Andrew Moore and Kirsty von Gogh discuss lessons learned from the British Council/DHET A21 Guidelines project. Based on our experience and statistics gleaned from British Council/DHET A21 guidelines, we identify good practices for an African educational institutions in terms of designing, developing and deploying media campaigns.
NBA is working with the Knowledge for All (K4A) Foundation and International Development Research Centre (IDRC) on the Artificial Intelligence for Development (AI4D) Africa initiative. The initiative seeks to strengthen and develop community, scientific and technological excellence in a range of AI-related issue areas across sub-Saharan Africa.
To guide future investments in capacity building that will build responsible AI development and deployment, it is important to know answers to questions such as: what does the AI landscape in SSA look like? What measures are stakeholders in the region taking to ensure that they are AI- ready? Where does capacity already exist or not?
The impacts of interactive smartboards on learning achievement in Senegalese primary schools, 3ie Grantee Final Report
Though much progress has been made, the current level of educational achievement in many developing countries remains low. One proposed solution for improving the quality of education is the use of technology. However, the empirical evidence regarding the success of technology interventions, including interactive smartboards, at improving student outcomes is mixed. Project Sankoré creates a digital classroom through the introduction of simple interactive whiteboard equipment consisting of an interactive whiteboard, a computer, a data projector, and digital resources.
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. 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.
NBA is currently adapting Current Open Learning Educational Resources to Produce Digital Teaching and Learning Resources (Courseware) for Mathematics and Science (Vocational) for the South African Department of Higher Education and Training (DHET). For this project, the DHET has selected to develop open and self-facilitated text-based materials for the National Certificate (Vocational) programmes in Mathematics and Physical Science at Levels 2 – 4.
NBA is currently managing the development of curriculum content and open learning materials for the Occupational Certificate: Electrician Programme (OCEP) for the South African Department of Higher Education and Training (DHET). The DHET has selected the Occupational Certificate: Electrician programme as the first programme to be developed and delivered through the National Open Learning System (NOLS).
Harnessing OER Practices to Drive Pedagogical Improvement: The Role of Continuing Professional Development
In our efforts to support African universities to understand and harness the concept of open educational resources (OER), OER Africa has identified several practical constraints to achieving the widely anticipated potential for OER to contribute to achieving higher degrees of equity across higher education in Africa. Effective harnessing of OER practices depends heavily on the educational skills of participating academics.
The German Academic Exchange Service (DAAD) and the German Rectors’ Conference (HRK) jointly developed the Dialogue on Innovative Higher Education Strategies (DIES) programme, and were considering working on supporting quality assurance (QA) efforts in the Southern African Development Community (SADC) through regional capacity building. DAAD thus commissioned NBA to conduct a research study to provide information about QA in the region as a basis for future work of DAAD/DIES and the regional and national partners.