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Surviving As a Private University in COVID-19 Era- The AIT Experience
The thought of the above adage is illustrated by the case of the private university sector in Ghana. Before the COVID-19 pandemic, the survival of the universities in this sector, which employs thousands of Ghanaians, was heavily dependent on admission numbers and students’ ability to pay fees.
Worse yet, several of these universities were even struggling for students due to the dwindling number of international students coming to study in Ghana. To add insults to injury, they faced a fierce competition from their counterpart public universities who had expanded their respective distance education programmes in a bid to boost up their Internally Generated Funds in order to compensate for the drop in Government subventions to their institutions.
As if that was not enough for the already crippling private university sector, COVID-19 reared its ugly head raking in havoc of global proportions. The sector was hard hit where it actually hurt- right in the middle of the semester- when most students had not even paid their semester school fees.
Sad to say, several of these universities did not have the requisite technological systems in place to ensure the unabated continuance of the academic activities even in the midst of the crises.
The Accra Institute of Technology (AIT), an independent technology-focused research university based in Accra, Ghana employed a model, which has by far proven to be the surest way of survival in this pandemic and beyond.
The operations of AIT have continued uninterrupted despite the pandemic due to their strength in using technology to boost teaching and learning.
The university has a Learning Management System dubbed ‘LEMASS’ which is effectively utilized in the delivery of online teaching and learning modes for their students. One would wonder how AIT came by the exact systems needed to combat the challenges that accompanied the COVID-19 pandemic.
Interestingly, these systems were not developed as a mere survival measure, as it were, for COVID-19 as in the case of several struggling universities. In fact, these technological systems cannot be developed in weeks or months to solve specific problem at a time.
Development of such systems and solutions takes years of dedication, discipline and commitment to arrive at a working system fit for the specific educational purpose.
The AIT success story of implementing technology in education predates COVID-19 back to 2009 when it was the only university in Ghana that had a system, which allowed students to submit assignments, access electronic library, partake in quizzes etc. Lecturers in the university could grade their work online and assess their students in whatever form using the same system.
Therefore, a ban on physical contact with students had zero impact on their operations since they were already using systems. All the university had to do was to deploy these systems with very few modifications due to the pandemic in order to better serve our students.
In an effort to eliminate any physical interaction between students and the faculty of AIT while still realizing the same outcomes of the teaching and learning experience, the institution deployed a clearly stated protocol to better streamline the entire online learning experience.
The AIT Protocol for the Delivery of the Online Teaching and Learning Program stipulates the five (5) different components of the process namely:
- Online (Asynchronous) Teaching and Learning
- Online (Synchronous) Class Sessions (OCS)
- Scheduled Online Interaction Sessions (OIS) with learners on pre-planned topics, issues) and/or general issues during Scheduled Online Office Hours of Instructor
- Scheduled Online Forum Sessions (FSO) with Instructor
- Online Feedback Sessions (OFBS) with Instructor
What would a student of this noble institution expect from this five-component Online Learning Process?
The Asynchronous online learning applies to the case where learners log-into say a learning management system/platform like LEMASS and/or other sources to access learning materials, resources and assignments earlier on posted or made available online on the platform by the instructor/lecturer in preparation for a scheduled Online(synchronous) Class Session(OCS).
This means that for each Online Lecture Topic (OLT) of the syllabus that a Instructor/lecturer intends to teach each week online, students would always expect the Instructor/lecturer to identify and direct them to relevant resources as a pre-reading and/or reference materials/resources to be accessed in preparation of the OCS and to refer to for revision after the OCS.
On the other hand, the Synchronous online learning or Online Synchronous Class Session (OCS) applies to instructor-to-learner and learner-to-learner learning interactions that are happening at the same time, – meaning in real-time via a teaching delivery system/platform (like GOOGLE CLASSROOM, ZOOM etc. depending on what students agree on with their lecturer) at a scheduled time on the university timetable to engage in the teaching (by the instructor) and the learning (by the learners) process.
Students would expect that the Instructor/lecturer would make available to them the lesson presentation (e.g. LSPs, prepared PowerPoint presentation, or other lesson notes) that he would be going through during the OCS at least 24 hours before the OCS so that they can go through before the session.
After every OCS, students would also expect on LEMASS, assignments/quizzes/tests on the OLT to examine their level of understanding of the course materials/notes presented during the OCS.
Each instructor is expected to schedule one Online Forum Session (OFS) per week on the OLT for that week. The OFSs are to be done using the facilities of LEMASS and/or any other prescribed platform by the university. The process is as follows:
- The Instructor post the initial issue/subject/statement relating to the OLT in question to be discussed on the forum and learners are to contribute to the forum following laid down guidelines.
- Participation in the forum is compulsory and would be graded as per the clearly stated guidelines in the Online Forum Grading Template developed by the university.
- Participation in the OFSs will take the place of attendance and participation as in face-to-face teaching accounting for 10% of the final grade of students.
Instructors delivering online courses at AIT are also expected to interact with learners online in between the scheduled Online (synchronous) Class Sessions (OCS) to check on how learners are coping with the course materials assigned to them in preparation for the next Online (synchronous) Class Session (OCS) and also to discuss specific topics or aspects of the course materials that learners find challenging.
This means for each registered course, students would expect Instructors to have at least 3 OISs per course per week with learners, and spend at least a ½ hour (30 minutes) per each session.
In addition to the Online Interaction Sessions (OIS) for the asynchronous and the synchronous delivery of the course (OLT-by-OLT), Instructors are also expected to engage in an Online Feedback Session (OFBS) with learners. This will include facilitating:
- Unscheduled one-on-one feedback session with students (if and when a student request for feedback on any aspect of the online learning process of the course in question or a particular OLT)
- General feedback to students on a given course you are teaching on assignments/test/exams, course-learning materials, lessons among others.
All these components combine to give the students the needed guidance that is unmatched by even a face-to-face interaction with their lecturers. Yes, when technology is used in education, risks are reduced, cost is managed, learning convenience is maximized and the risk physical contacts with its accompanying challenges are contained, if not eliminated.
However, it is rather sad that a university like Accra Institute of Technology, which has been preaching the use of technology for the past ten years has not received maximum support to train, educate and help other institutions to reach their optimum level.
It would be a big shame, if after surpassing this pandemic and surmounting its accompanying challenges, we resort to the old ways of doing things. All roads must now lead to AIT to learn how they have used technology to defeat the educational challenges emanating from the pandemic.
It is COVID-19 today, but we don’t know what will come tomorrow. There is, therefore, the need to relook at our educational delivery in this technological era. A good start would be to go the AIT way.
African law enforcement agencies arrested 651 suspects and recovered over $4.3 million in a joint operation targeting investment fraud, mobile money scams, and fake loan applications.
As INTERPOL revealed on Wednesday, Operation Red Card 2.0 identified 1,247 victims between December 8 and January 30 while targeting cybercrime operations linked to over $45 million in financial losses.
Authorities across 16 countries also seized 2,341 devices and took down 1,442 malicious websites, domains, and servers during this joint action coordinated by the African Joint Operation against Cybercrime (AFJOC).
In Nigeria, police officers dismantled an investment fraud ring that was recruiting young people to run phishing, identity theft, and fake investment schemes, taking down over 1,000 fraudulent social media accounts in the process.
They also arrested six members of a Nigerian cybercrime gang that used stolen employee credentials to breach a major telecom provider.
Kenyan investigators also apprehended 27 suspects while investigating fraud networks that used social media and messaging platforms to lure victims into fake investment schemes.
In Côte d’Ivoire, 58 suspects were arrested as part of a crackdown on predatory mobile loan apps that targeted victims with hidden fees and abusive debt-collection practices.
“These organized cybercriminal syndicates inflict devastating financial and psychological harm on individuals, businesses and entire communities with their false promises,” said Neal Jetton, the head of INTERPOL’s Cybercrime Directorate.
“Operation Red Card highlights the importance of collaboration when combatting transnational cybercrime. I encourage all victims of cybercrime to reach out to law enforcement for help.”
One year ago, African law enforcement arrested another 306 suspects in the first stage of this INTERPOL-led operation targeting cross-border cybercriminal networks.
This is the latest INTERPOL operation targeting African cybercrime, with thousands of arrests and multiple multimillion-dollar operations disrupted or dismantled in recent years, following Operation Serengeti and Operation Africa Cyber Surge.
Lagos State Government has commenced the implementation of a 5% Withholding Tax (WHT) deduction on gaming winnings, in line with applicable Nigerian tax laws and regulatory directives governing the gaming industry.
The deduction applies to net winnings from licensed gaming platforms operating within Lagos State and is deducted at the point of payout. All licensed gaming operators in Lagos have been directed to comply immediately with the framework.
Under the new arrangement, 5% of qualifying gaming winnings will be automatically deducted before payment is made to players and remitted to the Lagos State Internal Revenue Service (LIRS) as the statutory tax authority.
According to the State Government, the measure forms part of Lagos’ broader drive to strengthen tax compliance, transparency, and accountability in the rapidly expanding gaming sector.
Players are required to provide their National Identification Number (NIN) in compliance with KYC (know your customer) rules, while all deductions and remittances will be handled by licensed operators in line with regulatory requirements.
Players will receive their winnings net of the statutory deduction, with proper records maintained for transparency. The WHT deducted also serves as a tax credit to the player.
All licensed gaming operators in Lagos State have now been formally directed to commence the deductions with immediate effect.
Federal High Court in Abuja, on Tuesday adjourned the $150 million dollars suit filed by Chianugo Peter, a Nigerian, against Google LLC and GoDaddy.com LLC over shutdown of his YouTubeAudio.com domain name until April 22 for hearing.
The case, which was before Justice Obiora Egwuatu, could not proceed due to the absence of the judge in today’s proceedings.
Although Emmanuel Ekpenyong, Peter’s lawyer, and Mark Mordi, who is counsel to Google LLC, were in court, Justice Egwuatu was said to be in another official assignment.
The matter was consequently fixed for April 22 for hearing.
Peter had filed the suit over allegations bordering on the shutdown of his YouTubeAudio.com domain name after eight years of promotional and marketing efforts in breach of the contract.
Peter, through his lawyer, named GoDaddy.Com LLC and Google LLC as the 1st and 2nd defendants in the suit filed on April 14, 2023 and marked: FHC/ABJ/CS/238/2023.
In his earlier originating summons filed by Ekpenyong of the law firm of Fred-Young & Evans LP, the Nigerian sought a $150 million in compensation from Google LLC and GoDaddy.com LLC for the alleged cyberspace contract breach.
The plaintiff alleged that the defendants shut down his domain and business name: YouTubeAudio.com and transferred the rights over the name to Google LLC, an American multinational technology company.
Google LLC, in its initial statement of defence dated Nov. 9, 2023, and filed Nov. 10, 2023, by its lawyer, Mr Mordi, SAN, of the law firm of Aluko & Oyebode, urged the court to dismiss Peter’s suit as being unmeritorious and lacking in merits.
Justice Egwuatu had, in April 2024, gave Chianugo Peter the go-ahead to amend his originating processes after his lawyer moved the application for same and it was not opposed by the defence counsel.
In his amended statement of claim dated April 29, 2024, Peter sought ten reliefs.
He sought a declaration that GoDaddy.com was wrong to shut down the YouTubeAudio.com domain name on Dec. 7, 2022 and that Google was wrong to remove “YTAudio” with its website youtubeaudio.com from its Google PlayStore on Dec. 25, 2023 without adequate compensation to him.
He said this is notwithstanding that YouTubeAudio.com domain and business name is different and distinct from YouTube trademarks.
Chianugo Peter wants the court to declare that he is entitled to compensation from the defendants for the loss of the YouTubeAudio.com brand and goodwill which has accrued on the brand and domain name for eight years of promotional and marketing works from July 2, 2015 to Dec. 7, 2022.
He sought an order directing the defendants to pay the sum of $50 million to him for promotional and marketing works on the YouTube Audio business name and YouTube Audio.com domain name for eight years from July 2, 2015 to Dec. 7, 2022.
He sought a $100 million in damages for loss of anticipated profits associated with the brand equity and goodwill of YouTube Audio and YouTube Audio.com domain name.
Peter also sought from the defendants, the sum of 50 million naira to enable him to carry out fresh registrations of its new name and secure an alternative domain name to host its application to attract users.
The Nigerian sought an order directing the defendants to pay the sum of 10 million naira to him for prosecution of the suit.
Alternatively, Peter prayed the court for an order for GoDaddy.com to reinstate and hoist the YouTubeAudio.com domain name which was shut down on Dec. 7, 2022 and for Goggle to also reinstate YouTubeAudio.com on its Google PlayStore platform which was unilaterally removed on Dec. 25, 2023.
Chianugo Peter submitted that he acquired rights over YouTubeAudio.com domain name from Go Daddy.com LLC who conducted a search before confirming that he could make use of the name.
The plaintiff averred that he promoted the domain and business name from 2014 to 2022 and even wrote to Google to introduce YouTubeAudio’s services and to partner with it in 2014 and 2021 but received no response from it on both occasions.
He said in February 2021, he applied for and YouTubeAudio.com was registered on Google Adsense platform for displaying advertisement on the website.
Besides, Peter said in August 2021, the domain and business name was registered on Google Playstore.
According to him, the plaintiff consistently paid GoDaddy.com LLC for registration and use of the domain name from 2015 to 2022.
But Google LLC, in its amended statement of defence and counterclaim dated and filed May 31, 2024, averred that its registration of the YOUTUBE trademarks at the Trademarks Registry gives it the exclusive night to the use of the said trademarks.
It submitted that it has incurred expenses in the sum of 24,040 64 dollars in dealing with Peter’s “deliberate infringement of the counterclaimant’s YOUTUBE trademarks.”
The company, therefore, sought a declaration that Peter’s registration and use of the YouTubeAudio business name with BN 2395035 at the CAC is an infringement of its YOUTUBE registered trademarks.
It prayed the court for an order directing Peter to pay the company the total sum of $24,040.64 being the expenses incurred in dealing with his infringement of the YOUTUBE registered trademarks.
It equally sought an order directing the plaintiff to pay the company the cost of defending the suit.
In his amended reply to Google’s amended statement of defence dated 12th July 2024, Peter responded that it is not in doubt that Google LLC owns YouTube trademarks, however, YouTubeAudio is distinct and different from YouTube trademarks.
Chianugo Peter submitted that Google LLC, being a foremost search engine in the world, knew that he had earlier written to it, that he was making use of the YouTubeAudio domain name for the past eight years without any objection or caveat by either GoDaddy.com or Google.
“Hence, Google LLC is estopped from claiming any right over the YouTubeAudio domain name,” he said.
GoDaddy.com LLC had neither filed any process nor represented in court.
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