Changing Computing Curricula in African Universities: Evaluating Progress and Challenges via Design-Reality Gap Analysis

Bass, Julian; Heeks, Richard

Abstract

Information and communication technologies (ICTs) are diffusing rapidly into all African nations. Effective use of the new technology requires a step-change in local skill levels; including a step-change in ICT-related university education. Part of that process must be an updating of university computing curricula, ranging from computer science through to information systems. Adoption of international curricula offers a ready means for updating, but African universities face challenges of implementing these curricula – curricula that were typically designed for Western rather than African realities.

To help understand the issues surrounding implementation of international computing curricula in Africa, we selected a case example: Ethiopian higher education. Using the design-reality gap model and its ’OPTIMISM’ checklist of dimensions, we analysed what ensued following its 2008 decision to adopt a new IEEE/ACM-inspired computing curriculum. We find that significant progress has been made, but that important gaps between design and reality – and, hence, challenges – remain. We are therefore able to identify specific actions along particular dimensions such as technology and skills that will help close design-reality gaps, and secure greater implementation. We propose that this analysis method will prove a valuable strategic tool for computing curriculum reform in other African nations.

Citation

Bass, J., & Heeks, R. (2011). Changing Computing Curricula in African Universities: Evaluating Progress and Challenges via Design-Reality Gap Analysis. The Electronic Journal of Information Systems in Developing Countries, 48(1), 1-39. https://doi.org/10.1002/j.1681-4835.2011.tb00341.x

• Journal Article Type: Article
• Online Publication Date: Dec 5, 2017
• Publication Date: 2011-08
• Deposit Date: Dec 18, 2023
• Journal: Electronic Journal of Information Systems in Developing Countries
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 48
• Issue: 1
• Pages: 1-39
• DOI: https://doi.org/10.1002/j.1681-4835.2011.tb00341.x