Resources

The guide covers general ethical principles to consider as well the importance of obtaining consent in line with the cultural context within which one is working.

Whilst there is an unprecedented demand for access to higher education, most governments also face challenges in providing the necessary support to public institutions (Power, 2000). There is much debate about how to fund expanding academic systems, with current approaches emphasising the need for students to at least share the cost of instruction.

This report provides an overview of the findings of the COL/UNESCO survey on OER policies and activity across all countries of the world.

The ICT CFT intends to inform educational policy makers, teachereducators, providers of professional learning and working teachers on the role of ICT in educational reform, as well as to assist countries in developing national ICT competency standards for teachers with an ICT in Education Master Plan approach. 

This Guide aims to help individuals and institutions that are adopting post-traditional approaches by outlining key issues to consider when assuring the quality of their offerings.

This paper reports on two action research projects which explored the challenge of determining the conditions under which use of OER can drive a transformative educational agenda in schooling systems.

This paper describes the process used to redesign the teacher training curriculum in Guyana to achieve the goals of a newly-developed ICT Professional Development Strategy.

The report provides an outline of recommendations on how African universities can reinvent themselves through making certain changes that will enable them to be more relevant and responsive to 21st century skills demands and ultimately to serve their communities more effectively and efficiently.