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Distance education for empowerment and development in Africa

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.

William & Flora Hewlett Foundation/Commonwealth of Learning Open Education Resources for Open Schools: Final Evaluation: Main Report

The report provides an analysis of the project’s overall achievement in terms of the main objectives of the study. For the COL project team, the report provides an analysis of the project activities, achievement of high quality, relevant and effective materials and an analysis of the potential for increased quality of education in countries where OERs are used and where teachers’ professional capacity was extended to the use of technology.

Transformation-Ready: The strategic application of information and communication technologies in Africa

This study is part of a cross-sector programme of studies commissioned by the African Development Bank and the World Bank Group, with the support of the African Union.

A Government Policy Development Template to Progress Effective Implementation of Open Educational Resources (OER)

The concept of OER has emerged as having great potential to support educational transformation, given its principle of the right to education by all. It is considered a worthwhile option, particularly in the context of spiralling education costs and the need to make education more accessible, affordable and useable.

Exploring the Business Case for Open Educational Resources

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.

Survey on Governments’ Open Educational Resources (OER) Policies

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

Information and Communication Technologies (ICT) Professional Development Strategy for Teachers in Guyana: A Case Study

The Guyana case study demonstrates that ICT can be used effectively as a catalyst for educational change. The potential benefits that can be derived from embracing ICT tools and content (in the form of OER) are significant and can enhance teaching and learning, administration and communication.

Information and Communication Technologies (ICT) Professional Development Strategy for Teachers in Guyana: A Case Study

Using UNESCO’s ICT Competency Framework for Teachers in Guyana

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.