Your search
Results 148 resources
-
Though think tanks are acknowledged as critical partners bridging research with policy formulation, one significant challenge that almost all think tanks face is measuring and demonstrating their effectiveness and influence. Whilst their engagement might be visible in public discourse, think tanks’ direct impact on policy is somewhat limited. Many ideas generated by think tanks, even when adopted as government policy, are rarely credited as such. Even in instances where think tanks’ ideas...
-
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub...
-
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub...
-
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub...
-
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub...
-
In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In...
-
Although there are options available for building health workers’ and health policy makers’ capacity to become stronger leaders (i.e. as public health leaders or managers), there is little evidence that specific training or courses lead to sustainably better leadership and management skills. It is argued that the most effective types of capacity building processes to improve leadership skills in the health sector are monthly intensive training (e.g. ‘Global Nursing Policy Leadership...
-
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme...
-
Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was...
-
The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming...
-
Poor environmental comfort in learning spaces can have an impact on the learning capacities of students. It is not unusual to find learning spaces in Nigerian higher institutions in which the indoor environmental qualities do not meet the occupants’ requirements. Despite being in the tropics, where solar radiation is in abundance, Nigerian building industry professionals pay little attention to passive energy utilization. Knowing how buildings perform in the country may appeal to their...
-
Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. 00This book addresses these weaknesses and gaps. It...
-
© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit...
Explore
Our programmes
- Academic Recovery Programme (OECS) (5)
-
Activating EdTech (Jordan)
(3)
- Resources (1)
- Translated extracts (2)
-
EdTech Hub
(7)
- GEM Report 2023 (2)
- Helpdesk (1)
- Global EdTech Testbeds Network (2)
- Let's REAP! (1)
-
OER4Schools
(6)
- Publications (5)
- Resources (1)
- Perspectives on Technology, Resources and Learning (1)
- Rapid Teacher Training Evaluation (1)
-
T-TEL (Ghana)
(17)
- OER (1)
- PD 1A PDC-version (2)
- PD 1B Tutor-version (4)
- PD 2A Facititator-version (4)
- PD 2B Student teacher-version (5)
- Reports (1)
- Tablet use in schools (1)
- Tich Me Ar Tich Dem (1)
-
TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
(32)
- Report (2)
- Report Chapters (15)
-
Citations
(31)
- Chapter 00. Exec Summary (1)
- Chapter 01. Introduction (2)
- Chapter 02. Research Design (2)
- Chapter 03. Overview (3)
- Chapter 04. Conception (2)
- Chapter 05. TVET Actors (8)
- Chapter 06. Themes (5)
- Chapter 07. Systematic Review (3)
- Chapter 08. Models (5)
- Chapter 11. Non-state Providers (1)
- Chapter 13. Policy Implementation (1)
- Chapter 14. Institutional Frameworks (1)
- Chapter 15. Research Networks (1)
- Appendix 2. Research Design (2)
- Appendix 5. Additional Materials (16)
Organisations, collaborators and clients
- ARM (2)
- Caribbean Development Bank (1)
- CARICOM (1)
- GOVET-BIBB-BMBF (16)
- INEE/Dubai Cares (1)
- Institute of Education, UCL (1)
- KU Leuven (1)
- Leanlab Education (1)
- MOPSE Zimbabwe (1)
- Open Development & Education (42)
- Roger Federer Foundation (1)
- Science of Teaching (RTI) (13)
- Swiss EdTech Collider (1)
- UK FCDO (4)
- University of Cambridge (6)
Publication type
Theme
- Artificial Intelligence (1)
- COVID-19 (1)
-
Education level
(1)
- Primary (first 4-7 years) (1)
- Secondary (1)
- Implementation science (1)
- Inclusion and Disability (2)
- Learning crisis (1)
- Numeracy and maths (1)
- Open Access (1)
- Open and Social Justice (1)
- Open Educational Resources (7)
Location
-
Africa
(28)
- Eastern Africa (16)
-
Middle Africa
(4)
- Cameroon (2)
- Chad (1)
- Congo, Democratic Republic (1)
- Northern Africa (3)
-
Southern Africa
(10)
- Botswana (1)
- Lesotho (1)
- Malawi (1)
- South Africa (9)
-
Western Africa
(19)
- Benin (1)
- Ghana (13)
- Ivory Coast (1)
- Liberia (2)
- Mali (1)
- Nigeria (9)
- Senegal (1)
- Sierra Leone (4)
-
Americas
(8)
-
Caribbean
(2)
- Cuba (2)
-
Central America
(4)
- Costa Rica (1)
- Guatemala (1)
- Mexico (4)
- Nicaragua (1)
-
Northern America
(6)
- Canada (3)
- United States (5)
- South America (6)
-
Caribbean
(2)
-
Asia
(8)
-
Eastern Asia
(4)
- China (4)
- Japan (2)
- Korea, Republic (1)
- South-eastern Asia (4)
-
Southern Asia
(7)
- Bangladesh (1)
- India (6)
- Iran (1)
- Nepal (1)
- Pakistan (1)
-
Western Asia
(4)
- Georgia (2)
- Israel (2)
- Jordan (3)
- Saudi Arabia (2)
- State of Palestine (1)
- Turkey (3)
-
Eastern Asia
(4)
-
Europe
(8)
-
Eastern Europe
(1)
- Czech Republic (1)
- Hungary (1)
- Poland (1)
- Romania (1)
- Russian Federation (1)
- Northern Europe (8)
- Southern Europe (3)
-
Western Europe
(3)
- Austria (1)
- Belgium (1)
- France (2)
- Germany (2)
- Netherlands (3)
-
Eastern Europe
(1)
-
Oceania
(2)
-
Australia and New Zealand
(2)
- Australia (1)
- New Zealand (2)
-
Australia and New Zealand
(2)