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ASSESSMENT OF E-GOVERNANCE IN HIGHER EDUCATION

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DOI: 10.13140/RG.2.2.28461.36321

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 ASSESSMENT OF E-GOVERNANCE IN HIGHER EDUCATION

THE DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER IN SCIENCE INFORMATION
TECHNOLOGY.

OF

THE INTERNATIONAL UNIVERSITY OF MANAGEMENT

BY

ÁLVARO MANUEL BOAVIDA WILLIAMS

110005899

JUNE 2021

Supervisor: Dr Attlee M. Gamundani

 ABSTRACT

This study is about the E-governance in Angola’s Higher Educational Institutions to enhance the
quality of assessment. E-governance allows Higher Educational institutions to carry out internal
and external activities consistently and efficiently by providing a variety of tools that help the HEI’s
employees to perform their tasks competently. The objective of this study is to identify the factors
that contribute to low quality performance in Higher Education. In addition, the study will propose
an E-governance model that will enable the education system in the country to improve its
efficiency. The governance of HEI varies from country to country and there are different E-
governance models for different countries.

This study targeted three Higher Educational Institutions in Benguela, which is one of the provinces
in Angola. A research methodology developed was to give the right answers to the objectives of
the study. This study followed a qualitative method. Questionnaires administered and interviews
conducted at the three selected educational institutions helped to collect data from employees and
students in different departments. The findings were used to determine the level of efficiency in
Higher Educational Institutions.

Key words: Education, Higher Education, E-governance, Governance

1. Education:
According to Merriam Webster dictionary, education can be defined as follows:
1a: The action or process of educating or of being educated also: a stage of such a process.
1b: The knowledge and development resulting from the process of being educated.
1c: The field of study that deals mainly with methods of teaching and learning in schools or
universities.
2. Higher Education
According to Oxford Languages Higher Education is education at universities or similar
educational establishments, especially to degree level.
3. Governance

ii
According to Oxford languages, Governance has been defined to refer to structures and processes
that are designed to ensure accountability, transparency, responsiveness, rule of law, stability,
equity and inclusiveness, empowerment, and broad-based participation.
4. E-governance According to Oxford Languages Electronic government (or e-Government) is the
application of Information and Communication Technologies (ICTs) to government functions and
procedures with the purpose of increasing efficiency, transparency and citizen participation

iii
 ACKNOWLEDGEMENTS

First, I would like to thank God for the gift of life and everything He has done for me. I also want
to thank my parents, Francisco Mussua Williams and Francisca Manuela Manjenje Boavida for
having raised me to be what I am today. My sincere gratitude goes to my beloved uncle Jose Ilídio
Manjenje Boavida who has been my inspiration in this journey. Both my parents and my uncle
were phenomenal pillars of support financially and emotionally. I also need to acknowledge the
moral support from my brothers listed below Arieth Williams, Deisilaide Williams, Edvaldo
Williams and Silesio Williams, Mesach Williams and Keila Williams.

In addition, I would like to take this opportunity to express my humble gratitude to Dr Martin
Mabeifam Ujakpa, and my supervisor Dr Attlee Gamundani for their unwavering support in
guiding me during the research process. Furthermore, I would like to thank the following friends
and college mates for their moral support: Conceição Andrea da Silva Ernesto, Jose Costa Sapalo
Sicato, Jenipro Rogerio Mateus, Hirondino Cesar, Romario Pedro, Mina Pedro, and Chelinho
Mateus. As for my Publicadora business partners, Suleiman Karin and Arilson Miguel, I owe you
a lot because you shouldered all my responsibilities while I was busy with this research.

Finally, I would like to thank all my lecturers for their undivided attention and support from 2019
to 2021.

iv
 DEDICATION

I dedicate this work to my beloved wife Maria Williams and my daughters Yumara Williams and
Yuandra Williams. Their love is immeasurable and they are my pillars of strength and hence the
reason for this work.

v
 DECLARATION

I hereby declare that the work contained in this dissertation is my own original work. I have not
previously in its entirety or in part submitted it at any university or other higher educational
institutions for the award of a degree.

Signature of Student

__________________

Data: ___16/__06/_2021__

Signature of Supervisor

Data: ___16/__06/_2021__

vi
 COPYRIGHT

I, Alvaro Williams, being a candidate for the DEGREE OF MASTER IN SCIENCE

INFORMATION TECHNOLOGY accept the requirements of THE INTERNATIONAL
UNIVERSITY OF MANAGEMENT relating to the retention and use of dissertations deposited in
the Library and Information Services.

In terms of these conditions, I agree that the original of my dissertation deposited in the Library
and Information Services will be accessible for purposes of study and research, in accordance with
the normal conditions established by the Librarian for the care, loan or reproduction of
dissertations.

_______________________ _____16/__06/_2021____
Álvaro Williams Date

vii
 TABLE OF CONTENTS

ABSTRACT .................................................................................................................................... II
ACKNOWLEDGEMENTS ........................................................................................................... IV
DEDICATION ................................................................................................................................ V
DECLARATION ........................................................................................................................... VI
COPYRIGHT ............................................................................................................................... VII
TABLE OF CONTENTS ............................................................................................................ VIII
LIST OF FIGURES ........................................................................................................................ X
LIST OF TABLES ......................................................................................................................... XI
LIST OF ACRONYMS AND ABBREVIATIONS..................................................................... XII
CHAPTER ONE INTRODUCTION .............................................................................................. 1
1.1 INTRODUCTION ........................................................................................................................ 1
1.2 BACKGROUND OF THE STUDY .................................................................................................. 1
1.2 STATEMENT OF THE PROBLEM ................................................................................................. 3
1.3 RESEARCH QUESTIONS ............................................................................................................. 5
1.4 RESEARCH OBJECTIVES ............................................................................................................ 6
1.5 SIGNIFICANCE OF THE STUDY .................................................................................................. 6
1.6 LIMITATION ............................................................................................................................. 7
1.7 DELIMITATION OF THE STUDY .................................................................................................. 7
1.8 INVESTIGATION PHASES OF THE STUDY .................................................................................... 7
1.9 LAYOUT OF CHAPTERS ............................................................................................................. 9
CHAPTER TWO LITERATURE REVIEW ............................................................................... 10
2.1 INTRODUCTION ...................................................................................................................... 10
2.2 BODY OF LITERATURE REVIEW ............................................................................................. 10
2.2.1 Brief history about Angola’s Higher Education System ............................................... 10
2.2.2 The factors for low quality in higher education in Angola ............................................ 12
2.2.3 Role of ICT in Higher Education ................................................................................... 13
2.2.5 The importance of E-governance ................................................................................... 15
2.2.6 E-governance in Angola ................................................................................................ 17
2.2.7 E-governance in Higher Educational Institution ........................................................... 20
2.2.8 E-governance model for HEI ......................................................................................... 26
2.2.9 The application of E-governance in Higher Education ................................................. 30
2.2.10 E-governance in Angola’s Higher Educational Institutions ........................................ 31
2.2.11 Assessment of E-governance in Higher Education...................................................... 32
2.3 CRITICAL LITERATURE REVIEW............................................................................................. 34
2.4 CONCLUSION ......................................................................................................................... 35
CHAPTER THREE METHODOLOGY ....................................................................................... 37

viii
 3.1 RESEARCH DESIGN ................................................................................................................ 37
3.2 RESEARCH PARADIGM, RESEARCH METHOD AND RESEARCH STRATEGY ............................... 39
3.3 POPULATION .......................................................................................................................... 41
3.4 SAMPLE ................................................................................................................................. 41
3.5 RESEARCH INSTRUMENTS ...................................................................................................... 42
3.5 PROCEDURE ........................................................................................................................... 43
3.6 DATA ANALYSIS .................................................................................................................... 44
3.7 VERIFICATION ....................................................................................................................... 46
3.8 CONCLUSION ......................................................................................................................... 46
CHAPTER FOUR DATA ANALYSIS ......................................................................................... 48
4.1 INTRODUCTION ...................................................................................................................... 48
4.2 DATA COLLECTION PROCESS ................................................................................................. 48
4.3 RESEARCH FINDINGS AND ANALYSIS ..................................................................................... 49
4.3.1 Services .......................................................................................................................... 50
4.3.2 Service Access ............................................................................................................... 55
4.3.3 Infrastructures ................................................................................................................ 56
4.3.4 Knowledge/Perception ................................................................................................... 58
4.3.5 Satisfaction..................................................................................................................... 60
4.3.6 Communication.............................................................................................................. 62
4.4 CONCLUSION ......................................................................................................................... 65
CHAPTER FIVE CONCLUSION AND RECOMMENDATIONS ............................................. 66
5.1 INTRODUCTION ...................................................................................................................... 66
5.2 OVERVIEW OF THE STUDY ...................................................................................................... 66
5.3 SUMMARY OF THE FINDINGS .................................................................................................. 67
5.4 CONCLUSION ......................................................................................................................... 74
5.5 RECOMMENDATIONS ............................................................................................................. 74
5.6 FUTURE WORKS ..................................................................................................................... 75
REFERENCES............................................................................................................................... 76
APPENDIX A: ANGOLA PUBLIC HEI ACADEMIC REGIONS ............................................. 80
APPENDIX B: QUESTIONNAIRE .............................................................................................. 84
APPENDIX C: RESULT FROM QUESTIONNAIRES ............................................................... 91
APPENDIX D:ENGLISH EDITOR .............................................................................................. 94
APPENDIX C: ACADEMIC RESEARCH PERMISSION LETTER .......................................... 95

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 LIST OF FIGURES

Figure 2.1: Angola e-governance model (ASPEG,2017)..................................................... 19

Figure 2.2 Three main functional area of e-governance (Muthuselvi & Ramanes, 2017).. 24
Figure 2.3 Functional framework model of e-governance for university ............................ 26
Figure 2.4 e-governance framework model (Dey & Sobban, 2017) .................................... 28
Figure 2.5: Framework model of e-governance for HEI (Talpur & Afrid, 2017) .............. 29
Figure 2.6: Framework to measure e-governance in Education proposed by Alhomod and Shafi
.............................................................................................................................................. 33
Figure 4.1. Application of E-governance ............................................................................. 50
Figure 4.2. Internet in the Institution ................................................................................... 50
Figure 4.3 Beliefs in online services .................................................................................... 51
Figure 4. 4. Reliable Services .............................................................................................. 52
Figure 4.5. 24/7 Online service availability ......................................................................... 55
Figure 4.6. User's knowledge to operate .............................................................................. 59
Figure 4.7. Staff knowledge ................................................................................................. 59
Figure 4.8. Tools to measure satisfaction............................................................................. 60
Figure 4.9. E-governance model satisfaction ....................................................................... 61
Figure 4.10. External communication tools ......................................................................... 62
Figure 4.11 Reliable nformation .......................................................................................... 63
Figure 4.12. Information comprehension ............................................................................. 64
Figure 4.13. Reduction of bureaucracy ................................................................................ 64
Figure 4.14. Transparency in the administration process .................................................... 65
Figure 5.1 The Proposed E-governance Model for Higher Educational Institution ............ 71

x
 LIST OF TABLES

Table 1. 1 Phases of the Study ............................................................................................... 7

Table 3. 1 Summary of research methodology approach…………………………………..37
Table 4. 1 Themes and description ...................................................................................... 49
Table 4. 2 .Important elements in E-governance…………………………………………..53
Table 4.3. Service efficiency................................................................................................ 53
Table 4.4. Access difficulties ............................................................................................... 55

xi
 LIST OF ACRONYMS AND ABBREVIATIONS

GUSA General University Study of Angola

ICT Information Communication and Technology

UNESCO United Nations Educational Scientific and Cultural Organisation

IIAS International Institute for Administrative Science

HEI Higher Educational Institution

ROL Review of Literature

ASPEG Angola Strategic Plan for Electronic Governance

IGNOU Indira Gandhi National Open University

TPS Transaction Process System

ERP Enterprise Resource Plain

RID Redundant Array of Inexpensive Disks

API Application Programme Interface

MIS Management Information System

xii
 CHAPTER ONE
INTRODUCTION

1.1 Introduction

Assessment refers to a collection of tools, techniques and methods to evaluate, analyse and
measure progress in order to determine the value and quality of the entity being assessed (Surbhi,
2017). This study is about the assessment of E-governance in Higher Educational Institutions in
Angola. This chapter focuses on eight sections namely Background of Study, Statement of the
problem, Research questions, Significance of the Study, Limitations and Delimitations,
Investigation phases of the Study and Layout of chapters.

1.2 Background of the Study

It is important to understand the meaning and relevance of governance and then relate that to E-
governance.

There are many definitions attached to the term governance from different public sources such as
the World Bank, the United Nations Educational Scientific and Cultural Organisation (UNESCO),
and the Central for Global Development (CGD). Governance refers to the structures and processes,
which control the administration of an organisation to ensure that there is responsiveness,
inclusiveness, stability, accountability, transparency, equity, and empowerment. Governance can
also be defined as a political authority that uses an organisation’s resources to manage problems
and affairs of the society (The World Bank, 2015; Jubaer, 2021;CGD, 2013; UNESCO,2021 ).

With the definition of governance in place, it is of paramount importance to juxtapose it to the

definition of E-governance. The first question that comes to mind is: what does the “E” hyphenated
before governance stand for? “E” stands for electronics and "E-governance” in full means
“electronic governance”.

There are various definitions of E-governance from different sources compiled by researchers,
academicians, and organisations such as UNESCO. The following definition is from UNESCO:
“E-governance may be understood as the performance of governance via electronic medium to
1
facilitate an efficient, speedy and transparent process of disseminating information to the public,
and other agencies, and for performing government administration activities.” (UNESCO, 2005).

Kumar (2013) defines E-governance as a form of E-business in governance comprising of process

and structures involved in deliverance of electronic service to the public. Bhatnagar (2013) defines
E-governance as an ICT -based system that enables all the levels of interaction between or among
stakeholders through the electronic mode. He further points out some features of E-governance
such as, accountability, transparency, reliability, usability and efficiency.

Mahundu(2015) says that E-governance involves the automation or computerisation of existing

paper-based systems, that will generate a new style of leadership, a new way of transacting
business, new ways of listening to common people, new ways of serving the citizen and new ways
of organising and delivering information.

E-governance focuses on three main target groups and these are the government, the citizens and
the business or interested groups (Sexana, 2014). E-governance allows these groups to interact with
each other sharing relevant information at a very low cost. E-governance changes the way in which
an organisation executes its activities providing appropriate tools that give more dynamism in the
organisation and promoting fast and reliable communication processes.

According to the definitions above it is clear that E-governance is a broad concept. It can be applied
in different sectors of society, for an example, E-governance can be applied in health, agriculture,
education, and government. E-governance can deliver government services in a transparent,
convenient, and economic way to the citizens (Arif, 2015). In education, E-governance plays a very
important role in the governance of the institution and the interaction with the students.

This study focuses on E-governance applied in Higher Education. E-governance is understood as

comprising a set of activities involving the effective contribution of Information and
Communication Technology (ICT) for strengthening administration and management in the higher
education system it can create transparency between the HEI and students (Suklabaidya & Sen,
2013). The purpose of the introduction of E-governance in the educational sector is to enhance the
consistency and quality of education, with the support of ICT. E-governance provides a new way
of communicating with students, new ways of organising, a new way of communication between
administrators, and new ways of delivering information and services to the students (Dubey &
2
Ahmad, 2013). Information technologies such as the internet and mobile communication provide
the opportunity to transform the relationship between administration and students. Implementing
E-governance in the higher education systems will enable effective monitoring of academic
standards and provide transparency in educational activities (Hiremath, 2016).

Education is the main key for any country to achieve developmental goals. ICT is a needful element
in the higher educational institutions, a core of the institutional communication or interaction.
Therefore, the use of the computer by higher educational institutions is inevitable. The study
focuses on the assessment of how the Angolan higher educational institutions are structuring their
E-governance platform and how they are using it, how they respond to the citizens' requests or the
demands of the students and how the students interact with it.

1.2 Statement of the problem

According to Peterson (2012) after independence Angola became a multi-cultural, multilingual,

underdeveloped, under industrialised , obsolete semi-paralysed industrial reserve. The country had
scarce and poorly functioning commercial network, poor and inefficient sanitary network and a
distorted education system. It was unable to meet the demands of the academic community,
especially that of basic education. Peterson (2012) also refers to the teaching before independence.
He says that teaching was marked by the colonial model, but also controlled by the catholic and
evangelical missionaries who associated evangelisation with schooling. Angola is fighting to
change these educational models to face the new challenges in modern society. So far, the country
has implemented two educational reforms.

Angola has always had an interest in formal education. This has led to the creation of policies for
the integration of the academic community in both the first and second educational reforms
especially concerning the younger generation. Silva (2016) clarifies that the central role of the
higher education system in Angola is linked to the increase of knowledge and new technologies on
which the processes of innovation, scientific development and the promotion of civic education
will depend on.

3
One of the main challenges in Angola is achieving higher education quality. Higher education
quality is linked to many factors, and information and communication technology (ICT) is one of
them. Fry (2001) proposes that if HEI (Higher Educational Institutions) are to compete in a global
higher education market, they must introduce the technological advancements and use them as a
strategic tool, capable of transforming education, and business practices.

The President of the Republic of Angola, speaking during the State of the Nation Address (SONA)
in the Assembly of the Republic on October 16, 2017, took on the challenge of having a higher
education quality that guarantees the placement of at least two Angolan public HEIs in the ranking
of the 100 best HEI in Africa.

The 2030 Angolan agenda has one of the main objectives to ensure inclusive and equitable quality
education to promote lifelong learning opportunities for all Angolan for sustainable development.
This will enable the country to attain quality education, one of the challenges that Angola wants to
overcome before 2030 (Angola Agenda 2030).

According to Amaral (2018), the higher education system in Angola, has several factors that affect
the quality of higher education, namely: inspection, monitoring, corruption, lack of administrative
communication, impunity, unqualified lecturers, and poor utilisation of ICT. He also refers to the
increasing number of private and public higher educational institutions with problems because of
the lack of governance supervisory capacity and this may lead to the deterioration of the quality of
teaching and learning.

The increasing number of student enrolment, as well as the number of the subjects offered under
different higher educational institutions can generate a complexity to HEI governance. This
complexity makes HEI governance face more challenges in managing the institution in a
meaningful and productive way (Sumathy & Shaneeb, 2017). Mendes (2018) confirmed this in her
research about higher Education Institutional Evaluation in Angola as a Quality Management
Mechanism. She said that the significant increase in student numbers does not always correspond
with the evolution of the educational system, which causes serious structural and functional
instability, and consequently the loss of quality.

4
In addition, in this context, Brás and Devovo (2018) recommend the need to improve student
service delivery. They highlight the provision of information that pointed out a weakness of
Angola’s HEIs. They recommended that to meet the challenges of Angola’s HEI, those institutions
should be closer to the society.

It is possible that the problems of the increasing number of students, subjects, lack of student
service delivery, lack of administrative communication, and provision of information for students
are prevalent in many HEIs. The manual system (paper) may not be capable of handling the
problems and the possibility of applying for E-governance tools may lessen the problems that
higher education faces in this era of modern technology.

According to Angola’s E-governance strategic plan 2013-2017, the country’s HEIs have had E-
governance applied, but some researchers have pointed out that some problems affect the education
quality that E-governance should aim to solve.

The purpose of the proposed study will be an assessment of E-governance to understand why E-
governance in Angola’s HEI is not reducing the problems mentioned above.

1.3 Research questions

Research questions allow the researcher to narrow down the purpose of the study by giving a
direction or focusing on exactly what the researcher is trying to understand. Analysing the research
problem, purpose of the study and the literature reviews, the researcher can derive the research
questions. The following are research questions to address:

1. What are the factors contributing to the low higher educational quality in Angola?
2. What is the role of E-governance in providing higher education quality?
3. How effective is the E-governance approach currently in use by Angola towards
delivering higher education quality?
4. What E-governance model can we propose to address the low quality of education in
Angola?

5
1.4 Research objectives

Research objectives are activities to answer the research questions. Research objectives specifies
what the researcher is trying to get from the study, for this study the research addressed the
following research objectives:

a) To identify the factors contributing to the low quality of education in higher educational
institutions in Angola;
b) To assess the role of electronic governance in providing higher education quality;
c) To propose an Electronic governance model to address low quality of education in higher
educational institutions in Angola;
d) To assess the E-governance approach used currently in Angola’s HEIs to analyse the
effectiveness of delivering higher education quality.

1.5 Significance of the Study

Information Communication and Technology dominate the world today, and technology revolves
around the globalisation process. In addition, technology puts the cultures closer to each other. It
is therefore imperative that countries should worry more with the modernisation of the interaction
services with other countries in the world. Angola's E-governance strategic plan 2013-2017
presents the actual state of E-governance in the country. Angola has a deficient E-governance
structure that generates a latency in the provision of information, delivery services, and process of
the services. Effective communication and coordination with inner and outer entities, is necessary
to improve E-governance structures.

E-governance has implications in the economy because external investors can easily interact with
different institutions via the web and request some services. The implementation of E-governance
in HEIs of Angola will be effective if monitored by the government’s regulatory bodies,
stakeholders and their management, parents and students, and finally the society. This monitoring
process enables the HEIs to maintain quality and become more responsible.

The E-governance process brings transparency to the higher education system, so the assessment
of e-governance initiatives in the higher education sector will help reduce corruption, a challenge

6
that Angola is facing today. The importance of assessment of E-governance in higher education is
one such concept that can empower the governing bodies to administer the progress of the higher
education plan in the country. This will ultimately serve various stakeholders in a much better way
and allow the citizens to participate in an effective way in decision-making regarding higher
education. E-governance brings the citizens closer to higher education institutions using
information technology such as the Internet. E-governance will contribute in transforming students
as human resources to meet the challenges of the country and globalisation.

1.6 Limitation

This study has some limitations; the first limitation is the different locations (provinces around the
country) of HEIs that will affect the generalisability of the result. Bureaucracy will be a limitation
because of the request to conduct interviews as a result the researcher will go through a vertical
downward communication process to get permission to administer interview at HEIs.

1.7 Delimitation of the study

The sample comes from HEI located in Benguela province only because that is the province that
has E-governance in place. This study will focus only on aspects of higher education that involve
information communication and technology.

1.8 Investigation phases of the study

Table 1. 1 Phases of the Study

Phase Activities Month

First phase 1- Planning empirical study March-April 2020
with method and
Review of literature and technical approaches for
analysis of the previous data collection.
studies to identify the 2- Selection of the
possible variable that affect institution for collecting
the study and identify the data.
participants.
7

Second phase
Qualitative analysis and data
collection following the data
validity.
Third phase
Result interpretation
3- Preparation the
instrument for data
collection (Questioners,
interviews).
4- Content analysis.
1- Analyse E-governance May-June 2020
concepts
2- Analysis of the
Technology used
3- Analysis of E-governance
model
4- Methodology
5- Prepare the data validity
6- Prepare questionnaires
7- Prepare interviews
8- Send the request letters
9- Translate the
questionnaires and
interviews into
Portuguese
July-August 2020
1- Translate the
questionnaires (Open
question) and interview
into English
2- Document the interview
3- Document the
questionnaires (Open
questions)
4- Check the data reliability
8
 Fourth phase 1- Verification of the September-October
Completion and submission entire dissertation 2020
of dissertation, 2- Printing, binding and
submission

1.9 Layout of chapters

Chapter 1: Introduction
In this chapter, the researcher will present the directive that will guide the study; also, the
researcher presents an introduction about the topic
Chapter 2: Literature review
There is a lot of literature about the proposed topic, in this chapter the researcher will
access the previous research and identify the gap of knowledge.

Chapter 3: Methodology (qualitative)

In this chapter the research will describe the research methodology that will guide the
study, also the researcher will present, the research strategy, research paradigm, the data
collection instruments and present the strategy for data collection on the participant side.

Chapter 4: Data analysis

In this chapter, the research will present the data collected and engage in the interpretation
of the actual state of E-governance in Higher Educational Institutions in Angola

Chapter 5: Conclusion and Recommendations

In this chapter, the research will present an overview of the study, a summary of the
findings, conclusion, and recommendations and answer the research questions based on
data analysed. This is the last chapter where the researcher also presents the future work for
the research.

9
 CHAPTER TWO
LITERATURE REVIEW

2.1 Introduction

There is a lot of literature about the proposed topic. Previous research related to the study and
research gap will be scrutinised. Literature provides a wide picture of what researchers have
already done. From that literature compiled, analysis is made to draw some conclusions that led
the researcher to the right procedure to answer the research questions. This chapter will focus on
the literature that refer to E-governance in higher education. The literature review of this study is
composed of three sections: 1) Introduction 2) Body of Literature review and 3) Conclusion.

2.2 Body of Literature Review

2.2.1 Brief history about Angola’s Higher Education System

Angola is an Africa country with a surface of 1.246.700 km2 and shares borders with the Republic
of Congo (North), Republic of Congo Democratic (North), Republic of Zambia (East), Republic
of Namibia (South), and Atlantic Ocean (West).

Angola was a former colony of Portugal from 1482 to 1975. Angolans waged a liberation struggle
in 1961 and attained independence on 11 November 1975.

According to Peterson (2012) after independence Angola became a multi-cultural, multilingual,

underdeveloped, under industrialised, obsolete semi-paralysed industrial reserve. The country had
scarce and poorly functioning commercial network, poor and inefficient sanitary network and a
distorted education system. It was unable to meet the demands of the academic community,
especially that of basic education. Peterson (2012) also refers to the teaching before independence.
He says that teaching was marked by the colonial model, but also controlled by the catholic and
evangelical missionaries who associated evangelisation with schooling. Angola is fighting to
change these educational models to face the new challenges in modern society. So far, the country
has implemented two educational reforms.
10
In the colonial period, access to higher education was only for the people who belonged to the
superior layer of social hierarchy. It was difficult for the people from low hierarchical layer to have
access to higher education. The birthplace and the social position determined access to the higher
educational institution (Miranda, 2019).

The public higher education in Angola started in 1962 with the creation of General University
Study of Angola (GUSA), but in 1958, the Catholic Church had already built a seminary dealing
with higher education in the provinces of Luanda and Huambo. After the creation of GUSA
followed the process of creation of courses in three different provinces namely Luanda, Huila, and
Huambo. In Luanda province courses in Medicine and Engineering were introduced while in
Huambo province they introduced Agronomy and Veterinary science and Huila province
specialised in Education and Geography (Carvalho, 2019).

In 1976 after the proclamation of independence, the new government announced the first public
university in the country named as the University of Angola (UA) being a unique higher
educational institution in the country. In 1985, the University of Angola changed its name to
Agostinho Neto University in honour of the founding president António Agostinho Neto. In 2009,
the Agostinho Neto University expanded into seven public universities and HEI built centres in the
different provinces. This division gave the country an opportunity to establish eight Angolan
academic regions, see Appendix A.

The first private higher educational institution in Angola was the Catholic university established in
1992 and opened its doors to the public in 1999. After the establishment of the catholic university,
more private institutions of higher education mushroomed in Angola. According to the Ministry
of Higher Education, Angola has 78 HEIs (Angola, 2019), where 24 are public and 54 are private.
Both private and public institutions of higher education create 126.186 vacancies in HEIs. Of the
total vacancies 81, 7% are from private institutions, while 27,837% are from public institutions.

11
2.2.2 The factors for low quality in higher education in Angola

The quality of higher education in Angola poses a very big challenge. Angola has a very weak
system in higher education. Researchers identified some factors that contribute to the low quality
of education. A group of researchers from the University of Belas in Luanda did a research on the
management of higher education in Angola. In their research they pointed out that the lack of an
institutional evaluation mechanism to evaluate the quality of higher educational institutions was
the factor for the low quality of education (Unibelas, 2017).

According to the research, the reorganisation of higher education management, points to the
emergence of institutional evaluation as a factor of regulation, control, and improvement of the
higher education system.

Researchers also pointed out the lack of qualified agents to assess HEIs in the country (Unibelas,
2017). With the evaluation mechanism, HEIs can reveal their competences and make available to
the state and society in general the relevant information about the work they do. Using the above
strategy, the HEIs can gain more credibility. When the stakeholders are exposed to this control
there will be more legitimacy and the planners can make decisions in a more competent and
responsible way. The more legitimacy is achieved, the more fundamentals are produced to
reinforce individual and institutional autonomy (Silva, 2011).

ICTs is an important element in the quality of assessment process of higher educational institutions
by providing tools that help in the control and compliance with the standards established by the
competent entities. ICTs have tools for dissemination information and promotion of transparency
in the processes taught in the institutions referred. In the same study done by Bela's university, the
researchers pointed out some factors that affect the quality of higher education in Angola, which
are:

1. Promotion of academic fraud with impunity (teachers who do not know how to teach).
2. Promotion of corruption, which is organised and manifested in the most varied ways.
3. Organised combat to those who demand rigour and to those who do scientific research in
higher educational institutions.

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Professor Zassala (2020) the coordinator of the national union of higher education lectures
identified the factor for the poor quality of higher education in Angola as caused by lack of policies
to monitor activities within the higher educational institutions. He said that effective supervision
would influence the quality of higher education. He also referred to lack of supervision at secondary
level as a major problem that higher educational institutions face because students have many
weaknesses that are not addressed at that level.

Lussuamo and Futi (2018) in their research about academic quality and social relevance of higher
education in Angola characterised the focus of internal services as indicators of teaching quality.
Within this indicator are the measures of student satisfaction such as satisfaction with teaching and
student services. ICT resources serve as indicators of institutional quality. Lussuamo and Futi
(2018) pointed out that one of the elements for the low quality of higher education is the deficiency
of some faculties in providing services to the student community.

Amaral (2018) in his research on the state of higher education in Angola, pointed out several
elements that contribute to the low quality of education in the country, namely: corruption,
impunity, deficient faculties, lack of communication within the administration of institutions and
the weak use of information and communication technologies. Brás and Divovo (2018) highlighted
the provision of information that has been pointed out as a weakness of Angola HEIs. They
recommended that to meet the challenges of Angola HEI, the institutions should be closer to
society.

2.2.3 Role of ICT in Higher Education

It is difficult to find an institution without the IT component because ICT is an indispensable

element in modern society since it allows institutions to carry out their tasks effectively and
meticulously. In higher educational institutions, they play an important role in different aspects,
such as administration, teaching, learning process, and interaction with students. Its application is
inevitable! A higher education institution based on the paper system will not be able to keep up
with the speed of modern ICT society thus; it will face a hurdle in its activities that require the use
of technological tools. ICTs provide tools that assist the activities of teachers, students, and

13
administrative staff. Kashif (2019) says that information and communication technologies have an
important role in reducing inefficient operations and help to take decisions related to the different
areas of governance.

An Integrated Higher Education Service Management System is one of the concepts that can
improve and empower the governors of higher educational institutions to manage the progress of
plans. Muthuselvi and Ramganesh (2017) specified the sub-themes that may be under an integrated
system for service management of higher educational institutions, namely: personnel
administration, student administration, resource administration, finance administration, and
general administration. Krishnaveni and Meenakumari (2010) pointed out that general
administration and communication are the two largest areas in which ICTs use for the management
of educational institutions. Information and communication technologies reduce the cost of student
layoffs; allow students to interact with institutions remotely, and be able to access some services
inherent to their learning activities.

A study on the role of information technologies in higher education conducted by Waghmare

(2014), concluded that there is a need to foresee the impact of information technologies in higher
educational institutions and provide appropriate measures to equip the stakeholders with the
adequate applications. Pegu (2014) also conducted a study on ICTs in higher educational
institutions. The study focused on ICT opportunities and challenges in India. The study revealed
that ICT in education allows democratic leadership in the higher educational systems and potential
transformations in the teaching process. Anju (2011) also conducted a study on the importance of
ICT in Indian HEI. In his study, he pointed out that ICT plays an important role because it is a
strong agent of change in higher education practices.

Pohekar (2018) presented an investigation on the role of ICTs in the administration and
management of university services. In his study, he concluded that the application of ICTs in higher
educational institutions had a great influence on the administration or management of services
corresponding to registration of students. He concluded that ICTs produced efficiency,
effectiveness, and excellence in the administrative activities of higher educational institutions.

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2.2.5 The importance of E-governance

The Guidelines and Roadmap for Full Deployment of E-governance System in Africa (2019)
highlights the importance of E-governance and presents the actual state of E-governance in Africa.
According to the guide, E-governance is an indivisible and integral component of the traditional
governance of a country, therefore E-governance is a way to lead or perform using technological
tools. The guide also says that digital technologies improve governances and E-governances.
Because of using digital technologies, societies and their citizens benefit in a tremendous way.
Rajput (2017) said that the citizens are active agents of local democracy since the citizens take part
in decision-making processes. The aim is to enable inhabitants to express their opinions through
digital technologies. These opinions, when evaluated are then integrated into final decisions.

Shrivastava (2017) conducted research about achieving excellence in E-governance. He said that
E-governance is not a short cut for the development of the economy but that E-governance is an
evolutionary process that presents cost, risk, financial and political platform for taking a decision.
Failure in the implementation can cause serious problems.

Patel & Vora (2012) carried out a study about the importance of E-governance in India and the
challenge to implement it. In their research, they pointed out five characteristics of the importance
of E-governance numbered 1-5 below:

1. Building Strong and Effective Information Chain:

The citizen can get effective information in an easier way through the information chain.
The information chain can have an impact on effective E-governance structures. Most
information such as personal information, statistical data, and general information can
easily be obtained easily by using the Internet application or accessing a Website. One of
the benefits of E-governance is the dissemination or spreading of information to the citizens.

2. Fast and Convenient Service to Citizens

E-governance allows the citizens to have access to information in a very fast and effective
way, so that the citizens can do online application, get information via E-mail. Researchers

15
 can get documents easily in electronic format. The citizens can benefit from using online
services supported by E-governance.

3. Effective Utilisation of Resources

E-governance has a huge benefit over paper-based material because with the utilisation of
E-governance one can obtain fast-computerised data and generate this data in a fast way.
Therefore, the source utilisation can be high by using E-governance.

4. Integration of Communities

E-governance allows a company or an organisation to integrate their departments and

share information. This kind of integration is in the ERP system and ERP provides many
reports to enable companies or organisations to make decisions.

5. Reduction in Delays, Red Tape and Corruption

E-governance offers a variety of tools to improve service delivery to the public. In addition,
E-governance generates transformation in different work processes and service delivery.
Furthermore, E-governance reduces the transition cost and fosters the improvement of
accountability. The promotion of transparency is one of the key areas of E-governance.
Lastly, one of E-governance’s brand is the reduction of corruption and promote
accountability by making budgets and progress reports. E-governance reduces the delay of
the processes, fast the procedures, and help to reduce the bureaucracy end to ensure security
in transaction processes.

Having analysed the five characteristics of the importance of E- governance as outlined by

Patel& Vora (2012), it is of paramount importance to look at the benefits of E -governance.

The World Bank (2002), presents some benefit of E-governance:

1. It greatly simplifies the process of information accumulation for citizens and

businesses.
2. E-governance strengthens the fabric of democracy by ensuring greater citizen
participation at all levels of governance.

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 3. E-governance leads to automation of services, ensuring that information regarding
every work of public welfare is easily available to all citizens, eliminating corruption.
4. A satisfactory application of e-governance activities will enable all people to perform
their work online and avoid unnecessary traveling to the offices to execute some task.

A positive execution of e-governance activities improves the delivery of services to

citizens, allows better interaction between business and industry, and enables the
citizens to have easy access to information. This practice in management brings
revenue growth and reductions of operation costs.

2.2.6 E-governance in Angola

In Africa, Angola was the first country to implement prerequisites of E-governance (Juliana &
Alfredo, 2014). Angola is using E-governance tools in agriculture and education. The Angolan
strategic plan for Electronic governance (ASPEG) 2013-2017 presented the vision and strategy for
utilisation of ICT as an instrument for better governance.

According to ASPEG, the policy of E-governance in Angola focuses on turning the public service,
citizens, companies, and organisations in the country to implement the use of technology. Special
attention goes to the disadvantaged people. The main objective is to help modernise the public
administration machines. In order to achieve these objectives, the ASPEG presents the following
criteria.

1) A huge integration of task forces is important to promote an environment of coordination and

articulation of the task forces.
2) Reaching the citizens who do not have Internet connection is vital. From a group of 100
Angolans 85 are without E-governance service.
3) Improving service delivery and training is quite crucial. The challenge in Angola in terms of
E-governance is the components of transformation, followed by organisation process, training
of human resources and the focus on the public service designer.

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For Juliana & Alfredo (2014), E-governance in Angola is giving substantial and secure steps. They
talk about the E-governance initiatives in Angola and that there is a necessity of spreading the E-
governance activities in Angola. They also reiterate that E-governance is an important tool for
decentralisation and deconcentrating of public administration and finance.
Ditutala (2015) tabulated the general objectives E-governance inserted in the general objective of
development of the country (Angola). The objectives are listed below:

I) Peace consolidation and national reconciliation.

II) Edification of the base for construction of an integrated national economy and out
sustainable.
III) Reestablishment of central administration of the state in all national territories.
IV) Human resources development.
V) Consolidation of democratic processes.

The general objectives referenced above gave origin to key aspects for the vision of E-governance
in Angola. Ditutala (2015) describes the following key factors:

1) The wide participation of the society.

2) Quality in public services in the country.
3) Motivated and qualified human resources.
4) Decentralisation of public administration, efficiency, cooperation and responsibility of the
management of inner processes.
5) Modern technological infrastructure.

E-governance is an important component for Angola’s social economic development because it

gives the possibility to modernise the public administration and improve the efficiency and
effectiveness. E-governance ultimately provides transparency to the services rendered to the
citizens and organisations.

The following are benefits of E-governance in Angola as outlined by SPEG:

1) Quality and service provided to citizens and companies or organisation.
2) Increase in the effectiveness of public administration.

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3) Increase in efficiency, more security, more speed and a reduction of resource utilisation by public
administration.

4) More transparency in public administration.

5) Increase in the responsibility level
6) Cost reduction.

ASPEG has the E-governance model used in Angola. This model shows all the components that
have had an impact in public administration and divided into six sections as shown in the figure
bellow.

Figure 2.1: Angola E-governance model (ASPEG,2017)

This model in Figure 2.1 above coined by ASPEG in Angola attracted many stakeholders. This is
an E-governance application called “qualificar Angola” which means in English “Angola
qualification”. The government developed the project. The project presents a grid of all education
institutions in Angola with its respective courses and information about the institutions in the
country. It can be found on different platforms such as PC and mobile telephones. The objective of

19
this project is to help the candidates in HEI to find an easy and fast way to develop the desired
courses to be followed by institutions.
Another E-governance project released by the Angola government was “SEPE”. It is a portal where
all citizens can find services offered by the different institutions including educational institutions.
The Ministry of Finance also implements E-governance platforms offering different services to
citizens. Services such as payment of taxes by the companies and the business communities become
easier. In 2018 the government of Angola introduced E-governance in agriculture creating a portal
called “O portal do Agronegocio Angolano” offering some services for the businesspersons who
look for business opportunities in agriculture and to allow businesses to advertise their products.

2.2.7 E-governance in Higher Educational Institution

E-governance in higher education is not a new concept. The concept in higher education is in two
different perspectives. The first perspective is the use of Information and Communication
Technology System by the students and the second is the use of the ICT system by the faculty
and staff for improving the efficiency of its administrative system and to improve the external
interfaces, and support services for the student(Bhatnagar, 2013). According to Alhomod and Shifi
(2013), the influence of E-governance in higher education can be estimated in three possible
stakeholders, a)students b)organisations c)overall education system.

Bhatnagar (2013) conducted a research study related to E-governance in higher educational

institutions in India. He did case study at IGNOU (Indira Gandhi National Open University). In his
study, he outlined the benefit that IGNOU had using E-governance for staff and faculties.

Bhatnagar (2013) found out that E-governance had significantly reduced the paperwork,
automating finance-related processes, approvals, procurement, HR, payroll, and performance
management. From the students’ perspective, E-governance provided quick responses to their
inquiries through e-mail/SMS/phone and live counselling at IGNOU.

From the research carried out at IGNOU, it is clear that E-governance brings many benefits to the
academic community especially the students. E-governance plays an important role in delivering
online service for faculties and facilitates the processes executed by them such as enrolment,
examination, result request for documents and certification, issuing of admission cards, and

20
electronic cards for student control, transport, library, staff details and payroll process (Chopra,
2019).

Dey & Sobhan (2016), say that the underlying goal for adopting E-governance practice in higher
education is to assist in the dissemination of electronic data to staff and students. They also say
that one of the major consumers of ICT products are the higher educational institutions. They also
point out the two types of services that E-governance provides for HEIs, that is internal and
external services. Internal services concentrate on management matter and reduce operation cost
focusing on speed, efficiency, accountability, transparency and effective processes for better
administration activities. External Services concentrate on external stakeholders’ needs providing
a simplified interaction through various online services.

The introduction of E-governance in education will empower good education by providing a new
way of communication between lecturers and students, lecturers and fellow lecturers, and student
to student. E-governance provides a new method of delivering the desired information to the
students (Dubey & Ahmad, 2013). E-governance has immeasurable benefits in the growth of
education, and its application in education has brought a new area of innovation. It has helped the
education sector to reach the global level (Sumathy & Shaneeb, 2017).

Sumathy and Shaneep (2018) conducted a research about E-governance in higher education. In
their study, they investigated higher education administrators and their perspective towards the
application of E-governance in higher education. For this study, they chose a random sample
technique of 60 administrative staff from two different higher institutions in India. They used
questionnaires for data collection, and data were analysed using the Chi-square test. The result of
their investigation showed that the higher education governors had a positive perspective towards
the application of E-governance in effective administration functioning by solving the problem of
poor communication between administrative staff and external governing bodies. They
recommended the following: a) E-governance should be adequately encouraged among the
governors’ staff in the HEI for effective communication and effective planning. b) Ensure that
governors’ staff of HEI have the basic knowledge of the usage of E-governance, c) HEI should
be adequately funded to aid Internet connectivity maintenance and d) Alternative source of power
supply should be provided for proper E-governance functioning.

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Alhomod & Shafi (2012), focused on the following eight areas where E- governance had an impact
in education:

a) Improved education system: With the introduction of E-governance in education quantity and
quality of output improved. E-governance does not provide mere computerisation of records or
processes but it goes beyond it. Therefore, the introduction of E-governance in education has
provided the tools for managing information in educational institution. This information will enable
the institution staff to make decisions about the areas of concern. E-governance system enables the
governors of HEI to compare performance and compare with other HEIs to find gap areas.

b) Centralised information: Information technology provides infrastructure that enables the E-

governance platform to operate. It simplifies service delivery to the citizens and improves the level
and speed of services at a lower cost. Information technology provides tools that allow data to be
centralised in one point permitting the different departments in HEIs management to share data.
c) Integrated services: Services such as collecting fees, administering regulations, granting
admission and paying salaries fall into one place. It becomes easier for the students to interact with
different departments in one place

d) Information anywhere, anytime: Delivery of information to students, faculty members and

other related entities becomes easier. Students can have information about the HEI processes and
procedures through the on-line system, avoiding physical interaction. E-governance allows all
student to have quick interactive access to a variety of information related to the institution from
home. E-governance allows the faculty member to assist students from anywhere as long as there
is network coverage (Internet).

e) Low cost: E-governance lowers the cost of HEI by providing services via the Internet. It is more
economical than official services and the students can find all information that they need about the
institution or manage some requests from the institution through the institution’s website.

22
f) Planning and decision-making improvement: E-governance grants centralised information
and helps the governing body to elaborate on reports making it easier to take decisions. E-
governance provides graphical tools for analysis.

g) Security of information: Information in electronic format can be saved in different forms for
security and protection. The backup of data in different places gives more protection and reliability
to the information.

E-governance has a huge impact in the administration of Higher Education Institutions. According
to Muthuselvi & Ramganesh (2017), E-governance can play a major role in strengthening the
technical education system This can be done by focusing on knowledge management. They say
that institutional administration has a favourable viewpoint towards the use of information
technology tools to promote effectiveness into administration by solving the problems of deficient
communication.

Hossein (2008) says that Information and Communication Technology provides several facilities
and possibilities for educational administrators to do their tasks. The administrative system of
higher education includes different business functions such as student administration, personnel
administration, financial administrations, resources administration, and general administration.
Muthuselvi & Ramanes (2017) in their study presented the main function area in higher education,
which E-governance affects, as we can see in the graph below.

23
 Figure 2.2 Three main functional area of E-governance (Muthuselvi & Ramanes, 2017)

In their study, they concluded that E-governance is a crucial element to have a powerful, efficient
administration and management in education. They concluded that technology presented in
education is from resource administration to student administration. They recommended that
training programmes for policymakers and the recruitment of information technology specialists
for every institution, and the development of legal framework for a proper implementation of e-
governance must be in place in the education sector.

If the HEIs want to be excellent, the implementation of E-governance in their environment ought
to be mandatory. Implementing E-governance in educational institutions allows the regulatory
body and stakeholder to have an effective monitor of activities, and enabling the staff to maintain
quality and accountability (Shrivastava, 2017).

Shrivastava & Sexana (2017) came up with a study about the role of E-governance to strengthen
the education system in India. They talked about the necessity of E-governance in higher education,
and pointed out that E-governance brings transparency in the higher education system. They further
highlighted that E- governance helps decrease corruption in the education sector. They concluded
that the introduction of E-governance in higher education is one such concept that can empower
the administrators in education to plan and serve all stakeholders.

24
Shrivastava & Saxena (2017) describe the benefits of E-governance to different categories in higher
education:
“Benefits of the Institution
 Increases clarity
 Centralises information access
 Increases student enrolment
 Provides quality E-service and E-participation
Inventive teaching tools
 Improves decision making and private public participation
 Lessens paper work
 Data can be accessed easily
 Electronic data exchange with universities
 Saving of hidden operation costs
 Instant statistical reports

Benefits to students
Personalises login for each student
 Extensive saving in time costs and efforts
 Information and transaction services
 Increases participation in education affairs
 Job opportunities online
 Social connectivity for collaboration
 Student can access virtual lectures and seminars
 Student can solve their problems in examination-like queries and results
verification.
 Students can submit feedback

Overall education system

 Long term impact on organisational goals
 Improves education system

25
  “Empowerment of faculties, students and encouragement of their participation in
governance” (Shrivastava & Saxena, 2014, p.60).

2.2.8 E-governance model for HEI

A model is a physical, mathematical, or otherwise logical representation of a system, entity,

phenomenon, or process. (Friedenthal, Moore, & Steiner 2009). E-governance also has a model,
which represents a system or process used by some entity.

The governance of HEI varies from one country to another. (Afridi, 2017). It means that there are
different models of E-governance for HEI in different countries. When speaking about the E-
governance model we cannot leave the methods and frameworks because there is a huge relation
between models and methods and frameworks.

Figure 2.3 Functional framework model of E-governance for university

Many E-governance frameworks for HEI rely on the functional framework of e-governance for
university. The framework presents a set of relationships between university and other
stakeholders. These relationships are; University to Business (U2B), University to Citizen (U2C),
University to Accreditation Council (U2R), University to the Teacher (U2E), University to
26
University (U2U), and University to the Donor (U2D). This framework focuses on the faculties
and students as the major stakeholders.

Dey & Sobhan (2017) conducted a research about E-governance practicing in Higher Educational
Institutions to enhance quality of education in their research; they investigated the adoption of E-
governance practices in Bangladeshi HEIs. They divided the services in E-governance for higher
education into two parts: a) External service of HEIs, focused on external stakeholders such as
student and other institution, external is composed of various online services, b) Internal services,
is focused on the management of institution, providing transparency, speed, efficiency,
effectiveness and accountability in performing administrative activities.

In their case study, they noticed that E-governance focused on external services than internal
services. Their research aimed to propose an E-governance framework model for Bangladesh HEIs.
They also referred to pre-requisites for the adoption E-governance framework and the main
component for E-governance framework that are the crucial elements for E-governance
implementation. The elements are; - a) structures, b) processes and c) relational mechanisms.

The proposed framework indicates management, design, and standardisation as the general terms
for their work. The proposed framework focuses on the three elements of E-governance: E-
participation, E-services and E-administration.

27
 Figure 2.4 E-governance Framework Model (Dey & Sobban, 2017)

Talpur & Afridi (2016) pointed out that the application of E-governance in education is a key
component. They said that E-governance in HEI shows the methodology by which HEI are based
and managed to run effectively.

They proposed an E-governance model for HEI in Pakistan. They pointed some weakness of E-
governance on higher education based on a study made in Iraq HEI. They pointed out that the
given frameworks lack all pre-requisite factors to perform the activities efficiently. The E-
governance framework proposed focused more on external services. The model presents a new
concept, that is, the E-link that operates through the Internet and LMS (Learn Management System)
account and all persons linked to it operate easily without much effort and time. They said that the
28
flow of information is accurate and that everybody related will get the maximum benefit of it. They
also referred to E-room, E-conference in their models.

They pointed out the same weakness of E-governance in higher education based on the study made
in Iraq’s HEI. They tabulated the following weaknesses:

“1. There is no close relationship mentioned between the academic faculties and
administrative staff.
2. Access of information for all quarters is unavailable in the given infrastructure.
3. No active participation by the main stakeholders (Students and Parents) in the related
policies directly affecting them. Directives come from the Administration thus, indicating a
gap among various quarters.
4. Observation proves that there is less legislation in this regard.
The proposed model is on functional framework model of E-governance for university. They
increased five elements on the existing model and these are: U2 ADMIN (University to
Administration), U 2 CAD (University to Academics), U 2 P (University to Parents), and U
2 S (University to Students).”(Talpur &Afridi, 2017, p.10)

Figure 2.5: Framework model of e-governance for HEI (Talpur & Afrid, 2017)

29
The expected benefit of the proposed model:
“
1. Pakistan would practically enter into 21st century.
2. Universities would factually become hubs of great academic treasure.
3. Every single flow of information would be accessible by all related quarters.
4. Administrative actions and monitory transaction would be transparent and clear
before all interested persons.
5. Everybody to be held accountable with 100% transparency
6. There will be a boom in the education sector and the unflinching and disinteresting
attitudes and behaviours will be routed out to revolutionise system of education from the
society.
7. Subsequently, a great influx of students will spring out both in inward and outward
directions.
8. A huge number of skilled ICT experts would assist in the implementation of E-
governance policies thus creating a sea of human resources (Talpur & Afridi, 2017, p.11)

2.2.9 The application of E-governance in Higher Education

Dubey & Ahmad (2013) describe some difficulties in the implementation of E-governance in
educational institution namely:
a) Cost, is an important and prohibiting factor that comes to E-governance implementation because
most countries have low budgets for education.
b) Resistance to change is the barrier of any system implementation, moving from paper-based to
digital-based system for better interaction.
c) Digital Divide refers to the separation that exists between those individuals who have access to
technology and those who do not have. In educational institutions, it is usually due to a lack of
proper training and access to the Internet and the web that creates the digital divide.
c) Trust is a prerequisite in the implementation of administrative functions in educational setup
and Universities via E-governance. This requires two levels of trust. The first is the trust of the user
and the second is the trust of administration because some modules of the E-governance framework
include financial transactions.

30
2.2.10 E-governance in Angola’s Higher Educational Institutions

When we come to E-governance in higher education, we always use ICT in HEIs for administration
purposes. The services provided assist the students and the faculties. Some researcher refer E-
governance as E-administration (Dey, 2016 & Sobhan, 2016). Having talked about ICT in
Angola’s higher education, this section will focus on superficial E-governance application. Owing
to scarcity of literature about E-governance in Angola’s higher educational, the researcher will
describe the E-governance projects in private and public HEIs in Angola.

The Angola strategic plan for Electronic governance (ASPEG) includes an education portal. The
portal is for all education sectors including all public HEI. In the portal people, find relevant
information about the education system. The citizens can find all forms, online.

Antonio Agostinho Neto is the oldest university in Angola. The university implemented E-
governance to provide services and information to the students and for administrative purposes.
The university website includes tools that present the current state of the university. However, there
are not many services on the portal and no online registration. Another university with higher
enhancement in Angola is the Catholic University. The university has E-governance. The
university portal has an E-assistant link that directs the student, staff, and stakeholders to the
services available. There are different services available such as line registration, student support
systems, and a link where the lecturer has access to the students’ information and services. The
Jean Piaget University in a private university located in the south of Luanda. The University has
many HEI institutions around the country and it provides services for the students, staff, and
candidates. The university created a specific portal to assist the public and there is a portal for
students only.
An E-governance application called “Qualificar Angola” is an app that helps the public from
different levels in Angola to look for an educational institution of their choice. The application
was well received and embraced by all the citizens in the Republic of Angola.

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2.2.11 Assessment of E-governance in Higher Education

The dissertation topic is the “Assessment of E-governance in Higher Education.” Assessment is

the process of appraising something physically or abstract (Surbhi, 2017). It includes the
measurement of value, quality, and importance. According to Surbhi (2017), assessment
understands the methodology of obtaining, verification, and using information to make
improvements where necessary. He also says that assessment is an interactive process that
composed of two elements that is the assessor and assesse.
a) The assessor is an entity that assesses the performance of some event or other entity based on
defined criteria.
b) b) The assesse is something or entity being assessed. The objective of this process is to
determine the effectiveness of the performance of the assesse and area of improvement. The
process involves, setting up goals, collecting information (qualitative and quantitative), and
using the information for increasing quality.

From the above analysis, we understand that HEI uses E-governance to provide administration and
management services, improve communication in the institution among staff and students, develop
course material, increase cooperation, and improve the delivery of services. It is a necessity to
know how the HEI is integrating the E-governance structures and identify lack of performance, to
ensure the quality of services provided by E-governance structure, so that we can see the
importance of assessment.

Chopra (2019) conducted a study about the E-governance framework to measure the digital
competence of HEIs in India. In his study, he discussed the framework developed by the Joint
Research Centre and the European Commission that applied to assess digital competency of HEI
in India. He expressed that the result of his research was to identify the strength and weaknesses of
the existing appropriate equipment, system process, and people working and improving them in
alignment with the HEI strategy.

The framework that Chopra proposed is the European DigCompOrg Framework. The European
DigCompOrg Framework assesses the readiness and competence of HEIs on vital parameters of
leadership and governance, teaching and learning practice, professional development and practice,

32
assessment procedures, degree of collaboration and network, and availability on infrastructure and
its maintenance. Chopra (2019) used survey research strategy. He distributed questionnaires to
HEI administrators, the faculties and students to measure the existence of digital competence. He
concluded that top management support, functional autonomy, adequate training and motivation
for the staff and student, budgetary support and infrastructural facilities emerged as some of the
important factors in determining success in the application of E-governance in India HEI.

According to the European Commission’s science and knowledge service (2018), the primary
purpose of DigCompOrg is to encourage self-reflection and self-assessment within the educational
organisation as they progressively deepen their engagement with digital learning and pedagogies
to enable the policymakers to design, implement and appraise programmes, projects and policy
interventions for the integration of digital learning technologies.

In the same context, Alhomod & Shafi (2013) came up with a framework to measure the success
of E-governance in education. In their research paper about E-governance in education, they
pointed out four-pillar to measure the success of E-governance in any educational institution. Those
pillars are a) Quality of the Web portal, b) Availability of skilled ICT professional, c) Quality of
technological infrastructure, d) Organisational policy. They pointed out that E-governance in any
organisation in education is interrelated and interdependent. They reiterated that the failure in the
success of any of these pillars will have an impact on the other factors and will affect the overall
success of E-governance.

Figure 2.6: Framework to measure e-governance in Education proposed by Alhomod & Shafi
(2013)

33
The target of this framework is to provide a model for measuring the performance, success, and
effectiveness of E-governance in the education sector. In their research, Alhomod& Shafi (2013)
concluded that to achieve the goal of efficient administration and to meet the challenge of
globalisation, international competition, and modern science and technology development, it is
necessary to implement a fast and reaction-based E-governance into the education sector.

Kashif and Saeed (2019) conducted a study about the evaluation of E-governance in education.
The study focused on the importance of monitoring and evaluation in education through E-
governance. They addressed a need to answer the question, on how ready the education sector was
for E-governance in terms of monitoring and evaluation.

The assessment of E-governance in education sector improves centralisation, transparency, and

Standardisation. It improves the capability of swift information dissemination. In addition, it
improves administration efficiency to make informed decisions in different aspects of education.
Therefore, the quality of learning, teaching, and student achievement can be analysed through the
effective tools of E-governance (Kashif & Saeed, 2019, Cropra, 2019).

2.3 Critical Literature Review

In this chapter of literature review, various authors described some key components of this study.
The next section of this chapter looks at critical analysis of the literature reviewed and present the
researcher’s point of view. Most of the literature reviewed refers to E-governance as only used to
provide government service. What follows is a summary of authors and their views on E-
governance for higher education.

Dey & Sobhan (2017) coined an E-governance model for HEIs (see figure 2.4). Their model is
referenced in a different article and their article is well developed and structured. They describe
the different existing E-governance model for different areas that flee a bit out of context. The
proposed model focuses only on public HEIs and not in private HEIs. The model lacks the
component that establishes the communication between the university and the sponsors or parents.
The model does not include an element of communication between the students and the institution,
and lacks accountability that is a crucial element in E-governance.

34
Talpur & Afridi (2017) described E-governance models for higher educational institutions. Their
models (see figure 2.5) are not clear and the designs not clearly elaborated. The models present a
concept of E-link and LMS (Learn Management System) different from Dey and Cobham (2017)
models, but LMS focuses more on E-learning that is different from E-governance because E-
governance focus on administration and management aspects than learning aspects.

Chopra (2019) elaborated on a study about the E-governance framework to measure the digital
competence of HEIs in India. He proposed the E-governance model for higher education from
European DigCompOrg because the E- governance of higher education varied from country to
country. DigCompOrg model is a defined model and the HEIs have different characteristics that
may not correspond with the model characteristics. He also suggested that the model only measures
digital competence in HEs.

Alhomod and Shafi (2013) propose a model to measure the success of E-governance in education
they suggested four-pillars to measure the success of E-governance in any educational institution.
Those pillars are: a) Quality of the Web portal, b) Availability of skilled ICT professionals, c)
Quality of technological infrastructure, d) Organisational policy. However, there is one very
important element, which is the financial pillar. Without a good budget, educational institutions
cannot have a proper implementation of E-governance.

The articles and books reviewed mention very little about IT infrastructure, which is the fulcrum
point on E-governance. Without a good IT infrastructure in HEI, the performance of E-governance
in higher education will be at a lower level.

2.4 Conclusion

Bansal and Gupta (2019), say that E-governance is one of the solutions to maintain quality in higher
education. Implementing E-governance in the higher education system will enable effective
supervision of academic standards (Taifur, 2003). E-governance is the right tool to ensure an
effective and efficient administration of higher education. E-governance allows institutions to
provide service delivery to the citizen at a low cost through the application of E-governance
functionality. It ensures transparency in governance activities. In higher education, E-governance

35
plays an important role because it leads to the empowerment of faculties and students and promotes
transparency and absolute clarity in administration, governing, and admission processes.

36
 CHAPTER THREE
METHODOLOGY

In the previous chapter, the researcher went through literature review to check what already exists
about the related topic and to find the gap of knowledge and to finally examine the work made by
other researchers related to the topic. In this chapter, the researcher will present the methodology
used in the research.

To be able to answer and address research questions, a research designed a structure to follow the
process of the research. This chapter is composed of seven sections. The first section describes the
research paradigm, research design and research strategy. The second section describes the
population; the third describes the sampling method; the fourth describes the research instruments;
fifth describes the procedures; the sixth describes the data analysis process and the seventh and last
describes the verification process.

3.1 Research Design

The purpose of this study was to investigate the effects of E-governance in Angola’s higher
educational institutions. The unit of analysis is the higher educational institutions and the
independent variable is the effect of E-governance in HEIs. The dependent variable is the quality
of education. The participants were students, lecturers, administrators’ body from higher
educational institutions, and the location is Benguela HEIs (Angola province).

Table 3. 1 Summary of research methodology approach

Research Research Methods/Tools Data Analysis Expected

Objective Question Delivery
To identify the 1. What are the Qualitative Devise a plan Research
factors contributing factors approach for data analysis Report
to the low higher contributing to the
educational quality low higher
in Angola. educational quality
in Angola?

37
To assess the role 2. What is the role Survey research Prepare the The
of E-governance in of E-governance in strategy material for data qualitative
providing higher providing higher collection for data analysis
example file from
education quality. education quality?
Questionnaires, QDA MINER
field notes and LITE(CD)
audio recorders.
Prepare validity
and reliability
tests on the
research
instrument
before
submitting it to
the participants.
To assess the E- 3. How effective is Interpretivism Collect the raw The proposed
governance the E-governance research data from E-governance
approach currently paradigm. participants. model in a
approach used Analyse the raw separate file.
in use by Angola
data to identify
currently in towards delivering valid data,
Angola’s HEIs to higher education organise it and
quality? transcribe from
analyse the
field notes and
effectiveness of audio tapes to a
format that is
delivering higher
more legible.
education quality.
To propose an E- 4. What E - Probability Coding the data
governance model governance model sampling and dividing the
can we propose to techniques: data bay theme
to address low or topic using
address low higher cluster and
QDA MINER
higher education education quality random LITE (software
quality in Angola. in Angola? sampling. qualitative data
analysis).
Research Interrelate the
Instruments: theme or topics.
interview and
questionnaires.

38
3.2 Research Paradigm, Research method and Research strategy

This study used the qualitative research approach. This type of study explores and understands a
social problem that affects a group or individuals’ meaning. In qualitative approach, the process of
research comprises an emerging question, procedures, and the data collected in participants setting
(Creswell, 2009).

The researcher collected data in the participants’ settings. The researcher explored the participants’
environment (HEIs) to understand the different factors related to the study. The researcher looked
at how E-governance can affect the quality of HEIs and that means the researcher needed to
understand the scope of E-governance and how HEIs work in Angola. The researcher therefore
relied on participants’ experiences. The characteristic of the environment that was studied pointed
to the qualitative approach because the researcher did an assessment of E-governance in HEI and
that means the researcher needed to be in direct contact with people that use E-governance in HEIs.

According to the size of the geographic area, the researcher decided to perform the study in
Benguela, because it is economic and eliminates travel costs. Benguela is located in the second
academic region that comprises the following: HEIs; Benguela Polytechnic High Institute, Lusiada
Polytechnic High Institute, Jean Piaget Polytechnic High Institute, Maravilha Polytechnic High
Institute, Catholic Polytechnic High Institute, Benguela Polytechnic School and Kayiavala Buila
University. Actually, the researcher analysed and evaluated the usage of electronic governance by
three institutions mentioned above and the selected ones were; Jean Piaget Polytechnic High
Institute, Catholic Polytechnic High Institute and Benguela Polytechnic High Institute.

Electronic governance is integrated software that incorporates different business processes. We can
say that it is an ERP, so the focus of this study was on software and other technological tools used
to perform some activities and the different delivery services in HEIs. To be able to draw a
conclusion about the actual state of the usage of electronic governance by the HEIs, the researcher
needed to be in direct contact with the people that used electronic governance frequently in the
institutions. Questionnaires were distributed to these people to get their experiences and points of
view about the actual state of electronic governance from their institutions. The researcher focused
more on the employees of the institutions because they used E-governance platforms every single
day. The questions asked to the participants were; how is the performance of E-governance, what
39
is bad, what needs to be improved, what do they prefer, what is the perception about the E-
governance service provider, what is the level of satisfaction and to the failures.
For some people, interviews are to be conducted to get precise information. The interviews targeted
the IT teams that are responsible for the information system. The IT teams were key participants
in this research because they provided specific information about E-governance platform. People
from the IT department can give precise information about the structure and model of E-governance
used in various institutions. For sampling purposes, a probability sample technique was sufficient.

Therefore, this study focused on the students, lecturers, and all employees using electronic
governance. The researcher needed to be in close contact with the participants to be able to
understand their activities and interpret their ideologies, perceptions and points of view about the
implementation of E-governance. The researcher needed to understand the social reality based on
individual ideologies and experiences in order to come up with a model.
This study falls on the interpretivism research paradigm. Interpretivism pays attention to what the
people value, feel, say and how they make meaning of some phenomena. According to Oates
(2006), interpretivism tries to identify, explore and explain how all the factors in a particular social
setting (a web development team, organisation, and so on) are related and interdependent.

Creswell (2009), says that interpretivism, combined with constructivism, both focus on social
context rather than scientific. In this research paradigm, the researchers relied as much as possible
on the participants' views of the situation being studied. The study fits this paradigm, because the
study needed to understand the points of view of the participants because E- governance of HEIs
varies from one country to another, and the researcher had to listen carefully to the experiences of
the participants in order to conduct a credible research.

This study used the survey research strategy. According to Oates (2003), survey can be used to
evaluate software system. It was useful for this study because it allowed the researcher to collect
the opinions in a standardised and systematic way by studying the samples of the chosen population
to come up with a tangible conclusion.

40
Questionnaires and interviews can be used in survey research strategy. These data collection
instruments allow the researcher to obtain the participants’ views of the study. These instruments
are useful in the process of assessment.

Oates (2006) points out some advantages of survey that are very important for this study and these
are listed below:
1- They provide a wide and inclusive coverage of people or event, so that the result is
likely to be representative of the wider population. This means that a generalised
conclusion can be drawn.
2- It produces substantial data in a short time and at a reasonably low cost.
3- Cost and time can be predicted in advance and this facilitates planning and managing
of any research project.

3.3 Population

According the Ministry of Higher Education of Angola, Angola has 78 HEIs (Angola,2019), where
24 are public and 54 are private and that provides 126.186 chairs/vacancy in HEIs, where 81,7%
are from private institutions, while 27,837% are from public institutions. This statistical data was
enough for sampling. The potential participants for this study were students, administration bodies,
lecturers and employees from HEIs. The population for this study was 126.186 and that
corresponds to the number of students in the country. From this population the researcher selected
a sample.

3.4 Sample

Data came from administrators, students and lecturers from HEI, as well as from employees from
the Ministry of Higher Education of Angola. In this study, the researcher used the probability
sampling techniques that is the cluster and random sampling. Cluster sampling techniques allow
the researcher to select and interact with the group within the population in order to get the total
number of participants that he/she needs.

According to the Ministry of Higher Education, Angola has 78 HEIs located in different provinces.
In order to reduce travelling costs the researcher used the cluster sampling techniques. By using
41
this technique, the researcher selected groups of institutions in the country and from the group,
used random sampling among the institutions to get a sample of the entire population. The
researcher applied these sampling techniques on Benguela’s HEIs and from them extracted the
sample.

The population size was 126.186 and the sample size was 257 for 80% of confidential level.
Microsoft Excel was used to calculate the simple size as shown in Figure 1:

Figure 3. 1 Sample size calculation

3.5 Research Instruments

In generating data, two research instruments were used that is the interviews and questionnaires.
Three types of interviews were used namely: structured, semi-structured and unstructured for
different participants. Interviews are suitable when the researcher wants to obtain detailed
information about something being studied, explore experiences that cannot be observed or
described via questionnaires and to obtain sensitive information that cannot be written. Researchers
face some problem when using this research instrument. Some of the respondents do not provide
accurate information for fear of victimisation or maybe hiding some confidential information. As
a result, this affects the result of the generated data.

This study used group interviews in order to get different opinions related to the topic. Voice
recorders and filed notes were used in the interviews for data recording. Questionnaires were used
to support the interview. The questionnaires allowed the researcher to collect data from a group of
42
participants without interviewing all of them. The questionnaires allowed the researcher to obtain
standardised data by posing identical questions to each respondent and predefine the range of
answers, which could be given. In this study, the researcher used-administered questionnaires.

The questionnaires were both open-ended and closed-questions questions for collecting precise
information from the point of view of the participants. Before submitting the questionnaires, a pre-
test and pilot approach was applied to ensure validity.

3.5 Procedure

For this study, data was collected from July until October 2020 in HEI from Benguela province.
The interviews were conducted in 45minutes and recorded. Before the interview, the researcher
identified the participants for interviews and obtained the participants’ addresses. The researcher
also considered the characteristics of the chosen participant. The researcher prepared the interview
questions based on the characteristics of the participants.

The researcher prepared the interview defining the types of interview (structured, semi-structured
and unstructured) and prepared a plan, for example, the researcher was going to interview the deans
of some faculties, so first the researcher had to analyse or read some content that related them to
the topic. The researcher needed to obtain an arrangement for an interview before approaching the
interviewees. In addition, the researcher had to specify the purpose of the interview and the
duration, and the interviewees would provide the time and appropriate method for an interview
(face-to-face, telephone, e-mail and video conference). After the interview, the researcher
analysed/evaluated and transcribed the interview from the audio tape. The researcher also
transcribed the data collected data from field notes for better organisation of the information.

For questionnaires, the researcher analysed the question content and word. The researcher needed
to make sure that the questionnaires generated data about the concepts related to the topic. The
researcher analysed the types of question (open questions or closed questions) and after that, the
researcher specified the format of the questions and responses, layout and structures, and a pre-
test, before submitting the questionnaires. The researcher executed a test to check if the questioners
were well structured.

43
The access to internet in Angola is expensive and using online survey questionnaires affected the
result of the data because of the cost of Internet. The researcher had to print the questionnaires and
make a manual or physically distribution (see the questionnaires in appendix B.) The
questionnaires had to be translated into Portuguese, because it is Angola’s official language.

3.6 Data analysis

Data analysis is the most important step in the research process. It is when the researcher is
checking all collected data and there is the need to understand all of them and categorise them. This
process requires more attention and is time consuming. Data analysis involves making sense out
of the information collected. It requires one to understand data in depth interpret the large meaning
of information and find important patterns that can contribute the study.
After collecting the data, the researcher devised a plan for data analysis and the plan included a
structure.

This study used interviews and questionnaires and the researcher transcribed and translated into
English the collected data from the raw format to the appropriate format. The researcher read the
data from field notes while listening to the audio tape and compared the data in order to ensure
accuracy. After that, the researcher compared the interviews with other interviewees related to the
same questions to find patterns to ensure the validity of the interview. The researcher also compared
the result from interview with provided evidence.

For questionnaires, the researcher used a grid concept. The grid contained the number of
respondents and the numbers of questions to make it easy to interpret and store the responses. The
answers were transformed to a code to facilitate the interpretation and the count process. After the
researcher filled in the grid, the data from the grid was converted to Microsoft Excel for calculation
and interpretation purposes.

The figure below illustrates the data analysis process used in this study. It is divided into 6 phases:

44
 Figure 3. 2 Data analyse process for this study (Creswell 2009)

1- On validating the accuracy of the information, the researcher performed validity and
reliability tests on the research instruments before submitting to the participant.
2- After the researcher had collected all the data from the participants’ stetting, the researcher
transcribed the raw data from field to a format that is more legible.
3- After transcribing the data, the researcher organised and prepared the data for analysis.
4- After data organisation and preparation, the researcher read the data, and planned the
coding.
5- In this phase the researcher, coded the data according to some preferences. Code process
is an important point in data analysis and a software was used for this process.
6- The answers were separated by topic or themes

Analysing data manually is an exhaustive process and more susceptible to mistakes. The researcher
took time to analyse the data because there are different computer soft wares designed to analyse
data for qualitative study. Some of them are Hyper RESEARCH (http://www.researchware.com/),
45
MAXqda (http://www.maxqda.com/), Atlas.ti (http://www.atlasti.com), and QSR NVivo
(http://www.qsrinternational.com/). Not all these soft wares are free but they are very famous and
recommenced by different institutions. This study used QDA MINER LITE
(https://provalisresearch.com/), QDA Miner Lite that is a free version software for computer-
assisted qualitative analysis. It is used for analysis of textual data such as interview and open- ended
response. QDA has various features that the researcher took advantage of, features such as
importation of documents from plan text, HTML, PDF, and data stored in MS excel, MS Access,
CSV and tab delimited text file. Another important feature is the organisation of the code in a tree
structure with the ability to add comments to coded segments and cases.

3.7 Verification

To ensure the validly and reliability, the following the procedures were followed:
1- Data triangulation: This includes more than one method of data collection to the same
theme or topic, information comes from different sources and is examined and justified for
themes or topic. This is a procedure to ensure the validity of a research.
2- Participant checking: The participant will participate in the analysis process, responding
the researcher interpretation about his or her experience to related topics. This will ensure
the accuracy of the information and the truth of the collected data.
3- Peer examiner: Ann expert in information technology or someone with a PhD in an IT
with a wealth of experience will be required to ensure the correct way of data analysis.
He/she will ask questions about the topic.
4- Content validity: This concerns the balance of the questionnaire that is if they are well
balanced and that the questionnaires cover all the domains.
5- Construct validity is for measuring what we think we are measuring via our
questionnaires.
6- External auditor is needed to review all aspects of the entire project.

3.8 Conclusion

The procedure of assessment includes variety of tools and methods to analyse, evaluate, and
measure the subject being assessed. In this study, the researcher looked at the elements that
downplay the performance of E-governance’s operations in Angola’s HEIs. The characteristics of
46
the study pointed to the qualitative research approach and interpretivism research paradigms. The
researcher needed to understand social facts and so; the collection of data targeted the participants’
side. That social element was inevitable, because the researcher needed information or data from
E-governance users in HEIs. The chosen research methodology therefore produced the expected
results.

47
 CHAPTER FOUR
DATA ANALYSIS

4.1 Introduction

In the previous chapter, the researcher described the research designs or research methodology for
this study. According to the characteristics of the study, the researcher presented the chosen
approaches of the study (qualitative), the paradigm, the research strategy, the sampling techniques,
and the data collection instruments.

In this chapter, the researcher will present the data analysis and findings from 250 questionnaires
collected from students, lecturers, and employees who were the main source of data and 25
interviews from three higher educational institutions from Benguela. The data analysis will be
based on the research questions specified on chapter one.

This chapter is divided into three sections namely: the data collection process, research findings
and analysis and finally the conclusion.

4.2 Data Collection process

The data collection material was printed and distributed among the three higher educational
institutions and booked for interviews with students and staff of the institutions. The researcher
focused more on the administration staff because they use E-governance service very often, or
every day they are in contact with the administration system. All the material was translated into
Portuguese because Portuguese is the official communication language of Angola. After collecting
the questionnaires, the researcher started the process of transcribing and translating the data back
into English.
Microsoft Excel was used to analyse the questionnaires (43 questions) and QDA Miner Lite
(Software for qualitative data Analysis) to analyse the interview and open-ended questions from
questionnaires. The questionnaires were transcribed, coded, and inserted into Ms. Excel, and the
interviews were also transcribed and coded using Microsoft Word and then exported to QDA for

48
analysis. The researcher created five themes with different codes. The themes are described in the
Research Findings and Analysis section; on Table 4.1, we can see themes and some descriptions:

Table 4. 1 Themes and Description

Theme Description
Services Present the data about services in the institution.
Infrastructures Present the data about the state of IT infrastructure in the
institution.
Knowledge/Perception Present the data about the user’s perception.
Satisfaction Present the data about the user satisfaction and the
performance of the E-governance model.
Communication Present the data about external and internal
communication in the institution.

4.3 Research findings and Analysis

The data will be presented according to the theme, the theme service and service access. The theme
on service, will present all data related to services. The infrastructure theme will present the data
related to the storage, networks, backups and servers. The theme on knowledge or perception will
present the data related to the user’s knowledge about the different services on E-governance
platform in the institution. The satisfaction theme will present the data about the model of E-
governance and the user’s satisfaction. The communication theme will present the data about the
internal and external communication. The researcher will not present all the data in this section but
part of the data will be presented in Appendix C.

49
4.3.1 Services

Application of E-governance
250
215
200
Respondent

150

100 Total
43
50
5
0
YES NO EMPTY
Answers

Figure 4.7. Application of E-governance

The first question of the questionnaire was “Does your institution, apply Electronic governance?”
The frequency of the response to “Yes” was high, and the second question was about the internet
within the also institution. The respondent frequency to “Yes” was as high as one can see on figure
4.1 and figure 4.2 respectively.

Internet in the Institution

250

200 191
Respondent

150

100 Total
52
50
20

0
YES NO EMPTY
Answer

Figure 4.8. Internet in the Institution

50
The data shows that remote access to E-governance services is high; people can have remote access
to the administration system. However, there were some difficulties in accessing the system due to
poor IT infrastructure.

Believes in online services

120 113 111

100

80
Respondent

60
39 Total
40

20

0
YES NO EMPTY
Answer

Figure 4.9 Believes in online services

Accord to data, the academic community does not believe in 100% online services provided by
their institution and their favourite device to access the services are mobile and Laptops. The data
also reveal that the services are reliable and users trust the services. Figure 4.3 shows the
frequencies of responses of believers of online services and Figure 4.4 shows the frequency of
response to “Yes” about the reliability of the services.

51
 Reliable Services
160 146
140
120
Respondent 100 91
80
60 Total
40 26
20
0
YES NO EMPTY
Answer

Figure 4. 10. Reliable Services

The data collected from the interview revealed some inefficiency of the E-governance in the
institution. Some failed on performing some services and that the users have difficulties to do some
alteration on the applications. One participant from the academic department expressed his
difficulty in operating one of the applications used to perform his activities. He had the following
to say:

Sigarra is very rigid for an alteration. It is very complex because we made a calendar due
to the Covid pandemic situation and now we want to change something but we cannot”.
(Interviewee #9 Academic Department 10/12/2020)

Sigarra is an ERP developed by the Porto University for a higher educational institution. It is used
by many HEI in Angola. During the interview we noted many complaints about it because the
software policies demanded by the government are not fully applied to Sigarra therefore the ERP
is not flexible in some aspects. The researcher heard users complaining that they want to alter some
information but had trouble in trying to make alterations.

The report that government asked for is not supported by the system therefore we must
extract the data and insert in a excel file manually (Interviewee #1 Human resource
17/12/2020).

52
The response above is from another respondent from the Human Resource Department of one of
the institutions. As we can see, there is difficulty in extracting data because the aspect of external
communication in ERP was missing.

The database is not well structured because there are many problems with the field. It is
difficult to organise or extract the data. The system is from Portugal, and is different from
our country; we are developing a new E-governance platform for our institution
(Interviewee #1 17/12/2020).

Some E-governance services are not performed efficiently because of incompatibility with the real
situation. The difficulty in operation contributes to the low quality in HEIs, because the user or
the work do not perform their activities in a proper way and the results are poor.

The table below shows some summaries of some important elements of e-governance and
frequency “yes”.

Table 4. 1 .Important elements in E-governance

Services Frequency

Apply Electronic Governance 215 High

Internet within the institution 191 High

Remote access 160 high

Believes in online services 113 high

Reliable Services 146 High

From the open-ended questions collected from questionnaires concerning the benefit of E-
governance in some services in the institution, the data shows the improvement of efficiency that
E-governance brought to these services. The table below shows the services and frequency.

Table 4.2. Service efficiency

53
 Services Frequency
Examination 33
Finance 22
Admission 10
Administration 10

Examination services are the most used services. The data collected from the interviews revealed
that the students need more improvement in some services. The students preferred online payment
because they faced long queues in the bank and long queues at the institution just to show the
receipt from the bank. For the student to get academic records it takes weeks to receive the records.
The participant below expresses his difficulty in paying his instalment and getting his academic
record.

We wait too long to have academic records. The process is long and students prefer the
service to be, online because during exam time, the finance department gets full and one
can wait for hours to make the payment in order to get the academic record. (Interviewee
#11 Student 13/12/2020)

Online payment is reliable as you do not go into long queues and this reduces frustration.
(Interviewee #19 Student 19/12/2020)

I do not like queues, I would like to resolve my problems online, and I would like to have
statements with marks without going to the departmental secretary!
(Interviewee #10 Student 19/12/2020)

These interviews conducted revealed that some services need to be improved; online payment is
one of them. The students asked a lot for the improvement of these services. The students have few
services available on the portal. The students want to check the marks and fees balance, but there
are institutions where the students only have access to the marks, which is complicated for them
when they want other services.

54
One factor that contributes to the low quality of higher education in Angola is the poor use of
information technology and the provision of information. Amaral (2018) pointed this out. The
institutions do not explore the potential of information technologies effectively.

4.3.2 Service Access

The major problem that researchers find is the access to services. The data from questionnaires and
interviews reports that the users complain more about the access to the system as we can see in the
table below from open-ended question from questionnaires.

Table 4.3. Access difficulties

Service Frequency
Slow Access 82

The study also revealed that online services are not available all the time since there is always
difficulty in getting access to the Internet, as we can see in the figure below. That is a problem
caused by the poor IT infrastructure of the institutions.

24/7 Online service availability

160
134
140
120 105
Respondent

100
80
60 Total
40 24
20
0
Yes No Empty
Answer

Figure 4.11. 24/7 Online service availability

The poor quality-of-service delivery also contributes to the low quality of the HEI. People need to
have access to information in order to take some decisions or check some important information.
55
Brás & Devovo (2018) recommended that to meet the challenges of Angola’s HEI, the institutions
should be closer to the society offering relevant services to the public or users.

4.3.3 Infrastructures

The source of data collection for infrastructures was the interview. The researcher interviewed the
staff from the three higher institutions in IT departments to extract exact information about the IT
infrastructure that supports the E-governance. The researcher analysed the network, servers,
storages and power systems. The data analysis shows that the institutions have poor IT
infrastructure, as revealed in one interview of a participant from the IT department from one of the
institutions.

Our infrastructure is in development and has two functions, namely the working group and
the client server. We do not have a domain, so we cannot share information, and that way
we use workgroups. The financial departments share the data locally inside the workgroup.
We do not have DNS to configure on our server (Interviewee #8 Information Technology
Department, 5/12/2020).

Analysing this interview, we can detect lack of knowledge in the IT department team. In addition,
it is very difficult to find HEIs without a Domain. The IT infrastructure is the base of E-governance
because that is where the data is stored and accessed or processed remotely.

We only manage the server, for us to configure the computer from workgroups we need to
move until the local and do the changes, because we do not the domain, we cannot access
remotely and solve the problem. There is no access remote from the server room to the PCs
(Interviewee #8 Information Technology Department, 5/12/2020).

That is a big problem for E-governance because the user needs to access a different kind of data
from a different department. Remote access is very important because today people work from any
place with network coverage, so it generates complexity in data management.

56
 Yes, we have a human resource folder for example and only people from that department
have access to it and is located in a root folder with other departments, so we take the root
folder and backup it. The absence of the domain affects the network and I cannot do global
installation, for example, I cannot install anti-virus for all computers at once… NO, we
need to go to the director’s office and configure his computer to access the folder that he
wants. (Interviewee#8Information Technology Department, 5/12/2020).

That is a big problem on the network because the director does not have access to all departments
of the institution. For the director to have access to a report or some computer data on the network
it requires a local configuration and that is not professional in higher educational institutions. One
very important point is the storage capacity.

We use RID technology and we have 4 hard drives each with 1TB in total. We have 2TB
to support the institution. (Interviewee #8 Information Technology Department,
5/12/2020).

The scenario above points to a dangerous situation for since thousands of student files are managed.
2TB is very low to support a big institution like that. The researcher noted that the institution does
not have a stable power system and without a backup, services may come to a standstill if there are
power cuts.

Poor IT infrastructure leads to poor services. The increase in the number of subjects and students
needs to tally with the IT infrastructure. Poor IT infrastructure, will affect the activities in the
institution. The poor IT infrastructure also contributes to the low quality of education in higher
educational institutions.

One institution has an adequate IT infrastructure, as we can analyse the interview of the head of
the IT department that describes the infrastructure that supports the e-governance.

One participant had this to say: Our infrastructure is based on windows server; it has different
services, such as the active directory. The active directory controls the users. We have two networks
inside the institution that is the student network and administrative network. We have the data
centre where all these processes take place. All the users have their own e-mail addresses given by
57
the institution. We also have two WIFI network with two different ISSID that is one for the students
and the other for the administration staff. The two WIFI networks control congestion because we
have 6000 students. We also have redundancy in ISP to ensure the reliability of the operations. If
one fails, the other one automatically starts to work. In 2014. When I started to work here, I found
a small server with 40GB to support the institution. Information was saved on MS Excel sheets
for storage. Today we have 24TB of space and we have file servers, and an application to manage
the institution in different areas. The system was commercial developed by the Porto University in
Portugal. It is utilised in different institutions (Interviewee #8 Information Technology
Department, 5/12/2020).

Compared to the first interview about IT infrastructure, this infrastructure is complete. They have
a reserved server room with all conditions created. In addition, they have air conditioners,
temperature sensors, and a proper ground for server, redundancy power supply and a complete UPS
power system that ensures the reliability of all operations. 24TB of space is enough to support the
institution’s demands. Finally, they have network coverage and good backup.

We have backup, which is supported periodically. A form of technology called ‘Shadow

Backup’ created the backup. We have a file server in Portugal and all the data from this
institution is kept in Portugal (Interviewee #8 Information Technology Department,
5/12/2020).

Back up is a crucial element in IT infrastructure because it ensures the security and reliability of
the data. If something happens, there is a way to recover the data.

4.3.4 Knowledge/Perception

The data from questionnaires revealed that the users trust the services provided by their E-
governance platform and they have enough knowledge to manage the services or to operate with
the E-governance platform. The data also revealed that the interface of the application is good.

58
 User's Knowledge to Operate
160 149
140
120
Respondent
100 92

80
60 Total
40
22
20
0
YES NO EMPTY
Answers

Figure 4.12. User's Knowledge to Operate

Some interviews revealed that users have little or no training to learn how to perform their tasks
on the E-governance platform. There are some users with difficulty in operating the application.

Yes, we had little training before operating, but we have an organic structure that is not
common in other institutions. I am an IT engineer working in the HR department to give IT
support to colleagues that have some difficulties in treating the data that comes from
different platforms. I go to different departments assisting staff members (Interviewee #1
Human resource 17/12/2020).

Staff's Knowledge
160 151

140
120
Respondent

100 84
80
60 Total
40 28
20
0
YES NO EMPTY
Answer
Figure 4.13. Staff's Knowledge

59
4.3.5 Satisfaction

The analysed E-governance platform does not have a tool for measuring the satisfaction and
complaints. The study revealed that the institutions do not have any tools for measuring the
performance of the lecturers and administration staff. The figure below shows the data collected
from the questionnaires.

Tools for measuring the satisfaction

160

140 135

120

100
Respondent

80 73

55 Total
60

40

20

0
YES NO EMPTY

Answer

Figure 4.14. Tools for measure the satisfaction

Lack of inspection and supervisory tools in HIE governance is a problem when a case refers to the
quality of service. The governors must have the control of activities in the institution and control
the results from the activities. If the institution does not control the lecturers’ activities for example,
it will result in low improvement of the students. Efficient tools are very important when if an
institution needs to improve in some essential aspects.

The absence of these tools also results in low quality of education in higher educational institutions
because the assessment tools are very important in service delivery. Tools provide efficiency in
performing the activities inside the institution.

60
The E-governance model used by the institutions does not provide any tools to measure the
satisfaction of the workers and users complain.

From the questionnaires, the E-governance model should satisfy the institution but the data
collected from the interviews of IT departments, the model does not satisfy the users. Some
institutions are developing their own model.

E-governance model satisfaction

160
135
140

120
95
Respondent

100

80

60 Total

40 33

20

0
YES NO Empty
Answers

Figure 4.15. E-governance model satisfaction

The model does not have 100% representation of our activities. This moment we are
developing an application that satisfies the demands of our institution. We have a local team
that is in charge of it. (Interviewee #6 IT Professional 10/12/2020).

We can tell from this interview with the head of the IT department that the model does not
fulfil the demands of the institution. The next extract is another interview about the E-
governance model.

The database is not well structured because there are many problems with the fields that are
different from our reality. It is difficult to organise or extract the data. We are developing a
new E-governance platform for our institution (Interviewee #1 Human resource
17/12/2020).

61
 These interviews show the necessity of the new E-governance model that corresponds with
the reality of the country. The proposed model will focus on external communication tools and data
extradition in an easier manner.

4.3.6 Communication

Communication is transferring information from one place to another. In this study, the researcher
divided communication into two groups that is internal and external. In internal communication,
the researcher described the communication inside the institution and in external; the researcher
described the communication with external entities such as the government of Angola or student
sponsors. We have two sources of collecting data that is the questionnaires, and the interviews.
The figure below shows the data from the questionnaires. The data from the questionnaires also
revealed that the institution notified the staff or students through a phone call.

External Communication tools

160 150
140
120
Respondent

100
81
80
60 Total
40 32

20
0
YES NO Empty
Answers

Figure 4.16. External Communication tools

Most of the respondents said that there were no external communication tools in E-governance
system. The researcher was not focused on a common tool of communication but a tool or
application where the institution can interact with the external entities. For example, the institution
can provide statistical data to the government or other institutions,

62
During the interviews, we noticed some difficulties that some institutions have to submit the data
to the governments. Therefore, there is a need to build a system that allows for data extraction
easily. The researcher also noted the importance of communication with guardians and sponsors.
It was discovered that they want to control the activities of the sponsored entity and there is no
place for it in the E-governance system.

The external tools are very important for the institution to provide services to external entities, for
example if the government asks for statistical data, most of the institutions present the data in an
excel document. Information on excel might contain errors but with an application that processes
the data automatically, the chances to commit errors are reduced. The models from the institutions
in this study did not present this component. The research focused on this aspect because of the
proposed model the researcher will present an external tool for communication that can be any
API.

Therefore, the data from questionnaires also showed that the information from the E-governance
platform is secure, reliable, updated and easy to comprehend as you can see in the figures below.

Reliable Information
180 171

160

140

120
Respondent

100

80 70
Total
60

40
22
20

0
YES NO EMPTY
Answers

Figure 4.17 Reliable Information

63
The graph below shows that users comprehended the information from E-governance. The study
also revealed that the interface of the ERP is very simple and organised.

Information Comprehension
180 160
160
140
Respondent

120
100 84
80
60 Total
40 19
20
0
YES NO EMPTY
Answers

Figure 4.18. Information Comprehension

One of the elements analysed was the bureaucracy. From the graph below, E-governance did not
reduce the bureaucracy in the institutions.

Reduction of bureaucracy
140
126
120 108

100
Respondent

80

60
Total
40 29

20

0
Yes No Empty
Answers

Figure 4.19. Reduction of bureaucracy

64
The data revealed that there is no 100% of transparency in the administration process on the E-
governance platform. The respondent to “Yes” was not too far from “No.” Figure 14 depicts the
graph. This also contributed to the low quality of education in higher education.

Transparency in administration process

140
123
120
105
100
Respondent

80

60
Total
40 35

20

0
Yes NO Empty
Answer

Figure 4.20. Transparency in administration process

4.4 Conclusion

This chapter analysed data from 250 questionnaires and 25 interviews in 3 higher educational
institutions from Benguela (Angola Province). The result shows that E-governance in higher
education needs improvement in different areas. In addition, the E-governance model used by the
institutions does not answer 100% of the institutional demands. Therefore, the institutions are
looking for new E-governance models that can respond to the actual demands of the situation on
the ground. The data also shows that the IT infrastructure of the institutions needs serious
improvement. Some participants show that there is a need for the improvement of the payment
services, and the examinations services because students face long queues to solve some issues
related to finance and wait lot to get an academic record. The study also revealed that the absence
of tools could generate big problems in providing quality services. With poor IT infrastructure, E-
governance cannot perform efficiently and institutions get low quality service. There is low
investment in information technology in institutions; they need to take the component of
information technology seriously.
65
 CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

In the previous chapter, the researcher presented the analysis of the collected data in this chapter
the researcher presents the overview of the study, a summary of the findings, conclusion and
recommendations. The researcher also presents the future work for research. The summary of the
findings and conclusion based on the research questions and the data analysed in Chapter 4 and the
literature review in Chapter 2 give a broad overview of the study.

5.2 Overview of the study

This study was about the assessment of E-governance. The researcher presented the statement of
the problem, the research methodology a literature review and data analysis. This study had two
main research objectives that identified some factors that affected the quality of education in higher
educational institutions in Angola and finally to propose an E-governance model that addressed the
low quality of education in HEI.

The problems identified need to be mitigated by the proper application of E-governance platform.
The problems identified were poor administrative communication, weak inspection and
monitoring, increase in the number of student enrolment, lack of provision of information and poor
online service delivery. These problems were the causes of poor quality of education in higher
educational institutions.

The research elaborated this study to know the actual state of E-governance in Angola’s higher
educational institutions. The purpose of this study was the assessment of E-governance in Angola’s
higher educational institutions in order to understand why it is not reducing the problems mentioned
above.

In order to provide an answer to the research objectives, the researcher applied a research
methodology to collect data. The study matched with interpretivism research paradigm, survey
66
research strategy and qualitative research approach. The data collection instruments were
questionnaires and interviews.

The data was collected in three higher educational institutions from Benguela province, namely,
Jean Piaget Higher Institution, Catholic Higher Institution and Benguela Higher Institution. The
researcher found some limitations in some institutions and failed to interview the IT department
members due to security reasons. The material for data collection was translated from English to
Portuguese, the language that the participants understood. The interview was recorded in audio and
after data collection; the researcher transcribed and translated it back into English.

For data analysis, Microsoft Excel was applied to analyse the questionnaires and QDA Mine Lite
to analyse the interviews.

5.3 Summary of the findings

The summary of the findings will be presented based on the research questions, answering them
according to the data analysed.

a) What are the factors contributing to the low higher educational quality in Angola?

There were varieties of factors that affect Angola's higher education. The researcher focused on the
factors found in this research study. The researcher found different factors that contributed to the
low quality of education in higher educational institutions as tabulated below:

 Lack of communication is a major setback in HEI. People in the institutions have difficulty
in sharing information among other departments.
 Lack of tools is another hurdle because people do not have the tools to express their ideas
or disappointments on the system. These are known as supervision tools. The institutions
do not use any tools to measure the satisfaction of the users.
 The institutions have poor IT infrastructure, which can contribute to the low quality of
education in higher educational institutions because with the poor infrastructures the
activities inside the institution will get low performance and low efficiency that will result
in low quality of education in higher educational institutions.
67
  The increasing number of students and subjects generate a huge complexity to the
governors of the institutions. Some institutions do not have proper servers to process the
request of users such as students and employees Big institutions had the 2TB capacity of
storage to support all the activities in the institutions, had poor power system without a
backup plan. This consequently affected the quality of HEI.

b) What is the role of E-governance in providing quality education in higher education?

The HEIs analysed haver E-governance applied They also provide internet access to users, but the
users do not believe in 100% online services delivery due to the poor IT infrastructure that
generates difficulties in accessing the E-governance platform. The internal services are reliable,
but there is inefficiency in performing some services, as highlighted below by one participant
interviewed.

The database is not well- structured because there are many problems with the fields
different from what we need and it is difficult to organise or extract the data. (Interviewee
#1 17/12/2020)

The examination and admission services required optimisation. The students asked for online result
statements and online payments because of the long queues that they experience at the banks and
at the institutions.

We need to have access to our academic record online and to pay our fees online as well
because we wait for too long in the queues in order to get those essential services
(Interviewee #11 Student 13/12/2020)

Most of the students have two services on their web portal, which is to check their account balances
and academic progress. They also require more services such as online registration. Therefore, the
provisioning of information was pointed to as the cause of the low quality of education.

One of the biggest problems of the institutions’ E-governance is the IT infrastructure. The
institutions have poor IT infrastructure and the researcher found big institutions with only 2TB of

68
storage, with no backup and power system. It was also noted that there were no adequate rooms
for servers. The configuration of the computers on the network is not remote controlled, some
institutions do not have a domain, and worse still, they have IT technicians with poor knowledge.

The internal and external communication system needs some improvement. There are institutions
with no communication between departments. There is an institution that uses a different platform
to perform tasks with local storages and that is very difficult to access the files, for example for the
main director to have access to different files on the network it requires the IT technician to go to
the director’s office and configure the computer manually.

The E-governance did not reduce the bureaucracy in the institutions because bureaucracy delays
the processes. The result is poor quality service. This is the problem with the red tape also coupled
with poor IT infrastructure and bad network configuration.

The E-governance also does not provide a tool for external users (organization) to access the E-
governance and collect some data. For example, the National Statistical Institute requires data from
HEIs but the institutions fight a lot to organise the data and send it. It is sad that they insert an excel
file manually when the E-governance should do this task automatically. The government should
create an API for an external entity to be connected. The institutions’ E-governance also does not
provide a space where the sponsors or guardians can control the activities for their sponsor.

The users have a good perception about the usage of the E-governance platform, but some staff
members need training to use the E-governance platform.

c) What E-governance model can we propose to address the poor quality of education in
higher education in Angola?

The E-governance model does not satisfy 100% of the demands of the institutions. The governance
of higher institutions varies from country to country because institutions are developing their own
models that can answer the demands of the institution. Most of them use third vendors ERP. It was
disclosed in the following response from one participant interviewed.

69
 The model does not respond 100% to our activities. This moment we are developing an
application that answers the demands of our institution. We have a local team that is in
charge of it. The actual system does not deal with course work but our team developed an
application that deals with it. It follows the process until the completion of a diploma
(Interviewee #6 IT Professional 10/12/2020)

It takes time to do some alteration or increase new services on the E-governance platform because
the institutions do not use a flexible E-governance model.

The models need some improvements and this is possible with good tools that help the IT team to
find the weakness of the E-governance platform and do some improvement. An inadequate model
affects the quality of service.

Proposed model

The proposed model will focus on all the weaknesses. The proposed model is composed of three
sections. The first section is the internal services, the second being the external access and the third
is the external API. The internal service is composed of senior management, middle management
and operations management. The external access is composed of members of the public, lecturers
and students.

70
 …

Other Entities

Public

Figure 5.21 The Proposed E-governance Model for Higher Education Institution

Internal Services

The Internal Services level represents the internal operations of the institution, and all information
or data that is inside this level is only accessible to the employee of the institution. Different
sections show the level of responsibility. There are many functions in this level because it
constitutes an ERP and different systems to support the different levels or groups. A description of
each responsibility is highlighted below.

71
Senior Management

This is the section of the internal services of E-governance, where the strategic decisions are taken.
The decisions are about the institutional policy, services and finances. The senior managers are
responsible for the development the plans and programmes to run the institution.
At this level, we can find the Governing Council, Academic Council, and Institutional Regulatory
body. All these entities constitute the senior manager’s board. The senior managers use two
systems to support its decisions making. The systems are Business Intelligence and Executive
Support System, which allow the senior managers to analyse strategic issues and control the trends
inside the institution and in the external environment naturally. Business Intelligence System is a
software used to retrieve, analyse, transform, and report data stored on a determined database that
help senior management to make a decision. This data can be student records, instalment records,
or lecturers’ records.

The Executive Support System is a software that helps senior managers to make decisions by
presenting graphs and data from many sources via an interface. This software is also designed to
incorporate data from external events. Therefore, this allows the senior managers to analyse results
from the performance of the institution graphically.

Middle Management

At this level, we find the technicians, engineers, and other knowledgeable workers that keep the E-
governance operational. They carry out the programmes and plans made by the senior management
and they provide tools for senior management and operation management levels. They are
responsible for all technical aspects inside the institution that is from IT infrastructure to the
development of solutions that give the answers to the institution management. They are also
responsible for external links. In this level, we find the following:

a) The Network Support and Administration responsible for controlling the network inside the
institution,
b) The Information Development system that is responsible for developing solutions or
applications to answer the institutional demands,

72
c) The Web Service Development and administration is responsible for developing external API
that can connect the senior managers from the institution to the external environment.
d) The Infrastructure Management responsible for all the infrastructures inside the institution to
ensure that E-governance delivery is a reliable service.

A system that help the middle manager to have control of all operations inside the E-governance
platform. That system is Management Information System. Management Information system
(MIS) provides reports of the institution’s current performance. The information from MIS helps
the middle management to control and monitor the activities and to predict futures performances.

Operation Management

The entering of data from different departments until processing and storage are complete are all
operations or transactions of E-governance. At this level of E-governance, we find the different
departments such as finance, admission, faculties, and the secretariat. The middle managers support
all the operations made in this department. For these departments to operate, they use a Transaction
Process System (TPS). Operation managers need TPS to perform and record the daily routine
transactions such as student registration, mark insertions, financial movement, lecturers’ activities,
payroll, employee records, just to name but a few.

The operation manager receives all the queries from the external access. All the activities here are
controlled by the Middle Management using a proper tool and then report to senior managers.

External Access

Represents all users or members of the public who have access to the services in the E-governance
platform. Access is also readily available for lectures and students.

External API

The web service development in the middle management is responsible for the creation of tools for
external entities such as the Ministry of Higher Education and banks to interact with the E-

73
governance platform (internal access) providing real-time data update and more secure transaction.
The API can solve the problem of long queues for payments within the institutions.

5.4 Conclusion

The factors that affect the quality of education in higher educational institutions are several, but we
focused on factors found during the study. Some factors are the provisioning of information, poor
communication, poor IT infrastructures, and the models that do not satisfy 100% of the demands
of the institutions and require some alterations that the institutions cannot perform. These negative
factors can contribute to poor quality because they reduce performance and efficiency.

The information is not 100% transparent because some users do not trust the information from the
system. Some users commit mistakes extracting data from the E-governance platform. In addition,
the institutions do not use web service to connect with different institutions. The students ask for
more services from other institutions such as the banking confirmation payment. There is no place
for users to express their opinions about the institution and the system itself and there are no tools
to measure user satisfaction.

The service delivery is poor, because of the low investment in IT infrastructures. Users complain
about the access to the services delivered by the institutions and some services cannot be
implemented due to lack of the web services on the e-governing platform. Some IT technicians
from IT departments need more knowledge about the IT field to figure out solutions about the
current problems in the institutions.

5.5 Recommendations

After analysing the data and reaching the conclusion, the researcher recommends the following
aspect for the institutions: A flexible E-governance model, where the institutions can make
alterations when is necessary, more investment in IT infrastructure and the development of training
programmes for IT staff to improve the service delivery, performance and efficiency in the
institutions. The use of web services to communicate with the external environment, sending or
receiving data, provides more services for students for example with the bank confirmation
payment.

74
The external backup is a crucial method to keep the integrity of the data in the institutions. For
service optimisation, complaint tools and satisfaction measure tools on ERP or E-governance
platform should improve the performance of the system. The IT staff will also be able to acquire
different opinions from different intervenient of the system and make some analysis to optimise
the services. It is of paramount importance to redesign or optimise the E-governance model
according to the needs of the country in order to answer the demands of the institution to adapt to
the new reality. For example, the Covid pandemic situation that struck us, many changes in E-
governance platforms need to looked into and many institutions are fighting to implement these
changes.

5.6 Future works

During the study, the researcher noted that the most deficiency was in IT infrastructures that caused
the low performance of the E-governance in the studied institutions. Another aspect noted by the
researcher is the absence of external communication tools (Web services) for communication with
external organisations. For future, work the researcher recommends the following aspects:

 The assessment of IT governance in HEIs, because the researcher noted the necessity of
well-structured IT infrastructure to answer the demands of the institutions.

 Executive support system for HEI. Senior managers of HEI need to be connected to the
outside environment to be aware of the trends and to analyse data graphically in order to
take wise decisions.

 Integrate external Service to HEI’s ERP to improve the quality-of-service delivery. The
researcher noted the necessity of integration of external services on HEI’s ERP to give
answers to some requests made by the student and other users at the institutions.

75
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 Appendix A: ANGOLA PUBLIC HEI ACADEMIC REGIONS

Academic region I (Luanda and Bengo)

1. Agostinho Neto University.
2. Higher Institute of Social Service.
3. Higher Technological Information and Communication
4. Institute Higher Institute of Artes.
5. Higher Institute of Physical Education and Sports
6. Higher Institute of Science de Communication.
7. Higher Institute of Educational Science of Luanda.
8. Bengo Superior School of Pedagogy

Academic region II (Kwanza-sul and Benguela)

9. Katyavala Buila University
10. Polytechnic Institute of Kwanza-sul.
11. Higher Institute of Petrol
Academic region III (Cabinda e Zaire)
12. University 11 de November.
Academic region IV (Lunda-sul, Norte and Malange)
13. Lueji A`Nkonde University.
14. Malange Higher Institute.
15. Polytechnic Institute of Malange.
16. Lunda-sul Superior School.
17. Higher Institute of Techniques of Agro-food of Malange.
Academic region V (Huambo Bié and Moxico)
18. Jose Eduardo dos Santos University .
19. Higher Institute of Ciência da Educação do Huambo.
20. Superior School of Pedagogy of Bie.
Academic region VI (Huila e Namibe)

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 21. Mandume Ya Ndumbafayo University.
22. Fish Higher Institute.
23. Education Higher Institute of Huila.
Academic region VII (Uíge and Kwanza-norte)
24. University of Kimpa Vita.
25. Superior School of Pedagogy of Kwanza-norte.
26. Higher Institute of Ciência de Educação do Uíge.
27. Academia de Science de Saúde.
Academic region VIII (Kwando Kubango and Cunene)
28. University of Kuito Kuanavale.

List of private higher educational institutions in Angola

Academic regionI (Luanda and Bengo)

1. Technical University of Angola.
2. Catholic University of Angola.
3. Independent University of Angola.
4. Lusíada University of Angola.
5. Methodist University of Angola.
6. Óscar Ribas University.
7. Private University of Angola.
8. University of Jean Piaget de Angola.
9. University of Belas.
10. Gregório Semedo University.
11. Polytechnic Institutede Science Ee- Technology.
12. Metropolitan Polytechnic Institute of Angola.
13. Polytechnic Institute of Science Sociais e International Relation.
14. Polytechnic Institute of Science, administration and Human resources.
15. Polytechnic Institute of Technology and Science.
16. International Polytechnic Institute of Angola.
17. Polytechnic Institute Alvorecer da Juventude.
18. Polytechnic Institute of Angola.

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 19. Polytechnic Institute of Cazenga.
20. Polytechnic Institute of Katangoji.
21. Kalandula Polytechnic Institute.
22. Kangonju Polytechnic Institute.
23. Atlantida Polytechnic Institute.
24. Higher Institute of Angola.
25. Polytechnic Institutedo of Zango
26. Deolinda Rodriges Polytechnic Institute
27. Higher Institute of Science and Technology.

Academic regionII (Kwanza-sul and Benguela)

28. Porto Amboim Polytechnic Institute.
29. Polytechnic School of Benguela
30. Polytechnic Institute Lusíada of Benguela.
31. Polytechnic Institute Jean Piaget of Benguela.
32. Polytechnic Institutede of Benguela.
33. Polytechnic Institute of Maravilha.
34. Catholic Polytechnic Institute of Benguela
Academic region III (Cabinda and Zaire)
35. Polytechnic Institute Cabinda.
36. Polytechnic Institute Lusíada of Cabinda.
Academic region IV (Lunda-sul)
37. Polytechnic Institute Lusíada of Lunda-sul.
Academic region V (Huambo)
38. Polytechnic Institute of Ulemba
39.Lusíada Polytechnic Institute of Huambo
40.Sol Nascente Polytechnic Institute
42.Polytechnic Institutede of Humanity and Technology Ekuikui I
Academic regionVI (Huila)
42. Polytechnic Institute of Huila.
43. Gregório Semedo Polytechnic Institute.

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44. Tundavala Polytechnic Institute.
45. Polytechnic Institute of Pangeia.

83
 APPENDIX B: QUESTIONNAIRE

The Assessment of Electronic governance in Higher Educational Institutions

Dear respondent

My name is Alvaro Williams and my student number is 110005899. I am a student of MSc in Information
Technology at the International University of Management and Technology from Namibia. As part of my
curriculum, I am required to write a dissertation (research project). I am inviting you to participate in a
survey about the Assessment of Electronic Governance in Higher Educational Institutions of Angola.

The objectives of this study are:

a) To identify the factors contributing to the low quality of education in higher educational institutions in
Angola;

b) To assess the role of electronic governance in providing higher education quality;

c) To propose an Electronic governance model to address low quality of education in higher educational
institutions in Angola.

All information given by you will strictly be kept anonymous and confidential and used for these academic
purposes only.

Before answering the questions, we would like to specify the rights you have as a participant in this study:

1. You are not obligated to answer any of the questions in this questionnaire if you are not
comfortable to do so.
2. You are free to leave or quit from the study at any time.
3. You can write questions at the back of your questionnaire if you do not feel comfortable.
84
 4. You are not obliged to provide your personal contact details and any personally identifiable
information such as your ID, cell number etc.

Name of Institution: __________________________________________________________________

Questions:

1. Does your Institution apply Electronic governance?

Yes No

2. Do you have access to Internet at your institution?

Yes No

3. Do you have remote access to Electronic governance at your institution?

4. Yes No

5. Do you trust online services?

Yes No

6. You can access the service provided by Electronic governance from Your institution via:

Mobile
Laptop (Personal)
Computer
Tablet
None

7. Is the Electronic governance platform responsive to the devices mentioned above?

Yes No
85
8. What are the services that Electronic governance in your institution provides?
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________

9. Do you trust the service provided by the Electronic governance from your institution?

Yes No

10. Do you have enough knowledge to manage the service in Electronic governance from your
institution?

Yes No

11. Is the Electronic governance from your institution easily accessible to provide the
services?

Yes No

12. Are the services provided by the Electronic governance reliable?

Yes No

13. Classify the design and presentation(interface) of the Electronic governance of your
institution

Bad Very Bad. Good Very Good

14. What will you identify the bad element on the design of the Electronic governance
interface of your institution?
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

15. Is the information provided by the Electronic governance easy to comprehend?

Yes No

16. Is there accuracy in information provided by the Electronic Governance from your
institution?

Yes No

17. Is the information from Electronic governance from your institution updated on time?

86
 Yes No

18. Classify the response time of Electronic governance from your institution:

On Time Slow. Very Slow

19. Does Electronic governance from your institution provide tools to measure the staff and
student satisfaction?

Yes No

20. Do the staff members or employees of your institution have enough knowledge to manage
Electronic governance and give the adequate answers?

Yes No

21. Does Electronic governance from your institution have a platform to complain?

Yes No

Do you think the used model of Electronic governance fulfils the necessity of the
institution?
________________________________________________________________________
________________________________________________________________________
_________________________________________________________

22. What service do you think should be improved by Electronic governance from your
institution?

Finance

Admission

Help Desk

Examination

Hostel Registration

Transports

Library

23. Does Electronic governance from your institution provide tools to evaluate the lectures?

87
 Yes No

24. Does Electronic governance bring more efficiency to the institution’s activities?

Yes No

25. If Yes to Question 31, what areas can you identify that Electronic governance brings more
efficiency to your institution’s activities?
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

26. How can Electronic governance influence the quality of service of your institution?
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

27. Do you think Electronic governance improves the information dissemination in your
institution?

Yes No

28. Does Electronic governance help the institution to reduce operation costs?

Yes No

29. If Yes to Question 35, can you explain how?

_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________

30. Do students solve their problems such as-examination queries, result verification via
Electronic governance platform remotely?

Yes No

31. Do you think the Electronic governance model satisfies the needs of student?

Yes No

88
32. Does the Electronic governance of your institution provide communication with external
bodies?

Yes No

33. What are the frequent failures that the Electronic governance from your institution
encounter?
_________________________________________________________________________
_______________________________________________________________
____________________________________________________________________
34. Which technology is your institution using for notification?

Post Office

E-mail

SMS

Phone Call

Document on board

35. Does Electronic governance reduce administrative burdens in your institution?

Yes No

36. Does Electronic governance promote efficiency in the administration process of your
institution?

Yes No

37. Does Electronic governance transmit transparency in the administration process in your
institution?

Yes No

38. Does Electronic governance from your institution enforce accountability in the
administration processes?

Yes No

39. Does Electronic governance bring efficiency and effectiveness in your institution?

Yes No

40. Does your Electronic governance provide a tool for communication with the community?

89
 Yes No

41. Does Electronic governance reduce the bureaucracy in your institution?

Yes No

42. Does your Electronic governance reduce the office visits to your institution?

Yes No

43. Does Electronic governance from your institution have 24*7 online service availability?

Thank You for your participation

90
 APPENDIX C: RESULT FROM QUESTIONNAIRES

A Answer Count of Q1 Answer Count of Q7 Answer Count of Q15

YES 215 NO 10 NO 84
NO 5 YES 221 YES 160
EMPTY 43 EMPTY 32 EMPTY 19
Total 263 Total 263 Total 263

Answer Count of Q2 Answer Count of Q9 Answer Count of Q16

YES 191 NO 84 NO 70
NO 52 YES 145 YES 171
EMPTY 20 EMPTY 34 EMPTY 22
Total 263 Total 263 Total 263

Answer Count of Q3 Answer Count of Q10 Answer Count of Q17

NO 81 NO 92 NO 38
YES 160 YES 149 YES 199
EMPTY 22 EMPTY 22 EMPTY 26
Total 263 Total 263 Total 263

Answer Count of Q4 Answer Count of Q11 Answer Count of Q18a

EMPTY 263 NO 110 YES 122
Total 263 YES 143 EMPTY 141
EMPTY 10 Total 263
Answer Count of Q5 Total 263
NO 111
YES 113 Answer Count of Q12 Answer Count of Q18b
EMPTY 39 NO 91 YES 49
Total 263 YES 146 EMPTY 214
EMPTY 26 Total 263
Answer Count of Q6a Total 263
NO 10 Answer Count of Q18c
YES 164 Answer Count of Q13a NO 22
EMPTY 89 YES 29 YES 73
Total 263 EMPTY 234 EMPTY 168
Total 263 Total 263
Answer Count of Q6b
NO 10 Answer Count of Q19
YES 57 Answer Count of Q13b NO 135
EMPTY 196 YES 10 YES 73
Total 263 EMPTY 253 EMPTY 55
Total 263 Total 263
Answer Count of Q6c

91
NO 10 Answer Count of Q13c Answer Count of Q20
YES 47 YES 195 NO 84
EMPTY 206 EMPTY 68 YES 151
Total 263 Total 263 EMPTY 28
Total 263
Answer Count of Q6d Answer Count of Q13d
NO 10 YES 25 Answer Count of Q21
YES 6 EMPTY 238 NO 103
EMPTY 247 Total 263 YES 119
Total 263 EMPTY 41
Answer Count of Q13d Total 263
Answer Count of Q6e YES 25
NO 10 EMPTY 238
YES 16 Total 263
EMPTY 237
Total 263

Answer Sum of Q21 Answer Count of Q25 Answer Count of Q34e

NO 0 NO 78 NO 21
YES 119 YES 162 YES 148
EMPTY 82 EMPTY 23 EMPTY 94
Total 201 Total 263 Total 263

Answer Count of Q22 Answer Count of Q27 Answer Count of Q34e

NO 95 NO 49 NO 21
YES 135 YES 174 YES 148
EMPTY 33 EMPTY 40 EMPTY 94
Total 263 Total 263 Total 263

Answer Count of Q23a Answer Count of Q28 Answer Count of Q35

YES 99 NO 63 NO 72
EMPTY 164 YES 158 YES 158
Total 263 EMPTY 42 EMPTY 33
Total 263 Total 263

Answer Count of Q23b Answer Count of Q29 Answer Count of Q36

YES 61 NO 94 NO 97
EMPTY 202 YES 141 YES 135
Total 263 EMPTY 28 EMPTY 31
Total 263 Total 263

Answer Count of Q23c Answer Count of Q30 Answer Count of Q37

YES 66 NO 102 NO 105
EMPTY 197 YES 139 YES 123
Total 263 EMPTY 22 EMPTY 35
92
 Total 263 Total 263

Answer Count of Q23d Answer Count of Q31 Answer Count of Q38

YES 32 NO 144 NO 53
EMPTY 231 YES 97 YES 166
Total 263 EMPTY 22 EMPTY 44
Total 263 Total 263

Answer Count of Q23e Answer Count of Q32 Answer Count of Q39

YES 112 NO 150 NO 109
EMPTY 151 YES 81 YES 130
Total 263 EMPTY 32 EMPTY 24
Total 263 Total 263
Answer Count of Q23f
YES 96 Answer Count of Q34a Answer Count of Q40
EMPTY 167 YES 13 NO 126
Total 263 EMPTY 250 YES 108
Total 263 EMPTY 29
Total 263
Answer Count of Q24 Answer Count of Q34b
NO 161 YES 120 Answer Count of Q41
YES 74 EMPTY 143 NO 126
EMPTY 28 Total 263 YES 108
Total 263 EMPTY 29
Answer Count of Q34c Total 263
YES 88
EMPTY 175 Answer Count of Q42
Total 263 NO 114
YES 120
EMPTY 29
Answer Count of Q34d Total 263
YES 92
EMPTY 171 Answer Count of 43
Total 263 NO 134
YES 105
EMPTY 24
Total 263

93
 APPENDIX D:ENGLISH EDITOR

FACULTY OF HUMAN SCIENCES

________________________________________________________________________________________________________

DEPARTMENT OF COMMUNICATION

Private Bag 13388 13 Jackson Kaujeua Street Windhoek, NAMIBIA

Tel: 061-2072095 Cell: 0812954690

Email: mmhene@nust.na

25 February 2021

TO WHOM IT MAY CONCERN.

I am writing to certify that a thesis entitled “ASSESSMENT OF E-GOVERNANCE IN HIGHER EDUCATION” presented in

partial fulfilment of the requirements for the degree of MASTER IN SCIENCE INFORMATION TECHNOLOGY at THE

INTERNATIONAL UNIVERSITY OF MANAGEMENT (IUM) was presented to me by ÁLVARO MANUEL BOAVIDA

WILLIAMS for LANGUAGE EDITING.

I read the entire thesis and did some track changes, which if carefully followed and implemented, will result in a thesis with an

appropriate English language level for submission and examination.

Do not hesitate to contact me if you have any queries. Thank you.

Yours sincerely

Max Mhene
(Lecturer-Literature, Linguistics and Communication)

94
 APPENDIX C: ACADEMIC RESEARCH PERMISSION LETTER

95

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