Three challenges of AI in education in sub-Saharan Africa

Artificial intelligence (AI) is understood as a process of imitation of human intelligence made possible, through the creation and application of sophisticated algorithms.  If, under other skies, artificial intelligence is experiencing a great expansion following the example of United States, in Africa, even if the situation is not the same across the continent, the train is still struggling to get going despite the creation of a multitude of startups that operate mostly in the areas of health, ...[1] for example Lifebank [2]. Karim Koundi, partner at Deloitte Francophone Africa, does not perceive things differently when he states that "Africa is behind but there is a strong dynamic, with a lot of startups."[3].

If there is one area that could benefit from the development of technologies that AI covers in Africa it is education, as march Audrey Azoulay, Director General of the United Nations Educational, Scientific and Cultural Organization (Unesco). But several structural burdens seem to be holding back the blossoming of this sector. So what are they?

Energy

The development of artificial intelligence in Africa relies on access to a reliable source of energy, whether electric or not, to run the machines and carry out innovations. But access to electrical energy in sub-Saharan Africa is characterized by its scarcity. This is especially true because in 2011, while the electrification rate in North Africa was 99%, in Sub-Saharan Africa the electrification rate was no more than 32%. The glaring lack of this commodity has serious consequences for improving socio-economic conditions.

In fact, this lack has a negative effect in education and health and keeps the population in a state of poverty. Yet, electrification is a development factor; it boosts productivity, improves the health system and especially the level of education of households. As an example, let's mention the closing of the Buea Silicon Valley in Cameroon, due to lack of power supply, lasting 93 days. It incurs the disappearance, expatriation and relocation of some local startups to French-speaking areas. And yet, Buea was "the epicenter of the digital economy"[4].

In view of the above, it is agreed that the lack of electricity prevents the improvement of productivity, and affects the level of study in the sense that the poor electrification does not give young people the opportunity to use their computers for those who have them, to do research or then to develop startups. For, computers and many other AI media do need energy to function.

Increasing electrification is not the only challenge that sub-Saharan Africa must address to try to catch up with some nations that have established their notoriety in this field in terms of AI. It is also important to improve access to internet connection.

Limited internet connection

"The cutting edge of digital technology is artificial intelligence," said Henri Verdier, head of the French government's inter-ministerial directorate for digital and information and communication systems. This statement means that the first step to go towards the technologies contained in AI is above all to have access to the Internet. But if at first glance this data is broke, it is obvious that it will be difficult to take advantage of the innovations that AI generates.

If it is true that the 21st century corresponds to the age of the virtual and that on some continents, especially those of Europe and Asia, this phenomenon has already reached its peak, in Africa, despite multiple developments, it is lagging behind, more specifically its sub-Saharan part. In fact, Raph Straumann and Mark Graham have developed a cartography of the most disconnected countries based on 2013 Development Indicators data and Natural Earth data. It shows that sub-Saharan Africa is the region of the continent with the lowest internet access with a penetration threshold of less than 10%.

As a result, this region is largely kept out of the cultural, educational, political and economic activities underpinned by this tool[5]. And as a result, knowledge sharing (through MOOCs, for example), which is at the very root of the development of such a network, is limited to the grassroots, which is a hindrance for the field of education.

An educational field that has difficulty keeping up with the computer science train

While artificial intelligence is a datum capable of revolutionizing education everywhere else and even in Africa, by personalizing it according to the needs of the learner, all the conditions for this feat to be realized are not, however, met. Indeed, even if at the level of schools we could notice that computer courses are given and even that computer series are opened in Africa and more particularly in Cameroon, it is the theoretical courses that are advocated because of the almost non-existence of computer tools.

Under these conditions, it can be seen that it is difficult to inculcate the basics of computer science to young learners, let alone AI. As a result, in this context, familiarizing learners with AI might seem like gibberish to them. And yet, one of the prerequisites to master the world of AI is to master the computer tool. This lack in the schools that are supposed to be involved in this field is evidence of a deeper problem and a clear reflection of the technological backwardness in Africa.

This backwardness will be even more pronounced when the shift from artificial intelligence to quantum intelligence takes effect. Limitations of AI have been recorded, it is less capable than quantum intelligence. In sum, Africa will have to try to catch up twice.

To do this, it is important that the policy make available to schools accompanying measures that should bridge this gap on the one hand, and on the other hand, it seems necessary that teachers are better equipped with regard to AI and more fundamentally ICT, the latter being empowered to transmit knowledge. For this, it is important to revisit some aspects of their training.

As stated by Baron (2000), "new technologies are complex systems; their integration in schools will be done  if we take into account the different dimensions in the training of teachers: technical training, appropriation necessarily long and pedagogical training."

References

- Assogba Christophe, 2015, "the rate of access to the internet remains low in Africa", online
https://www.scidev.net/afrique-sub-saharienne/news/taux-acces-internet-faible-afrique/

- Kenne Josiale, "The introduction of computer science in Cameroon, teaching computer science in secondary school," online
https://edutice.archives-ouvertes.fr/edutice-00558936/file/a0910e.htm

- Shamkwa Paul, 2022, "Towards the disappearance of Buea's silicon valley for lack of electricity," Radio Balafon, online 
https://chateaunews.com/fr/2022/03/26/vers-la-disparition-de-la-silicon-valley-de-buea-faute-delectricite/

- Torero Maximo, 2015, "The impact of rural electrification: issues and prospects", Development Economics Review, no 23, Vol23, pp 55-83/, online
https://www.cairn.info/revue-d-economie-du-developpement-2015-3-page-55.htm

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[1]Steven Sutherland, 2020, "Equipping the Next Generation of AI Entrepreneurs in Africa," online
https://telecoms.adaptit.tech/en/blog/equipping-africas-next-gen-of-ai-entrepreneurs/

[2] Beninese and Nigerian startups deploying in the health sector are discussed respectively

[3] African business journal, 2020, "AI in Africa: untapped potential," online
https://africanbusinessjournal.info/ia-en-afrique-un-potentiel-encore-inexploite/

[4] Paul Shamkwa 2022, "Towards the disappearance of Buea's silicon valley due to lack of electricity," Radio Balafon, online
https://chateaunews.com/en/2022/03/26/to-the-disappearance-of-the-silicon-valley-of-buea-for-lack-of-electricity/

[5] Assogba Christophe, 2015, "Internet access rate remains low in Africa," online
https://www.scidev.net/afrique-sub-saharienne/news/taux-acces-internet-faible-afrique/