Project Proposal

(Draft: 12/27/03)

The Establishment of ICT-Center and Local Community Development Networks (LCDNs) for E-Learning and E-Healthcare

in Ethiopia

Application for Japan Social Development Fund (JSDF)/Seed Fund

Principal Promoter and Coordinator

(will be notified after arrangements are made with local stakeholders)

Co-Principal Promoter and Coordinator

Takeshi Utsumi, Ph. D., P.E.

Founder and Vice President for Technology and Coordination Global University System (GUS)

Chairman of GLObal Systems Analysis and Simulation Association in the U.S.A. (GLOSAS/USA)

43-23 Colden Street, #9-L

Flushing, NY 11355-3998

U.S.A.

+1-718-939-0928

utsumi@columbia.edu

http://www.friends-partners.org/GLOSAS/

Contents

SUMMARY

I. Introduction

1.1. Background

1.2. Education, Manpower Development and Health Care in Ethiopia

1.2.1. Education

1.2.2. Manpower Development

1.2.3. Healthcare

1.3. Information and Communication Technology in Ethiopia

II. Project Objectives

2.1 Development Objectives

2.2 Immediate Objectives

III. General Scheme of EthioNet and LCDN

3.1. EthioNet

3.2. LCDN

IV. Expected Project Results and Benefits

4.1. Expected Utilization of Broadband Internet

4.2. Social Benefits

4.3. Technological and Economic Benefits

4.4. Cost Effectiveness of Wireless Broadband Internet

4.5. Replicability

4.6. Summary

V. Financing EthioNet and LCDN

5.1. ODA Fund of the Japanese Government

5.2. Global E-Rate

5.3. UNESCO

VI. Synopsis of Principal Organizations

6.1. ASELEH

6.2. AA, DBU and DU

6.3. GUS

6.4. GUS/USA

VII. Joint Programs and Projects

7.1. Open Education Project-Gondar

7.2. SchoolNet

7.2. AAUNet

Annex A: Resumes

Annex B: Letter of Support and Commitment

Annex C. Financing (Detailed)

Summary

I. Title

The Establishment of EthioNet [1] and Local Community Development Networks (LCDNs) for E-Learning and E-Healthcare in Ethiopia

II. Goal

1.) To establish

a.) EthioNet: A broadband Internet network (with a project name EthioNet), which is planned to enhance interaction among higher education institutions. The network shall interlink these institutions within themselves and with communities in their vicinity, nationwide and that of international (with the Global University System). The network, by paving the venue to communication, will ultimately enable life-long learning and E-Learning in higher education. EthioNet will, by the same token, promote E-Healthcare in hospitals, health centers and clinics.

b.) LCDN: Local Community Development Networks (LCDNs) which is to link diverse rural communities for knowledge sharing through exchange of experiences. In short, the LCDN foster public services supported by Information and Communication Technologies (ICTs).

c.) GUS/Ethiopia: Global University System in Ethiopia (GUS/Ethiopia) will establish technological alternatives to promote access and use of the available technology for E-Learning in educational and E-Healthcare in medical fields with the Official Development Assistance (ODA) fund of the Japanese government. GUS/Ethiopia will be a representative of the Global University System which is responsible to coordinate this project and other activities in promoting the principles of Global University System.

2.) To achieve socio-economic and technological benefits, by introducing E-Learning and E-Healthcare to education and health care sectors. The over-all effects will result in property reduction, developing qualified manpower, and opens chance to play a global role in knowledge creation, where Ethiopia may have comparative advantage.

3.) To secure:

a.) The Japanese Social Development Fund (JSDF/Seed Fund) for the initial phase

b.) The Community Project Assistance Fund (CPAF) and

c.) The Official Development Assistance (ODA) Fund to promote EthioNet and LCDN.

4.) To promote E-Leaning and E-Healthcare in Ethiopia: This is the ultimate goal. Once the infrastructure facilities are set up, the overall advantages of ICT can be implemented to support education and health sectors.

III. Project Financing

a.) The JSDF/Seed Fund for the initial phase, i.e., for the fact-finding and assessment and organizing mini-workshop.

b.) Community Project Assistance Fund (CPAF) for deployment of LCDN

c.) Official Development Assistance (ODA) fund of the Japanese Government to implement the project objectives.

I. Introduction

1.1. Background

The information and communication technology (ICT) revolution leaves no room for exceptions: It knocks the doors of every country and all activities where human beings are engaged in. The way we work, learn and live is highly influenced by the rapid development of this technology. However, the role ICT plays in teaching/learning and Telemedicine signalizes new phenomenon. The "global digital village" is reflected in the global teaching/learning system, which gave birth to the new role of ICTs.

With 6 billion people on Earth, going to 9 billion by the middle of this century, current educational systems everywhere at all levels have major problems, probably not solvable with current classical teaching/learning approaches. Thus, we need new approaches that go beyond current teaching/learning systems, which by any means, need to be greatly improved, less expensive and available lifelong for all in all fields of studies and for every society anywhere.

The new wave of technical facilities makes it possible now, metaphorically speaking, to bring the lecture hall, the library and the laboratory combined, into the room of a student who possesses a relatively cheap personal computer (PC). Indeed, we are witnessing a new kind of mobility in higher education, by means of which it is the university (and the whole range of its facilities) that goes to the student. In that manner, access to higher education studies is open to large categories of people, both within national boundaries and internationally.

ICTs become equally important for all universities and other higher university institutions to attach an objective they had recognized as their own a long time ago, namely the need to become true centers of life-long learning. It is accordingly expected that the use of ICTs in distance and open education will occupy a major place in Education and Healthcare Systems in Ethiopia, too.

To this end, UNESCO, IFIP, IEEE, GUS and other international organizations have understood for many years the importance of the application of ICT in Education and Healthcare Systems. However, the main inhibiting factors to use ICT in developing countries like Ethiopia are:

(a) Lack of qualified teachers and professors

(b) Lack of qualified technical and managerial personnel

(c) Limited material (resources like computer and peripheral equipment) and financial resources

(d) High costs of hardware and educational software.

Considering the constraints mentioned above, a proposal with the following main objectives is presented:

(1) To Establish EthioNet and LCDNs to promote technological and socio-economic development of communities (universities, elementary and secondary schools, hospitals and others) with the use of high speed wireless Internet connections for E-Learning and E-Healthcare associated with content development. (see Figure)

(2) To create the Global University System/Ethiopia (GUS/Ethiopia) in order to establish technological alternatives to promote access and use of the available technology for E-Learning in educational and E-Healthcare in medical fields with the Official Development Assistance (ODA) fund of the Japanese government.

1.2. Education, Manpower Development and Health Care in Ethiopia

1.2.1. Education

Education in Ethiopia dates back to 1500 years. In older times, churches were the center of education and knowledge creation. Church education has (and still now in most places) contributed significantly in Ethiopian tradition. Modern education, which becomes gradually dominant over the church ones, played more positive role in the development of the society by promoting a range of activities which stimulated creativity and innovation.

Education is both a product of society and a major factor in social changes. Thus, education must involve the whole society in its operation and offer the possibility of a life-long process of learning. There is a close interaction between technological and economic growth and development in education as no single country has achieved sound economic development without a well established education system.

The assessment of the educational and health sectors in Ethiopia show that in spite of the many achievements, there remain still major preambles which need to be resolved. At present, the education sector is beset by problems of extremely low and stagnant primary school enrolment, in adequate number of qualified teachers capable of setting newly introduced local languages at regional levels (and associated with shortage of educational materials in these languages); high school drop-out and repetition rates, restricted access to tertiary education; high illiteracy rates; and overall low quality of education.

Furthermore, secondary education is exemplified by class size between 90 and 120, and by chronic shortage of teaching materials. Coupled to that, the annual pool of high school completers is very large, compared to the capacity available at university level. As a result, hundreds of thousands of high school students not only become unemployed because of their failure to successfully complete their studies, but also because of their lack of access to already limited tertiary education.

The government investment to education sector is on the average between 1986 and1996 remained below 9.6%, whereas to that of health for similar period is merely 4.5%. Private or other sources of investment are quite limited. In fact, private colleges are now under way to contribute in the area of higher education, though far behind what is expected. The role played by continuing, distance and open education is remarkable.

Cognizant of the current education system and the long way it has to go, in order to play dynamic role in the process of economic development, this project plan foresees in providing alternative system to the inadequate traditional education system. In this connection, the government has also declared to establish an integrated, comprehensive and effective National Information and Communication Infrastructure Framework. The Ethiopian Telecommunication Corporation (ETC) has adopted a program for schools known as SchoolNet (see 7.3.), which optimistically envisaged furnishing over 590 schools all over the country with Internet access.

1.2.2. Manpower Development

The human development, specifically trained manpower of Ethiopia correlates directly to the education system of the country (see 1.2.1.). Thus, in actual fact, the trained manpower situation of the country is very worrisome, mainly for two reasons:

a.) The existing labor force is largely unskilled and less productive, and as such, can hardly contribute to rapid economic growth and the present education system is not in a position to fill this valuable missing element.

b.) At the same time, the majority of children do not go to school and the future style of the unskilled labor forces is likely to increase proportionally. The human resource situation or the country is thus beset with short-term as well as long-term problems.

1.2.3. Health

Health is a factor in the development endeavor as a county's future ultimately depends on the well being of its population for the realization of its human potential.

The health status of the Ethiopian population is among the least in the world. Infectious and Communicable diseases and nutritional deficiencies are the major contributing factors for such poor health status. Poor environmental conditions and limited communication systems coupled with inadequate healthcare services and low awareness about health care, owing to distances from clinics in remote rural areas, and weak income earning capacities have aggravated health problems in Ethiopia.

Most communicable diseases, like HIV/AIDS and tuberculosis, which could be controlled through elevating the awareness of the society, are affecting a large number of people.

1.3. Information and Communication Technology in Ethiopia

Ethiopia provides Internet services since end of 1997 for the national community. It also considers the development of national Information and Communication Technologies (NICTs) infrastructure as one of the National strategic components to make change and improve the determinants in socio-economic performance. In line with that, some of the objectives of the establishment of NICTs institution are:

• Facilitation of maximum connectivity to the global information infrastructure and lay a firm foundation for electronic business;
• Internet connected schools and higher education institutions which will speed mass ICTs literacy;
• Establish and strengthen information systems and technology that responds to the need for facilitating agricultural and rural development;
• Establish and strengthen information systems and technology that support to improve the coverage and quality of health services.

Although, the current status of application of ICT by the public is low, this will change within short period of time if attention is given and appropriate measures are taken.

II. Project Objectives

2.1. Development Objectives

a.) To promote the socio-economic development of communities (universities, secondary and elementary schools, hospitals and others) with the use of high speed wireless Internet connections for E-Learning and E-Healthcare associated with content development (see Figure)

b.) To promote the use of information and communication technologies for economic development and wealth improvement in the country by the participation of communities for improving productivity and to engage them in knowledge and information sharing by harnessing the emerging broadband connectivity to enhance these activities as well as to improve welfare. The socio-economic and technological benefits and the overall effects will result in developing qualified manpower and opens chance to play a global role in knowledge creation, where Ethiopia may have comparative advantage.

c.) To promote the establishment of Tele-immersion environment in Ethiopia, which emphasizes the critical elements of the peopleÕs cultural heritages, history of the people as well as their daily experiences, based on their indigenous knowledge systems (IKS) by linking them to centers of learning and promoting ICT to use local languages in research, recording and retrieval. Creation and processing knowledge will help to ultimate goal of promoting E-Learning and E-Healthcare.

2.2. Immediate Objectives

a.) Conducting fact-finding and capacity assessment study that lead towards organizing mini-workshop. Upon a successful completion of the workshop, a project group and a Task Force will be organized which will prepare project feasibility study to apply for the implementation of the development objectives of the project.

b.) Appraising the project study and organizing a comprehensive workshop which envelopes different public, government, non-government organizations (NGOs) to comment, supports the project plan.

c.) Implement pilot project, whose details will be determined after the workshop.

2.3. Intermediate Objectives

1.) To establish

a.) EthioNet: A broadband Internet network (with a project name EthioNet), which is planned to enhance interaction among higher education institutions. The network shall inter-link these institutions within themselves and with communities in their vicinity, nationwide and that of international (with the Global University System). The network, by paving the venue to communication, will ultimately enable life-long learning and E-Learning in higher education, in one hand, and promote E-Healthcare in hospitals, health centers and clinics, on the other hand.

b.) LCDN: local Community Development Networks (LCDNs) which is to link diverse urban as well as rural communities for knowledge sharing through exchange of experiences. In short, the LCDN foster public services supported by ICTs.

c.) GUS/Ethiopia: Global University System in Ethiopia (GUS/Ethiopia) in order to establish technological alternatives to promote access and use of the available technology for E-Learning in educational and E-Healthcare in medical fields with the Official Development Assistance (ODA) fund of the Japanese government.

GUS/Ethiopia will be a representative of the Global University System, which is responsible to coordinate this project and other activities in promoting the principles of Global University System.

2.) To secure Fund:

a.) The Japanese Social Development Fund (JSDF/Seed Fund) for the initial phase

b.) The Community Project Assistance Fund (CPAF) and

c.) The Official Development Fund (ODF) to promote EthioNet and LCDN.

3.) To promote E-Leaning and E-Healthcare, the ultimate goal:

a.) E-Leaning: Support/supplement higher education with ICT. Target groups at this pilot project level will be drop-outs from universities, colleges and other higher education institutions; distance open education fellows; life long learners (mostly continuing education); and those who failed to join higher education due to very low capacity of higher education institutions [2] . This will give not only chances to these groups, but also will be considered as an alternative to current education system which has very limited capacity for higher education.

b.) E-Healthcare: render services like Tele-medicine supported with ICT. Once the infrastructure facilities are set up and the health service centers are interconnected, there are a lot of services to provide (detail will be added later in feasibility study).

III. General Scheme of EthioNet and LCDN

3.1. EthioNet

EthioNet will interconnect the Addis Ababa University, the Debub University and at a later phase (due to some technical conditions), the Bahr Dar University including all colleges, institutes and research centers affiliated them with broadband microwave and/or satellite Internet. This will facilitate the exchange of knowledge inter/intra colleges, research institutes and universities.

3.2. LCDN

Local Community Development Networks (LCDNs) will link diverse rural communities for knowledge sharing through exchange of experiences and the promotion of indigenous knowledge for development as well as connecting them to universities and colleges with selected secondary and elementary schools, libraries, hospitals, local government offices and NGOs, etc., firstly in the Cities of Addis Ababa, Awasa and Bahr Dar and their surroundings by broadband wireless Internet, which could be possibly at a later stage extended to various towns and villages.

3.2. GUS/Ethiopia

GUS/Ethiopia, a consortium for E-Learning and E-Healthcare in Ethiopia, will foster the development of E-Learning and Tele-Medicine projects using broadband Internet technology in order to enhance their teaching/learning capabilities. The GUS/Ethiopia will also facilitate connectivity among current E-Learning efforts around the world and will provide support and guidance to selected pilot projects serving as models for adoption around the world.

GUS/Ethiopia will also promote the above objectives as well as production of learning-ware, digital libraries, virtual laboratories and virtual universities with high-speed wireless and satellite technology, which is designed to deliver cost-effective transmission of text-based data and multimedia, like audio, video, animated pictures, etc., anywhere and anytime in Ethiopia.

Note that, in the pilot projects, in early stage of development, student clusters and kiosks will be set up, and in the subsequent stages, use of laptop will be encouraged.

Each of the regional satellite hub will then be connected to regional element, like institutions of secondary and higher education, libraries, hospitals, local government agencies, etc., in midrange (80 to 350 km) apart from each other using microwave broadband (1.5 to 45 Mbps) Internet networks. Those organizations will then disseminate the broadband Internet service further to similar nearby (up to 40 km) organizations using fixed wireless spread spectrum broadband (3 to 10 Mbps) Internet Networks. Each of those institutions will then become relay points for WiFi wireless broadband Internet to close the last mile to end-users for their anywhere and anytime access.

Figure: Global Broadband wireless and satellite Internet virtual private network

IV. Expected Project Results and Benefits