3
Department of Electrical & Computer Engineering, Hawassa University, Hawassa, Ethiopia, N.E.Africa
4
Ministry of Education, Asmara, Eritrea, N.E.Africa
ABSTRACT
Africa has been hard hit with poverty and disease and this has had an immense effect on the quality of social, cultural and
political lives of the people. This has made development to move at a very slow pace in the last decades. But the presence of
information and communication technologies (ICT) has somewhat carved out an alternative path to development. Not
withstanding the urgency and enthusiasm with using this new medium for social and economic change, the Internet has brought
about negative as well as positive contributions to development in Africa. The contributions of scholars in the field of
technology in bringing about change in the lives of people in Africa in general and Eritrea in particular will be discussed and
analyzed. The reviews and analysis of the contributions of the scholars in the field of development will be critical in judging
the overall significance of the role of the Internet in promoting social change.
Keywords: Information and Communication Technology (ICT), Growth Domestic Product (GDP), Computer Mediated
Communication (CMC), Education for All (EFA).
1. INTRODUCTION
This paper intends to examine how information and
communication technology (ICT) has contributed in
promoting economic development initiatives in Eritrea.
This is an initial exploratory study that will be
accomplished through a critical literature review.
In this modern age, the role of technology in
improving the lives of the people cannot be
underestimated. Most people, including minorities, more
than ever before are now buying goods and services
online, sending messages across the globe to loved ones,
sending emails to donor agencies for support and receiving
instant replies (Ebeling, 2003). The issue of network
technology has been one of the fundamental problems
affecting development in Africa since 1960. These issues
of connectivity and networking are some of the
fundamental setbacks that the grass-root developing
companies in Eritrea are facing since the Internet boom of
the early1990’s. (Moodley, 2002 & 2005).
With this boom, communication for developmental
issues has been strengthened. However, there have been
some setbacks in terms of Internet literacy and
accessibility (Lister, 2002). Not everyone in the third
world has the knowledge and ability to use the computer,
let alone owning one. Commencing a social development
awareness, globalization is a complex phenomenon
expressing the union of economic, political, social, and
cultural factors interacting in Africa and Eritrea in
particular through Information & Communication
Technology (ICT) cross-geographic borders.
1.1 Brief History Of The Internet
The Internet has become an invaluable bridge for
Africans to regroup and discuss social, political, cultural,
and economic issues facing them at home and abroad. The
Internet started in America with an initiative from
President Dwight D. Eisenhower who saw the need for an
Advanced Research Projects Agency (ARPA) that would
cater for America's computer networking and
communication in 1957 (Gromov, 1995; McCormick,
2002). This computer networking and communication was
used mainly by giant organizations like the military and
the government. It was not until the early 1990s that the
Internet actually became commercialized. It then became a
communication medium between persons. Computers all
over the world could then be able to receive data and
sounds from other computers stationed in other countries.
Computer Mediated Communication (CMC) became very
popular for interpersonal communication. It was now very
possible for people to use the Internet to send and receive
email messages. Thus, the Internet helped tremendously in
reducing mobility and making the world a global village.
Africans, living at home and abroad found out that
the Internet had greatly contributed in bringing them
together as well as contributed in economic development
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of their countries. For instance, Ayisi Makatiani's Africa
online (Economist, 2006) has helped tremendously to
expand business initiatives in the continent. As a graduate
from the Massachusetts's Institute of Technology, he used
his acquired technological skills to help the African
continent.
1.2 Profie Of The Country
Almost one year after the declaration of
Education For All (EFA) at Jometien, Thailand in
March 1990, Eritrea got its independence on May 24,
1991 after thirty years of freedom struggle. It has an
area of 121,144 sq km and has an estimated population
of 4,670,000 (2005 est . ).
It is located in the Horn of Africa, bordered in
the North and West by Sudan, in the South by
Ethiopia and Djibouti and in the East by the Red
Sea. Its capital is Asmara. The population is composed
of nine ethnic groups and the country is
divided into six administrative regions. The population
is about equally divided between Christians and
Muslims. Like many African economies, the economy
of Eritrea is largely based on agriculture, with more
than 70 percent of the population involved in
farming and herding. It has the GDP per capita income of
$900 (2004 estimates). The country’s agricultural
products include sorghum, wheat, corn, cotton, coffee,
and tobacco. Cattle, sheep, goats, camels are raised.
There is a fishing industry and some pearl fisheries
remain in the Dahlak Archipelago. The country's natural
resources include gold, copper, potash, zinc, iron,
and salt , but they have not yet been exploited. Off
shore oil exploration was begun in the mid -
1990’s.Eritrea has little manufacturing beyond food
processing, textiles, and building materials. Many
Eritrean’s work outside the country and their
remittances substantially augment the GDP. Imports
(consumer goods, machinery, and petroleum products)
greatly exceed the value of exports (livestock,
sorghum, and textiles). The country’s main trading
partners are Saudi Arabia, Sudan, and Italy
(Rena, 2006).
The Ethiopian-Eritrea war in 1998-2000 severely
hurt Eritrea's economy. GDP growth fell to zero in
1999 and to 12.1 percent in 2000. The May 2000
Ethiopian offensive into northern Eritrea caused some
$600 million in property damage and loss, including
losses of $225 million in livestock and 55, 000
homes. The attack prevented planting of crops in
Eritrea's most productive region, causing food
production to drop by 62 percent. The erratic rainfall
keeps the cereal product well below normal,
holding down growth in 2002-04. Even during the
war, it is observed that Eritrea developed its
transportation infrastructure, asphalting new roads,
improving its ports, and repairing war damaged
roads and bridges. Since the war ended in 2000,
the government has maintained a firm grip on the
economy. Eritrea's economic future depends upon its
ability to master social problems such as illiteracy,
unemployment , and low skills, and to open its
economy to private enterprise so the Diaspora’s
money and expertise can foster economic growth
(Rena, 2006).
Since its independence, the country has been
undertaking number of developmental programs in
rebuilding its war damaged economy particularly
education sector. There are five levels of education in
Eritrea, pre- primary, primary, middle, secondary, and
tertiary. Education is as natural as the right to breathe.
However, Eritrea pledged to achieve the
universalization of primary education and to increase
the national literacy rate. The literacy rate is reported
to be 57 percent (Rena, 2005). There are nearly 700,000
students in the primary, middle, and secondary
levels of education (Moe, 2006). There are about
1100 schools and more than 12,000 teacher in Eritrea
and two Universities (Uni versity of Asmara and the
Eritrea Institute of Technology) as well as several
smaller colleges and technical schools. One of the
most import ant goals of the Eritrea's educational
policy is to provide basic education in each of
Eritrea's mother tongues as well as to develop self
-motivated and conscious population to fight poverty
and disease. The methodology used in preparing this
paper is both qualitative and quantitative in nature
where the data has been collected from different
reports, books news papers etc. The data mainly
obtained from the reports of the World Bank,
Ministry of Education, the government of Eritrea,
and some Journals, newspapers articles published in
etc.
1.3 Getting Rid Of Poverty
Eritrea, like most other African countries has had
her share of economic and political depression due mainly
because of war in part on the imposition of the sanctions.
For example, "means of communication were not
constructed in the colonial period so that Africans could
visit their friends. More important is still they were not laid
down to facilitate internal trade in African commodities"
(Rodney, 1981, p.209). Unlike most African countries that
suffered the negative effects of colonization and were able
to partially recover from it with self-rule, Eritrea was still
rocked by apartheid. This had an immense effect on the
economic and political lives of the people.
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The increasing rate of poverty in mostly the rural
areas of the country brought about violence, rape, banditry,
death and diseases like HIV/AIDS. The only way that the
government of Eritrea had to deal with these issues was to
embrace the challenges of globalization. Technology
became the answer to solve the acute economic problems
of the people. Snyman et al., (2003) in their article
"Getting information to disadvantaged rural communities:
the center approach", made this observation:
President Isais Awerki articulated the vision and
plan for ICT in Eritrea, “In telecommunications, the
extension of mobile telephone services is growing demand.
Expansion of fixed and mobile telephone services coupled
with narrow and broadband internet access through
satellite linkup, which is principally aimed at enhancing
information services for education and students, are
additional communications projects the government is
pursuing vigorously” (Eritrea Profile, vol. 12, No.22, May
25, 2005).
The issue of involving Eritrea in the digital age was
primarily due to the fact that globalization was forcing the
entire continent of Africa to keep pace with the rest of the
world. For instance, Limb (2005) stated that "New
strategies for digital publishing, preservation, and access
are evolving among Africans and Africanists, but face
daunting problems, most notably in Africa" and since
"...electronic publishing and learning developments are
increasingly dominating global educational and scientific
trends".
Media Communication, especially broadcasting was
the medium to be used as a tool to educate, and at the same
time inform the people on another important area of
development like AIDS. The dangers of AIDS/HIV
disease was one of the primary causes of death in the
country.
Technological innovations had to be used not only
for information dissemination, but more importantly, to
create educational and health awareness for the people of
Eritrea. Digitalizing the telecommunication and the
broadcasting industries in Eritrea was the only way for the
country to go "global." This happened because the major
roadblock that the country faced during the apartheid era
was now something of the past. Thus, economic and
technological development became a possibility.
According to Melkote and Steeves, (2001), if
development has to take place in a country, the people
have to be liberated first. Their opinions are equally shared
by Paolo Friere (1970) who admits that concretization of
the masses- in this case through information
dissemination- is the key to achieving success with
development. But government leaders must be willing to
embrace development and be prepared to withstand the
challenges.
2. ROAD TO DEVELOPMENT
Development of basic infrastructures in Africa has
been a slogan for most countries in the continent after they
gained independence in 1990. Prior to improving the lives
of the people, the colonizers used assimilations and
acculturations tactics to get the people to imitate western
ways of life
2.1 Pan-Africa Network and Information
Technology
United Nations Secretary-General Kofi Annan
underlines, that ICT can play in furthering and enhancing
sustainable development. Everywhere in the developing
world, especially in Africa, governments are launching
ambitious ICT infrastructure initiatives, radically changing
their communications policy frameworks and situating ICT
at the heart of their self reliance movement as a strategy.
ICT has become an indispensable tool in the fight against
poverty in Africa. ICT provides developing nations with an
unprecedented opportunity to meet vital development
goals such as poverty reduction, basic healthcare, and
education, far more effectively than before. Those nations
that succeed in harnessing the potential of ICT can look
forward to greatly expand economic growth, dramatically
improved human welfare and stronger forms of democratic
governance. ICT in changing world and Africa should
identify specific policy prescriptions undertaken by
countries illustrating the application of ICT tools and
strategies for income generation and human poverty
eradication, enhancing economic opportunities and
reducing the gap in social equity. It focuses on human
development, which meets UNDP mandate in the area for
development by concretely promoting human development
and eradicating poverty. Human development resumes its
centrality and freedom becomes the principal means and
ends of development. Amartya Sen observed that it would
become essential to ‘develop and support the institutions,
including democratic systems, legal mechanisms, market
structure, educational and health provisions, media insight
and framework to reinstate freedom at the core of human
development initiatives'[Sen, A, Development As
Freedom, Knopf, New York, 1999].
The Pan-African Network (PAN) aims to bridge the
digital divide in Africa Continent and propose tele-
education and telemedicine services to the member
countries of the African Union (AU). President Dr. Abdul
Kalam announced the willingness of Government of India
to provide seamless and integrated satellite, fiber optics
and wireless network connecting 53 African countries
including Eritrea during the Pan African Parliament,
Johannesburg, on 16 Sept 2004. The PAN assignment
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estimated cost is about US $105 million and it will be
carried out through a grant from the Government of India
(GOI).PAN connects AU members through a satellite and
fiber optic network, which would provide effective tele-
education, telemedicine, and VOIP services (Direct
connection between Heads of States). It strengthens e-
Governance, e-Commerce, resource mapping and
meteorological services.
Ministry of External Affairs (MEA, Govt. of India)
and Telecommunications Consultants India Limited
(TCIL) are supervising this project. Different AU
member countries like Burkina Faso , Burundi, Cote
d'Ivoire ( Ivory Coast ), Djibouti , Ethiopia, Gambia ,
Ghana , Mauritius , Tanzania , Senegal and Seychelles
have signed the agreements with the TCIL. The hub for
the network is likely to be located in Senegal. The
proposed network will link five regional universities, 53
learning centers, 5 regional super specialty hospitals and
53 remote hospitals from African countries and 6
universities and 5 super specialty hospitals from India
will coordinate in the network North East Africa
particularly Ethiopia has already been started a pilot
project and will be the first beneficiary of the PAN
project.
The ICT experiment testing is already done in this
direction to strengthen connectivity of all African
countries. This will provide three Connectivity channels
like (i) Heads of the State Network for e-governance, (ii)
Tele-education network for higher education, skill
enhancement and capacity building, and (iii) Tele-
medicine for providing health care and super specialty
medi-care. This network will be in position by early 2007.
Eritrea as a part of Horn of Africa should concentrate as
part of human development on the following aspects like:
Eradication of poverty; Universal primary education;
Gender equality and empowerment of women; reducing
the child mortality; Improvement of maternal health; and
the development of a regional partnership for
development.
3. THE HRD EFFORTS IN ICT IN
ERITREA
The Government of Eritrea recognizes that
globalization is a reality, and if Eritrea is to benefit and
prosper in a global economy, the country must empower
its citizens with the knowledge, skills and attitudes to
compete in the global market. --- Education is the chief
mechanism of government to build a responsive citizenry.
In a rapidly changing world, education must be flexible
and adaptable to change, and must also recognize and
respond to the human resource capacity needs both
domestically and internationally”. (Framework for
Integration of ICT, National Curriculum of Eritrea ,
Ministry of Education, Eritrea , July 2005:1)., Minister of
Education, has identified the over all vision of ICT in
Education, which lays the foundation of recent policy
directives and this National Feasibility Study for ICT in
Education:
1. “ICT in education as a key contributor to improving
the quality of education in Eritrea, and engendering
life-long learning skills, such as information
processing, critical thinking and problem solving.
2. ICT will be integrated both vertically and
horizontally through out the educational provision of
Eritrea.
3. A top priority will be given to providing access to
ICT in remote areas of the country, people with
special needs, and girls.
4. ICT will be utilized to support training and continued
professional development of teachers, management
and operations staff, and the public at large”
Eritrea is developing a new national curriculum in all
sub-sectors of education. The MoE sees ICT as an
integral part of the education experience, and envisions
ICT to be consideration at all levels and across all
subjects achieved by the curriculum. Courses will be
developed primarily by the Department of General
Education (DGE) with assistance from teachers having
developed their own curriculum, and will cover basic
operations of computers, and a variety of productivity
software. Secondary and technical schools either have
computers labs, or will be the first to receive them”
(Framework: 4).Currently, the integrated ICT in
Education is initiated in Eritrea through
o Development of a National Policy for ICT in
Education
o Feasibility Study for ICT in Education and
o National Curriculum Framework for ICT in
Education.
All three policies will strengthen Education Sector
Development Programme (ESDP) to move forward in a
defined policy framework and strategic environment
(National Feasibility: 16). The budget for ESDP ICT
program in Phase-1 is US$ 8044,000, Phase-2 is US$
4309,000.50 and Phase-3 is US$17,480,000.90 (National
Feasibility: 67-81). The MoE is taking the lead to define
National Policy relates to ICT having different objectives
like to identify important components of effective ICT
integration to build awareness among the entire education
sector, to outline a cross-sector strategy for pragmatic
implementation of the policy to help integrate processes
and minimize wastage and to narrow the “digital divide”
by addressing key constraints through the use of ICT.
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4. NATIONAL POLICY FOR ICT IN
EDUCATION
Eritrea fully embraces the Millennium
Development Goals affirmed by the United Nations and
that ICT plays an integral part of the process in meeting
these goals(National Policy for ICT in Education for
Eritrea, Ministry of Education, July 2005: 2). These goals
are 1) Eradicate poverty and hunger, 2) Universal primary
education for all, 3) Promote gender equality an empower
women, 4) Reduce child mortality, 5) Combat
HIV/AIDS, 6) Ensure environmental sustainability, and
7) Improve maternal health.
4.1 National Feasibility Study on ICT in
Education
The MoE has secured multi-lateral donor funding
to support the 5-year planned education capacity
development in Eritrea such as The World Bank, Africa
Development Bank, The Netherlands, Norway, The
Government of Eritrea (National Feasibility Study on ICT
in Education in Eritrea, Ministry of Education, July 2005
:5). ESDP approaches secondary enrollment and
completion from 23% to 35% by 2009, and to reach
gender parity by 2009. Strategies include: upgrading and
provision of schools and classrooms, expansion of teacher
training output, rapid dissemination of ICT facilities and
related training in schools (National Feasibility: 5). A
World Bank study calls for improvement of the budgetary
planning system by installation of ICT services (Eritrea
Education and Training Sector Note, July 2002, The
World Bank Report NO. 24448-ERI). Another study
concludes that ‘relevant and substantial ICT in education
programs can open new ‘digital opportunities for
developing countries like Eritrea’ ( Eritrea : Opportunities
ands Challenges for Introducing Educational Technology
in Secondary School, May 2003: World Links).
The most comprehensive ICT training organized by
the MoE took place in CTTC, University of Asmara, in
Spring 2005 that sponsored by the World Links NGO
based in Washington, DC, the one-week program trained
100 teachers are using ICT for teaching and learning. WL
also sponsored the training of 50 schools directors in
basic ICT skills, ICT tools for administration, the basic e-
mail skills(National Feasibility: 37). WL has programs in
over 20 countries around the world, and maintains an
open online community of educators that share ideas,
lessons, and experiences with the community. In addition
to the 126 computers for the 6 pilot schools, WL has also
secured 384 additional refurbished computers for Eritrea.
The FAIR is a Norwegian NGO aiding developing
countries and supplying computer networks and training.
Currently, FAIR is working in Zoba Northern Red Sea,
installing network computer labs of 50 computers in 4
secondary schools, and 3 middle secondary schools. By
2005/2006, all 7 FAIR computer labs will be installed,
and all teachers trained to administer the lab (National
Feasibility: 57-58).
4.2. FRAMEWORK FOR INTEGRATION
OF ICT
The ESDP and ICT are working under the
common objectives that highlight to inform the education
community of the intent and plans of the MoE for ICT in
education, to travel to all Zoba capitals for first-hand
assessment and analysis of the ‘State of-Play' of current
infrastructure and human resource capacity for installing
and using computers for teaching and learning in local
secondary schools, to identify cost components important
for accurate budget development for procurement,
installation, and maintenance of ICT in secondary schools
and technical schools and to provide options doer
connecting computers to the Internet in secondary schools
(National Feasibility: 28).
The Computer labs are planned to contain up to
50 computers. To coordinate, facilitate, and produce
multimedia and related ICT materials for education
purposes, the ICT Unit, the departments of Adult &
Media Education, Technical & Vocational Education
Training (TVET) and DGE will establish a media
development steering committee coordinated by the ICT
Unit'. Sector-wide implementation of the new curriculum
will take from 3 to 5years, depending on the level. The
MoE will look closely at satellite transmission solution
for piloting curriculum. The MoE website will then
become an archive of experiences important for creating a
support system for teachers (Framework: 5-10).
Tertiary Education, particularly Department of
Computer Science at the Eritrea Institute of Technology
(EIT) will play important role in ICT strategies for
General Education. The Faculty of Education, the
Department of Computer Science and other relevant areas
of study at EIT will collaborate with HRD at the MoE to
identify instructors, tutors, or mentors to help in the
administration of the distance learning program for
teacher upgrade. The strategies for adult literacy include
developing an awareness campaign for ICT among
illiterate adults utilizing all types of media, grade
resources for reading and writing. Programs (cove health,
environment, civic issues, agriculture, and programs for
teaching methodology, early childhood education and
HIV/AIDS) are developed in local languages
(Framework: 15-20). TVET provides job skill programs
in a technical schools and 3 advanced technical schools in
Eritrea TVET agricultural programs will work closely
together in developing strategies for implementing ICT
into Agriculture field under mother tongue
(Framework:21-22).
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The ICT Unit of MoE will develop a series of
awareness and orientation seminars and workshops for
policy makers to help develop the conceptual framework
among educators, especially for application of ICT for
teaching and learning in both formal and non-formal
sectors of education. The MoE website will include a
public awareness aspect as well. The educational aspects
of the MoE website will be coordinated by the ICT Panel
at the DGE, working closely with the MoE ICT Unit, and
liaising with the AME and TVET.( Eritrea Profile,
Vol.13, No. 85, 30
th
December 2006 Part-III).
Today, new technologies are rapidly reshaping
the livelihoods of people throughout the world. The
Operations Officer for Eritrea Education Sector
Development- Program Management Unit (ESDP-PMU)
(during his discussion on 09.10.2006), examines, “Teacher
professional development in the use of technology in the
classroom will enhance and improve the capabilities of
teachers through a relevant teacher professional
development programs in the use of technology, including
computer literacy skills training and more advanced
professional development in the pedagogical application of
those skills. Workshops, seminars and short courses (160
hours or more as per the plan) will be developed and”. He
further emphasizes, “The specific training workshops will
be held for school directors of the 50 schools targeted
under the Eritrea Education Sector Improvement Program
(EESIP), along with other key administrative personnel at
the Zoba and Sub-Zoba levels”. Mr. Haddish Tesfamariam
observes, “ All the selected secondary schools (50 in
number) having strength of 2000 students will be offered a
computer laboratory with 25-30 computers and the
provision of two laboratories depending on the student
strength will be kept. It is expected that 16 schools
currently be connected to the Internet using dial-up ISP”.
ESDP-PMU sources advertised for the
procurement of IT and Office Equipment for Secondary
schools and mentions, “ The State of Eritrea has received a
loan from the African Development Fund (ADF) in the
amount of UA 13,600,000.00 towards the cost of the
Eritrea Education Sector Development Program, and
intends to apply part of the proceeds of the loan to cover
eligible payments under the contracts for the supply of IT
and Office Equipment for Secondary schools. Bidding is
open to all bidders from eligible member countries as
defined in the Africa Development Bank's (ADB) Rules of
Procedure for the Procurement of Goods and Works and
the last date for application is on or before 14:00 local time
on December 18, 2006” (Eritrea Profile, vol.13, NO.62,
Dated 11
th
October 2006). “The ADF project will equip 30
science laboratories and 40 workshops at a total of 30
schools (Table-1) and by providing 20 computer
laboratories and 400 sets of computers to 20 schools. It
will also provide reference and library books, as well as
teaching aids for 50 schools. To enhance the quality of
teaching at the secondary level, the government has
embarked on recruiting highly qualified teachers
internationally, on a cost-effective basis, to meet rising
enrolments as a provisional measure over a 5-year period,
pending the training of Eritreans in teacher training
institutes and at university level.
It is worth noting that Eritrea is using internationally
recruited teachers because the number of Eritreans in the
teaching force is not enough. As the trained Eritreans take
over the teaching positions, the internationally recruited
teachers will be gradually phased out. Based on
projections of demand for teachers, the project provides
for the financing of 450 person/years of teachers, mainly
in the areas of science, math and technology. To optimize
the effectiveness teachers, the government will strengthen
the present orientation, guidance and counseling already
being provided to arriving teachers. --- The international
recruitment of teachers as a transition measure will enable
at least 30,000 Eritrean to gain access to quality
education”. (Africa Development Fund, Education Sector
Development Programme, June 2004:20).
5. ICT IN EDUCATION AND ITS ROLE
IN ERITREAN SOCIETY
The pace of technical change is increasing and it is
beyond the capacity of society to understand and manage
its impact. Technical change has helped people in their
daily battle for survival. Despite the potential of new
technologies to change the livelihoods of people living in
poverty, Eritrea Institute of Technology (EIT) and other
education institutions should plan to strengthen its limited
access to appropriate technologies as well as information
and knowledge about technical options. From a long-term
perspective, people living in poverty need to be able to
adapt and select and use the technology that suits them
according to their own discretion with the help of their
children studying for example in EIT. Moreover, EIT
provides the computer subject to all disciplines (Arts,
Social Science, Commerce and Science) entitled
Introduction to Computer Science to all students admitted
as freshman.
Technology innovations are vital for growth and
poverty reduction in developing countries. ICT and Human
Development Efforts in Eritrea are recognized as a major
determinant of economic growth. The irony is that the
technologies to meet these needs are growing in Eritrea ,
but they are not accessible to the people who need them
most. EIT should initiate in this direction as a case study
and advertise short term orientation courses, Certificate,
Diploma and Degree courses in ICT to its students and
non-teaching employees. There should be sufficient
courses to nearby villages like Daro-Paulos, Adi-rasi,
Adem-nager, Kutmo-awlie, Ababarda, Himbirti , Adi-
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gabrai and Gebre-keflet to create awareness about ICT and
its use in agriculture development and others among
people living in these villages in their regional languages.
The fact that ICT transfer has no direct link to
poverty reduction stems from the reality that most poor
people do not depend on employment in the formal sector,
where Foreign Direct Investment (FDI) is directed. The
livelihoods of the great majority of the poor people in
developing countries depend on micro and small-scale
enterprises. An understanding of the relationship between
capability and human development is critical to making
technology transfers applicable to poverty reduction. A
certain capability to absorb, select and adapt technologies
to local settings and to develop new technologies through
local innovation must be present for effective technology
transfer across all levels from teaching institutes to
household & national level. At the household level this
means a thorough knowledge of information systems and
integrated social networks as well as local knowledge in
their respective language through EIT network (as a major
research project/case-cum-area study that may result future
direction to the ICT programme and strengthen Pan-Africa
network) . At the national level, this involves a national
framework that considers innovative systems
accommodating a range of institutions and policies. The
key focus should be on integrating national technology
policies and innovation systems with poverty reduction
strategies. Participatory technology development has
shown to be effective as a means of choosing the most
appropriate technology. Enabling access to new
technologies consists of making more productive
technologies available through technology transfer and
providing an environment, which includes institutional and
financial support to the marginalized people. The vital
factor is not just bringing new technologies to the door
step of the people but addressing their organizational,
management and marketing skills, opening new channels
of information and knowledge and making credit and
markets more accessible.
Their argument too, that telephone lines per capita
in Africa is the lowest in the world has again painted a
bleak picture of the role of the Internet as a force to foster
development. This is because the Internet system that can
be cheap for everyone to afford in Africa can only be the
dial-up. Cable modem and broadband could be very
expensive to manage in a system where government
subsidies for improving the media systems are hard to
come by.
The fact that these African countries are getting
together to mutually link with each other is very helpful
for development. They may have to share one spectrum
and maybe one media policy. This could help reduce
individual subscription rates thereby reducing the gap of
digital divide. When Africa is compartmentalized and
working in isolation there is every reason to suppose that it
will be expensive for individuals to get connected to the
Internet so as to communicate easily, buy and sell goods
and services on-line, advertise on-line, and debate online..
The absence of African languages in the pool of
Internet integrated languages of operation has greatly
affected the way the populace can use it for
communicative and developmental purposes. One major
hurdle that Eritrea is facing on this issue of technology and
economic growth is whether the overall Growth Domestic
Product (GDP) of the country would be positively or
negatively affected as a result of the emergence of ICTs.
There are two issues of concern here. The first
issue is the question of the relationship between
information technology and job creation and job
destruction. The debate often gets framed in terms of
whether technology is creating jobs by improving
productivity and stimulating overall demand, or whether it
is eliminating jobs by replacing workers with machines
and automated production process.
The question that will arise given this situation is
that technology has brought hope as well as despair. Hope
in the sense that many foreign companies would be able to
invest in Eritrea. In the long run, the people would have to
learn new skills and work as labor forces in the companies
that need their technological know-how. This is a kind of
low-income job that does not warrant excessive literacy.
But if the machines were going to do the job what would
happen to the labor force? They would have to relocate. In
a country like Eritrea it is going to take a long time before
the majority labor force in the country become dynamic
with multiple skills. Thus, one can easily say that
technology has not entirely resolved the economic
problems of Eritrea. There are still challenges that lie
ahead.
This is what creates a worrisome situation.
Instead of depending on the West for the manufacture of
the software and hardware, Eritrea could develop her own
manufacture industry with the support of the West and in
that case, the rest of Africa can then import relatively
cheap software and hardware from Eritrea through a free
market system that enable free movements of goods and
services.
The telecommunication regulatory policies in
Eritrea have been liberalized in a way that exports of
communication services are encouraged. These are
positive insights to job creation and efficient productivity
for the Eritrea and the continent of Africa. This is the key
to introducing the Internet to the people who are still
getting use to western style technology.
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6. CONCLUSION
From the above study, it can be seen that Africa is
still lacking behind in superhighway technology. Even
though there is some glimmer of hope in the horizon with
the example of Eritrea, Senegal in the sub-Saharan region
of Africa and almost all the Northern countries like Egypt,
Tunisia, Morocco and Libya, there are still inherent
problems with respect to the Internet. The Internet enjoys
greater utility in the western countries due in part to the
increase subscription rates. Almost all households have
telephone lines and many users have the wireless personal
communication services like cellular phones, palm pilots,
laptop computers that can easily be connected to the
Internet. These gadgets are also present in most African
countries, but the cost of purchasing and maintaining them
is a lot more expensive for them when compared to
situations in the West. This is one of the reasons why the
Internet is going to take a while before becoming a vital
communicative medium in Africa.
For the purpose of economic development in
terms of creating tele-centers for Africa's goods and
services, there are advantages as well as disadvantages.
The advantage of using the Internet to sell Africa's goods
is that turnover rates will rapidly increase. Most buyers
who love certain ethnic items in Africa but who are living
in Europe can just go online and purchase them and have
them delivered right home within a short period of time.
The western powers need to stop manipulating
Africa as an ancillary continent that must succumb to
western models of modernity. Africa's cultural, economic
and social worth ought to be recognized as vital for her
development. This is why other scholars have proposed
alternative model for Africa when foreign models fail to
reconcile with existing structures.
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doc_718143305.pdf
Africa has been hard hit with poverty and disease and this has had an immense effect on the quality of social, cultural and political lives of the people. This has made development to move at a very slow pace in the last decades. But the presence of information and communication technologies (ICT) has somewhat carved out an alternative path to development.
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The Role of ICT in the Economic Development of North East Africa: Eritrea
1
Mungamuru Nirmala,
2
Kaliyaperumal Karthikeyan,
3
Sreedhar Appalabatla,
4
J.Patharaj
1,2
Department of Computer Science, Eritrea Institute of Technology, Asmara, Eritrea, N.E.Africa
3
Department of Electrical & Computer Engineering, Hawassa University, Hawassa, Ethiopia, N.E.Africa
4
Ministry of Education, Asmara, Eritrea, N.E.Africa
ABSTRACT
Africa has been hard hit with poverty and disease and this has had an immense effect on the quality of social, cultural and
political lives of the people. This has made development to move at a very slow pace in the last decades. But the presence of
information and communication technologies (ICT) has somewhat carved out an alternative path to development. Not
withstanding the urgency and enthusiasm with using this new medium for social and economic change, the Internet has brought
about negative as well as positive contributions to development in Africa. The contributions of scholars in the field of
technology in bringing about change in the lives of people in Africa in general and Eritrea in particular will be discussed and
analyzed. The reviews and analysis of the contributions of the scholars in the field of development will be critical in judging
the overall significance of the role of the Internet in promoting social change.
Keywords: Information and Communication Technology (ICT), Growth Domestic Product (GDP), Computer Mediated
Communication (CMC), Education for All (EFA).
1. INTRODUCTION
This paper intends to examine how information and
communication technology (ICT) has contributed in
promoting economic development initiatives in Eritrea.
This is an initial exploratory study that will be
accomplished through a critical literature review.
In this modern age, the role of technology in
improving the lives of the people cannot be
underestimated. Most people, including minorities, more
than ever before are now buying goods and services
online, sending messages across the globe to loved ones,
sending emails to donor agencies for support and receiving
instant replies (Ebeling, 2003). The issue of network
technology has been one of the fundamental problems
affecting development in Africa since 1960. These issues
of connectivity and networking are some of the
fundamental setbacks that the grass-root developing
companies in Eritrea are facing since the Internet boom of
the early1990’s. (Moodley, 2002 & 2005).
With this boom, communication for developmental
issues has been strengthened. However, there have been
some setbacks in terms of Internet literacy and
accessibility (Lister, 2002). Not everyone in the third
world has the knowledge and ability to use the computer,
let alone owning one. Commencing a social development
awareness, globalization is a complex phenomenon
expressing the union of economic, political, social, and
cultural factors interacting in Africa and Eritrea in
particular through Information & Communication
Technology (ICT) cross-geographic borders.
1.1 Brief History Of The Internet
The Internet has become an invaluable bridge for
Africans to regroup and discuss social, political, cultural,
and economic issues facing them at home and abroad. The
Internet started in America with an initiative from
President Dwight D. Eisenhower who saw the need for an
Advanced Research Projects Agency (ARPA) that would
cater for America's computer networking and
communication in 1957 (Gromov, 1995; McCormick,
2002). This computer networking and communication was
used mainly by giant organizations like the military and
the government. It was not until the early 1990s that the
Internet actually became commercialized. It then became a
communication medium between persons. Computers all
over the world could then be able to receive data and
sounds from other computers stationed in other countries.
Computer Mediated Communication (CMC) became very
popular for interpersonal communication. It was now very
possible for people to use the Internet to send and receive
email messages. Thus, the Internet helped tremendously in
reducing mobility and making the world a global village.
Africans, living at home and abroad found out that
the Internet had greatly contributed in bringing them
together as well as contributed in economic development
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of their countries. For instance, Ayisi Makatiani's Africa
online (Economist, 2006) has helped tremendously to
expand business initiatives in the continent. As a graduate
from the Massachusetts's Institute of Technology, he used
his acquired technological skills to help the African
continent.
1.2 Profie Of The Country
Almost one year after the declaration of
Education For All (EFA) at Jometien, Thailand in
March 1990, Eritrea got its independence on May 24,
1991 after thirty years of freedom struggle. It has an
area of 121,144 sq km and has an estimated population
of 4,670,000 (2005 est . ).
It is located in the Horn of Africa, bordered in
the North and West by Sudan, in the South by
Ethiopia and Djibouti and in the East by the Red
Sea. Its capital is Asmara. The population is composed
of nine ethnic groups and the country is
divided into six administrative regions. The population
is about equally divided between Christians and
Muslims. Like many African economies, the economy
of Eritrea is largely based on agriculture, with more
than 70 percent of the population involved in
farming and herding. It has the GDP per capita income of
$900 (2004 estimates). The country’s agricultural
products include sorghum, wheat, corn, cotton, coffee,
and tobacco. Cattle, sheep, goats, camels are raised.
There is a fishing industry and some pearl fisheries
remain in the Dahlak Archipelago. The country's natural
resources include gold, copper, potash, zinc, iron,
and salt , but they have not yet been exploited. Off
shore oil exploration was begun in the mid -
1990’s.Eritrea has little manufacturing beyond food
processing, textiles, and building materials. Many
Eritrean’s work outside the country and their
remittances substantially augment the GDP. Imports
(consumer goods, machinery, and petroleum products)
greatly exceed the value of exports (livestock,
sorghum, and textiles). The country’s main trading
partners are Saudi Arabia, Sudan, and Italy
(Rena, 2006).
The Ethiopian-Eritrea war in 1998-2000 severely
hurt Eritrea's economy. GDP growth fell to zero in
1999 and to 12.1 percent in 2000. The May 2000
Ethiopian offensive into northern Eritrea caused some
$600 million in property damage and loss, including
losses of $225 million in livestock and 55, 000
homes. The attack prevented planting of crops in
Eritrea's most productive region, causing food
production to drop by 62 percent. The erratic rainfall
keeps the cereal product well below normal,
holding down growth in 2002-04. Even during the
war, it is observed that Eritrea developed its
transportation infrastructure, asphalting new roads,
improving its ports, and repairing war damaged
roads and bridges. Since the war ended in 2000,
the government has maintained a firm grip on the
economy. Eritrea's economic future depends upon its
ability to master social problems such as illiteracy,
unemployment , and low skills, and to open its
economy to private enterprise so the Diaspora’s
money and expertise can foster economic growth
(Rena, 2006).
Since its independence, the country has been
undertaking number of developmental programs in
rebuilding its war damaged economy particularly
education sector. There are five levels of education in
Eritrea, pre- primary, primary, middle, secondary, and
tertiary. Education is as natural as the right to breathe.
However, Eritrea pledged to achieve the
universalization of primary education and to increase
the national literacy rate. The literacy rate is reported
to be 57 percent (Rena, 2005). There are nearly 700,000
students in the primary, middle, and secondary
levels of education (Moe, 2006). There are about
1100 schools and more than 12,000 teacher in Eritrea
and two Universities (Uni versity of Asmara and the
Eritrea Institute of Technology) as well as several
smaller colleges and technical schools. One of the
most import ant goals of the Eritrea's educational
policy is to provide basic education in each of
Eritrea's mother tongues as well as to develop self
-motivated and conscious population to fight poverty
and disease. The methodology used in preparing this
paper is both qualitative and quantitative in nature
where the data has been collected from different
reports, books news papers etc. The data mainly
obtained from the reports of the World Bank,
Ministry of Education, the government of Eritrea,
and some Journals, newspapers articles published in
etc.
1.3 Getting Rid Of Poverty
Eritrea, like most other African countries has had
her share of economic and political depression due mainly
because of war in part on the imposition of the sanctions.
For example, "means of communication were not
constructed in the colonial period so that Africans could
visit their friends. More important is still they were not laid
down to facilitate internal trade in African commodities"
(Rodney, 1981, p.209). Unlike most African countries that
suffered the negative effects of colonization and were able
to partially recover from it with self-rule, Eritrea was still
rocked by apartheid. This had an immense effect on the
economic and political lives of the people.
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The increasing rate of poverty in mostly the rural
areas of the country brought about violence, rape, banditry,
death and diseases like HIV/AIDS. The only way that the
government of Eritrea had to deal with these issues was to
embrace the challenges of globalization. Technology
became the answer to solve the acute economic problems
of the people. Snyman et al., (2003) in their article
"Getting information to disadvantaged rural communities:
the center approach", made this observation:
President Isais Awerki articulated the vision and
plan for ICT in Eritrea, “In telecommunications, the
extension of mobile telephone services is growing demand.
Expansion of fixed and mobile telephone services coupled
with narrow and broadband internet access through
satellite linkup, which is principally aimed at enhancing
information services for education and students, are
additional communications projects the government is
pursuing vigorously” (Eritrea Profile, vol. 12, No.22, May
25, 2005).
The issue of involving Eritrea in the digital age was
primarily due to the fact that globalization was forcing the
entire continent of Africa to keep pace with the rest of the
world. For instance, Limb (2005) stated that "New
strategies for digital publishing, preservation, and access
are evolving among Africans and Africanists, but face
daunting problems, most notably in Africa" and since
"...electronic publishing and learning developments are
increasingly dominating global educational and scientific
trends".
Media Communication, especially broadcasting was
the medium to be used as a tool to educate, and at the same
time inform the people on another important area of
development like AIDS. The dangers of AIDS/HIV
disease was one of the primary causes of death in the
country.
Technological innovations had to be used not only
for information dissemination, but more importantly, to
create educational and health awareness for the people of
Eritrea. Digitalizing the telecommunication and the
broadcasting industries in Eritrea was the only way for the
country to go "global." This happened because the major
roadblock that the country faced during the apartheid era
was now something of the past. Thus, economic and
technological development became a possibility.
According to Melkote and Steeves, (2001), if
development has to take place in a country, the people
have to be liberated first. Their opinions are equally shared
by Paolo Friere (1970) who admits that concretization of
the masses- in this case through information
dissemination- is the key to achieving success with
development. But government leaders must be willing to
embrace development and be prepared to withstand the
challenges.
2. ROAD TO DEVELOPMENT
Development of basic infrastructures in Africa has
been a slogan for most countries in the continent after they
gained independence in 1990. Prior to improving the lives
of the people, the colonizers used assimilations and
acculturations tactics to get the people to imitate western
ways of life
2.1 Pan-Africa Network and Information
Technology
United Nations Secretary-General Kofi Annan
underlines, that ICT can play in furthering and enhancing
sustainable development. Everywhere in the developing
world, especially in Africa, governments are launching
ambitious ICT infrastructure initiatives, radically changing
their communications policy frameworks and situating ICT
at the heart of their self reliance movement as a strategy.
ICT has become an indispensable tool in the fight against
poverty in Africa. ICT provides developing nations with an
unprecedented opportunity to meet vital development
goals such as poverty reduction, basic healthcare, and
education, far more effectively than before. Those nations
that succeed in harnessing the potential of ICT can look
forward to greatly expand economic growth, dramatically
improved human welfare and stronger forms of democratic
governance. ICT in changing world and Africa should
identify specific policy prescriptions undertaken by
countries illustrating the application of ICT tools and
strategies for income generation and human poverty
eradication, enhancing economic opportunities and
reducing the gap in social equity. It focuses on human
development, which meets UNDP mandate in the area for
development by concretely promoting human development
and eradicating poverty. Human development resumes its
centrality and freedom becomes the principal means and
ends of development. Amartya Sen observed that it would
become essential to ‘develop and support the institutions,
including democratic systems, legal mechanisms, market
structure, educational and health provisions, media insight
and framework to reinstate freedom at the core of human
development initiatives'[Sen, A, Development As
Freedom, Knopf, New York, 1999].
The Pan-African Network (PAN) aims to bridge the
digital divide in Africa Continent and propose tele-
education and telemedicine services to the member
countries of the African Union (AU). President Dr. Abdul
Kalam announced the willingness of Government of India
to provide seamless and integrated satellite, fiber optics
and wireless network connecting 53 African countries
including Eritrea during the Pan African Parliament,
Johannesburg, on 16 Sept 2004. The PAN assignment
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estimated cost is about US $105 million and it will be
carried out through a grant from the Government of India
(GOI).PAN connects AU members through a satellite and
fiber optic network, which would provide effective tele-
education, telemedicine, and VOIP services (Direct
connection between Heads of States). It strengthens e-
Governance, e-Commerce, resource mapping and
meteorological services.
Ministry of External Affairs (MEA, Govt. of India)
and Telecommunications Consultants India Limited
(TCIL) are supervising this project. Different AU
member countries like Burkina Faso , Burundi, Cote
d'Ivoire ( Ivory Coast ), Djibouti , Ethiopia, Gambia ,
Ghana , Mauritius , Tanzania , Senegal and Seychelles
have signed the agreements with the TCIL. The hub for
the network is likely to be located in Senegal. The
proposed network will link five regional universities, 53
learning centers, 5 regional super specialty hospitals and
53 remote hospitals from African countries and 6
universities and 5 super specialty hospitals from India
will coordinate in the network North East Africa
particularly Ethiopia has already been started a pilot
project and will be the first beneficiary of the PAN
project.
The ICT experiment testing is already done in this
direction to strengthen connectivity of all African
countries. This will provide three Connectivity channels
like (i) Heads of the State Network for e-governance, (ii)
Tele-education network for higher education, skill
enhancement and capacity building, and (iii) Tele-
medicine for providing health care and super specialty
medi-care. This network will be in position by early 2007.
Eritrea as a part of Horn of Africa should concentrate as
part of human development on the following aspects like:
Eradication of poverty; Universal primary education;
Gender equality and empowerment of women; reducing
the child mortality; Improvement of maternal health; and
the development of a regional partnership for
development.
3. THE HRD EFFORTS IN ICT IN
ERITREA
The Government of Eritrea recognizes that
globalization is a reality, and if Eritrea is to benefit and
prosper in a global economy, the country must empower
its citizens with the knowledge, skills and attitudes to
compete in the global market. --- Education is the chief
mechanism of government to build a responsive citizenry.
In a rapidly changing world, education must be flexible
and adaptable to change, and must also recognize and
respond to the human resource capacity needs both
domestically and internationally”. (Framework for
Integration of ICT, National Curriculum of Eritrea ,
Ministry of Education, Eritrea , July 2005:1)., Minister of
Education, has identified the over all vision of ICT in
Education, which lays the foundation of recent policy
directives and this National Feasibility Study for ICT in
Education:
1. “ICT in education as a key contributor to improving
the quality of education in Eritrea, and engendering
life-long learning skills, such as information
processing, critical thinking and problem solving.
2. ICT will be integrated both vertically and
horizontally through out the educational provision of
Eritrea.
3. A top priority will be given to providing access to
ICT in remote areas of the country, people with
special needs, and girls.
4. ICT will be utilized to support training and continued
professional development of teachers, management
and operations staff, and the public at large”
Eritrea is developing a new national curriculum in all
sub-sectors of education. The MoE sees ICT as an
integral part of the education experience, and envisions
ICT to be consideration at all levels and across all
subjects achieved by the curriculum. Courses will be
developed primarily by the Department of General
Education (DGE) with assistance from teachers having
developed their own curriculum, and will cover basic
operations of computers, and a variety of productivity
software. Secondary and technical schools either have
computers labs, or will be the first to receive them”
(Framework: 4).Currently, the integrated ICT in
Education is initiated in Eritrea through
o Development of a National Policy for ICT in
Education
o Feasibility Study for ICT in Education and
o National Curriculum Framework for ICT in
Education.
All three policies will strengthen Education Sector
Development Programme (ESDP) to move forward in a
defined policy framework and strategic environment
(National Feasibility: 16). The budget for ESDP ICT
program in Phase-1 is US$ 8044,000, Phase-2 is US$
4309,000.50 and Phase-3 is US$17,480,000.90 (National
Feasibility: 67-81). The MoE is taking the lead to define
National Policy relates to ICT having different objectives
like to identify important components of effective ICT
integration to build awareness among the entire education
sector, to outline a cross-sector strategy for pragmatic
implementation of the policy to help integrate processes
and minimize wastage and to narrow the “digital divide”
by addressing key constraints through the use of ICT.
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4. NATIONAL POLICY FOR ICT IN
EDUCATION
Eritrea fully embraces the Millennium
Development Goals affirmed by the United Nations and
that ICT plays an integral part of the process in meeting
these goals(National Policy for ICT in Education for
Eritrea, Ministry of Education, July 2005: 2). These goals
are 1) Eradicate poverty and hunger, 2) Universal primary
education for all, 3) Promote gender equality an empower
women, 4) Reduce child mortality, 5) Combat
HIV/AIDS, 6) Ensure environmental sustainability, and
7) Improve maternal health.
4.1 National Feasibility Study on ICT in
Education
The MoE has secured multi-lateral donor funding
to support the 5-year planned education capacity
development in Eritrea such as The World Bank, Africa
Development Bank, The Netherlands, Norway, The
Government of Eritrea (National Feasibility Study on ICT
in Education in Eritrea, Ministry of Education, July 2005
:5). ESDP approaches secondary enrollment and
completion from 23% to 35% by 2009, and to reach
gender parity by 2009. Strategies include: upgrading and
provision of schools and classrooms, expansion of teacher
training output, rapid dissemination of ICT facilities and
related training in schools (National Feasibility: 5). A
World Bank study calls for improvement of the budgetary
planning system by installation of ICT services (Eritrea
Education and Training Sector Note, July 2002, The
World Bank Report NO. 24448-ERI). Another study
concludes that ‘relevant and substantial ICT in education
programs can open new ‘digital opportunities for
developing countries like Eritrea’ ( Eritrea : Opportunities
ands Challenges for Introducing Educational Technology
in Secondary School, May 2003: World Links).
The most comprehensive ICT training organized by
the MoE took place in CTTC, University of Asmara, in
Spring 2005 that sponsored by the World Links NGO
based in Washington, DC, the one-week program trained
100 teachers are using ICT for teaching and learning. WL
also sponsored the training of 50 schools directors in
basic ICT skills, ICT tools for administration, the basic e-
mail skills(National Feasibility: 37). WL has programs in
over 20 countries around the world, and maintains an
open online community of educators that share ideas,
lessons, and experiences with the community. In addition
to the 126 computers for the 6 pilot schools, WL has also
secured 384 additional refurbished computers for Eritrea.
The FAIR is a Norwegian NGO aiding developing
countries and supplying computer networks and training.
Currently, FAIR is working in Zoba Northern Red Sea,
installing network computer labs of 50 computers in 4
secondary schools, and 3 middle secondary schools. By
2005/2006, all 7 FAIR computer labs will be installed,
and all teachers trained to administer the lab (National
Feasibility: 57-58).
4.2. FRAMEWORK FOR INTEGRATION
OF ICT
The ESDP and ICT are working under the
common objectives that highlight to inform the education
community of the intent and plans of the MoE for ICT in
education, to travel to all Zoba capitals for first-hand
assessment and analysis of the ‘State of-Play' of current
infrastructure and human resource capacity for installing
and using computers for teaching and learning in local
secondary schools, to identify cost components important
for accurate budget development for procurement,
installation, and maintenance of ICT in secondary schools
and technical schools and to provide options doer
connecting computers to the Internet in secondary schools
(National Feasibility: 28).
The Computer labs are planned to contain up to
50 computers. To coordinate, facilitate, and produce
multimedia and related ICT materials for education
purposes, the ICT Unit, the departments of Adult &
Media Education, Technical & Vocational Education
Training (TVET) and DGE will establish a media
development steering committee coordinated by the ICT
Unit'. Sector-wide implementation of the new curriculum
will take from 3 to 5years, depending on the level. The
MoE will look closely at satellite transmission solution
for piloting curriculum. The MoE website will then
become an archive of experiences important for creating a
support system for teachers (Framework: 5-10).
Tertiary Education, particularly Department of
Computer Science at the Eritrea Institute of Technology
(EIT) will play important role in ICT strategies for
General Education. The Faculty of Education, the
Department of Computer Science and other relevant areas
of study at EIT will collaborate with HRD at the MoE to
identify instructors, tutors, or mentors to help in the
administration of the distance learning program for
teacher upgrade. The strategies for adult literacy include
developing an awareness campaign for ICT among
illiterate adults utilizing all types of media, grade
resources for reading and writing. Programs (cove health,
environment, civic issues, agriculture, and programs for
teaching methodology, early childhood education and
HIV/AIDS) are developed in local languages
(Framework: 15-20). TVET provides job skill programs
in a technical schools and 3 advanced technical schools in
Eritrea TVET agricultural programs will work closely
together in developing strategies for implementing ICT
into Agriculture field under mother tongue
(Framework:21-22).
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The ICT Unit of MoE will develop a series of
awareness and orientation seminars and workshops for
policy makers to help develop the conceptual framework
among educators, especially for application of ICT for
teaching and learning in both formal and non-formal
sectors of education. The MoE website will include a
public awareness aspect as well. The educational aspects
of the MoE website will be coordinated by the ICT Panel
at the DGE, working closely with the MoE ICT Unit, and
liaising with the AME and TVET.( Eritrea Profile,
Vol.13, No. 85, 30
th
December 2006 Part-III).
Today, new technologies are rapidly reshaping
the livelihoods of people throughout the world. The
Operations Officer for Eritrea Education Sector
Development- Program Management Unit (ESDP-PMU)
(during his discussion on 09.10.2006), examines, “Teacher
professional development in the use of technology in the
classroom will enhance and improve the capabilities of
teachers through a relevant teacher professional
development programs in the use of technology, including
computer literacy skills training and more advanced
professional development in the pedagogical application of
those skills. Workshops, seminars and short courses (160
hours or more as per the plan) will be developed and”. He
further emphasizes, “The specific training workshops will
be held for school directors of the 50 schools targeted
under the Eritrea Education Sector Improvement Program
(EESIP), along with other key administrative personnel at
the Zoba and Sub-Zoba levels”. Mr. Haddish Tesfamariam
observes, “ All the selected secondary schools (50 in
number) having strength of 2000 students will be offered a
computer laboratory with 25-30 computers and the
provision of two laboratories depending on the student
strength will be kept. It is expected that 16 schools
currently be connected to the Internet using dial-up ISP”.
ESDP-PMU sources advertised for the
procurement of IT and Office Equipment for Secondary
schools and mentions, “ The State of Eritrea has received a
loan from the African Development Fund (ADF) in the
amount of UA 13,600,000.00 towards the cost of the
Eritrea Education Sector Development Program, and
intends to apply part of the proceeds of the loan to cover
eligible payments under the contracts for the supply of IT
and Office Equipment for Secondary schools. Bidding is
open to all bidders from eligible member countries as
defined in the Africa Development Bank's (ADB) Rules of
Procedure for the Procurement of Goods and Works and
the last date for application is on or before 14:00 local time
on December 18, 2006” (Eritrea Profile, vol.13, NO.62,
Dated 11
th
October 2006). “The ADF project will equip 30
science laboratories and 40 workshops at a total of 30
schools (Table-1) and by providing 20 computer
laboratories and 400 sets of computers to 20 schools. It
will also provide reference and library books, as well as
teaching aids for 50 schools. To enhance the quality of
teaching at the secondary level, the government has
embarked on recruiting highly qualified teachers
internationally, on a cost-effective basis, to meet rising
enrolments as a provisional measure over a 5-year period,
pending the training of Eritreans in teacher training
institutes and at university level.
It is worth noting that Eritrea is using internationally
recruited teachers because the number of Eritreans in the
teaching force is not enough. As the trained Eritreans take
over the teaching positions, the internationally recruited
teachers will be gradually phased out. Based on
projections of demand for teachers, the project provides
for the financing of 450 person/years of teachers, mainly
in the areas of science, math and technology. To optimize
the effectiveness teachers, the government will strengthen
the present orientation, guidance and counseling already
being provided to arriving teachers. --- The international
recruitment of teachers as a transition measure will enable
at least 30,000 Eritrean to gain access to quality
education”. (Africa Development Fund, Education Sector
Development Programme, June 2004:20).
5. ICT IN EDUCATION AND ITS ROLE
IN ERITREAN SOCIETY
The pace of technical change is increasing and it is
beyond the capacity of society to understand and manage
its impact. Technical change has helped people in their
daily battle for survival. Despite the potential of new
technologies to change the livelihoods of people living in
poverty, Eritrea Institute of Technology (EIT) and other
education institutions should plan to strengthen its limited
access to appropriate technologies as well as information
and knowledge about technical options. From a long-term
perspective, people living in poverty need to be able to
adapt and select and use the technology that suits them
according to their own discretion with the help of their
children studying for example in EIT. Moreover, EIT
provides the computer subject to all disciplines (Arts,
Social Science, Commerce and Science) entitled
Introduction to Computer Science to all students admitted
as freshman.
Technology innovations are vital for growth and
poverty reduction in developing countries. ICT and Human
Development Efforts in Eritrea are recognized as a major
determinant of economic growth. The irony is that the
technologies to meet these needs are growing in Eritrea ,
but they are not accessible to the people who need them
most. EIT should initiate in this direction as a case study
and advertise short term orientation courses, Certificate,
Diploma and Degree courses in ICT to its students and
non-teaching employees. There should be sufficient
courses to nearby villages like Daro-Paulos, Adi-rasi,
Adem-nager, Kutmo-awlie, Ababarda, Himbirti , Adi-
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gabrai and Gebre-keflet to create awareness about ICT and
its use in agriculture development and others among
people living in these villages in their regional languages.
The fact that ICT transfer has no direct link to
poverty reduction stems from the reality that most poor
people do not depend on employment in the formal sector,
where Foreign Direct Investment (FDI) is directed. The
livelihoods of the great majority of the poor people in
developing countries depend on micro and small-scale
enterprises. An understanding of the relationship between
capability and human development is critical to making
technology transfers applicable to poverty reduction. A
certain capability to absorb, select and adapt technologies
to local settings and to develop new technologies through
local innovation must be present for effective technology
transfer across all levels from teaching institutes to
household & national level. At the household level this
means a thorough knowledge of information systems and
integrated social networks as well as local knowledge in
their respective language through EIT network (as a major
research project/case-cum-area study that may result future
direction to the ICT programme and strengthen Pan-Africa
network) . At the national level, this involves a national
framework that considers innovative systems
accommodating a range of institutions and policies. The
key focus should be on integrating national technology
policies and innovation systems with poverty reduction
strategies. Participatory technology development has
shown to be effective as a means of choosing the most
appropriate technology. Enabling access to new
technologies consists of making more productive
technologies available through technology transfer and
providing an environment, which includes institutional and
financial support to the marginalized people. The vital
factor is not just bringing new technologies to the door
step of the people but addressing their organizational,
management and marketing skills, opening new channels
of information and knowledge and making credit and
markets more accessible.
Their argument too, that telephone lines per capita
in Africa is the lowest in the world has again painted a
bleak picture of the role of the Internet as a force to foster
development. This is because the Internet system that can
be cheap for everyone to afford in Africa can only be the
dial-up. Cable modem and broadband could be very
expensive to manage in a system where government
subsidies for improving the media systems are hard to
come by.
The fact that these African countries are getting
together to mutually link with each other is very helpful
for development. They may have to share one spectrum
and maybe one media policy. This could help reduce
individual subscription rates thereby reducing the gap of
digital divide. When Africa is compartmentalized and
working in isolation there is every reason to suppose that it
will be expensive for individuals to get connected to the
Internet so as to communicate easily, buy and sell goods
and services on-line, advertise on-line, and debate online..
The absence of African languages in the pool of
Internet integrated languages of operation has greatly
affected the way the populace can use it for
communicative and developmental purposes. One major
hurdle that Eritrea is facing on this issue of technology and
economic growth is whether the overall Growth Domestic
Product (GDP) of the country would be positively or
negatively affected as a result of the emergence of ICTs.
There are two issues of concern here. The first
issue is the question of the relationship between
information technology and job creation and job
destruction. The debate often gets framed in terms of
whether technology is creating jobs by improving
productivity and stimulating overall demand, or whether it
is eliminating jobs by replacing workers with machines
and automated production process.
The question that will arise given this situation is
that technology has brought hope as well as despair. Hope
in the sense that many foreign companies would be able to
invest in Eritrea. In the long run, the people would have to
learn new skills and work as labor forces in the companies
that need their technological know-how. This is a kind of
low-income job that does not warrant excessive literacy.
But if the machines were going to do the job what would
happen to the labor force? They would have to relocate. In
a country like Eritrea it is going to take a long time before
the majority labor force in the country become dynamic
with multiple skills. Thus, one can easily say that
technology has not entirely resolved the economic
problems of Eritrea. There are still challenges that lie
ahead.
This is what creates a worrisome situation.
Instead of depending on the West for the manufacture of
the software and hardware, Eritrea could develop her own
manufacture industry with the support of the West and in
that case, the rest of Africa can then import relatively
cheap software and hardware from Eritrea through a free
market system that enable free movements of goods and
services.
The telecommunication regulatory policies in
Eritrea have been liberalized in a way that exports of
communication services are encouraged. These are
positive insights to job creation and efficient productivity
for the Eritrea and the continent of Africa. This is the key
to introducing the Internet to the people who are still
getting use to western style technology.
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6. CONCLUSION
From the above study, it can be seen that Africa is
still lacking behind in superhighway technology. Even
though there is some glimmer of hope in the horizon with
the example of Eritrea, Senegal in the sub-Saharan region
of Africa and almost all the Northern countries like Egypt,
Tunisia, Morocco and Libya, there are still inherent
problems with respect to the Internet. The Internet enjoys
greater utility in the western countries due in part to the
increase subscription rates. Almost all households have
telephone lines and many users have the wireless personal
communication services like cellular phones, palm pilots,
laptop computers that can easily be connected to the
Internet. These gadgets are also present in most African
countries, but the cost of purchasing and maintaining them
is a lot more expensive for them when compared to
situations in the West. This is one of the reasons why the
Internet is going to take a while before becoming a vital
communicative medium in Africa.
For the purpose of economic development in
terms of creating tele-centers for Africa's goods and
services, there are advantages as well as disadvantages.
The advantage of using the Internet to sell Africa's goods
is that turnover rates will rapidly increase. Most buyers
who love certain ethnic items in Africa but who are living
in Europe can just go online and purchase them and have
them delivered right home within a short period of time.
The western powers need to stop manipulating
Africa as an ancillary continent that must succumb to
western models of modernity. Africa's cultural, economic
and social worth ought to be recognized as vital for her
development. This is why other scholars have proposed
alternative model for Africa when foreign models fail to
reconcile with existing structures.
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