Leveraging Technology-Mediated Adult and Distance Learning for Economic Growth in Africa#

Akpovire Oduaran

doi:10.6000/1929-7092.2019.08.04

Abstract

Following the rudiments of contextual analysis, and based on theoretical and philosophical analyses, this paper explores how technology mediated adult and distance learning might contribute to the economic growth of Africa, all things remaining equal. It proceeds from the perspective of analysing the related contextual situations of selected countries in Africa through the brief review of Africaâ€™s technology readiness, and posited that the possible gains that could be made from the application of adult and distance learning are tacitly located in somewhat perfect management of systems and sub-systems in education and the economy. Based on this analysis, it was proposed that whatever might be the state of Internet and technology readiness Africa has achieved, the successful creation of the nexus for economic growth is circumscribed unless the continentâ€™s political stability is assured now and in the future.

Highlights

The concept of leveraging derives from its noun form “leverage”
Leveraging implies using a small amount of initial investment, credit, or even borrowed money to gain a significantly high returns in relation to an initial investment in the attempts made by an entity to control much larger investment with an intention to make appropriate gains whilst striving to reduce any liability that accrues from any loss
Whatever gains Africa seeks to derive from applying technology-mediated adult and distance learning to economic growth would depend largely on many factors

Summary

Introduction

The concept of leveraging derives from its noun form “leverage”. Leveraging implies using a small amount of initial investment, credit, or even borrowed money to gain a significantly high returns in relation to an initial investment in the attempts made by an entity to control much larger investment with an intention to make appropriate gains whilst striving to reduce any liability that accrues from any loss. Most of the studies, according Phouphet Kyophilavong, Keiichi Ogawa, Byoungki Kim, Khamlusa Nouansavanh (2018), have reported that there is Granger causality running from education to economic growth. The studies by De Meulemeester and Rochat (1995), for example, found that there is unidirectional Granger causality running from higher education enrolment to economic growth in Sweden, the UK, Japan, and France (Kyophilavong, Ogawa, Kim, Nouansavanh, 2018). The study by Narayan and Smyth (2004) found unidirectional Granger causality running from human capital to economic growth in China, and that by Grabowski (2003) has reported a causality running from primary, secondary, and tertiary education to growth in Japan. Afzal, Butt, Rehman, & Begum (2009) and Afzal, Rehman, Farooq & Sarwar (2011) have reported that there is causality running from human development to growth in Pakistan The study by Narayan and Smyth (2004) found unidirectional Granger causality running from human capital to economic growth in China, and that by Grabowski (2003) has reported a causality running from primary, secondary, and tertiary education to growth in Japan. Afzal, Butt, Rehman, & Begum (2009) and Afzal, Rehman, Farooq & Sarwar (2011) have reported that there is causality running from human development to growth in Pakistan

Objectives

Findings

Conclusion