Resources

Chapter 13 - Measuring implementation of UNESCO’s OER Recommendation: A possible framework

Drawing on a comprehensive literature review of best practice in OER measurement, as well as experience of working with UNESCO to support implementation of the Recommendation, this chapter presents an initial framework for the measurement of the effectiveness of the OER Recommendation and proposes indicators that regions, countries, and/or institutions could adopt or adapt to rigorously measure both how OER is used and its effectiveness for improving learning.

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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.

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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.

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Artificial Intelligence in sub-Saharan Africa: Compendium report

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?

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