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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.

OER Policy Review and Development Toolkit: A Guide for Higher Education Institutions.

This toolkit is aimed at higher education stakeholders who are working with Open Educational Resources (OER). It explains the notion of copyright and describes the different licensing options available to the author/creator of a work.

Developing and Using Quality Learning Resources in an Open Educational Environment: The SAIDE ACEMaths Project.

This paper is a reflective report on the Saide ACEMaths project,which piloted a collaborative approach to the sourcing, adaptation and publication as Open Educational Resources (OERs) of existing suitable materials for use in a variety of teacher education programmes.

An OER Protocol: Guidelines for Publishing Teacher Education OER.

DHET has put in place a European Union funded Strengthening Foundation Phase Teacher Education Programme. In terms of the contract with the institutions participating in the programme , all materials produced will be released as Open Educational Resources (OER). The purpose of the Protocol is to guide the Department in managing the publication of these materials as OER on their Teaching Development website.

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.

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.


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