Educational technology will continue to be implemented incrementally in many parts of the developing world. More rapid uptake and success are unlikely to occur unless five items are addressed – power, Internet connectivity and bandwidth, quality teacher training, respect and better pay for teachers, and the sustainability of implementations. 1. Electrical Power It is a…
UNESCO and the Kenya Ministry of Education organized a Workshop in Nairobi, Kenya, to formulate the draft Policy on Open Educational Resources for achieving high-quality Education for All. Over 35 delegates attended the two-day Workshop on 28 and 29 January 2014 to listen to presentations and exchange views on OER, the applicability of existing intellectual property laws in Kenya, and the positioning of OERs within existing policies for ICT in Education, and the National ICT Master Plan.
In this session we shall have a look at various OER practices in global perspective and examine how they are being used and repurposed. We shall also understand how OERs can best fit and bring productivity into educational ecosystems.
The MDG Report 2013: Assessing progress in Africa toward the Millennium Development Goals concludes that while Africa is the world’s second fastest growing region, its rate of poverty reduction is insufficient to reach the target of halving extreme poverty by 2015.
The ministry and other policymakers in India recognize that the community college model can indeed prove highly relevant to addressing workforce needs -- and also highly relevant to transforming the lives of 600 million youth in India through...
School of Open (SOO) Programme a global community of volunteers providing free online courses, face-to-face workshops, and innovative training programs on the meaning, application, and impact of "openness" in the digital age, is set to be lunched in Kenya, Tanzania, Nigeria, and South Africa in September.
A great initiative by School of Open. It was good to have been able to discuss this with School of Open's Jane Park when she visited The Open University's OER Research Hub as a Fellow last year, and to meet some of the School of Open Africa volunteers at the 7th Pan-Commonwealth Forum on Open Learning in Abuja, Nigeria, last December.
In the latest incarnation of the development world’s dominant paradigm, ICTs for Development, data is being embraced, analysed and monitored by companies, humanitarian organisations, aid donors and governments alike. Yet despite the promises of data evangelists that big and open data can revolutionise innovation, education, health care and infrastructure, the potential risks of data - exclusion, discrimination, identification, persecution, and violations of the right to privacy - bear serious consideration. Without critical analysis and legal oversight, data could become the new conflict resource, causing and sustaining human rights violations.
There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'.
Leigh-Anne Perryman's insight:
Some very sensible points made in this blog post from the World Bank...