Inspiring ICT Innovations

Good ICT Practices for Universities


Modelling of ICT good practices to our member universities is a key strategy for inspiring change in the way our member universities conduct their business of teaching, learning, research and collaboration. The following are some of the ICT good practices that we have compiled. Please access them from below:

  1. The use of ICT at Kenyatta University
  2. The use of ICT at Africa University
  3. The Kwame Nkrumah University of Science & Technology Policy for development and use of Open Educational Resources
  4. A profile of ICT based systems at the RUFORUM Secretariat
  5. The University of Cape Town Open Access Policy
  6. A Sample ICT Policy for a university
  7. A Sample E-learning Strategy for a university


Lessons and Gaps

  1. The gaps that we identified during the 2009 RUFORUM ICT situation analysis of member universities largely remain today.
  2. The demand for ICT related support by the RUFORUM member universities is high. The Secretariat cannot address all the problems – we always ensure that the RUFORUM ICT Program interventions are sustainable.
  3. We continue to identify champions in our member universities to support our vision of integrating ICT in teaching, learning, collaboration and research.
  4. In order to meet the high expectations from new member universities we are devising new methods to meet these expectations. As an example, we are using ICT as a tool for outreach to the member universities.
  5. A clear niche is for the RUFORUM ICT Program to continue modelling best practices for the benefit of the member universities and hopefully become a “Signature Program” for African higher institutons of education.


Please download papers written by Ms. Nodumo Dhlamini, Ms. Lisbeth Levey and Ms. Joan Apio on:


  1. How Information and Communications Technologies (ICT) impact on trends and future educational innovations – the implications for higher education in Africa and the RUFORUM Network.
  2. ICT in the RUFORUM Network: Changing Pedagogical Paradigms, Priorities and Practices