Abstract:

In most former colonies, education resources in are mainly found in reserves, such as capital cities, which were established and used for purposes of colonial administration. Thus suggests the postcolonial governance in these former colonies hardly realize that higher education, is a key indicator for knowledge-based economy. For instance, in Botswana, elementary education is primary at 100 percent gross enrolment while higher education enrolment remains around 10 percent. The higher education gap affects almost 70 percent population found in rural communities where there are hardly higher education institutions. Thus the majority of citizens are denied opportunities to participate in national development, where higher education qualifications, skills and experiences are the major requirements. The University of Botswana distance learning programs have limited impact on access and participation, with an average of 3 percent enrolment for almost past ten years.

This paper reflects on a case study that explored emerging educational technology infrastructure in rural communities and found that poor infrastructure and weak wireless networks limit the use of emerging technologies to access learning resources. Lack of broadband Internet, for instance, and conventional instructional technologies negatively impact higher education institutions’ choices of extending learning resources to rural communities. The case study participants were based in rural elementary schools, with zero percent Internet connection, 62 percent electricity connection and 52 percent weak wireless connection in their communities. Thus the divide between the rural majority and the urban minority widens to define Botswana as a nation where the largest inequality is that of higher education attainment.

Keywords:

Higher education, knowledge-based economy, distance learning, electronic mobile technologies, wireless networks.