Creating synergies between the ICTs and education sector in Rwanda - integrated ICTs system for multi-campus educational

1. Creating synergies between the ICTs and education sector in Rwanda - integrated ICTs system for multi-campus educational use Mr. Herbert O. Eze Lecturer TCT Rwanda ITU Regional Workshop on ICT Competencies Development in Telecommunication and Education Sectors in Africa Burundi (Bujunbura) 14th -18th of May 2012

2. Table of Content • Abstract • Background • Statement of problem • Objectives • Research Methodology • Analysis • Discussion • Recommendations • Conclusion

3. Abstract • There is a need for an ICT solution that will provide multi-operational interconnections for campuses of multi-campus educational institutions at separate locations needing collaborations in Rwanda IPRCs. • Extensive literature search, review, Network analysis, architecture and design, employing an all-optic fiber VPN in WDM-PON were used for this study. • The results show that the ICT based operations that impact separately organised campuses, which collaborate include the use of video conferencing, video and audio streaming, webinars, Intranet and learning portals, FTP service, and chat forums. In addition, a multiple operational interconnections of campuses for collaborative operations seems best on an all-optic fiber VPN in WDM-PON, which provide a private network connecting campus LANs of the campuses, using single bundled service level agreement • This integrated multi-campus in multi-operational interconnection network for TVET schools would be of benefit to the Rwandan educational system through optimal resources utilisation, reduced costs, and improved operational effectiveness and efficiency for enhanced performance.

4. Background • Although a form of TVET was in existence in Rwanda Education system, it was not effective, as it could not impart sufficient skills to youths for integration in the economy • In a new TVET system implementation, Integrated Polytechnics Regional Centers (IPRCs) were introduced in the structure to respond to regional specificities. • TVET schools are responsible to ensure that training Institutions are well equipped and that trainers are able to integrate ICT in TVET delivery • IPRCs in their regions play coordination and supervisory roles for other TVET schools and can operate any of the levels of TVET programmes together in the same location or separated locations – they can operate like multi-campus institution … and integrate ICT in TVET delivery

5. Background continued IPRC connections connections A1 A1 connections connections connections A2 Cert. A2 Connections in form of Train-the-trainer, Supervisory roles on curriculum implementations, Coordination functions The Connections represent some form of Hub-and-Spoke relationship, IPRC is the Hub and other TVET levels and IPRC campuses are the Spokes

6. Statement of the Problem • Interconnection of the TVET schools with IPRCs of their region, though can still be made by other traditional methods, it can even be made better by using a form of ICT solution that can put all the involved centres under one bundled service that provides the same interconnection for all of them. • The problem is to design the form of ICTs system architecture for multiple campuses educational Institutions like the IPRCs/TVET centres that provides interconnection among the centres under one bundled Service Level Agreement.

7. Objectives • The main objective of this study is to formulate an ICT based solution which will allow multiple campuses Educational Institutions – typically IPRCs/TVET centres – communicate in a way that facilitate seamless resources sharing.Specific Objectives are: • To determine the set of ICT based operations impacted by separated centres of a multi-campus institution in collaborations • Identify various network requirements for schools in the interconnected institutions at separated locations • Propose a network Architecture based on the established network requirements for schools Integrated operations

8. Research methodology • From the problem statement and objectives, there are questions that lead to a check list of solution objectives such as determining: • The set of ICT based operations impacted by separated centres of a multi-campus institution in collaborations • The set of services that are beneficial when shared among multiple interconnected campuses • Various network requirements for schools with interconnected campuses at separate locations • Appropriate Interconnection technologies for the separated campuses • Appropriate architecture for multi-campus educational use

9. Research methodology • To determine the set of ICT based operations impacted by separated centers of a multi-campus institution in collaborations . We took the following steps: • Checklist of ICT operations - was based on information from literature and previous observations on operations at existing education centres • Use of questionnaires - We made one questionnaire with the objectives • To determine the set of ICT based operations impacted by separated centres of multi-campus institutions in collaborations • To determine the set of network requirements for interconnected institutions at separated locations • To determine the state of existing network at the centres • With the questionnaire we obtained opinions of Schools Network Administrators and Managers of ICT based operations in the checklist

10. Research Methodology • To determine the various network requirements for schools with interconnected campuses at separate locations • We used the questions in Objective II of the questionnaire I mentioned previously • To determine the appropriate interconnection technologies for separated campuses • We used the understanding of comparison of VPN technologies from Literature • We made a second questionnaire targeted at the Service providers, with objective “To characterize the Internet/Backbone Service Providers in Rwanda based on their backbone network and the connectivity services they provide”

11. Research Methodology • To determine the appropriate architecture for multi-campus educational use • Information from Existing Network Documentations • Information from Internet tools and information sources

12. Analysis Process Determination of the set of ICT based operations impacted by Multi-Campus Institutions in collaboration. • Respondents indicated their opinion of the level of significance of each ICT based operation in 5 levels (1 - 5) • Normalizing the averages to value = 1, any of the ICT operations whose value is less than 0.5 shall be dropped. • From the normalized values, IP-Radio and IPTV have lowest values at 0.6 and 0.5 respectively, it means that all the tested/sampled ICT based operations are required, if there are any to drop, then IPTV and IP-Radio may not be selected.

13. Analysis Process continued

14. Analysis Process Determining the various network requirements for schools with interconnected campuses at separate locations • Issues from Existing Networks • Using questionnaire

15. Analysis process Limited bandwidth due to connection technology Wifi standard means limited speed for video traffic Network grouping/subnet not exactly match with Tumba LAN

16. F2 F1 F20 F24 Fiber optic ONT Analysis process • Tumba network has fiber optic line connection and ONU • It has Virtualized datacentre[Private cloud] • It has WiFi wireless infrastructure with NLOS and wide coverage • It has four subnets for different group of users • It runs services including portals • It has DMZ but it is not hosting any public server

17. Analysis process • The identified network, users, applications, and devices requirements are listed in the table • Most of the requirements have high priority level for the purpose of interconnection of campuses

18. Analysis process • List of requirements in a questionnaire subject to respondents opinion • Normalized average was used to evaluate significance of each • All listed requirement indicated significance value above 0.5 except requirement for datacentre

19. Analysis process • The network requirement profile shows that for all the requirements listed in the questionnaire, in the opinion of respondents datacentre falls below normalized average in significance – its place is private cloud

20. Analysis Process • Determining the appropriate connection Technology WDM-VPN PON TDM-VPN PON Bandwidth High & unlimited Favours emerging high-bandwidth traffic pattern Reliability is high Durability is over 25 years Lower OPE Bandwidth High and limited Allows certain high-bandwidth traffic Reliability is high Durability is over 25 years Lower OPE The Alternatives AON-VPN ANN-VPN Bandwidth limited by active elements Support for high-bandwidth traffic is limited Durability is limited Management with GMPLS Bandwidth limited to 10s of Mbps Support for high-bandwidth traffic is very limited Durability is limited to elements lifespan Management overhead Comparison of various technologies shown that WDM-VPN PON is most attractive for connecting multiple centers in private network for collaboration

21. Results discussion The architecture process involves, matching technologies with the established requirements and making trade-offs The Table shows the process

22. Results discussion

23. Analysis Process • Determining the appropriate architecture for multi-campus educational use • Based on requirements already determined • The high level architecture should include: • A campus LAN at Kigali • A campus LAN at Tumba • Fiber Optic line ONU at each LAN • All-optical VPN in WDM-PON that shall interconnect the two LANs and the service provider • Single Service agreement for Broadband/Internet for the entire Private LAN • High bandwidth in order of Gbps to allow for video data, Real-time (video conferencing), etc • Mechanism to ensure constant delay and high/guaranteed capacity • Each LAN should have WiMAX standard wireless with multi-SSID capability and Network partitioning

24. Results discussion • This architecture enables the two separated campuses to have one private network under one service level agreement having bundled services/bandwidth, with a Service provider

25. Recommendation • Service providers in Rwanda should upgrade their backbone infrastructure to WDM/SONET and Access Network to WDM-PON, to prepare for the new volume and type of traffic content in the world in which Rwanda is a part. • The concept of this project and the solution that it provides are such that can benefit Rwanda’s current educational systems implementation. We recommend that government of the Republic of Rwanda considers this option for integrating ICT in the TVET education system • These network analysis, architecture and design processes and procedures can be keenly carried out in further works for more detailed capabilities in the architecture.

26. Conclusion • The objectives of this research have been met. The ICT based operations that can impact separated centres of a multi-campus educational Institution in collaboration have been determined, so that the network requirements for schools are interconnected Centres/campuses at separated locations have been identified, the architectural processes and architecture diagrams have also been accomplished. It is hoped that this conceptual level solution can affect education positively.

27. References • Victoria L. Tinio (n.d,), ICTs in Education, UNDP-ADIP; available from [WWW] http://www.saigontre.com/FDFiles/ICT_in_Education.PDF, Accessed on 9/11/2011 • UNDP-APDIP, (2005), ICT policy formulation and e-strategies development –A comprehensive guidebook accessed on 24/11/2011 , http://www.intec.edu.do/pdf/HARVARD/harvardguide%5B2%5D.pdf p.1 • Levi Obijiofor and SohailInayatullah with Tony Stevenson (1999),Impact of New Information and Communication Technologies (ICTs) on Socio-economic and Educational Development of Africa and the Asia-Pacifice: Private; Available from [WWW] http://www.metafuture.org/Articles/icts.htm, accessed on 12/11/2011 • International Telecommunications Union (ITU) (2008) Trends in Telecommunications Reform 2008 – Six Degrees of Sharing. Geneva: ITU • Souter David et al (2009) The APC ICT Policy Handbook. Association for Progressive Communication • Carnoy Martin, (2004), ICT in Education: Possibilities and Challenges, available from [WWW] http://www.uoc.edu/inaugural04/dt/eng/carnoy1004.pdf, accessed on 12/11/2011 • gesci (2009), ‘Deploying ICTs in Schools: A framework for Identifying and assessing Technology options the benefits, feasibilities and total cost of ownership’, accessed on 22/11/2011 http://www.gesci.org/ict-infrastructure-connectivity-and-accessibility.html p.28 • Llyas Mohammad and Hussein T. Mouftah (2003) ‘The Handbook of Optical Communication Networks, (New York; CRC press, 2003), p. 1 – 26. • CISCO (2011), Cisco Visual Networking Index: Global Mobile Data Traffic Forecast Update, 2010 – 2015, available from [WWW] http://www.cisco.com/en/.../white_paper_c11-520862.pdf - United States accessed on 29/11/2011. • McCABE, J. D, (2007), Network Analysis Architecture and Design - Third Edition, (Elservier-Morgan Kaufman; New York, 2007) • Y. Su. Y. Tian, et al (2008) All-Optical Virtual Private Network in Passive Optical Networks: Laser & Photon. Rev. 2. No. 6, 460-479 (2008). • Government of Rwanda, (2008), Technical and Vocational Education Training (TVET) policy in Rwanda.

28. Thank you !