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sector (Thomas, 2006). The transfer of internet subscription charges from consumers to

Telecom Egypt and internet service providers (ISPs) coincides with a sharp rise in new users

from 9 users per 10,000 inhabitants in 2001, to 55 per 10,000 in 2004.

The Ghanaian tertiary education sector is the most advanced in the development and

use of ICTs in the country. All the major universities in Ghana have their own separate ICT

policy, which includes an ICT levy for students which enable them to have access to 24-hour

computer labs with broadband connections. There are some disparities in access to ICT

among institutions, which creates a divide (Mangesi, 2007). In Guinea, the government

established an ICT network with assistance from the United States government at a cost of

USD $2 million.

The Kenyan government through its Education Ministry, has implemented and

supported projects that involve ICT in education (Farrell, 2007). In most recent times, the

Kenyan government has fully supported the Kenya Education Network (KENET) in the

establishment of sustainable communication and networking among educational institutions in

Kenya that will facilitate the wide use of Internet technology in teaching, research, and

sharing of other information resources to the general populace at affordable cost.

In Lesotho, the National University of Lesotho was the base for attempts at

establishing ICT initiatives; however, the move at setting up a Technology Enhanced

Learning Initiative of Southern Africa in the form of a telecenter at the Institute for Extra

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Mural Studies based at NULS failed after a short success. As a result of the difficulty

in establishing the presence of ICT in Lesotho, the National University of Lesotho does not