Resources

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. 

It is crucial for Africans to work actively to improve research output in the areas of open and distance learning, and e-learning

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

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.

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.

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.

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

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.

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. 

This Guide aims to help individuals and institutions that are adopting post-traditional approaches by outlining key issues to consider when assuring the quality of their offerings.