Research Reports

Examines the Use of Open Education
Resources at the University of Malawi (UNIMA)

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 suitable materials were not considered to be barriers.

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

Provides insights, experience-based case studies and analyses which will help readers grasp the essential contours of the OER value chain.

The major findings of the pilot project were that; open education resources (OER) can provide significant components to assist in providing higher education as they benefit both faculty and students (need to elaborate on benefits to the student after you summarize the faculty benefits. specifically faculty preparation time is reduced.

Small scale project to assess Africa's readiness to adopt OER. This involved an assessment of the technical and human related factors. By technical factors the study was to look at the status of existing technological infrastructure, establish the extent it supports creation, access and use/re-use of OER, and identify existing gaps or limitations. The human factors consisted of elements such as skills levels, perceptions and attitudes.

This paper argues for a complete mind shift in how people perceive OERs. It also proposes raising awareness of OERs at all levels, involving institutions and government, versioning OERs for the African context and conducting more research on OER adoption.

This paper explores barriers to deepening a culture of implementing research-based pedagogical change in African universities and proposes possible mitigation strategies.

This paper assessed the needs, readiness, and willingness of ODL professionals from two dual-mode universities in Nigeria to deploy OER in teaching and learning.

The study explores KNUST's experience with OER, highlighting the university's strategic priorities, achievements, chellenges, production processes, and future plans.

OER activity in developing countries accounts for the majority of the work reported in the book, 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.

Explores the dynamics of Internet adoption and usage in African universities.Results suggest mixed demographic significance. Among academics, age is positively correlated with use while we found no significant gender disparity in Internet use. Individual income and institutional provision of end-user facilities influence adoption and use. Internet use for research and teaching is still limited to the most basic functions.

The objectives of the research study are to explore the inhibitors and enablers are experienced by academics that use OER, and what barriers prevent academics from using OER. The sample consists of academics from East, West and Southern Africa. Information was gathered by means of a survey questionnaire.

Empirical data have been generated by the use of a student and a lecturer questionnaire to which in total 798 students and 43 lecturers have responded. The outcomes give insight into the differentiation in access to (Open) Educational Resources, and in ways that they are using and sharing these resources.

Selected from the very rich source two major outcomes are: (i) there is a significant digital differentiation among lecturers and students at urban versus rural universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual processing by respondents of educational resources (not necessarily open) a ?preparedness for openness? can be derived that promises well for the future.

A multi-country study of higher education financing in East Africa, southern Africa, and the Indian Ocean island of Mauritius.

This paper reports research on the initial teacher training and continuing professional development of teachers in six African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The focus of the research was on the teaching of early reading and mathematics.

The Report deals in particular with copyright as an aspect of Intellectual Property Rights (IPRs) and the impact of these rights on growth and development in the print industries sector. It therefore surveys the state of copyright as it relates to the written word and identifies ways in which copyright laws and practices in South Africa are aiding or inhibiting growth. Finally, it makes recommendations for further action that could contribute towards growth and development in the print industries sector.

The growth of IRs, the growth in support for gold open access including the library acting as a publisher, the experimentation with open monographs, and OERs which are all shaping South Africa?s scholarly publishing roadmap.

This paper investigated the accessibility of Open Educational Resources at The Open University of Tanzania. Specifically, the study looked at staff and students? level of awareness on the types of OER available at OUT Library, access and use trends of OER by academic staff and students, challenges faced in accessing OER and possible solutions.