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Global Networks bring Lo-cally Relevant Higher Edu-
cation to Poor Countries
LYNN ILONAPRIL 2012
New Growth Theory
Assumes that ideas are driving force of society’s progress
Knowledge is built through net-works of people
Is cheaply duplicated Can be used by everyone at same
time
Birth of new theory
Knowledge economics Countries grow from ideas World is linked through networks Learning is different than education Knowledge can be built from collective intelli-
gence Expertise is shared Professors are learning organizers
Birth of new theory
Investments in learning (personal, national, global) Infrastructure – access to learning systems Equality – part of backbone of national & global
systems Networks – learn how to build and maintain Learning to learn – major new skill Lifelong learning – continuously refresh knowl-
edge
Internet Cables into Africa
Source: http://manypossibilities.net/african-undersea-cables/
New opportunities give Africa a chance to make use of knowledge revolution
African internet us-age growing at 2000% compared to a global average of 480%
Problems with human capital theory
The Challenge
Bring high quality higher education to poor coun-tries
Quality content means making education relevant to the society and lives of the people
Use knowledge economics to reduce costs of higher education
Use collective adaptive system to build curriculum Use local strengths to build local content and in-
crease development prospects
Old development model
Donor Recipient Country
(resource rich) (needy)
Project management Training needs
Skills Material needs
Knowledge/ Ideas
Money/ material goods
Expertise
New networked model
GKI ZambiaProject manage-
mentIdeas/knowledgeMaterial goods/money needs
ReDI (Korean NGO)
ExpertiseSkills
Training needs (personnel)
Project manage-ment training
needs
Korean Research Foundation/ Ko-
rean GovernmentMoney/material
goodsSeoul National University
Project Manage-ment
ExpertiseIdeas/knowledgeTraining needs (s-
tudent)
“About 86% of the lecturers surveyed indicated that they rarely found materi-als relevant to their information needs. Only 3% of the lecturers said they found the materials needed for their work in the library, whilst 3% indicated they never found anything in the library.” Muyoueta Simui and Christine Kanyengo, (2001), “Financing Of University Libraries In Zambia,” Lusaka, Association Of African Universities.
Resources for building cur-riculum locally and for qual-ity curriculum delivery are a
fundamental constraint to expanding local higher educa-
tion access in Africa
“even the well-read Africanist or sociologist is struck by how little has changed in the field of edu-cational development in Africa since the turn of the twentieth century. Countries throughout Africa are still struggling to find a balance between curricula that are culturally relevant and that prepare stu-dents to participate in larger, global settings. And all over (or under) this problematic issue is the colonial legacy.”Bob White, (1996) “Talk about School: Education and the Colonial Project in French and British Africa, (1860-1960)”. Comparative Education, 32(1):9-25.
African higher ed-ucation has never
been relevant to the local situation and was never de-signed to be rele-
vant
Student analysis becomes new
content
Commu-nity Data
Local doc-uments &
data
Local Expert
Lectures
Local GKI Environ-ment
Disorganized, high quality
global content on the web
Collective/Adap-tive System for
Building Curricu-lum
The proposed col-lective adaptive
system will orga-nize both local and global content into
high quality cur-riculum for deliv-ery in poor coun-
tries
Internet module delivery to GKI
LYNN ILONMARCH 2012