Desafios na implementação do ensino a distância em universidades africanas: Experiências da Etiópia e de Ruanda

Autores

DOI:

https://doi.org/10.14507/epaa.33.8772

Palavras-chave:

ensino a distância, PPCT, desafios, universidade, Etiópia, Ruanda

Resumo

A pandemia da COVID-19 causou profundas interrupções na sociedade, na economia e na educação. A Universidade de Gondar (UoG) e a Universidade de Ruanda (UR) foram igualmente afetadas. Ambas fecharam seus campi, suspenderam o ensino presencial e passaram a utilizar recursos e ferramentas baseados na internet. No entanto, a transição bem-sucedida do ensino presencial para o ensino a distância requer a incorporação deste na cultura, estrutura, políticas e processos institucionais. Neste artigo, investigamos os desafios enfrentados por essas universidades nesse processo. Utilizamos a perspectiva dos sistemas ecológicos e consideramos as universidades como unidades inter-relacionadas, capazes de cumprir funções institucionais e responder ou se ajustar a fatores ecológicos. Os dados foram coletados por meio de análise documental, entrevistas com informantes-chave (EIC) e grupos focais (GF). Todas as EIC e GF foram gravadas e transcritas. Utilizamos o software Atlas.ti(9) para codificar, recodificar e categorizar os resultados de forma iterativa em quatro temas: (a) tecnologia/infraestrutura, (b) pedagogia/dispositivos, (c) políticas/liderança e (d) cultura/habilidades. As duas universidades apresentaram desafios semelhantes quanto à tecnologia e pedagogia, mas a UR demonstrou um ambiente mais favorável em termos de políticas de EAD, liderança, cultura e habilidades. Concluímos com observações sobre como essas duas universidades públicas africanas podem enfrentar esses desafios, fortalecer sua resiliência institucional e garantir que o ensino a distância promova acessibilidade, equidade e inclusão.

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Biografia do Autor

Mikyas Abera, University of Gondar

Dr. Mikyas Abera is an Assistant Professor of Sociology at the University of Gondar, focusing on education, urbanization, inclusion, rehabilitation, and gender. He has held leadership roles at the Mastercard Foundation Scholars Program and the School of Sociology and Social Work. Dr. Mikyas has collaborated with various scholars on research and community projects and has been published in multiple refereed journals. He is dedicated to promoting inclusion, participation, and excellence through quality education and ethical professional practice.

Pierre C. Bimenyimana, University of Rwanda

Mr. Bimenyimana is a PhD Scholar in Social Work at the University of Rwanda and the University of Agder. He serves as Advisor to the Deputy Vice Chancellor for Academic Affairs and Research at the University of Rwanda, teaches in the Department of Social Sciences, and is involved in the eLearning ecosystem at the Mastercard Foundation Scholars Program. His research focuses on citizen satisfaction with public and private services, moral dispositions, social innovations, and youth engagement, and he has numerous peer-reviewed publications.

Solomon Mekonnen Abebe, University of Gondar

Dr. Solomon Mekonnen Abebe is a Professor at the Institute of Public Health at the University of Gondar, Ethiopia, where he also directs the Community-Based Rehabilitation (CBR) program. He has held various leadership roles, including directing the Mastercard Foundation Scholars Program for over 5 years. His research focuses on non-communicable diseases, disability, inclusion, and rehabilitation services, particularly regarding the challenges faced by persons with disabilities in education and employment across several African countries. His work emphasizes the use of action research to benefit the community and promote inclusivity through innovative solutions.

Jean Claude Byungura, University of Rwanda

Dr. Jean Claude Byungura is an Associate Professor of Computer and Systems Science at the University of Rwanda and the Program Lead for eLearning at the Mastercard Foundation Scholars Program. He holds a PhD in Computer and Systems Science focusing on E-learning from Stockholm University, and has completed postdoctoral research in Digital Health E-learning. His research centers on IT-institutional alignment, Information Systems, and Educational Technology. He has published numerous research papers and is actively involved in projects promoting digitalization and e-learning locally and globally.

Raymond Ndikumana, University of Rwanda

Dr. Raymond Ndikumana is the Deputy Vice Chancellor for Strategic Planning and Administration and faculty at the University of Rwanda. His research focuses on enabling management control systems to support development and human capital impact. He holds a PhD in Management Accounting and Control from Örebro University (Sweden) and a Master’s in Accounting and Finance from the University of Dundee (UK). He is a Stanford University Certified Project Manager. Dr. Ndikumana has extensive experience in strategic planning, digitalization projects, partnership development, and institutional advancement, and currently serves on several regional and international boards.

Mustofa W. Jemal, University of Gondar

Mr. Mustofa W. Jemal is a PhD candidate in Health Quality at Queen’s University in Kingston, Ontario, and an Assistant Professor in Journalism and Communication at the University of Gondar, Ethiopia. He has held leadership roles at the University of Gondar, actively managing programs, teaching, and conducting research. His interests focus on health disparities, service utilization, health systems, and e-learning, emphasizing communication strategies to improve health quality. Mustofa is dedicated to using storytelling and participatory research to empower marginalized communities and create culturally sensitive interventions, bridging health quality and communication to promote an equitable healthcare system.

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Publicado

2025-05-27

Como Citar

Abera, M., Bimenyimana, P. C., Abebe, S. M., Byungura, J. C., Ndikumana, R., & Jemal, M. W. (2025). Desafios na implementação do ensino a distância em universidades africanas: Experiências da Etiópia e de Ruanda. Arquivos Analíticos De Políticas Educativas, 33. https://doi.org/10.14507/epaa.33.8772

Edição

v. 33 (2025)

Seção

Articles

Licença

Copyright (c) 2025 Mikyas Abera, Pierre C. Bimenyimana, Solomon Mekonnen Abebe, Jean Claude Byungura, Raymond Ndikumana, Mustofa W. Jemal

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.