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Understanding Open Educational Resources

In this lesson, we will explore OER in general to give you an understanding of what they are and who the key players are in the progress of OER. By the end of the lesson, you should be able to make an informed decision about the worth of OER and how they might add value to your work as an educator or materials developer.
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The South African National Qualifications Framework and the Fourth Industrial Revolution

For the first time in the history of the South African Qualifications Authority (SAQA) Bulletins, the writing of papers and the production phases of the Bulletin materialised within the context of a global pandemic. The Fourth Industrial Revolution (4IR) has become a topical area of discussion and engagement across various sectors, including education and training, and developments have gained momentum under Covid-19.

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The impact of COVID-19 on Indonesian education: Responses, requirements, and policy needs for returning to school

This report reflects on the Indonesian school system’s response to the COVID-19 pandemic, assesses the influences of these policies on children in Indonesia, and discusses lessons learned. It further synthesizes these lessons into policy recommendations that might guide the Ministry of Education, Culture, Research and Technology (MoECRT) to recover and to strengthen the system.

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.

Chapter 5 - Caribbean Open Textbooks Initiative

This chapter considers both the role that Open Educational Resources (OER) can play in supporting school-level pedagogical transformation, and the policy approaches to initiate transformation in public school systems. Focusing on the context of Antigua & Barbuda, the chapter recognises that, for change to be effective, it needs to be driven at the systemic level, as this ultimately directs most public school systems’ operations.

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).

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).