Academic literature on the topic 'Educational technology – Botswana'

Botswana through its two educational reform philosophies of 1977 and 1994 envisioned a developing education system that is on par with international standards. According to Tabulawa (2009), the education system was developed to produce critical thinkers, problem solvers, and innovative learners. The system was designed to provide opportunities for all students by providing access to all, improve the standards of education, emancipate Batswana from illiteracy, and develop their capabilities to create a social transformation in their lives. Education was to be a vehicle for continuous positive change that would ultimately enable people to build a better world. However, the system is wanting since most students drop out of school, fail the national examinations, or are unemployable graduates. Research shows that the standard and quality of education is deteriorating as evidenced by high rates of failure at primary and secondary schools. This paper established the reasons for deteriorating standards and failure of students; and whether this was a result of the difficulty, the country finds itself in attempting to re-think and change its educational system to improve the standards or any other factors. This paper reviewed the obstacles leading to high failure rate in one primary school and the need to overhaul, rethink, reform and transform the country’s education system. This study was carried out at the Ministry of Education and Skills Development, which is presently divided into two sub departments; the Ministry of Basic Education and Tertiary Education, Research, Science and Technology and one (1) primary school in Gaborone through the use of qualitative method.

In the light of Jacques Ellul's ideas on technology and Ivan Illich's views on education, what follows is a discussion of the present attempt of Botswana (amidst the Southern African Countries) to expand and modernize its educational system through the use of new technology to educate its people. The problems encountered in adopting technology are used as cautions for the Third World countries attracted to new technology for educating the vast majority. Illich's proposal for replacing the formal schools with the tools of conviviality for the learners is considered useful and relevant.

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

Investigations of latrine wastes in Botswana were undertaken to verify that sludge stored in a pit latrine chamber for at least one year does not constitute an unacceptable microbiological hazard on handling or reuse. Levels of faecal bacteria, Ascaris, Taenia, Schistosoma and human enteric viruses in sludges which had been stored for periods of more than one year were compared with levels in improperly stored sludges. In all cases, the importance of long term storage was confirmed. However, it is noted that substantial sociological and educational inputs are required if latrine users are to obtain the maximum health and economic benefits of latrine sanitation and sludge reuse, particularly in cultures where there is traditionally little interest in such practices.

Objective: The objective of this study is to conduct a systematic review of the literature of how portable electronic technologies with offline functionality are perceived and used to provide health education in resource-limited settings. Methods: Three reviewers evaluated articles and performed a bibliography search to identify studies describing health education delivered by portable electronic device with offline functionality in low- or middle-income countries. Data extracted included: study population; study design and type of analysis; type of technology used; method of use; setting of technology use; impact on caregivers, patients, or overall health outcomes; and reported limitations. Results: Searches yielded 5514 unique titles. Out of 75 critically reviewed full-text articles, 10 met inclusion criteria. Study locations included Botswana, Peru, Kenya, Thailand, Nigeria, India, Ghana, and Tanzania. Topics addressed included: development of healthcare worker training modules, clinical decision support tools, patient education tools, perceptions and usability of portable electronic technology, and comparisons of technologies and/or mobile applications. Studies primarily looked at the assessment of developed educational modules on trainee health knowledge, perceptions and usability of technology, and comparisons of technologies. Overall, studies reported positive results for portable electronic device-based health education, frequently reporting increased provider/patient knowledge, improved patient outcomes in both quality of care and management, increased provider comfort level with technology, and an environment characterized by increased levels of technology-based, informal learning situations. Negative assessments included high investment costs, lack of technical support, and fear of device theft. Conclusions: While the research is limited, portable electronic educational resources present promising avenues to increase access to effective health education in resource-limited settings, contingent on the development of culturally adapted and functional materials to be used on such devices.

Innovative design of new products proceeds by way of cognitive processes of analysis, critical thinking, creativity, conceptualization, cognitive modeling, synthesis, prototyping, and evaluation. Design phases invariably consist of divergence, transformation, and convergence operations. Designing is a creative faculty of the mind, akin to the conceptual faculty of learning arts, sciences, and languages. The author dwells briefly on cognitive, graphical communication, morphological, philosophical, and psychological aspects of design, together with educational imperatives, and proposes that designing new products requires the same cognitive processes regardless of their size, shape, and complexity.The author has drawn upon his own experience of designing a variety of things and has quoted references to design of household artifacts, office equipment, and industrial products. Reference is made to the ‘Design and Technology’ subject being taught at junior and senior secondary schools in Botswana and elsewhere. Examples are also drawn from some recent world-class designs. These establish the belief that human design cognition is the same for all products, small or large.

SummaryHumans are contributing to large carnivore declines around the globe, and conservation interventions should focus on increasing local stakeholder tolerance of carnivores and be informed by both biological and social considerations. In the Okavango Delta (Botswana), we tested new conservation strategies alongside a pre-existing government compensation programme. The new strategies included the construction of predator-proof livestock enclosures, the establishment of an early warning system linked to GPS satellite lion collars, depredation event investigations and educational programmes. We conducted pre- and post-assessments of villagers’ livestock management practices, attitudes towards carnivores and conservation, perceptions of human–carnivore coexistence and attitudes towards established conservation programmes. Livestock management levels were low and 50% of farmers lost livestock to carnivores, while 5–10% of owned stock was lost. Respondents had strong negative attitudes towards lions, which kill most depredated livestock. Following new management interventions, tolerance of carnivores significantly increased, although tolerance of lions near villages did not. The number of respondents who believed that coexistence with carnivores was possible significantly increased. Respondents had negative attitudes towards the government-run compensation programme, citing low and late payments, but were supportive of the new management interventions. These efforts show that targeted, intensive management can increase stakeholder tolerance of carnivores.

Purpose Advancement in Information and communication technologies (ICTs) has revolutionised Library and Information Science (LIS) education and libraries. Both theory and practice have been transformed completely. LIS education programmes have become highly competitive and must be market-driven and technology-oriented. At the same time, academic libraries have been transformed and have become dynamic. Fostering a close collaboration between LIS educators and practitioners can multiply their strength and abilities by sharing educational resources and theoretical and practical knowledge. This paper aims to present the findings of a study carried out to investigate the current status of collaboration among LIS educators and library practitioners at the University of Botswana. Design/methodology/approach Data were collected using self-administered structured questionnaires from both LIS educators at the Department of Library and Information Studies (DLIS) and practicing librarians working at the University of Botswana Library (UBL). To follow-up some of the issues, an interview was carried out with a subject librarian and a focus group discussion method was used to discuss some of the challenges from the findings. Findings The major collaborative activities from the DLIS staff were identified as the following: creating awareness of library resources and promoting library usage among students, facilitating library material selection and inviting librarians as guest lecturers to teach in the classroom. The main collaborative activities from practicing librarians were found to be the following: delivering information literacy instruction, providing professional/practical experience to students and information sharing with the DLIS teaching staff. The major challenges were identified as the following: different cultures of educators and librarians, lack of need to collaborate and lack of formal policy at the department and the university level. Research limitations/implications The UBL has 51 library staff members. All the librarians were not included in this research study, only senior librarians and library management were involved in the study. No theoretical framework was used to carry out the study. The questionnaire was designed based on the general literature in the field of professional collaboration among faculty and educators in the information profession. The follow-up interview and focus group discussion were conducted to address the collaborative activities and challenges that were acknowledged by at least 50 per cent of the participants. Issues with less than 50 per cent responses were considered insignificant to follow-up. Follow-up interview was conducted only with one subject librarian. As all subject librarians have the same job profile and undertake the similar activities, it was assumed that one subject librarian can represent others. Originality/value This research paper contributes to the body of literature. It may be useful for other LIS schools and libraries that work in similar environments, and it also opens up avenues for further research on this topical issue.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005.
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2090. Adviser: Ellen Brantlinger. "Title from dissertation home page (viewed Nov. 27, 2006)."

Research findings have shown that online learning has the potential to improve the quality of learning if it is designed effectively to embrace interactive, collaborative knowledge building among learners. Online learning has the capacity to facilitate efficient and enjoyable learning through skills acquisition in a context specific environment especially in Southern Africa but there are a number of challenges that designers of online learning need to factor in to the design of this pedagogy. This study explores how learner - learner; learner - course facilitator and learner - content interactions influenced and shaped learners' online learning experiences particularly satisfaction with a course facilitated from the University of Botswana for participants within the SADC region. These three forms of interactions were further explored through using 6 online learning evaluation dimensions to provide a guide to the analysis. The study employed a range of data collection methods that provided rich qualitative data including: Life world accounts, discussion forum entries, online surveys, expert reviews, and learners' grades. The findings suggest that the learners' level of interaction at the levels of the 6 dimensions could have influenced what they perceived to be valuable, effective and satisfactory. Other influencing variables were course design and community of learning presence. The findings also reveal that although the participants found the course to be very valuable to them, there were areas that could improve the learning experiences. Further longitudinal research and investigation into alternative technologies is also recommended.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009.

Instructional media is expensive yet it may be underutilized. This study explored the perceptions of tertiary educators in Botswana on the role of instructional media in tertiary students’ conceptualization of intended learning outcomes. Quantitative research was used to a greater extent and the qualitative to a lesser extent. The study is a survey in which a questionnaire with twenty-two (22) items was used as a data collection instrument. An initial total of 300 copies of the questionnaire were sent to a sample of 30 tertiary institutions in Botswana. A total of 183 questionnaires were returned, thus 61% return rate. A number of findings emanated from this study, and it was concluded that instructional media enhances tertiary students’ conceptualization of intended learning outcomes. There was a correlation between instructional media utilization and students’ conceptualization of intended learning outcomes. Respondents also reported that instructional media aroused interest in learning and enhanced effective teaching and learning during the teaching and learning process; and that instructional media improved learning, thereby improving academic achievement of the learners, up to estimated 50% or better than students who were taught using the traditional ways. It was also found out that computers and their accessories were frequently used as well as a combination of instructional media. Another finding was that the same media were frequently used because of lack of resources and that they were the only instructional media available in the institutions. The study further concluded that, the amount used to purchase and maintain instructional media at departmental, faculty and or institutional level was seen to be put to good use. The study recommends that: instructional media be one of the main components of teaching and learning process in tertiary institution; a policy to be formulated on financing; use and management of instructional media; training of tertiary educators on different types of instructional media to be made a priority; otherwise purchased instructional media may end up as white elephants in schools.
Educational Leadership and Management
D. Ed. (Education Management)

M. Tech. Business Information Systems
Information and Communication Technologies (ICTs) have impacted all facets of our lives. Governments around the world have invested in ICTs to improve teaching and learning in schools. Despite these investments on ICT infrastructure, equipment and software to improve education in many countries, ICT adoption and integration in teaching and learning have been limited. This dissertation explores what and how ICTs are integrated in Botswana senior secondary school teaching and learning activities. This research investigates, analyses, and interprets data to delineate the factors that prevent teachers' use of ICTs in teaching and learning processes. The research study reviews factors that encourage teachers' use of ICTs in teaching and learning processes and also teacher-level, school-level and system-level factors that prevent teachers from integrating ICTs in teaching and learning processes are also reviewed. Activity Theory is used as an underpinning theory for this study, mainly because it is an interpretive research approach that presents a framework within which to analyse the actions of people as they socially interact with each other in an effort to achieve a desired outcome. In this study, the desired outcome is the optimal use of ICTs to enhance teaching and learning activities.

Extant literature indicates that web-based blended learning will become the most accepted mode of delivery in the near future as an alternative to traditional face-to-face instruction particularly in the higher education landscape due to its potential to provide increased access to education for more people, increased student engagement with the tutor, rich learning resources, peers, and external experts, and flexibility beyond the limits of classrooms without compromising quality. The study focused on developing a web-based blended learning model that could help reap the benefits of blended learning at the University of Botswana (UB). With this in mind, the research question, "How can a web-based blended learning environment be designed, developed and implemented at the University of Botswana?" was formulated. In order to address the research question, a six-dimensional model called LAPTEL was developed. The six dimentions are: Digital Leadership, Equitable Access, Active Participation, Authentic Tasks, Intellectual Engagement and Learning (LAPTEL); the first five dimentions are requisites to enable studnets to progress towards successful learning which is the sixth dimension. The LAPTEL model depicts guidelines on how to ensure equitable access for students to learning contexts, motivate and enable them to participate in meaningful educational processes, design and develop effective online as well as classroom learning materials (tasks), and engage students in active 'communityes of practice' in order to help them construct their own knowledge (learning) collaboratively under proper leadership. The Researcher considers it essential to have a complex interplay between the three components - active participation, authentic tasks and intellectual engagement to facilitate active, non-linear learning, and it will be catered for in the design, development and delivery of courses based on the LAPTEL model. The fact that these three dimensions have got features of both face-to-face and onlilne learning, integrated seamlessly, makes the LAPTEL a Web-based learning model. The overall aim was to develop a model of curriculum (re)design based on the student-centred pedagogical approaches that combine synergistically the effectiveness of traditional classroomwith technologically enhanced socialization and active learning oppotunities of the online environment in order to support student learning more effectively than what is possible in a typical lecture room. In a case study to evaluate the effectiveness of the LAPTEL model in the context of UB, the Researcher found that it could provide students with opportunity for increased interactive engagement (more than that is normally possible in 'face-to-face-only' or 'online-only' environments), flexibility and cognitive scaffolding that enhanced their learning experience. The Researcher concludes that the LAPTEL model fits well in the UB context, and it may be adopted by other institutions working under similar contexts.
Teacher Education
D. Ed. (Didactics)

Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL within the Botswana context necessitated this study. The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics. The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary school students use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement.
Information Science
M. Inf. Sc.

A number of studies on career orientations of information systems (IS) personnel have focused on developed countries. This study attempts to examine career anchors of IS personnel from the perspective of a developing country, Botswana. The results of the study show that IS personnel in Botswana exhibit career orientations similar to those identified in literature. However, there are some variations, which are attributed to cultural and socio-economic peculiarities. The study indicates that life style does not feature as a significant career anchor in Botswana. The dominant career anchors include organizational stability (security) and sense of service (service). Gender, age, and educational qualifications tend to moderate the career anchors significantly; thus creating a partition of the anchors across demographic groups. The major contributors to the turnover intentions of IS personnel in developing economies are job satisfaction and growth opportunities. Career satisfaction, supervisor support, organization commitment, length of service, and age did not contribute significantly to turnover intention.

This chapter analyzes the contribution of academic research outputs in ICTs towards the improvement of economic and social development of communities in Botswana, Namibia, and Zimbabwe. The findings reported emanate from a study that examined ICT projects undertaken at the universities of these countries and how the projects benefited the communities to realize the Millennium Development Goals (MDGs). The findings indicate that studies in ICTs were used as either an object or instrument of inquiry, and a number of challenges were associated with the dissemination and utilization of research outputs. In addition, the MDGs were not deliberately factored in the ICT research agenda, and their treatment was by accident rather than design. The authors recommend that in order for research outputs to address the MDGs, the universities should put in place explicit policies that emphasize production of knowledge relevant to community, and dissemination and utilization strategy policies for research outputs.

Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

With widespread adoption of ICT usage in public service delivery platforms (e-Government) throughout the world, African countries have vowed not to be left behind in this marathon. Robust e-Government adoption depends on the strategy employed to implement it. This paper presents the different initiatives that have been employed to promote e-Government development and development in Botswana, Mozambique and Malawi thereby showing the impact of such initiatives on overall e-Government agenda. Using extensive document and literature reviews, this paper further intends to investigate the status of e-Government implementation in these three countries and understand the multi-dimensional factors that dictate adoption and use of e-Government services. The paper has found that deliberate fiscal ICT policies, trust of e-applications, availability of ICT infrastructures such as appropriate mobile phone and base stations technology, usability of ICT platforms, and relevant ICT skills of ordinary citizens have a lasting positive impact on people’s intention to engage in e-Government.

This chapter discusses the National ICT Policy (Maitlamo) in Botswana with respect to its ability to facilitate ICT integration in mathematics education. One of the seven components of the policy, the Thuto Net otherwise known as the School Connectivity Programme, facilitates provision of internet services in schools. The chapter therefore attempts to explore potential limitations of the Thuto Net in meeting the needs of ICT integration in the mathematics instruction. The importance of ICT in the teaching and learning of mathematics is outlined. The chapter recommends, among others, training of personnel, formulation of ICT policy in education and research-based subject integration guidelines to facilitate ICT applications in Botswana schools.

This chapter explores ways in which technology can complement quality foundational education in Botswana. Quality here implies acquiring good foundation for future learning and appropriate lifeskills. Indicators of good foundation are monitored performance as pr the national policy including learners’ positive attitude towards learning. Learning is systematically organized with clear requirements for progression from foundational to upper levels of education. Botswana’s foundational education is the first 10 years of schooling. Currently, poor performance at the national Primary School Leaving Examination (PSLE) examination persists, amplifying unsatisfactory performance in foundation education. In the current inclusive practices, parents as co-players can be actively involved to strengthen and complement foundational years of education. Community Learning Centres (CLCs) can be used to facilitate involvement of community members like parents. CLCs are present in almost each village and readily available as platforms for community participation hence their potential to be podia for ubiquitous learning platforms. Ubiquitous means provision of continuous learning in and outside the school environment. For CLCs to truly function as podia for ubiquitous learning, they should be equipped to provide digital learning (must have computers, necessary software and reliable internet connection); they must be accessed for free and using flexible times; they must give credit to community members as custodians of cultural learning needed to promote the principle of ‘balance’, that is, accommodate principles of formal and one’s cultural learning. Existing centres such as Kitsong Centres, Lifelong Learning Centres, Community Libraries and Community Halls can provide a diversified system of Community Learning Centres (CLCs) to serve as podia for ubiquitous learning. With direct investment and recognition, CLCs can complement or strengthen foundational years and indeed serve as centres for ubiquitous and lifelong learning.

This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.