OER in South Africa: POERUP South Africa Case Study
This country case study outlines the education system in South Africa, ICT developments in education, relevant copyright laws and the various OER initiatives at national and institutional levels
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Using Technology to Improve Access, Equity, Quality, and Relevance of TVET
This background paper was prepared for for: The World Bank, UNESCO and ILO (2023). Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries. Washington D.C., Paris, Geneva: The World Bank, UNESCO, and ILO.
A Guide to Quality in Online Learning
This guide summarizes the key quality issues in online education in a concise and accessible manner, with an annotated reading list to help you to pursue particular topics further. Academics and professionals in higher education are our primary audience. We consider academics and students as the key stakeholders for online education, and have written the guide with this principle in mind.1 It is structured in the form of 16 ‘Frequently Asked Questions’, followed by an additional reading list focused on quality benchmarks and international best practices.
UNESCO ICT CFT Tutorials
Below are multiple language, multimedia tutorials, designed to train UNESCO ICT CFT users in how to use the framework and access and search for openly licenced materials on the UNESCO ICT CFT hub, to support educators acquire the ICT CFT skills.
Guidelines on open and distance learning for youth and adult literacy
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.
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.
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.
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.