Abstract
This rejoinder is in response to criticism against the African Virtual University (AVU), an internet-based education modality, by Amutabi and Oketch [2003. Experimenting in distance education: the African Virtual University (AVU) and the Paradox of World Bank in Kenya. International Journal of Educational Development 23, 57-73]. By closely focusing on AVU "foreignness", its equity effects, as well as questions about its sustainability, this riposte argues that the origins, developments and modus operandi of the new virtual educational system mirrors that of the state universities in Kenya. The paper concludes by arguing in favor of the theory of isomorphism as a more comprehensive analytical framework for assessing complexities of the development and role of internet-based education in developing countries.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 77-85 |
| Number of pages | 9 |
| Journal | International Journal of Educational Development |
| Volume | 27 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2007 |
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Keywords
- Distance education
- Higher education
- Kenya
- Virtual university
- World Bank
ASJC Scopus subject areas
- Development
- Education
- Sociology and Political Science
Cite this
Experimenting in distance education : The African virtual university (AVU) and the paradox of the World Bank in Kenya-A rejoinder. / Munene, Ishmael I.
In: International Journal of Educational Development, Vol. 27, No. 1, 01.2007, p. 77-85.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Experimenting in distance education
T2 - The African virtual university (AVU) and the paradox of the World Bank in Kenya-A rejoinder
AU - Munene, Ishmael I
PY - 2007/1
Y1 - 2007/1
N2 - This rejoinder is in response to criticism against the African Virtual University (AVU), an internet-based education modality, by Amutabi and Oketch [2003. Experimenting in distance education: the African Virtual University (AVU) and the Paradox of World Bank in Kenya. International Journal of Educational Development 23, 57-73]. By closely focusing on AVU "foreignness", its equity effects, as well as questions about its sustainability, this riposte argues that the origins, developments and modus operandi of the new virtual educational system mirrors that of the state universities in Kenya. The paper concludes by arguing in favor of the theory of isomorphism as a more comprehensive analytical framework for assessing complexities of the development and role of internet-based education in developing countries.
AB - This rejoinder is in response to criticism against the African Virtual University (AVU), an internet-based education modality, by Amutabi and Oketch [2003. Experimenting in distance education: the African Virtual University (AVU) and the Paradox of World Bank in Kenya. International Journal of Educational Development 23, 57-73]. By closely focusing on AVU "foreignness", its equity effects, as well as questions about its sustainability, this riposte argues that the origins, developments and modus operandi of the new virtual educational system mirrors that of the state universities in Kenya. The paper concludes by arguing in favor of the theory of isomorphism as a more comprehensive analytical framework for assessing complexities of the development and role of internet-based education in developing countries.
KW - Distance education
KW - Higher education
KW - Kenya
KW - Virtual university
KW - World Bank
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U2 - 10.1016/j.ijedudev.2006.05.002
DO - 10.1016/j.ijedudev.2006.05.002
M3 - Article
VL - 27
SP - 77
EP - 85
JO - International Journal of Educational Development
JF - International Journal of Educational Development
SN - 0738-0593
IS - 1
ER -