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International evidence suggests that educational reform’s progress depends on teachers’ individual and collective capacity and its link with school-wide capacity for promoting pupils’ learning. Building capacity is therefore critical. Capacity is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups, whole school communities and school systems the power to get involved in and...
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South Africa is a developmental state that suffers from a lack of management capacity in the public service. Hence, a national imperative focuses on addressing talent management and building a cohort of qualified and competent public servants. The synergistic link between public sector management and the content of public administration can be associated with and contribute to addressing critical skills shortages in the public service. Training in this regard with the demand for and supply...
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One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need...
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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...
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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...
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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...
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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...
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The secondary level of a Response to Intervention system, sometimes referred to as Tier II intervention, targets students who experience inadequate response to good classroom instruction for 10–15 weeks of validated small-group instruction. The twin purposes of secondary prevention are to (a) prevent the development of long-term reading difficulty and (b) assess whether a more intensive level of intervention (i.e., tertiary prevention, sometimes delivered under the auspices of special...
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This paper examines how post-secondary agricultural education and training (AET) in sub-Saharan Africa can contribute to agricultural development by strengthening the capacity to innovate*to introduce new products and processes that are socially or economically relevant to smallholder farmers and other agents. Using the AET system in Mozambique as a case study, this paper examines the role of AET within the context of an agricultural innovation system. This innovation systems perspective...
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