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Guidelines on open and distance learning for youth and adult literacy Cover

Guidelines on open and distance learning for youth and adult literacy

The UNESCO Institute for Lifelong Learning (UIL) and the Commonwealth of Learning (COL) have published Guidelines on open and distance learning for youth and adult literacy to support literacy providers around the world in planning, implementing, monitoring and evaluating their open and distance learning-based (ODL) literacy programmes.

Study on Public-Private Partnerships in Information and Communication Technology (ICT) for Education

The idea of Public-Private Partnerships (PPPs) has generated growing interest from governments around the world as a possible mechanism for developing and sustaining public infrastructure and services. For example, PPPs were identified at the 2002 World Summit on Sustainable Development as significant tools for achieving global sustainable development. Many governments are turning to the private sector for the financing, design, construction and operation of infrastructure projects.

OER Policy Clinic for Foundational Literacy and Numeracy

An online clinic on open educational resources (OER) and national policy on 27 September, 2021, was facilitated by Neil Butcher & Associates, in partnership with the EdTech Hub, UNESCO, the mEducation Alliance, and the Education Commission.

The workshop sought to cover the following issues:

Communities of Practice: A Research Paper Prepared by OER Africa

OER Africa embarked on a research project to consider the potential of using the concept of Communities of Practice (CoPs) as a strategy to further development of open education resources (OERs) in Africa. The term Community of Practice was coined by Etienne Wenger, who presents a social theory of learning. Wenger regards learning as social participation, a process of being active participants in the practices of social communities and constructing identities in relation to these communities. The term CoP has been used in various ways, and usually refers to informal networks that support people to develop shared meaning and engage in knowledge building.

The Use of Open Education Resources at the University of Malawi (UNIMA)

UNIMA finds itself in a situation where very few students have access to the approved textbooks and readings, nullifying the prescribed book lists. Resources in the reserve section of the college libraries are in great demand, and popular books undergo rebinding many times in their life cycle.

It is against this background that UNIMA embarked on a strategy to exploit Open Education Resources (OER). 

ICT, Education, Development, and the Knowledge Society

This paper is one of a series prepared for the AUC capacity building programme, with a focus on ICT, Education, Development and the Knowledge Society. It focuses on understanding what a knowledge society is and exploring its relationship to ICT, Education, and Development. It thereafter considers trends in ICT integration in Education and Development and highlights some of the challenges in implementing ICT in education initiatives in Africa. Finally, some tentative recommendations on key issues are presented.