Primary and Secondary Education

The idea of Public-Private Partnerships (PPPs) has generated growing interest from governments around the world as a possible mechanism for developing and sustaining public infrastructure and services. For example, PPPs were identified at the 2002 World Summit on Sustainable Development as significant tools for achieving global sustainable development. Many governments are turning to the private sector for the financing, design, construction and operation of infrastructure projects.

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.

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).

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.

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.