Abasyn Journal of Social Sciences, AICTBM-18, July, 2018 1 Technology Enhanced Learning Implementation and ICT Business Opportunities Framework for Federally Administered Tribal Areas (FATA) in Pakistan Kifayat Ullah National University of Sciences and Technology, Islamabad, Pakistan. Tahir Nawaz National University of Science and Technology, Islamabad, Pakistan, Alveena Khan Student of MS TEFL at Allama Iqbal Open University Islamabad, Pakistan Abstract This paper offers a detail overview of technology enhanced learning implementation vis a vis ITC business opportunities for shake hand in (FATA) Pakistan. An effort has been made to use technology enhanced learning in FATA Pakistan for provision of quality and affordable education to male and female (equally) students of higher education, in a view to eliminate gender discrimination. At the same time business opportunities have been explored and identified in information and telecommunication technology sector, analysis of the opportunity and identification of the vacuum available in telecomm sector for good return on investment (ROI). For this purpose SWOT analysis and a test, pilot project has been carried out in village Bagan of lower Kurram Agency FATA Pakistan, to calculate the potential of opportunities in the area and acceptance of technology enhance learning in hostile local unfriendly education culture and traditional environment. For which E-learning Facilitation Centre (EFC) has been established and ICT tools have been used to communicate, learn and access to quality, affordable educational contents. Various e-learning aids and e-learning framework have been developed to fulfil the requirement of local students of FATA. The paper identified number of limitation with regards to social, cultural and economic aspects. The limitation approaches through effective technology enhance learning tools for the desirable results. Keywords: Information and communication technology, IT business, Higher education, Technology enhanced learning, Taliban, FATA, Militancy. Technology enhanced learning using IT infrastructure in the area is a study and practical approach of enabling education and refining efficiency by evolving ICTs tools, processing, (Robinson, Rhonda; Molenda, Michael; Rezabek, Landra 2016). To empower women in the society education is the only way out and use of technology enhanced learning is an instrument in the elevation of women’s progress has huge potential (Sukanta Sarkar, 2012). In many countries of the world IT infrastructure availability is one of the main concerns for flourishing education. The ultimate influence of ICT on education is still being discovered (Mubarak M Alkharang 2014). It is one of the prime task of any telecomm regulator to make ideal environment and policy for investor. Student diversity is one of the learning and teaching challenge in higher education. Other challenges includes, academic preparedness, language, IT services for advance research and schooling background amongst other diversity (A. S. Sife, E.T. Lwoga and C. Sanga 2007). Federally Administered Tribal Areas (FATA) is one of the greatest deprived places of Pakistan in terms of teaching, learning and available resources of IT opportunities. Inadequate educational opportunities, gender discrimination, insufficient qualified teachers community intrust and likewise other causes responsible for poor state of education in FATA of Pakistan. Additionally FATA has many allied problems’ like militancy, lack of IT infrastructure, internally displaced peoples (IDP’s), (ZR mohsin, 2013) due to military operations, customs and traditions of the area IDMC (2014), unaffordability of education. Furthermore poor educational conditions and physical resistance against IT facilities and education are its greatest nightmares. Non availability of educational opportunities to the youth supersedes all the ills in FATA. Absence of a single quality university or quality vocational institutes (Nazakat at 2013) took FATA to dark ages resulting in negative impact on the country’s development, law and order situation. No doubt, for creating economic growth, human development, which leads to poverty alleviation and improve living standers, quality education is important. (Unesco, 2015). Technology and ICT has the capability to address issues of education, gender discrimination, and social exclusion (Neil Selwyn, 2008). E-learning has enormous potential for contributing in tribal education system and gender discrimination reduction. FATA is semi-autonomous tribal region in North West of Pakistan, total population is 5,001,676 (Censes, 2017), consisting of two types of arrears, i.e. Frontier Regions (FRs) and Tribal
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Abasyn Journal of Social Sciences, AICTBM-18, July, 2018
1
Technology Enhanced Learning Implementation and ICT Business Opportunities
Framework for Federally Administered Tribal Areas (FATA) in Pakistan
Kifayat Ullah
National University of Sciences and Technology, Islamabad, Pakistan.
Tahir Nawaz
National University of Science and Technology, Islamabad, Pakistan,
Alveena Khan
Student of MS TEFL at Allama Iqbal Open University Islamabad, Pakistan
Abstract
This paper offers a detail overview of technology enhanced learning implementation vis a vis ITC
business opportunities for shake hand in (FATA) Pakistan. An effort has been made to use technology
enhanced learning in FATA Pakistan for provision of quality and affordable education to male and
female (equally) students of higher education, in a view to eliminate gender discrimination. At the same
time business opportunities have been explored and identified in information and telecommunication
technology sector, analysis of the opportunity and identification of the vacuum available in telecomm
sector for good return on investment (ROI). For this purpose SWOT analysis and a test, pilot project
has been carried out in village Bagan of lower Kurram Agency FATA Pakistan, to calculate the
potential of opportunities in the area and acceptance of technology enhance learning in hostile local
unfriendly education culture and traditional environment. For which E-learning Facilitation Centre
(EFC) has been established and ICT tools have been used to communicate, learn and access to quality,
affordable educational contents. Various e-learning aids and e-learning framework have been
developed to fulfil the requirement of local students of FATA. The paper identified number of limitation
with regards to social, cultural and economic aspects. The limitation approaches through effective
technology enhance learning tools for the desirable results.
Keywords: Information and communication technology, IT business, Higher education, Technology
enhanced learning, Taliban, FATA, Militancy.
Technology enhanced learning using IT infrastructure in the area is a study and practical
approach of enabling education and refining efficiency by evolving ICTs tools, processing, (Robinson,
Rhonda; Molenda, Michael; Rezabek, Landra 2016). To empower women in the society education is
the only way out and use of technology enhanced learning is an instrument in the elevation of women’s
progress has huge potential (Sukanta Sarkar, 2012). In many countries of the world IT infrastructure
availability is one of the main concerns for flourishing education. The ultimate influence of ICT on
education is still being discovered (Mubarak M Alkharang 2014). It is one of the prime task of any
telecomm regulator to make ideal environment and policy for investor. Student diversity is one of the
learning and teaching challenge in higher education. Other challenges includes, academic preparedness,
language, IT services for advance research and schooling background amongst other diversity (A. S.
Sife, E.T. Lwoga and C. Sanga 2007).
Federally Administered Tribal Areas (FATA) is one of the greatest deprived places of Pakistan
in terms of teaching, learning and available resources of IT opportunities. Inadequate educational
opportunities, gender discrimination, insufficient qualified teachers community intrust and likewise
other causes responsible for poor state of education in FATA of Pakistan. Additionally FATA has many
allied problems’ like militancy, lack of IT infrastructure, internally displaced peoples (IDP’s), (ZR
mohsin, 2013) due to military operations, customs and traditions of the area IDMC (2014),
unaffordability of education. Furthermore poor educational conditions and physical resistance against
IT facilities and education are its greatest nightmares. Non availability of educational opportunities to
the youth supersedes all the ills in FATA. Absence of a single quality university or quality vocational
institutes (Nazakat at 2013) took FATA to dark ages resulting in negative impact on the country’s
development, law and order situation. No doubt, for creating economic growth, human development,
which leads to poverty alleviation and improve living standers, quality education is important. (Unesco,
2015). Technology and ICT has the capability to address issues of education, gender discrimination,
and social exclusion (Neil Selwyn, 2008). E-learning has enormous potential for contributing in tribal
education system and gender discrimination reduction.
FATA is semi-autonomous tribal region in North West of Pakistan, total population is
5,001,676 (Censes, 2017), consisting of two types of arrears, i.e. Frontier Regions (FRs) and Tribal
Abasyn Journal of Social Sciences, AICTBM-18, July, 2018
2
Agencies. There are six FR’s named after the adjacent settled district and District Coordination Officer
/ Deputy Commissioner (DCO / DC) of the adjacent district is responsible for the administration of it.
Frontier Regions consist of Frontier Region Bannu, Dera Ismail Khan, Kohat, Laki Marwat, Peshawar
and Tank. The seven Tribal Agencies i.e. Bajaur, Mohmand, Khyber, Orakzai, Kurram, North
Waziristan, South Waziristan, all bordered by Afghanistan at the north and west by Durand line, Khyber
Pakhtunkhwa (KP) to the east and Baluchistan to the south as given in Fig 1. The area is linguistically,
geographically and culturally linked on one side with KP and on the other side with Afghanistan.. In
1901, Frontier Criminal Regulation (FCR) were implemented by Britisher, in FATA, which is still in
practice (Hamid, 2012).
Figure 1. Map of FATA.
Higher education builds the critical human capacity necessary for research, growth, innovation
and development across all sectors of economy. Progress and prosperity of any nation is governed by
quality of education system, Higher education is playing a pivotal role in development of socio-
economic transformation (Luvalo 2014).
Technology enhanced learning is define as the application of ICT in to teaching and learning, which
support teaching and learning processes, delivery mechanism and design parameters to enhance
knowledge (Kirkwood, Adrian and Price, Linda, 2014). A real answer to the problem is the use of
modern ICT / Technology Enhance Learning (TEL) tools to bring education while keeping tall and
international standards of education, (Sife, E.T. Lwoga and C. Sanga 2007). Gender discrimination is
one of the biggest evil in the FATA, and this discrimination is inbuilt in the cultural taboos.
Implementation of e-learning through e-learning facilitation centers will help in diluting the strong
restriction on women education in the area.
Literature Review
I. Education System in FATA and space for IT development
According to Article 37of 1973 Constitution of Pakistan and article 25-A after 18th Constitutional
Amendment , it is the State responsibility to provide compulsory and free education to all citizens and
remove illiteracy, Aman Ullah (2013). But unfortunately very little attention has been given to this very
vital subject by the government in FATA. No IT infrastructure is available in the area, which can help
promoting education and jobs opportunities. Table 1 shows students enrolled in academic institutions
in FATA.
Table 1: Students enrolment in FATA academic institution
Institution Gender & % age of Students
Female Male Female % Male %
Government 220,320 392,326 71.19% 64.5%
Private 12,433 109,835 4.01% 18.0%
Deeni Madaris 76,721 105,946 24.7% 17.4%
Overall 309,474 608,107 100% 100%
Source: Statistical Report, FATA, NEMIS 2014-15
The % age of students in FATA, KP and Pakistan is given in tabled 2.
Abasyn Journal of Social Sciences, AICTBM-18, July, 2018
3
Table 2: Ratio of male and female students in FATA, KP and Pakistan academic institutions class 1-
12.
Out of School Students, %age of Male & Female
Gender FATA KPK Pakistan
Female 74% 51% 49%
Male 43% 23% 40%
Total 58% 36% 44%
Source: AEPAM-2015-16
Statistics of (OOSC) in FATA shows that 43% male children and 74% female children are out of school.
Overall 58%of children are not going to school (NEMIS, 2014-15).
Gross Enrollment Ratio (GER) and Gender Parity Index (GPI) of Class 1-12 is given in Fig 2.
Source: National Education Management information System, 2015-16.
Figure 2. GPI & GER of class 1- 12 in FATA
II. Impact of Militancy on Education System and IT Business in FATA Militants in FATA want to keep their own Socio-Political agenda and play a destructive role for
education in FATA Pakistan Buneri (2013). Education institutions are their main targets. Many schools
were destroyed and blown up, and many were closed on their verbal instruction to the school
administration. Some were closed because of Taliban fear and security situation in the area. Taliban,
militancy is the main factor for poor literacy rate and weak existing education system in FATA ZR
(Mohsin 2013). Terrorist activities of militants have further aggravated the situation in FATA, Nazakat
(2013). Because of militancy in FATA, thousands of students were deprived from their basic human
right of education (Naqvi 2012). Number of schools destroyed by Taliban is given as under.
Table 3: No of destroyed schools in FATA by Taliban. Agency/ Region Gender Total
Female Male
Khyber 27 31 58
Mohmand 22 66 88
Orakzai 11 23 34
Kurram 16 45 61
North Waziristan 09 23 32
South Waziristan 06 29 35
Bajaur 27 68 95
FR Peshawar 04 11 15
FR Lakki 02 02 04
FR Tank 02 02 04
FR Kohat 15 17 32
Total 141 317 458
Source: TIGAH, Volume: II, December 2012, FATA Research Centre,
ICT Business Opportunities in FATA
The fourth industrial revolution is knocking the door, world is standing at the brink of it, that
will push digital technology in to the center of our daily life. To stay relevant in the era of digital world
0.23
0.48
0.96
0.78
0.57
0.81
0.00 0.20 0.40 0.60 0.80 1.00 1.20
FATA
KPK
Punjab
Sind
Baluchistan
Pakistan
GPI of GER Secondary (Class 1-12)
Abasyn Journal of Social Sciences, AICTBM-18, July, 2018
4
it is important to keep ITC development at the top of national agenda (Sukanta Sarkar 2012).
Uninterrupted, reliable, widespread and uniform access to telecommunication services is the basic
requirement for ICT revolution in FATA. As per PTA annual report 2017, rest of the country is having
72.4 % tele density where in FATA many places are without the basic services, there is no infrastructure
available in many areas of FATA for the provision of voice communication. At present foot prints of
mobile operator in FATA are negligible, In Pakistan other than FATA 44.6 million (PTA Annual
Report, 2017, p17) are using Broad Band (BB) but in FATA 90% present of the population have no
access to BB because of non-availability of infrastructure in the area.
SWOT Analysis
Strengths
According to the opinion of all the stakeholders and literature research, IT companies could
bring in specific strengths that will lead to success of their venture in the ICT industry in FATA.
Complete vacuum is available for launching of ITC services for 5.002 million population in triable area
(censes 2017). Return on investment (ROI) is looking good in the area being open to all. At present no
IT company has invested in the entire FATA, foot prints are available in very few locations, IT services
requirement in the area is evident from the use of Afghan SIMs by local population to fulfill their
communication requirement. Significant market is available for launching of IT services in the area,
population is ready to accept and absorb. The same services will also facilitate technology enhanced
learning, which will lead to prosper and safe FATA. Working hands are available with little training
and efforts.
Weaknesses
Militants in FATA want to keep their own Socio-Political agenda and play a destructive role
for education/ IT services in FATA Pakistan Buneri (2013). Education institutions and ICT
infrastructure are their main targets. Many schools and communication towers telephone exchanges
were destroyed and blown up, and many were closed on their verbal instruction to the administration.
Some were closed because of Taliban fear and security situation in the area. Taliban, militancy is the
main factor for poor literacy rate and weak existing education system in FATA. Terrorist activities of
militants have further aggravated the situation in FATA, Nazakat (2013). Thousands of students were
deprived from their basic human right of education (Naqvi 2012). But at present the situation is getting
better and better with each passing day, Security situation in the area is under control and all the
internally displaced people (IDPs) are falling back to their home towns. IT companies may face skill
HR problem in the initial stage but the problem will be overcome with the passage of time. There are
negative factors available in the area which may hinders the implementation phase, but altimetry high
rate of returns is expected and will be achieved.
Immediate opportunities
Horizontal market expansion is available in the area, at present very little investment has been
done by the IT companies in FATA, immediate opportunities are available for data and voice
communication to be extended in the area. At present no alternative is available to the people of FATA,
except very little foot print in the area and some mobile signals from Afghan telecomm. Investment by
any IT company in the area can catch up 5 million people market with in no time if initiative is taken,
at the other hand this will promote IT culture in FATA in terms of Education, jobs and social awareness.
Long term opportunities
Communication infrastructure, digital access, availability of bandwidth and digital payment
solution is important for an effective and efficient flourishing digital economy.
Studies by World Bank and GSMA have established that 1% increase in mobile phone subscription
directly boosts GDP growth by .028 % (GSMA report 2012). With the mobile phone penetration of
74.2 %, mobile broad band penetration of 20.6 %, at present 85.5 % of population of Pakistan has been
covered by mobile operators (PTA annual repot 2017), all the statistics are clear indication for the IT
growth in Pakistan and people are willing to invest on different IT products. This shows good long term
opportunities for investment for any IT company in the area. As a long term opportunities infrastructure
development vis a vis area coverage would be critical for the IT companies in the area, which will lead
to the number of subscribers connected to any particular company for the services.
Threats Every Pakistani has the right to modern telecommunication services. Over the past few years,
Pakistan has shown a extraordinary development in telecommunication and ICT Sector. But
unfortunately, people of FATA are still disconnected to enjoy all the services available to the rest of the
country. There are many reasons for it, among which security situation in the area and Return on
Abasyn Journal of Social Sciences, AICTBM-18, July, 2018
5
Investment (ROI) are considered to be the major challenges for regulating authorities to push the
telecommunication operators in FATA. Many plans have been formulated to provide FATA with
telecommunication services in the past, like Khyber Lot Project (USF, 2015) but could not be
implemented. 3G / 4G Services for FATA was announced on 21 October 2016, by Ministry of
Information Technology (MoIT) and Pakistan Telecommunication Authority (PTA) but could not be
implemented because of multidimensional problems.. Development of FATA is directly linked with
ICT services in the area. The digital divide exists between FATA and rest of Pakistan, Zakir (2013).
Table 4: Existing Mobile Network – BTS Sites in FATA.
Agency Mobilink Telenor Ufone Warid Zong Total
Bajour 30 14 2 (5) - 1 47 (5)
Mohmand 10 5 3 - - 18
Khyber 30 11 12 7 7 67
Orakzai - - - - - -
Kurram 24 7 - - - 31
NWA - - - - - -
SWA (1) - - - - (1)
FRs - - 6 2 1 9
Total 94 (1) 37 23 (5) 9 9 172 (6)*
Source: (PTA, 2016)
()*Closed due to ongoing operations / damaged infrastructure
There are only 178 BTS Sites working in entire FATA / FRs, out of which 6x BTS site are
closed / damaged due to ongoing operation. The existing cellular coverage is around 10% in FATA,
PTA (2016).
Research Methodology
To find out business opportunities and implementation of e-learning in FATA, a site was
selected for establishment of EFC, keeping in view the availability of IT, data infrastructure and
acceptance of the community. Interaction with the FATA secretariat, educational institutions in the area
and concerned government administration was done because of the fragile security situation in the area.
Software and hardware were adjusted as per local needs and conditions, leveraging easy to use with
flexible application for understanding. Efforts were made to make the technology simple and relevant
to make it manageable for the local team. Important steps were to inform the community in FATA
regarding the EFC facility in the area, which was done with the help of few educated Malik’s and
students of the area. For female students, the parents were contacted to explain the usefulness of the e-
learning; EFC, FATA was managing by 2 teams as shown in Fig 3.
a.
Figure 3. Organizational structure of IT center / E-learning Facilitation Center FATA.
E-learning Facilitation Center (EFC)
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