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

Abstract

AbstractInformation 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.