This brochure highlights how Africa University (AU) pursues its vision of AU as a Centre of Excellence in Africa, using Information and Communication Technologies (ICT) in the teaching, learning, research, and management of all systems within AU.
This report provides a summary of the African Health OER Network, focusing on the value proposition for the Network, our target audience, services offered, content developed by participants, participant motivations for creating OER, and a call to join the Network.
The exponential expansion of higher education enrolments throughout sub-Saharan Africa has led to the establishment of many new public and private universities offering face-to-face, blended and DE programmes. There is a growing need for QA frameworks at the national and institutional level. The chapter argues that there is still a great deal of work to be done, as there are significant variations in policies and procedures for QA and little has yet been done in regard to monitoring and assessing the quality of DE provision.
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
Significant work has been carried out at the institutional level—by institutions and also through donor-funded projects. Established in 2008, the Partnership for Higher Education, Educational Technology Initiative aims to support ICT integration in African universities. Teaching and learning initiatives are supported that integrate use of technology and promoting collaborative knowledge creation and dissemination.
Governments across the world are increasing the openness and transparency of their services, a move also taking place in the education sector in some countries, signifying commitment to openness and ensuring that adequate attention and funding is paid to open educational resources (OER). This chapter assesses the extent to which policies are being developed and/or modified to support effective use of open educational resources. However, despite the growth of OER at many institutions, surprisingly few have developed and implemented formal OER policies.
This case study, supported by RUFORUM, is one of a series that recognizes the important role that universities play in contributing to the well-being of small-scale farmers and economic development of countries throughout sub-Saharan Africa.
Rapid ICT development presents both opportunities and challenges for learners who face barriers to traditional means of delivering education, including those enrolled in increasingly large face-to-face classes. Digital systems are highly adaptable and flexible, and can be personalised to a wide variety of learning needs.