Building a community for developing OERs
The transition to lower secondary education is now at the centre of the Education for All agenda in many countries. As more children are progressing through primary school the demand for secondary school places is growing. However, the demand for places in the school is not the only challenge governments are facing for sustained improvement in quality education. One of the most important requirements is an improved learning environment, which includes the provision of learning materials (UNESCO, 2010). While access to learning materials is a significant barrier in many countries, tremendous progress has been made with the development of OERs (stimulated by benefactors such as the William and Flora Hewlett Foundation and UNESCO) and educational content has been provided freely to institutions and learners across the world (Sclater, 2010). The Commonwealth of Learning, in collaboration with the William and Flora Hewlett Foundation initiated the Open Educational Resources for Open Schools to address the challenge of access to quality educational resources while at the same time enhancing the capacity of teachers in writing distance education materials using new technologies. When embarking on a large scale project, such as developing open educational resources, it is important to involve the right people to commence and complete the project successfully. It is essential to choose educators with ample experience in their field of teaching in order to ensure that the end product will be of a high standard and, of course, on an appropriate level for the target users. This paper will explore the challenges experienced by the teachers involved in this project. This includes the relationships between the different partners, technological, cultural as well as work related challenges. It will also explore the different support mechanisms which allowed the teachers to deal with the challenges in building a supportive community which lead to the success of the project. Developing open educational resources is not an easy task. It demands high level of motivation and courage of those involved to overcome the challenges they face to make the changes to succeed. // Related presentation: http://hdl.handle.net/11599/1122
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Botes, Corne; Ferreira, Frances (Commonwealth of Learning (COL), 2010-11-25)The transition to lower secondary education is now at the centre of the Education for All agenda in many countries. As more children are progressing through primary school the demand for secondary school places is growing. ...
Building a Vibrant Online Community that Transcends Geographies, Distance, Cultures and Traditions and Leveraging the Expertise and Experience of Partners Ferreira, Frances (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)GIRLS Inspire is a Commonwealth of Learning (COL) project designed to leverage the power of open and distance learning (ODL) to end the cycle of child, early and forced marriage (CEFM) and to address other barriers that ...
How Community Engagement and Local Community Organisations Contribute to Equitable Participation of Out-of-School Girls Affected by CEFM? Ferreira, Frances; Kamal, Mostafa A (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)Child marriage denies a girl her childhood, disrupts her education, limits her opportunities…” (Government of Canada – UNICEF, 2014). Millions of girls are forced into early marriage for economic and cultural reasons and ...
Naidoo, Vis; Lesperance, John; Umar, Abdurrahman; Ferreira, Frances (Commonwealth of Learning (COL), 2012-11-26)Partnership refers to a dynamic relationship between organisations and institutions based on mutually agreed goals with clearly defined roles and responsibilities. COL leverages its modest resources through partnerships ...
Community Engagement to End Child Early Forced Marriage - Experiences in Selected South Asian Countries Ferreira, Frances; Kamal, Mostafa A (Commonwealth of Learning (COL), 2017-11)Sustainable Development Goal (SDG) 5, “achieve gender equality and empower all women and girls”, emphasises the need for “providing women and girls with equal access to education, health care, decent work, and representation ...