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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.

Towards a framework for the use of ICT in teacher training in Africa.

The paper argues that six fundamental principles of good practice must be addressed for ICT in education programmes to be effective: a shift from an emphasis on "education for ICT" to the use of "ICT for education"; an integration of ICT practice within the whole curriculum; a need for integration between pre-service and in-service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models.

Are higher education institutions positioned to reap the dividends of open education resources? The case of Durban University of Technology.

The study concludes that for the university to retain its relevance in an evolving educational landscape, it should create a framework that will not only create space for OER projects but should also address the very human need for recognition and acknowledgement that developers of free and open content have. International Business & Economics Research Journal, 12(9), 1119?1129.

New Ways of Mediating Learning: Investigating the implications of adopting open educational resources for tertiary education at an institution in the United Kingdom as compared to one in South Africa

The paper starts by discussing the different contexts wherein two institutions operate and the inequalities that exist between them. One institution is a university based in South Africa and the other is a college located in the United Kingdom. Both institutions, however, deliver distance-learning courses. The second part of the paper discusses preliminary findings when OERs are considered for tertiary education at these two institutions. The findings emphasise some of the opportunities and challenges that exist if these two institutions adopt OERs.

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