An Evaluation of the African Leadership in ICT Programme from a Quality Assurance Perspective

Mohammad Santally [moham.santally@gmail.com], University of Mauritius, Mauritius

Abstract

The aim of this paper is to present a comprehensive review of the African Leadership in ICT (ALICT-LATIC) course delivery model, offered by the Global e-Schools and Communities Initiatives (GESCI) from a quality assurance perspective taking into account the delivery model, cultural context, and the distributed nature of the programme and its participants, from a geographical perspective. In this paper, we look at the key concepts governing the ALICT-LATIC course, such as the provision of transnational education and blended learning provisions. Through a series of steps including desk studies, expert observation and the application of the eLearning Maturity Model, we conduct an evaluation of the eLearning provision from a quality assurance perspective. We can reasonably argue at this stage that the current blended learning model is conducive for the development of skills and competencies as expected in terms of intended outcomes and learner experience. The quality of the course is comparable to academic standards adopted by institutions of higher education through their internal and external quality mechanisms.

Abstract in French

L’objectif de ce document est de présenter une évaluation complète du modèle de prestation des cours de leadership africain en TIC (LATIC), offert par le Global e-Schools and Communities Initiatives (GESCI), en tenant compte du modèle de prestation , le contexte culturel et la nature distribuée du programme et de ses participants, d’un point de vue géographique. Dans cet article, nous examinons les concepts clés régissant le cours LATIC, tels que la provision d’une éducation transnationale et des dispositions d’apprentissage mixte. Grâce à une série d’étapes, y compris des études de documents, des observations d’experts et l’application du modèle de maturité eLearning, nous effectuons une évaluation de la prestation eLearning du point de vue de  contrôle de qualité. À ce stade, nous pouvons raisonnablement admettre que le modèle d'apprentissage mixte actuel est propice au développement des compétences et des compétences attendues en termes de résultats escomptés et d’expérience de l’apprenant. La qualité du cours est comparable aux normes académiques adoptées par les établissements d’enseignement supérieur à travers leurs mécanismes internes et externes de qualité.

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Tags

e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, internet, collaborative learning, learning management system, MOOC, interaction, LMS,

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