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Open Educational Resources and Change in Higher Education: Reflections from Practice

This book is evidence of the solid progress being made in response to the challenges flagged at the 2009 UNESCO conferences discussing the potential of OER. Activity in developing countries accounts for the majority of the work reported here, and the experience of using and repurposing OER receives as much coverage as their initial development. Other papers describe how OER can be fitted most productively into the wider educational ecosystem.

South Africa at a glance: SACMEQ at a glance series.

The Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of education ministries, policy-makers and researchers who, in conjunction with UNESCO?s International Institute for Educational Planning (IIEP), aims to improve the research capacity and technical skills of educational planners (Ross et al., 2005).

Moving forward with TESSA: what is the potential for MOOCs?

The Open University developed a Massive Open Online Course (MOOC) to support teacher educator professional development. The purpose of this paper is to present the TESSA strategy for 2016-2019 and to draw on data from the TESS-India. In 3rd International Conference of the African Virtual University, 6?8 July 2016. Nairobi, Kenya.

Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa

This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development.

The OER Adoption Pyramid.

This Pyramid was developed in the course of a research paper focusing on why South African academics adopt OER or not. We understood that numerous factors shaped their choices, but it became apparent that some factors were "essential" to OER activity while others were merely "influential". To clarify which factors were required for any type of OER activity, we developed the OER Adoption Pyramid, which consolidates the factors into six hierarchically related categories: access, permission, awareness, capacity, availability and volition.

Seeking impact and visibility: Scholarly communication in Southern Africa.

e two questions driving SCAP?s research were:
1. What is the current state of scholarly communication in (Southern) African universities?
2. How can the use of ICTs, technology platforms and open access publishing models contribute to the improvement of strategic scholarly communication, and what institutional structures are needed to support such an approach?

Financing education in Sub-Saharan Africa: Meeting the challenges of expansion, equity and quality.

The report aims to provide governments and other stakeholders in SSA countries with a solid statistical foundation on education financing, while analysing related trends and policy trade-offs.

Digital learning management systems in Africa: myths and realities

This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage.


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