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.
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.
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:
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:
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).
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).
As guest editors of this Special Issue of Distance Education, this issue harnesses the opportunity to profile African innovations in the areas of open and distance learning, and e-learning. The contributions assembled provide a balanced and engaging series of articles and reports on the kinds of empowerment and development that are extending and enhancing educational opportunity in African schools and universities. Importantly, they also demonstrate that African experiences – positive and negative – have global relevance.
