Skip to main content

Resources

Musanze

Rwandan Collaborative Model for Educator Capacity Building

Collaboration between the Rwandan government, the University of Rwanda, and local industry to develop and deploy educator technology-integration professional development initiatives neatly follows the Triple Helix Model[1]. However, in this Rwandan initiative a fourth collaborative partner proved significant, the regional/global education community coordinated by UNESCO’s Regional Office for Eastern Africa.

Report cover page

Job-Ready Graduates of Secondary Education in Botswana, Lesotho and Zambia - Reforming Instruction, Curriculum, Assessment, and Structure to Teach Vocational and 21st Century Skills. World Bank

This report seeks to assist the Governments of Botswana, Lesotho, and Zambia to more effectively develop job ready secondary education graduates, who are better placed to increase their earnings and stay out of poverty. The report provides specific and practical suggestions for teachers, schools, and ministries to improve the job-readiness of secondary education graduates, and, in turn, is intended to facilitate a sharing of national and international experiences in the three participating countries.

Assessment of Knowledge Society Development in Botswana

The Global E-Schools and Communities Initiative (Gesci), in collaboration with the African Union Commission (AUC) and other partners, developed an African Leaders in ICT (ALICT) capacity-building programme. The first phase of the programme ran from 2012-2013, focusing on leadership capacitybuilding in twelve countries (Botswana, Ethiopia, Kenya, Malawi, Mauritius, Mozambique, Namibia, Rwanda, South Africa, Tanzania, Uganda, and Zambia).

logo

Assessment of Knowledge Society Development in 16 African countries

The Global E-Schools and Communities Initiative (Gesci), in collaboration with the African Union Commission (AUC) and other partners, developed an African Leaders in ICT (ALICT) capacity-building programme. The first phase of the programme ran from 2012-2013, focusing on leadership capacitybuilding in twelve countries (Botswana, Ethiopia, Kenya, Malawi, Mauritius, Mozambique, Namibia, Rwanda, South Africa, Tanzania, Uganda, and Zambia).

Book cover page

Chapter 12 - Considerations in Costing ODL and ICTs in TVET

With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.

TVET

Using ICTs and Blended Learning in Transforming TVET

With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.

Open Educational Resources

Open Educational Resources: Global Report 2017

In 2012, the World OER Congress was held in Paris, featuring presentations from key supporters of OER worldwide. The congress, which attracted over 400 participants (governments and educational and OER experts) from 70 countries, emphasised using OER as a means of providing equal access to knowledge. It showcased innovative policies and initiatives that demonstrate the potential of OER to improve communities. The congress also featured various ways in which OER serve as tools for collaboration and the creation of learning resources.

Report cover page

Building and sustaining national ICT and education agencies : lessons from Indonesia (PUSTEKKOM)

This case study explores the establishment and changing role of Pustekkom, the Centre for Information and Communication Technology (ICT) for Education, which is part of the Ministry of Education and Culture in Indonesia. Originally established a content development house, with a focus on audio and radio and video or film or television content, Pustekkom is currently grappling with a requirement to change its role, given a new mandate that it has been given to plan and provide ICT infrastructure, services, professional development, and resources to schools.

Cover page

Open Educational Resources (OER) Guide for Students in Post-Secondary and Higher Education

This guide provides an introduction to Open Educational Resources (OER) for students in post-secondary and higher education. It is aimed at helping you, as students, to explore the value of good quality OER, and provides an introduction on how to find and use OER. It intends to serve primarily as a source of reference for students in the Small States of the Commonwealth, but we hope it will be useful to students from any country.

Search resources

Musanze

Rwandan Collaborative Model for Educator Capacity Building

Collaboration between the Rwandan government, the University of Rwanda, and local industry to develop and deploy educator technology-integration professional development initiatives neatly follows the Triple Helix Model[1]. However, in this Rwandan initiative a fourth collaborative partner proved significant, the regional/global education community coordinated by UNESCO’s Regional Office for Eastern Africa.

Report cover page

Job-Ready Graduates of Secondary Education in Botswana, Lesotho and Zambia - Reforming Instruction, Curriculum, Assessment, and Structure to Teach Vocational and 21st Century Skills. World Bank

This report seeks to assist the Governments of Botswana, Lesotho, and Zambia to more effectively develop job ready secondary education graduates, who are better placed to increase their earnings and stay out of poverty. The report provides specific and practical suggestions for teachers, schools, and ministries to improve the job-readiness of secondary education graduates, and, in turn, is intended to facilitate a sharing of national and international experiences in the three participating countries.

Assessment of Knowledge Society Development in Botswana

The Global E-Schools and Communities Initiative (Gesci), in collaboration with the African Union Commission (AUC) and other partners, developed an African Leaders in ICT (ALICT) capacity-building programme. The first phase of the programme ran from 2012-2013, focusing on leadership capacitybuilding in twelve countries (Botswana, Ethiopia, Kenya, Malawi, Mauritius, Mozambique, Namibia, Rwanda, South Africa, Tanzania, Uganda, and Zambia).

logo

Assessment of Knowledge Society Development in 16 African countries

The Global E-Schools and Communities Initiative (Gesci), in collaboration with the African Union Commission (AUC) and other partners, developed an African Leaders in ICT (ALICT) capacity-building programme. The first phase of the programme ran from 2012-2013, focusing on leadership capacitybuilding in twelve countries (Botswana, Ethiopia, Kenya, Malawi, Mauritius, Mozambique, Namibia, Rwanda, South Africa, Tanzania, Uganda, and Zambia).

Book cover page

Chapter 12 - Considerations in Costing ODL and ICTs in TVET

With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.

TVET

Using ICTs and Blended Learning in Transforming TVET

With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.

Open Educational Resources

Open Educational Resources: Global Report 2017

In 2012, the World OER Congress was held in Paris, featuring presentations from key supporters of OER worldwide. The congress, which attracted over 400 participants (governments and educational and OER experts) from 70 countries, emphasised using OER as a means of providing equal access to knowledge. It showcased innovative policies and initiatives that demonstrate the potential of OER to improve communities. The congress also featured various ways in which OER serve as tools for collaboration and the creation of learning resources.

Report cover page

Building and sustaining national ICT and education agencies : lessons from Indonesia (PUSTEKKOM)

This case study explores the establishment and changing role of Pustekkom, the Centre for Information and Communication Technology (ICT) for Education, which is part of the Ministry of Education and Culture in Indonesia. Originally established a content development house, with a focus on audio and radio and video or film or television content, Pustekkom is currently grappling with a requirement to change its role, given a new mandate that it has been given to plan and provide ICT infrastructure, services, professional development, and resources to schools.

Cover page

Open Educational Resources (OER) Guide for Students in Post-Secondary and Higher Education

This guide provides an introduction to Open Educational Resources (OER) for students in post-secondary and higher education. It is aimed at helping you, as students, to explore the value of good quality OER, and provides an introduction on how to find and use OER. It intends to serve primarily as a source of reference for students in the Small States of the Commonwealth, but we hope it will be useful to students from any country.