**5. Observation during pandemic – university education limited by both globalization and technology**

The observation was done mainly to university education in East Africa during the time of pandemic. Existence of pandemic forced both students and academicians to stay at home; technology was expected to facilitate the continuation of university education. After all it is a university education we are talking about where terms technology and globalization are highly applicable. Technology in university is used in all aspects of teaching (ICT, internet, modern lab equipment). Globalization is applicable under a notion that in order for a university to be permitted to offer higher education, there must be linkages, flow and continuous exchange of current knowledge and expertise between the universities across countries and sometimes continents. But should not these two terms globalization and technology enable university education to continue during the emergency time of pandemic? One might expect that to be the case. But in most developing countries their limitations were caused by inapplicability.

In Tanzanian universities for example; classes had to be frozen completely during the peak of pandemic. Students went home with minimum educational communication with their academic supervisors. Shouldn't globalization (connection of the world) and technology (especially ICT) be helpful during this time? Had the globalized technology not being limited by evenness in accessibility, university studies during the pandemic would continue. We cannot deny or dare to overlook the importance and advantages of globalization and technology in the university education. We appreciate the two when we are able to access online classes with visual contact communications from other developed countries. However, to proudly apply the intersection of the two terms, continuity must be maintained during the emergency times of minimum contact.

#### **6. Conclusion**

It is through globalization that education has become a matter of international relation and concern. Technology has been able to facilitate this. But should the terms globalization and technology been used evenly to both developing and developed countries? The authors of this chapter argue that they should not. The evidence behind their arguments is because of what was witnessed on university education in developing countries during the time of pandemic. Even though we appreciate the benefits of the terms as applied to part of educational systems within developing counties, the unevenness usage of the terms create the assumptions that mask the reality of their limitations to university education.

Therefore the lesson learnt during pandemic serves as a call for all higher education institutions in developing countries to rethink and modify their curricular so as to suit a blended learning approach. To ensure equal access of globalized techniques and technologies in higher education institutions, authors recommend investment to improve resources and infrastructures within developing countries.

*Is University Education Limited by Globalization and Technology in Developing… DOI: http://dx.doi.org/10.5772/intechopen.94044*
