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university with tens of thousands of students may only have
Internet capacity similar to a small business or even a private
person in the industrialized world. Allowing this situation to
continue could have severe consequences with respect to access
to information, inter-university collaboration between universi-
ties, distance learning and the web presence of African institutions
of higher education. Many developing countries do not have the
economy, infrastructure and expertise to take part in globaliza-
tion, except maybe in pockets in the bigger cities, accessible to
small elites with the money and skills necessary to use ICT.
Several indicators have been developed to objectively measure
the digital divide. These display clearly that the digital divide is
very real and substantial. African countries remain clustered
towards the bottom of the distribution, so that the overall contri-
bution of Sub-Saharan Africa is to maintain the status quo, with
no major contributions to reducing inequality.
5
While appreciating that the situation in developing countries
is complicated by factors such as economy, technology, compe-
tency and slow liberalization of the telecommunication markets
(resulting in high prices, low investment in future oriented solu-
tions, a difficult climate for international cooperation etc.), it is
assumed that a policy of positively promoting African academic
development would result in high returns for the region and the
rest of the world.
Building on the successful design and operation of university
networks in industrialized countries over the last decades, it is
assumed that the task of creating an African University Network
(AFUNET) is achievable. These university networks established
three decades ago still play an important role as network and
service providers in developed parts of the world.
The idea of an African University Network was presented at
the World Summit on the Information Society (WSIS) in Geneva
2003, UNU consulted with ITU and other institutions to seek
advice. Informal talks were held with institutions such as AVU
(African Virtual University), Oracle, Uninett and a number of
satellite service providers. Later on the idea was discussed with
representatives of the Norwegian and Japanese governments.
The conclusion from these consultations was that the idea
should be developed into a more concrete concept. A step-by-
step approach will need to be laid so that by 2015, all African
universities will have good connectivity. Lessons drawn from the
successful implementation of this initiative could be applied to
other parts of the world (particularly for Central and South
America and in the Asia Pacific Broadband Programme).
AFUNET is therefore a joint initiative of ITU and UNU
addressing the digital divide issues. AFUNET is a practical
response to the WSIS Plan of Action. It is designed to enhance
the capabilities of African universities to take advantage of oppor-
tunities associated with the emergence of the global Information
Society. Investment in African universities today would constitute
a critical building pillar in the development of an African knowl-
edge economy whose dividends will be knowledgeable young
leaders and professionals equipped to confront and tackle chal-
lenges facing Africa today and in the future.
The global objective of this project is to explore and implement
various measures to provide network connectivity and extend
affordable and easy ICT access and services to African universi-
ties starting with a few countries and gradually extending to cover
the whole continent.
The GVU study programme will take advantages of ICT and e-
learning in order to reach out globally at a reasonable cost. The
value creation of e-learning shows a very positive relationship to
volumes. Economies of scale apply to this kind of activity.
Students at GVU will benefit from the cost efficiency of online
learning and at the same time be able to participate in an inter-
national study program from their home location.
Support to students from developing countries
The need for funding varies with the situation of the students.
Some of the students will come under national systems, and thus
be eligible for full or partial funding. This is the case for
Norwegian students enrolled at a Norwegian university. In other
cases the situation may be more difficult. As a consequence there
is a need for a bursary system in order to accommodate students
in poor regions of the world.
The GVU offers a masters degree programme in environmen-
tal and developmental studies called Global Environment and
Development Studies (GEDS), which currently includes two areas
of specialization: Development Management and Environmental
Information Management. These two-year programmes are
designed to provide students with knowledge in dealing with the
complexity and interdependence of environment, development
activities and decision-making processes.
The GEDS students will as a rule have educational backgrounds
from anthropology, development studies, socioeconomics and
geography at bachelor’s level and come from various continents,
with a present focus on Africa. Most of the students will have
some work experience. The students are of both sexes with an
age range between 22 and 40 and use English as their second or
third language.
The GVU offers courses in addition to the GEDS. All credit-
giving courses must have one academically responsible institution
giving credits. Study programmes and separate courses given
through the GVU system must have a common quality assurance
and control system. The quality issues, challenges and assurance
systems described below therefore apply to all GVU related study
programmes and courses.
One of the skills to learn and practice according to GVU course objectives
is cross-cultural communication. All students are divided in groups with
students from at least four countries, collaborating in virtual classrooms
Photo: Åke Bjørke