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Managing ICT transformation in University Education in Uganda: Justification,Problem and Way forward

The twentieth century saw much technological advancement in many social spheres ranging from the discovery of the radio, the aeroplane, the atomic bomb and the apex was the going to the moon. All these technological advancements had adverse impacts on the life style of the communities around the world. However, most importantly, is the invention of the Internet and the intranet which historic achievement has greatly impacted on the academic life of many universities around the world. The period of the 1990s ushered in a new world order; the beginnings of the idea of globalisation and its immediate impacts on higher education developments. Globalisation represents the international system that is shaping most societies today including university programs. It is a process that is “super charging” the interaction and integration of cultures, politics, business and intellectual elements around the world.

This paper examines the effects of globalization in terms of technological transformations on the development of universities. The pursuit of technological transformation in higher education has become widespread in Sub-Saharan Africa with the extensive pervasiveness of global networks like the Internet and Intranet as institutions struggle to prepare students for effective participation in the emerging global knowledge economy. Technologically based education is further seen as a way to address the increase in the world demand for tertiary education. The one new university per week is required to keep pace with world population growth but the resources necessary are not available. For instance, since the time of the overwhelmingly increased student enrolments in many public universities in Uganda from the 1990s and onwards, existing resources and infrastructure have not increased commensurate to the same increase in the student capacity. Lecture theatres and libraries are flooding and infrastructure and instructional materials and staff are all constrained with the alarmingly increased student populations. Higher education must develop more cost-effective methods so that public resources can be increased and effectively utilized. A lecture theatre in a public university that sits over 300 students attending an economics class will not be effective if more public address systems are not installed to enable each and every learner benefit from the lecture.

Likewise, if a university lacks internet facility to serve its ever increasing student population then it would be quite hard to ensure quality learning and research. By using technology for teaching, universities can serve the public more cost-effectively and in particular can prepare students better for a technologically based society. In view of the growing globalisation and transnational exchanges in many fields. In these circumstances politicians, policy-makers, and citizens should make demands upon education systems to reform. Open learning and distance education are at the forefront of educational responses to the changes that are taking place locally, regionally, nationally and internationally.

Information technological transformation in universities, however, has major systemic implications and needs to be carefully managed. As soon as an organization takes the first tentative steps from data to information, its decision processes, management structure, and even the way it gets its work done begin to be transformed. Attempts to introduce any significant reform will impact on all of its sub-systems. The advent of information technology in any big university will wholly impact tremendously on the internal and external operations of that university. It implies that with information technological advancement, universities have to prepare themselves to welcome such crucial developments. It systematically relates to the fact that university management has to train or hire manpower to operate the technology; and the same universities should change the teaching approaches to cope with the demands of the new information technology.

Using technology to extend the campus on a global basis will affect all aspects of a university or college, but particularly administrative systems. Similarly when he refers to the necessity of looking at innovations within the framework of institutional development. The introduction of e-Learning will prompt a thorough re-examination of the core practices of an university organization, whether advertising, or registration, or design and delivery of materials, or student support or assessment of students and research, in order to arrive at the most effective way of providing these services in a networked, multimedia environment.

Involving academics in technological reform in Universities

Educational institutions exist to open minds and challenge established doctrine, but at the same time, the manpower that occupies these institutions is extremely resistant to change. Higher education can be described as largely bureaucratic and bureaucracies, by definition, resist change. I recall an incidence during my university life when my old professor hated something called a computer and a projector used in teaching. Whenever I told him that my research analysis was based on computer packages he retorted negatively “ you are bound to fail research, please use the formulas I gave you in class”. Such an expression and reaction depicts an “old fashioned academic” who is not ready to accept recent global changes in the area of academics in universities. Many other students, in recent times, face the same wrath of such unsighted professors. Because of the wide resistance to change in most education institutions, technological innovation has often been implemented as an isolated, top-down initiative of university managers for efficiency purposes. In this scenario, the wider systems within tertiary education are often not considered and neither affected by the innovation.

Technological innovations have also experienced difficulty-taking precedence in top offices in university educatio. Higher education, similar to other sectors of society, has often responded to new ICT applications on the basis of efficiencies rather than the use of more strategic considerations. Some staff have resisted IT advocating remaining in use of the old systems of processing student papers. They type writer and old record keeping methods are still in use creating managerial inefficiencies in the “transcript office” and at the departmental examinations office. This traditional criterion of record management tends to stifle operational effectiveness. Most changes in education in the twentieth and twenty first centuries had been first order changes, which aimed at improving efficiency and effectiveness of current practices. One of such first order changes is the introduction of the Internet and the computer in management work and teaching methodology. Therefore, attempts to oppose such lucrative developments in any global institution are a path in the wrong direction because technology is here to stay.

To ensure ownership of sound educational quality in ICT and e-Learning, it is important that educators and educational policy drive and direct technological transformation of higher education. Therefore, the structures supporting technology-based education have to ensure an educational focus and pre-eminence of educational principles and policy grounded on administrative desires and attitudinal change. The literature on non-traditional modes of delivery in higher education using state-of-the-art technologies, indicates that the extensive use of ICT in education poses previously unencountered problems in pedagogy and andragogy, which are attitudinal. In addition, these problems are primarily to do with conservativeness of those who fear technological change. Technological decisions need to be preceded by policy and educational decisions and highlighting the importance of bottom-up and more organic approaches during technological transformation in higher education in the developing world.

Engaging academics to appreciate ICT is a significant management issue in higher educational reform and such reform has to be based on the development of ‘learning communities’. That means that the actual process of reform must engage academics in actual learning of how to use the new technologies and seeing that this technology is further promoted creating self-initiative so as to build self-confidence and sharing. In most cases, ICT training should be made compulsory to every academic and don. This requires serious bottom-up approaches to encourage and implement the reforms. Top down attempts to achieve educational reforms in technological outlook have failed and will be doomed to failure until they confront the cultural and pedagogical traditions and beliefs that underlie current practices and organizational arrangement. In technological transformation in higher education, it seems necessary to address the concerns and perceptions of academic staff in the light of the need for changing their attitudes and to ensure ownership by academic staff.

Ownership of the technological transformation by academic staff is critical as it requires major changes in professional roles. This points to the need for specialised roles and the need for academics to gain the skills and knowledge for effective use of the new technologies, and the requirement for extensive training. University staff needs to change attitude towards technological advancement and need a more complex training session in how to use such technologies and come to appreciate them. The new technologies in global education point to a new role for the teacher, for the student and for course material. It centres on the construction of knowledge by the student. A lecturer becomes a facilitator and promoter and information becomes something to work with, think with, discuss, negotiate and debate with partners.

The specialized skills needed to develop technology based learning materials further point to the rationale for using development teams. Producing good quality technology based learning materials will require people who can combine good pedagogic practice with an understanding of the strengths and weaknesses of different media and technologies. Course design teams are the accepted model in distance education and that the Open University uses course development teams extensively. The predominant course-team model in distance education and the main advantage of this model is that it operates on high professional standards.

Technological transformation in higher education, implementation and innovation is based on new approaches to organizational processes. An innovation can be described as an idea or behavior that is new to the organization adopting it. Implementing and adopting some thing new to a culture requires commitment, patience and acceptance of change. In this way, a bottom-up innovation process in the development of ICT is important because it fosters the development of the will among members and generates collective participation of lower cadres in decision making leading to consensus building. It is difficult to resist change that comes from the bottom from among the users. The importance of a bottom-up process for a successful innovation aims at spreading leadership. If it does not aim at shared leadership right from the outset, therefore such technology is unlikely to be capable of establishing itself in the university system.

In addition, there is need to ensure strong innovation diffusion into higher education systems. The innovation diffusion theory provides a general explanation for the manner in which new entities and ideas like IT and technology based education over time, disseminate through social systems, in higher education. The innovation diffusion theory is essentially a bottom-up approach based on individual responses that can be used as a starting point to depict technological transformation in higher education. Initially, there is a take-off stage during which an innovation is introduced into a social system. An entrepreneurial group called the innovators often then adopts it. During the next phase of maturation the “early adopters”, who are change agents or opinion leaders among the social system, will enter the process thereby legitimizing the innovation and opening the potential for adoption to all members of the system. The final saturation stage in an innovation’s adoption is characterized by widespread adoption. The innovation saturates the social system and growth tapers off. This process can be plotted as an S-shaped growth curve.

We have seen that technology cannot be separated from development of the university because it is transient with globalisation and its intentions. Hence, there is need to overcome any resistance from staff and management that hinder technology to take root especially where the computer and internet age is resisted in most main stream teaching, planning and record keeping. In order to cause a vibrant attempt to allowing the ICT age and e-learning to take root, there are several policy directions that should be taken first hand and these are:

1. To promote top-down and bottom-up strategies that promote ICT development and utilization in universities through innovation diffusion. The level of resources made available to promote ICT usage would not have been possible without senior management and staff support. When typical political problems like irrational resistance to change are encountered, senior management is able to step in and direct matters. Middle management and staff, that is, heads of academic and administrative departments and lecturers, play an important role in controlling resources and running the support.
2. The diffusion can be sustained through the use of a distributed implementation structure. A Centre for e-Learning, for example, should be established to provide central support and to coordinate the progress of the technological promotion project in the universities. Even learning should strictly adapt to these technologies where teaching methodologies should acquire ICT strategies and course work should be conducted using ICT facility.
3. Universities should take time to ensure staff ownership of technologies even the most rigid type and conservative staff should see the benefits of e-learning and ICT in higher education development. Ensuring ownership by academic staff is essential in the diffusion of e-Learning strategies that promote effective teaching and learning.
4. In order to ensure ownership of e-learning in universities by academic staff, it is important for educators and educational policies to drive the technological transformation. Staff development can be used as an important strategy to advance the transformation of higher education.
5. The implementation of educational technology into the curriculum requires the introduction of a very robust technology infrastructure. Every staff should have a Pentium computer, printer or access to a printer, access to the Internet and e-mail with power failures and network shutdowns minimal. The library should also create a technology rich learning environment.

In conclusion, creating an enduring vision and a strategic implementation framework for the effective implementation of technological innovations seems critical. However, it requires institutional leadership in order to promote technology use in university education. The most important function of institutional leadership may be to create a shared vision that includes widespread input and support from the faculty and administration, articulates a clear educational purpose, has validity for stakeholders, and reflects the broader mission of the institution. If African universities cannot take advantage of the information revolution and surf this great wave of technological change, they may be crushed by it. Catching this wave will require visionary leadership in most universities on the continent.

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Climbing Baden Powell Scout Peak in Nepal

Lord Baden Powell Peak, a mushroom shaped mountain situated in the Langtang region offers a perfect alternative to Imja Tse or Island Peak in the Khumbu region. Seen from the south-west, Baden Powell Peak almost looks like Ama Dablam which is situated in the Everest region. It is surrounded by majestic peaks such as Langtang II, Langtang Lirung, Dorje Lakpa and Shishapangma in Tibet.

Locally known as Urkema Peak, it was renamed Lord Baden Powell Peak (5,718m) in 2007. The peak was named after the father of the Scouts movement by the Nepal Government to mark the centenary celebration of the International Scouts Movement.

The trail to Lord Baden Powell peak is located off-the-beaten-track, away from the usual trekking crowd. The villages, dotting the trail, are pristine and untouched by modernity. But the villagers are quite poor. Most of them live below the poverty line and it is hoped that the economic condition of the villagers would improve once this trail gains popularity among trekkers. To mark the launch of the Lord Baden Powell trek and Lord Baden Powell Peak, scouts from different countries like Australia , Korea, Taiwan, Hong Kong, Malaysia and Singapore gathered in Nepal in August 2007 and were the first to trek along the Lord Baden Powell trail and ascend the Lord Baden Powell peak.

> TRIP FACTS
Trip length: 16 Days
Grade: Strenuous (Peak Climbing)
Starts in: Kathmandu
Ends in: Kathmandu
Accommodation: Hotel and camping
Transportation: Bus
Maximum altitude: 5718m

> OUTLINE ITINERARY

Day 01: Arrive in Kathmandu
Day 02: Free day in Kathmandu
Day 03: Drive to Kakani (2050m) / 1.5hrs drive
Day 04: Kakani to Syabru Besi(1400m) / 8 hrs. drive
Day 05: Trek to Lama Hotel(2748m)
Day 06: Trek to Langtang Village (3500m) / 5hrs
Day 07: Trek to Kyangjin (3800m)/ 4hrs
Day 08: Acclimatization climb – ascend a small peak (4500m)
Day 09: Acclimatization climb- ascend Trseko ri (4980m)
Day 10: Base Camp(4987m) / 6 hrs
Day 11: BP Summit( 5,718m) / 14 hrs.
Day 12: Trek to Langtang Village
Day 13: Trek to Lama Hotel(2784m)
Day 14: Trek to Syabru Besi(1400m)
Day 15: Drive to Kathmandu / 9 hrs
Day 16: Depart Kathmandu

RICE INLUDES:
Hotel/Guest House stay in Kathmandu including breakfast.
Full Board arrangements on trek as per the itinerary supported by Nepalese Sherpa crew.
All necessary transportations from Kathmandu to Road Head and back.
All necessary support of Nepali Sherpas and guides during the Climb.
Airport/Hotel transfers.

PRICE EXCLUDES:
All meals in Kathmandu except breakfast.
Personal gears, climbing equipments of individual use.
Insurance and Rescue evacuation.
Personal expenses.

DETAILED ITINERARY

Day 1 Arrive in Kathmandu
It is a panoramic thrill flying into Kathmandu on a clear day. The views of snow-capped mountain peaks sprawling down below you are almost ecstatic, beginning a whole chain of memorable experiences that stay with you for a long, long time. A representative and driver from our office will meet you at the airport and escort you to your hotel.

Day 2 Free day in Kathmandu
You can utilize this day to check your equipments and gear and if needed, do some last minute shopping.

Day 3 Drive to Kakani(2050m) / 1.5 hrs.
In the morning we take a 1.5 hr drive to Kakani. A Nepal Scouts International Training Centre  and camp is located here.It spreads over 359 ropanis. This land was donated in 1998 to Nepal Scouts by the then King of Nepal. Over here scouts are given training on BTC, PTC, Advance and CALT. In addition the venue is used for various events and programs.

Day 4 Kakani to Syabru Besi [1400m] / 8 hrs. drive
From Kakani, after having breakfast, we take a 2 hour bus ride to Trishuli. We approach pristine villages on the banks of the river Trishuli. There is a small bazaar on the banks of the river, known as Trishuli Bazar (540m). From Trishuli after driving for another 8kms we reach Rasuwa District’s main gate.  We drive uphill to reach Dhunche (2120 m) and get to view the mesmerizing panorama of the Himalayas, including the Annapurnas, Manaslu, Ganesh Himal and the peaks of the Langtang region. We drive downhill, through a winding road and reach Syabru Besi(1460m), where we stay overnight at a local lodge.

Day 5 Trek to Lama Hotel [2748m] / (6hrs.)
We traverse the ridge on Syabru Besi’s main road and soon reach Ghopcha Khola. Terraced fields and dense forest with a variety of plant species like oaks, maple, alder and bamboo open up. We may get to see yellow-throated martin, wild boar, langur monkey, red panda and Himalayan black bear en route. Further on, the trail crosses a stream and a bridge. We pass by several small bhattis (tea shops). As we continue ascending steeply along the trail, we come across a steel suspension bridge at 2000 meters. The route further crosses to the north bank of the Langtang Khola amid the spectacular vistas of cascading waterfalls and opens into scrub oak forest. On reaching 2748 meters, we arrive at Lama Hotel where we conclude the trek for the day.

Day 6 Trek to Langtang village [3500m] / (5hrs.)
From Lama hotel, we continue the ascent above the Langtang Khola. As the trail progresses, it becomes steeper. We have the most exotic sights of Langtang Lirung lying at 7246 m. The trail leads to a log bridge and on climbing further we come across lush meadows of Ghora Tabela at 3000m. We will see several lodges and a police check post. Further on, the route opens up into a wide valley of yak pastures and scattered Tamang villages with water-driven mills and prayer wheels. We arrive at Langtang village after crossing a stream and reaching up a height of 3500 meters. Langtang village is the headquarters for Langtang National Park and has flat-roofed Tibetan style houses, hotels and cultivated lands yielding buckwheat, potatoes, wheat, turnips, barley etc.

Day 7 Trek to Kyangjin [3800m] / (4 hrs.)
The trail skirts gradually through rich yak pastures and interesting traditional villages of Muna to Singdun. We cross a wooden cantilever bridge and reach a wide valley after climbing a moraine. Finally, on ascending the mountain passes, we arrive at Kyangjin Gompa. There is a small monastery and a government-operated cheese factory.

Day 8 Acclimatization climb – ascend a small peak [4500m] / (6 hrs.)
Today we ascend a small peak which lies a few kilometers away from Kyangjin. This is a small peak and it is quite easy to climb. It will take only about 3 hours to ascend.After ascending we rest for a while and enjoy the views, take some pictures and head back again to Kyanjin.

Day 9 Acclimatization climb – ascend Tserko Ri [4980m]
Tserko ri is situated like an island just north of Kyangjin. This is a good peak to acclimatize for the climb and makes for a rewarding day trips. We follow the upper trail out of he village across the river and climb up the ridge to our left. From the top, which is awash with color of the prayer flags, we can see Kyagjin peak and Kyimoshung, with Langtang Lirung towering above them. To the north-east we see the Yala glacier and Yala peak. Across the main valley, Naya Kanga dominates the scenery, with Baden Powell peak peeping up behind its south- west ridge.

Day 10 Trek to Base Camp [4987m] /(6hrs.)
The route from the base camp is an uphill climb. This little trek goes up through a rhododendron forest. We follow the rhododendron bushes and cross a river. We head in a westerly direction up to the mountain and moved towards the south. The base camp at 4,987 m, takes around five to six hours to reach from Kyangjin. The place where we set up our base camp is a good open ground. It is a large rocky area but with fresh water flowing through it. The view from the camp is fantastic. To the north, you have a magnificent view of Langtang Lirung, Langshisa Ri and Shisapangma in Tibet. To the south, the impressive south face of Naya Kanga (5844m) towers above. Since the camp area is totally flat, we can put up our tents easily. We pass the night at the base camp.

Day 11 Summit Baden Powell Peak [5718m] / 14 hrs.
Today we rise up early in the morning and start our ascent to BP Peak summit. From base camp, we cross the rocky field and climb up about 50 metres until we get to a rocky slab on the right. From there we ascend the snowy 30 degree slope that leads to a glacier, which soon becomes a large glacial bowl. We zigzag your way up, keeping to the right, aiming towards the rock face to the west. From here, the slope gets a little bit steeper about 35-40 degrees. At least 100metres of ropes are fixed. We stay on the ice and climb around the rocks until we get to the top of the ridge at about 5,500m. Then there is another steep portion .We fix another 10 metres of rope. A couple of crevasses are on the way up before we climb 100 m straight to the top. We need another fix rope to reach the summit. The ridge at the top is very narrow and has very little space. From the top we have fantastic views of Shishapangma, Naya Kanga , Ganesh Himal and  even Kathmandu valley on a clear day.
We return back to base camp.

Day 12 Back to Langtang
Today we trek back to Langtang village.

Day 13 Langtang village to Lama Hotel [2784M]
From Langtang village we trek  to Ghora Tabela. We stop briefly for lunch and thereafter continue the steep descent to Lama Hotel.

Day 14 Lama Hotel to Syabru Besi [1400m]
From Lama Hotel, we head back to Syabru Besi. We can wander around the undulating path leading to the village. This gives us an opportunity to get an insight of the culture and custom of the Tamang community. We can also simply relax in the sun savoring the beauty of the majestic Himalayan Mountains.

Day 15 Syabru Besi to Kathmandu / 9 hrs.
From Syabru Besi we drive to Kathmandu.

Day 16 Depart Kathmandu
Our  Nepalese support team will take you to the airport for your flight home.  If you prefer to stay longer  we  can arrange short tours for you, such as game drive at National parks, rafting, Tibet tours, mountain biking etc.

Contact us at enquiry@explorehimalaya.com for more information

Contact us at http://www.explorehimalaya.com/nepal-baden-powell-peak.php

for more information about this tour

 

About the Author

Subodh Gurung

Explore Himalaya

Pred Spread :: Black Ops :: Fail of the Day Ep.1

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Where is the pizza place from the visa commercial?

Wheres the pizza place from this visa commercial?

http://usa.visa.com/personal/visa_brings_you/advertising/index.html

North End, Boston?Chicago?Italy?

It’s a set, but the pizza tosser is on the US Pizza team

http://www.uspizzateam.com/profile_hermosillo.php

Juan Hermosillo, of La Cocina de Isabel in Costa Mesa, California, will represent the U.S. Pizza Team for the first time in 2005. Juan and his brother, Pedro Hermosillo, are co-owners of La Cocina.

He has a unique pizza with added Mexican flare; one of his best selling pizzas is the Carne Azada, a traditional Mexican dish used as a pizza topping. Juan started in the pizza business when he was 19 years old at tan Italian restaurant. His pizza has a brilliant blend of Italian and Mexican flavors.

He won first place in the Freestyle Dough Tossing competition in New York. He has a mix of Italian old style dough tossing that leads into lively salsa with dough tossing dances.

Juan says the best part about being on the team is “that you get to represent the United States and it makes you feel proud, that your not representing your restaurant anymore you are representing your country.”

Juan has appeared on many television shows and in many newspapers since his victory on November 3, 2004. He has been featured in the L.A. Times, WPIX Morning Show, CBS’s The Early Show and Sony Pictures’ Life and Style.

Juan keeps in practice by having a dough tossing show every Saturday, where he wows the customers and offers them free pizza samples.

“First, I have to think that I am going to win.” Juan says. “I have that mentality. If I don’t, then I will be just like those other guys. You don’t compete just for competing, you compete to win.
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+ Show complete answer

Italy

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