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The AUF is funding the development of the first MOOCs in higher education in Africa, in partnership with the French Ministry for Higher Education and with the support of UNESCO, and will use this form of remote learning to offer training and certification in ICTE skills for teachers. The African universities are taking a growing interest in ...
Text taken from Digital Services for Education in Africa , UNESCO, UNESCO. UNESCO. This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO. Text taken from A Lifeline to learning: leveraging mobile technology to support education for refugees , UNESCO, UNESCO. UNESCO.
The institute, while an arm of UNESCO, was established as a semi-independent institution with its own board headed by a chair appointed by the Director General of UNESCO. Originally, the institute was financed jointly by UNESCO and the World Bank (IBRD) since that second institution was just beginning to finance educational projects in ...
OER Africa is an initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of OER across all education sectors on the African continent. [118] The OER4Schools project focusses on the use of Open Educational Resources in teacher education in sub-Saharan Africa.
UNESCO has launched this platform on the internet to make available training and capacity-building programmes and resources. These are developed by a variety of stakeholders worldwide in a wide range of subjects, including literacy, computers, business, environment, community development and much more.
The computers are donated free to the schools and two teachers from each recipient school are trained to teach IT as a subject. The programmes in the CFAS scheme recipient countries are administered by local administering NGOs (Computers for Zambian Schools, Computers for Malawian Schools, Computers for Zimbabwean Schools, Computers for ...
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Further, as a framework for teacher knowledge, it is not accompanied by specific recommendations or strategies for how to help develop this body of knowledge for teachers. [38] Finally, scholars have noted that is unclear whether the TPACK framework promotes the type of reform-oriented teaching encouraged in new standards and curricula.