**5. Making workers' education through cloud computing systems workable in Africa**

Despite its numerous potentials and advantages, it must be noted that the integration of cloud computing into learning and training has limitations. For example, some of the limitations in the use of cloud computing for workers' training could be related to lack of digital devices such as mobile phones or personal computers; and poor internet access. Given the peculiarities of most African countries characterised by a

high level of poverty, illiteracy, epileptic power supply, and poor internet connectivity, among others, the situation can really be worsened. For this reason, ICT integration into workers' training can indeed be a 'muddy' environment if not carefully and properly planned and implemented, particularly in Africa [5]. This is why the use of cloud computing systems for workers' training, particularly in the African context must be approached with utmost carefulness so that the purpose for the use of this emerging technology is not defeated along the line. Because as gainful as the use of ICTs generally for learning and training, if we do not find a way to manage the various challenges associated with their uses, particularly within the African context, little or no positive results will be achieved. This is due to the fact that what works easily in many developed countries with respect to ICT use for workers' education or training may not work so easily in Africa. The reason for this is not farfetched, considering the main challenges faced by most African countries [25].

It is worthy of note that transitioning from the traditional method of workers' education delivery into an online system is a major shift. Hence, this needs to be well organised and planned for optimum results. This brings up the discussion of the workability of cloud-based workers' education, particularly within the African context. As the integration of ICTs into any learning or training programme in Africa is usually professionally and carefully done, bearing in mind the peculiarity of the environment. For instance, the major drive for the utilisation of cloud computing systems in the context of workers' education in Africa is simply to provide user-friendly media that allow knowledge and skills to be shared and accessed through technological devices such as mobile phones and laptops computers. To achieve success, therefore, in this way, the use of technology must be kept simple, and emphasis laid on the content and how they are delivered, rather than on the technicality of the medium of delivery. As technology itself is not capable of bringing about changes in learning outcomes [25, 26].

Therefore, virtually accessible training content could be delivered to workers within the African context through cloud-based computing systems using software applications, the internet and other web-based platforms. This way workers will be connected to an online-training platform from the comfort of their homes, rooms or even beds, at any time, and they will also be able to interact with other users from anywhere in the world.

### **6. Conclusion**

The world is getting increasingly globalised occasioned by rapid advancements in technology. This has serious implications for continuous skills improvement for the working population, as what it takes to cope with the demands of the ever-changing world of work which is highly tech-driven, keeps changing. Therefore, a worker who refuses to keep up with the changing demands for newer working skills will soon become obsolete and unable to fit in, properly into the twenty-first-century workplace. There is, therefore, an increasing need for workers' training and retraining towards working skills enhancements that also have some elements of digital skills acquisition. This has particularly become important, as workers who possess digital skills will have the advantage to continuous skills improvements with further advancements in technology.

Meanwhile, cloud-based technology which is available and accessible to users across the globe, is increasingly being used in the education sector. Similarly, its use

## *Workers' Education from the Cloud: Maximising Latest Technologies for Human Resource… DOI: http://dx.doi.org/10.5772/intechopen.102793*

for workers' education holds much promise, particularly in Africa, if well planned and managed. This is so because cloud computing systems provide a variety of opportunities for content delivery, as well as provide limitless access to information over the internet through digital devices such as mobile phone and laptop computers. With the cloud computing systems, therefore, workers can gain access to training content anywhere and anytime, even from the comfort of their homes.

Given its great potential for workers education, the government in various African countries should make necessary policies towards the promotion of cloud computing systems for continuous working skills enhancements. Similarly, the government in various African countries should provide enabling environments for the adoption of cloud computing systems for workers' education. Particularly, steps must be taken to drastically reduce the various challenges facing the use of technology generally, and particularly the use of cloud computing systems for workers' education in Africa. For instance, issues related to the epileptic power supply and poor internet connectivity which seriously affects the result of the use of cloud computing systems for workers' education should be resolved as much as possible.
