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  • Digital Learning: Reforming teacher education to promote access, equity and quality in Sub-Saharan Africa. Vancouver: Commonwealth of Learning.

    The purpose of this report is to provide an overview of the present and future impact of digital learning on teacher education in Sub-Saharan Africa. The focus of the report is student-teachers and teachers, and its central argument is that existing institutional structures will be insufficient to meet the scale of demand for well-prepared, qualified teachers. The report describes digitally... more

  • Open Educational resources, international cooperation and teacher education in sub-Saharan Africa. In EADTU's 20th Anniversary Conference, 8-9 Nov 2007. Lisbon, Portugal.

    Argues that the exponential growth in connectivity, the emergence of the ?social web? and the freedoms and philosophies of the Open Educational Resource Movement (OERs) present a mix of phenomena that have come together in time to offer highly significant modes of education and training. Open educational resources, international co-operation and teacher education in Sub-Saharan Africa (PDF... more

  • Teacher education in Sub-Saharan Africa: issues and challenges around teacher resources and practices. In R. Griffin (Ed.), Teacher Education in Sub Saharan Africa. Oxford: Symposium Books.

    Research reports are presented highlighting the various challenges within the structure and provision of teacher education within certain national contexts, including assessment and curricula issues, which need to be addressed. more

  • Challenges and instructors' intention to adopt and use Open Educational Resources in higher education in Tanzania. The International Review of Research in Open and Distributed Education, 15(1), 249-271.

    The study applied the unified theory of acceptance and use of technology (UTAUT) model to elicit instructors? intention to adopt and use OER in teaching. The paper also investigated challenges that hinder instructors to adopt and use OER. more

  • Investigating perceived barriers to the use of open educational resources in higher education in Tanzania.

    Findings revealed that lack of access to computers and the Internet, low Internet bandwidth, absence of policies, and lack of skills to create and/or use OER are the main barriers to the use of OER in HEIs in Tanzania. Contrary to findings elsewhere in Africa, the study revealed that lack of trust in others' resources, lack of interest in creating and/or using OER, and lack of time to find... more

  • Analytical insights on the position, challenges, and potential for promoting OER in ODeL institutions in Africa. International Review of Research in Open and Distributed Learning, 17(4).

    Results indicated that OUT staff were willing to engage with OER but had limited awareness, skills and competencies in the creation, integration and use of OER. The outcome of the study was the development of nine draft OER resolutions expressing needs that include the development of a comprehensive institutional OER policy related to existing institutional policies in order to guide,... more

  • Knowledge Dissemination in Sub-Saharan Africa: What Role for Open Educational Resources (OER)?

    Examines strengths, weaknesses, opportunities and threats of OER to improve access at universities to scientific knowledge and educational facilities more

  • Developing a pedagogy of mutuality in a capability approach: Teachers' experiences of using the Open Educational Resources (OER) of the teacher education in sub-Saharan Africa (TESSA) programme

    Two school-based cases are discussed that highlight the role teachers, who take up these pedagogical challenges play in further brokering change in their local institutions; some of the influences that support the process of institutional change are identified and how these are understood and reported to increase access and enhance learning for all pupils. more

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