Ayder Referral Hospital - ICT

 





ICT coordinator For Ayder Campus
Belay Girmay Bsc in computer science

ICT services & computing facilities

Therefore we recognize ICT as a powerful weapon that can effectively accelerate development initiatives and make them sustainable in many ways, particularly for those people living in remote and inaccessible areas.
This has motivated us to set our vision for ICT development in Ethiopia so that "every aspect of Ethiopian life is ICT assisted".

It is a universally accepted truth that education is a fundamental building block of democratization, development, and the information society, yet it also represents one of the greatest challenges for development.

Given the state of education in many developing countries, including my country Ethiopia, we are far from meeting the requirements of a future society in which information and knowledge can truly empower people.

According to available data, about 860 million of the world’s adults are illiterate. Over 370 million of the 1.3 billion school-age children in the world are not in school. These problems are concentrated sharply in the developing countries, and especially in Africa.

For developing countries like Ethiopia to emerge strong and competitive in the international arena, the way out of the present abject poverty in the shortest possible time is by raising the education coverage and using ICT to accelerate of it.

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Nevertheless, using ICT in education also raises a number of issues, especially in light of the pressing problems faced by developing countries.

Lack of access to ICT has exacerbated the problem by adding yet another layer of inequality to the existing educational gaps. ICT should be used as a tool for education, rather than an end in itself. Its introduction into the education system could result in a change from traditional methods and thoughts to completely new thoughts and methods, hence transforming the society into a future-oriented one.

Establishing an informed society and a knowledge-based economy is the only way to address the present challenges. In a context where extensive needs must be addressed with very limited resource, ICTs have to be used in a strategic manner, as it saves a lot of time and all other resources.

If they are to have a positive development impact, their use must be aligned with the goals of Education for All (EFA) and other Millennium Development Goals (MDGs). It is important to recognize the need to develop sufficient capacity throughout society, including the marginalized and vulnerable groups, for this to bear fruit.

In recognition of the role of education in expediting development and transforming the society, the Ethiopian government has embarked on building institutions believed to be instrumental in achieving the Millennium Development Goals (MDGs) in all sectors.

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As a result of this, the primary education coverage that was 19% a decade ago has been raised to 89.41% this year.* Similarly, in secondary education, the coverage has reached 30.9% from 6%. Technical and vocational education and training (TVET) has risen to 137,000 annual intakes from 2000. Universities intake for degrees has increased to 36,000 from 3,000. At the completion phase of the third five-year Education Sector Development Program (ESDP III) in 2010, these will be raised to:

- 112.6% in primary education

- Secondary to 39%

- TVET to 312,000 and

- University to 150,000 annual intakes

At the present pace, Ethiopia is hopeful to meet the Millennium Development Goals (MDGs) by the year 2015.

Alongside raising the educational coverage, paramount attention has also been given to improving the quality of education. For this to happen, the federal government has designed policies and strategies and has allocated a huge amount of resources in a bid to integrate Information and Communication Technologies (ICTs) into the Ethiopian education system. The school-net project has been designed to develop a wide-area network linking all schools in the country and making Internet and on-line education accessible to the students, teachers, and school staff.

_____________________________________________________________

* 19% and 89.14% are gross enrollment. Net enrollment this year is 70% and 2010 this will be 86.6%.

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It has been proposed that the first phase of the school-net project will connect the over 500 secondary facilities, including the 199 vocational and technical schools established in the country.

Implementation of an integrated school-net system for Ethiopia will go beyond supporting basic teaching and learning.

The school-net initiative can be perceived as a powerful means to utilize the emerging electronic messaging and to enhance the delivery of teaching and learning materials and information, as well as to support the management and administration of the school system in the country.

The other area where the government attaches importance is the government-net project. The gov-net’s primary objective is to provide ICT services such as video conferencing, directories, messaging, and voice and Internet connectivity at the federal, regional, and lowest level of government throughout the country.

The gov-net is a powerful ICT tool that can transform the public sector service delivery and democratic governance, and thus transform the private sector and civil societies.

It is also our belief that the universities established in various parts of the country will be able to provide distance learning by using video- conferencing.

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The Bahrdar University has already begun providing distance learning to over 5,000 students by directly and effectively using the infrastructure of the gov-net. Other universities are also making the necessary preparations to begin distance-learning courses through a video link.

Dear participants

We are living in an ever-expanding knowledge society in which connectivity allows us to access all kinds of information at unprecedented speed and in multiple formats.

The development of e-medicine and e-education in the higher education system is the other important point where my government attaches due considerations. For a country like Ethiopia, where the dearth of skilled manpower is particularly felt in the health and education sectors, the development of e-medicine and e-learning infrastructures will make great contribution.

An agreement has been signed between Ethiopia and India to implement projects to address this need.

This will enable Ethiopian health and higher education institutions to be linked to Indian institutions and receive the desired services. If this pilot project is successful, measures will be taken to expand it to other health and higher learning institutions.

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I would like to seize this opportunity to thank the Indian government for taking this bold initiative aimed at establishing the pan –African e- network.

Dear Participants

We have now started the laying of 10,000 kilometers of optical fiber network throughout the country to link up with submarine cables. The program will be finalized in the next two years, as the laying of over 4,000 kilometers has already been completed.

The government has been also engaged in ensuring universal access and Internet connectivity to the over 15,000 rural villages established across the country through the Rural Connectivity Program (RCP). So far 5,000 rural centers have been connected, and work on the remaining ones will be finalized by 2008. This means that over 73 million Ethiopians will have access to telephone, Internet, and television services. The program could also enable every citizen to have access to telecom facilities within a walking distance of no more than five kilometers.

In all these bold initiatives, the challenges we are facing are worth mentioning

1. As we are overcoming lack of infrastructure and connectivity, we are now challenged by the lack of devices such as PCs.

 

2. The fact that our human resource development - as users of ICT - and the number of engineers,

8

 

The consequences of these two challenges in combination is exhibited in the under-utilization of the full potential of ICT networks we already have. Even though some moves are under way to overcome these obstacles, they still present a formidable hurdle.

technicians, and managers of ICT is still insufficient, poses a challenge.

Dear participants

This is a clear indication of the Ethiopian government’s commitment to use ICT as an enabler for economic development and democratic governance. Here I would like to quote a speech made by our Prime Minister: "Not long ago, many of us felt that we were too poor to afford to invest seriously in ICT. We assumed that ICT was a luxury that only the rich could afford. We were convinced, and rightly so, that we should invest every penny we have on securing the next meal for our people, on putting some sort of shelter over their heads, on reducing or, as the experts in the development business would have it, alleviating absolute poverty, absolute poverty which has aptly been defined as poverty that kills. We did not believe that serious investment in ICT had anything to do with facing the challenges of poverty that kills.

Now I think we know better. Now we believe we are too poor not save everything we can and invest as much of it as possible on ICT. We recognize that while ICT may be a

9

luxury for the rich, for us - the poor countries - it is a vital and essential tool for fighting poverty, for beating poverty that kills and ensuring our survival. That is why we are fully committed to investing as much of our time, energy, and money as possible on ICT and to its effective use in our war on poverty."

Meles Zenawi

April 4, 2005

With the present trend, it is possible, and there is an ample chance on the ground to make poverty history in Ethiopia.

In closing, I wish you fruitful and productive discussions and a pleasant stay in Addis Ababa.

I thank you!

© 2006, Ethiopian Ministry for Capacity Building

10

 

ICT in Education in Ethiopia

by Harry Hare

June 2007

Source: World Fact Book1
Please note:

This short Country Report, a result of a larger infoDev-supported Survey of ICT in Education in Africa, provides a
general overview of current activities and issues related to ICT use in education in the country. The data presented
here should be regarded as illustrative rather than exhaustive. ICT use in education is at a particularly dynamic
stage in Africa; new developments and announcements happening on a daily basis somewhere on the continent.
Therefore, these reports should be seen as “snapshots” that were current at the time they were taken; it is expected
that certain facts and figures presented may become dated very quickly.

The findings, interpretations and conclusions expressed herein are entirely those of the author(s) and do not
necessarily reflect the view of infoDev, the Donors of infoDev, the World Bank and its affiliated organizations, the
Board of Executive Directors of the World Bank or the governments they represent. The World Bank cannot
guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other
information shown on any map in this work do not imply on the part of the World Bank any judgment of the legal
status of any territory or the endorsement or acceptance of such boundaries.

It is expected that individual Country Reports from the Survey of ICT and Education in Africa will be updated in
an iterative process over time based on additional research and feedback received through the infoDev web site.
For more information, and to suggest modifications to individual Country Reports, please see
www.infodev.org/ict4edu-Africa.

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Overview

Leapfrogging is the word most technical people would use to describe the advancement, at
least in infrastructure, that has occurred in Ethiopia in less than 10 years. Even though the
country may still have one of the lowest tele-densities in the continent, there are signs that this
situation will soon change. The WoredaNet, the e-government communication backbone,
developed by the Ethiopian Telecommunication Corporation, is a promise and a major enabler
for rapid ICT development in the country.

Already the public sector and the education sector have begun to benefit from this network,
and the health and agriculture sectors have been lined up for the next phase. With all this and a
corresponding ICT for education policy and implementation plan, Ethiopia is set to become a
model ICT user on the continent. The infrastructure seems to be falling into place and the
policies and strategies are already there. The challenge now is for the government to
effectively co-ordinate the implementation of the strategy.

Country Profile

Ethiopia covers a total area of 1.25 million square kilometres with an estimated total
population of 75.6 million (2005), growing at an annual rate of 2.7%. In demographic terms,
the population of Ethiopia can be termed as young, as about 45% of its population is under 15
years (2004). This trend in population growth has consequences for the education sector; there
may be additional strain placed on the system through increasing demand for primary and
secondary education. The net primary enrolment for 2004 was 46% while that of secondary
for the same period was 25%.2

Nearly 84% of the current population is rural and depends for its livelihood predominantly on
a traditional agricultural economy that is susceptible to persistent drought and low levels of
productivity. The country’s largely rain-fed agricultural production accounts for about 46% of
the GDP, 85% of the exports, and nearly 90% of the labour force. The industrial sector
accounts for 10% of the GDP and 15% of the exports, and employs close to 2% of the labour
force.3

Table 1 provides some selected socio-economic indicators for the country.

Table 1: Socio-economic Indicators: Ethiopia

Indicator
Population 75.6 million (2005)
Languages English, Amharic, Tigrinya, Oromigna,
Guaragigna, Somali, Arabic, other local languages,
GDP per capita (US $114 (2004)

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SURVEY OF ICT AND EDUCATION IN AFRICA: Ethiopia Country Report

dollars)
Human Development
Index (2004) 170 (out of 178 countries)
Human Poverty Index
(2004) 98 (out of 102 countries)
Expenditure on
education (as a
percentage of GDP)
4.6 %

The Education System

Table 2 provides rates of enrolment at various levels of education

Table 2: Selected Education Statistics4

Net primary enrolment (%) 22% (1991); 46% (2004)
Net secondary enrolment (%) 25% (2004)
Gross tertiary enrolment 19% (2004)

Education policy

The importance the Government of Ethiopia has placed on education for national
development is evident from the urgency with which the transitional government adopted the
Education and Training Policy in 1994.5 This document outlined the mission and goals for the
education system of Ethiopia to achieve the present and future national economic and social
development goals. It has been the foundation of all the sector policies that have followed,
including the Education Sector Development Programme I and II and the ICT in Education
Implementation Strategy and Action Plan.

The ICT in Education Implementation Strategy and its corresponding Action Plan are
components of a wider Ethiopian national e-education initiative. This initiative forms one of
the pillars of the ICT for Development 2010 Plan.6

The strategy is built on three main streams:


Ethiopian National SchoolNet Initiative

The National ICTs in Higher Education Initiative

The National ICT Education, Training and Awareness Initiative
These three streams form the basis for the implementation of the strategy across the
education sector. The National SchoolNet initiative, for instance, is aimed at the
deployment and the exploitation of ICTs to facilitate the teaching and learning process
within primary, secondary, technical and vocational schools. The ICTs in Higher
Education Initiative focuses on deploying ICTs within the universities, colleges, and

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research institutions. And, finally, the National ICT Education, Training and Awareness
initiative promotes ICT awareness and literacy, lifelong and adult education, and distance
and virtual education and learning. The strategy also identifies strategic goals and draws
up a programme and activities for each initiative.

Both the national ICT4D 2010 Plan and the ICT in Education Implementation Strategy
recognise ICT as an enabler for widening access to education for the Ethiopian
population, for supporting literacy education, and for facilitating educational delivery and
training at all levels.

Infrastructure

Ethiopia’s national ICT policy has set the stage for growth within the ICT sector despite
the country having one of the lowest penetration rates in the region. Tele-density in 2005
was 0.83 per 100 inhabitants, exclusive of mobile telephony. If the 410,630 mobile
subscribers are included, the penetration rate shoots up to 1.39 per 100 inhabitants in the
same period. In 2004 the country recorded 225,000 personal computers to be in use, but
mainly in the capital city Addis Ababa.7

The number of Internet users rose from 75,000 in 2003 to 113,000 in 2004 with 88
Internet hosts. The usage numbers were again skewed for the urban community, which
forms only 15% of the total population. This trend is indicative of the country’s
infrastructure development with most of the communication infrastructure concentrated
around the capital city.

Ethiopia Telecommunication Corporation (ETC) was licensed by the regulator, Ethiopia
Telecommunications Agency (ETA) as the national operator to provide public switched
telecommunication services, GSM 900Mhz mobile telecommunication service, Internet
service, and digital data communication.8

Table 3 gives a statistical overview of the infrastructure available.

Table 3: ICT Infrastructure in Ethiopia

Telephone lines 610,300 (2005)
Mobile telephones 410,630 (2005)
Internet users 113,000 2005)
Internet hosts 88 (2006)
Television broadcast stations 1 plus 24 repeaters (2002)
Radio stations AM 8, FM 0, shortwave 1

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ICT in schools

With the existing infrastructure, there are obvious challenges to the proposed strategy.
For instance, the strategy envisages the integration of ICT into the learning, teaching, and
administration of the school system through education information management systems.
But with only 40% of schools in Ethiopia having computers, this may be a daunting task.
And of the schools that do have computers, most of them are in Addis Ababa, thereby
creating a major rural-urban divide should the strategy be implemented within the current
context.

A related challenge is that most schools have limited or low access to the Internet. Those
schools that are connected generally use e-mail only, and it is available only to the
administration. Access to ICTs by teachers is also limited, especially to computers and
the Internet, which makes it difficult to assume that educators can integrate ICT into their
teaching.

These challenges notwithstanding, the Ministry of Education, through the ICT in
Education Implementation Strategy, has drawn up an action plan that consists of 15
programmes and initiatives. These programmes include the formation of a National Task
Force for ICT in Education and a Secretariat under the Ministry of Education that will coordinate
the activities.

To address the connectivity challenges, the Ethiopian Telecommunication Corporation,
with assistance from the government, the World Bank, the African Development Bank,
and the International Monetary Fund has established a state-of-the-art multimedia
broadband backbone infrastructure with a core nucleus of 4,000 kilometres of optical
fibre.9 (See WoredaNet Initiative below.)

It is this same network that has provided a backbone for the first phase of the SchoolNet
initiative. Classrooms in schools are equipped with plasma screens and receive lessons
via video broadcast for eight hours a day by satellite TV with content from the
Educational Media Agency.10 Local area networks have also been established in 181
schools, which have also received computers from the project.

ICT in universities

In a baseline survey conducted by the Ministry of Education, it emerged that most
universities and institutions of higher leaning in Ethiopia have computers. However,
these computers are few and, therefore, shared at a student-computer ratio of 10:1 in most
cases. The study also showed that despite the presence of computers, most of the
institutions lack a network infrastructure and have limited connectivity. The lecturers are
yet to adopt ICT as a teaching tool, and only a small number of students use computers
and the Internet as a learning resource.

One of the key roles that ICT has played in the higher education sector is that of distance
learning through the Internet. In Ethiopia, however, most of the nation’s universities have
indicated they are not involved in electronic distance education (EDE) initiatives; in fact,
only 15% of private universities have indicated that they use EDE.

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However, there has been some movement from some universities. The University of
Addis Ababa, for instance, has an ICT development office charged with the sole
responsibility of implementing ICT initiatives.11 These include developing systems and
infrastructure for use by students, lecturers, and the administration. The university is also
collaborating with the Indira Gandhi National Open University on electronic distance
education.

At the school level, the co-ordination seems to be centralised at the Ministry of Education
through the Regional Education Bureau. However, at the university and college level, it
appears most activities are carried out and co-ordinated by the universities themselves.
Other players in government include the Ministry of Finance and Economic Planning, the
Ministry of Capacity Building, the Ministry of Defense, and the Ethiopia ICT for
Development Agency.

Current ICT Initiatives and Projects

WoredaNet Initiative

This is a major e-government initiative that connects all 600 of Ethiopia’s local councils
(woredas) to 11 regional capitals through Internet telephone and video-conferencing. .)
Half the links are by cable, and half by satellite The initiative also provides connectivity
to the SchoolNet, eHealth, and the soon-to-be launched AgriNet. WoredaNet is
implemented by the Ethiopia Telecommunication Agency with funding from the World
Bank and the African Development Bank through the Ministry of Capacity Building.

For more information:

www.cisco.com/application/pdf/en/us/guest/netsol/ns579/c647/cdccont_0900aecd8030981d.p
df

SchoolNet Ethiopia

The joint initiative by the Ministry of Education and UNDP is probably the most visible
project in the country with a total of 181 schools equipped with a minimum of 15 networked
computers per lab all connected to the Internet. An additional 15 schools were to be equipped
with computers and a printer by the end of February 2007. There are new programmes around
this initiative in the planning stages, including creating an extranet that will connect the
schools.

For more information: www.schoolnet.et

Distance Learning

The Ministry of Education has initiated a distance learning initiative using video-conferencing
with the Indira Gandhi National Open University in India. The project has started accepting
students, mostly teachers, and offering master’s degrees in economics, marketing, and
business administration. The project is in collaboration with the University of Addis Ababa,
Alemaya University, and St Mary’s College.

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ICT Development Office of AAU

The ICT Development Office at Addis Ababa University was established as a liaison
office for collaborating with overseas universities, development partners, and relevant
local institutions to initiate and implement ICT-related projects and activities. The broad
duties and responsibilities of the office are developing an ICT strategic plan and
overseeing its implementation. This initiative is supported by Ethiopiaid and Sida.

For more information: www.aau.edu.et/ict/index.php

Ethiopic Standards Development and Dissemination Program Development

This Government of Ethiopia and UNESCO-supported initiative enables unrestricted and
easy communication using modern computers and software for Ethiopic script users. The
project has developed a standard keyboard layout and has provided standard terminology
of computer words in Amharic.

For more information: www.eictda.gov.et/Standard.htm

Implementing ICT in Education: What Helps and What Hinders?

Unlike many African countries where educationalists are still grappling with policy issues and
trying to formulate strategies for adoption of ICT within their education sector, Ethiopia has
done well in developing a detailed strategy and an accompanying implementation plan all with
action plans and timelines. This does not mean however, that there are not challenges and
constraining factors to the adoption of ICT.

Table 4 lists some of the most visible enablers and inhibitors of ICT use.

Table 4: Factors Influencing ICT Adoption

Factor Enabling Features Constraining Features
Policy framework and Ethiopia has a well structured plan that
implementation plans clearly identifies the issues and sets out a
strategy to address the various challenges of
implementing ICT in the education sector.
The strategy also maps the activities in the
action plan with key policies and gives time
lines on the various deliverables.
Gender equity About 50% of school-age girls do not have
access to primary schools, and even those
who do often drop out or repeat for
economic or cultural reasons. However, the
Ministry of Education, in partnership with
the British Council and the UK’s Active
Learning Centre, have been working to
improve girls’ enrolment and to reduce their
poor performance.

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Infrastructure and
access
Ethiopian Telecommunication Corporation
has made tremendous effort in establishing
the national backbone. This has contributed
to the SchoolNet initiative that has provided
Internet connectivity to 181 schools.
Infrastructure development remains
the biggest constraint for the use of
ICT in the education sector. The cost
of equipment and bandwidth are
barriers to entry for schools and,
therefore, students. This is
compounded by the major distribution
disparity of infrastructure between the
urban and rural areas. Schools in rural
areas are most disadvantaged; most of
the existing infrastructural resources
are concentrated in the urban areas,
especially Addis Ababa.
Lack of resources Most schools and even colleges have
not factored in ICT development to
their organisation’s budget. The public
schools are entirely dependent on the
federal government plans to equip
them with the various ICTs and on
donations from well-wishers.
Language barrier Amharic is a working language in
Ethiopia. Unfortunately, a lot of
content on the Internet is in English,
which creates a barrier to the Amharic-
speaking population.
Skills and capacity ICT skills are still low in Ethiopia,
which creates multiple problems of
usage and utilisation of ICTs.
Awareness of the Some schools and institutions are aware of Lack of awareness of the benefits of
benefits of ICT the benefits of adopting ICTs into their
organisations and have taken advantage of
and have invested and are utilising ICTs to
give their students an edge. These are,
however, mostly private schools and are
mostly located in Addis Ababa.
ICT is a major hindrance to its
adoption, especially within the
education sector. Most rural
communities in Ethiopia, which form
more than 80% of the population, have
not woken up to the issues of the
information society.

Notes

1.
The World Factbook 2007.
https://cia.gov/cia/publications/factbook/geos/et.html
2.
Country Fact Sheets: Ethiopia, “Human Development Report.” 2006.
http://originhdr.
undp.org/hdr2006/statistics/countries/country_fact_sheets/cty_fs_ETH.html
3.
World Fact Book. 2007.
https://cia.gov/cia/publications/factbook/geos/et.html
4.
World Bank Summary Education Profile; Ethiopia
http://devdata.worldbank.org/edstats/SummaryEducationProfiles/CountryData/GetShowData.asp?sCtry=ET
H,Ethiopia

5.
Education and Training Policy.
www.moe.gov.et/Laws_and_Regulations/EthiopianEduAndTrainingpolicy.
aspx
6.
ICT in Education Implementation Strategy and Action Plan. 2006. Ministry of Capacity Building, National
ICT4D Action Plan for Ethiopia. 2006.
http://www.estc.gov.et/ICT%20policy.htm
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SURVEY OF ICT AND EDUCATION IN AFRICA: Ethiopia Country Report

7.
“Annual Statistical Bulletin (2005/06).” 2005. Ministry of Transport and Communication, Ethiopia
Communication Agency.
www.eta.gov.et/Button/Word/Tele-Stat_Bulletin_Analysis_1997.pdf
8.
Ethiopian Telecommunications Agency, Licences. 2007.
www.eta.gov.et/Button/Licenses.htm
9.
“Ethiopia Telecom’s Next-Generation Network Supports a Nation’s Economic Transformation.” 2004. Cisco
Systems.
www.cisco.com/application/pdf/en/us/guest/netsol/ns579/c647/cdccont_0900aecd8030981d.pdf
10.
“Ethiopia’s Digital Dream,”, The Guardian. 4 August 2005.
http://technology.guardian.co.uk/online/story/0,,1541785,00.html

11.
ICT Development Office of Addis Ababa University, Ethiopia.
www.aau.edu.et/ict/index.php
Given the constantly changing nature of the Internet, we suggest that you copy the document or web site title (and
author or organization name, as appropriate) of a resource below into your favorite search engine if a link on this
page is not working.

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SURVEY OF ICT AND EDUCATION IN AFRICA: Ethiopia Country Report

 

Keynote Address

by

H.E. Ato Tefera Walua, Minister of Capacity Building, Ethiopia

 

Addis Ababa, Ethiopia

25 May 2006

Excellencies,

Invited guests,

Dear participants,

Ladies and Gentlemen,

 

It gives me great pleasure to welcome you all to Addis Ababa and to join you at the launch of e-Learning Africa, the Continent’s 1st International Conference on Information and Communication Technology (ICT) for Education and Training.

This important event comes at a crucial time, where my country has been actively engaged in using ICT as an enabler for democratic governance, development, and to integrate technology into the education system. The Ethiopian government considers ICT as a tool in its efforts to transform our society.

Ethiopia can’t wait long to break the present abject poverty and backwardness going through the traditional strategies; we want to deploy ICT as unprecedented leapfrogging instrument.

It has been abundantly clear that information and communication technologies have drastically changed the way individuals, organizations, and enterprises think and do business.

 

Background

The history of ICT at Mekelle University, started about a decade back. It started with very few computers with 80486 and earlier generations. The first dial-up Internet connection started in the Library with only one person at a time access. In the year 2000, the connection moved to the computer center building and access to the Internet has been upgraded to 20 to 40 person at time. The faculty of science & technology and business & economics are pioneers in establishing faculty-based computer Labs for use by their students and staff.

Since the year 2003 Mekelle University, together with the Ministry of Education and in collaboration with MU-IUC program has establshed a university-wide network backbone that connects the Main campus with Adihaki campus and links to a 1Mbps leasedline Internet.

Mission

The mission of the Mekelle University ICT Center is to empower the teaching-learning, research, consultancy and support operations of MU with ICT and to conduct ICT related research and consultancy.

Vision

The vision of the Mekelle University ICT Center is to be an excellent and state-of-the-art ICT service provider.

Objective

The strategic objectives of the ICT Center is to provide secure, reliable, efficient network-based services and ensure that all university community has access to ICT resources.

Our customers

The ICT service delivery process is desired to provide speedy, effective, demand-based and quality ICT support to customers, namely, researchers, instructors, consultants, support staff, managers, data administrators, member of College ICT Helpdesk Teams, student representatives, guests and local community.

List of ICT related Services

  • Web-hosting

  • Content uploading

  • Provision of access to Intranet/Internet

 

  • Release or withhold access control for Intranet/Internet content

  • Email accounts

  • Bandwidth allocation

  • storage space allocation

  • Security of desktops, services, VLANs, databases, gateway, etc

  • Networking

  • Web development

  • Maintenance for PCs, Networks, Switches/Power, etc

  • ICT training and research

  • ICT related planning, specification, consultancy, etc

 


Delivered at the 1st International Conference on ICT for Development, Education, and Training in Africa

2

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