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2nd Pan-African Forum on Open Education Resources (OER) and Open Access (OA) to Scholarly Publication on May 27th, 2009, in Dakar, Senegal

Tuesday 5 May 2009

The Merlot African Network (MAN) is organising the 2nd Pan-African Forum on Open Education Resources (OER) and Open Access (OA) to Scholarly Publication on May 27th, 2009, in Dakar, Senegal. The following themes will be discussed: OER Design and Quality Control & Technologies for Fighting the Digital Divide and Solving the Development Equation. For further information, see: Merlot African Network (MAN) Website or download the flyer of the (...)



ICTs in Morocco, a driving force for reform in the education sector

Tuesday 5 May 2009

“Information Communication and Technologies (ICTs) as a major tool in the service of building knowledge societies, constitute a driving a force to reform the education system and enhance the effectiveness of teaching”, said Mohamed Timoulali, Regional Adviser on ICT policy in Sub-Regional Office of the CEA for North Africa.
For more information, see: ICTs in Morocco, a driving force for reform in the education (...)



Prepare for the global e-campus

Saturday 2 May 2009

There has been much talk but precious little action about the coming of “virtual learning”. This might be about to change, although challenges remain.
Log on to www.cardean.edu from anywhere in the world and you can enroll in a business, management or accounting course from a university partnered by a consortium of prestigious institutions from Stanford to the London School of Economics. In the course of your studies, you will not have to leave your desk – because all of Cardean University’s (...)



Pedagogical integration of ICTs in Africa: Feedback sheets on the national reports

Thursday 30 April 2009

These feedback sheets were filled by PanAf researchers in response to national reports presented by various countries on the state of integration of technology in education. It was at the international meeting of the project held on 23 and 24 April 2009 in Dakar, Senegal.
Countries
Sheets in French
Sheets in English
Cameroon
[Download]
[Download]
Congo
[Download]
[Download]
Côte d’ivoire
[Download] (...)



Apple will launch an affordable iMac for the education sector - not expensive?

Wednesday 29 April 2009

Based on an Intel processor, the iMac is set to nearly $ 900 ... The Apple brand aims to take strong positions in the school. With what arguments? If for the moment, Apple has been limited to a press conference on the product and its price (899 dollars), the manufacturer has not yet given any details on its configuration.
According to an information site AppleInsider, the iMac for the future educational environment which is already available for pre-order, should be powered by an Intel (...)



Cameroon: GES, to better manage schools

Tuesday 28 April 2009

Today, the school system in Cameroon, computer training is a reality. Even among the youngest in kindergarten, computer science is demystified. We regret only one thing: the use of this tool in the management of most institutions still outstanding. And yet, nobody knows its achievements in terms of efficiency, time saving, reliability.
Software to help school heads in the administration of their institutions exist. But that proposed by François Guy Olinga has more value. His tool called (...)



Understandings of education in an African village: the impact of information and communication technologies

Tuesday 28 April 2009

This the final report of the educational research Project Understandings of Education in an African Village: the Impact of Information and Communication Technologies funded by the UK Department for International Development (DFID). The project was a case study centred on one village and involving collaboration between researchers from Africa and Europe using participatory and ethnographic methods. It investigated students’, teachers’, parents’ and other community members’ understandings of (...)



Knowledge Maps: ICTs in Education

Tuesday 28 April 2009

These knowledge maps reveal that, despite a decade of large investment in ICTs to benefi t education in OECD countries, and increasing use of ICTs in education in developing countries, important gaps remain in the current knowledge base. In addition, there appears to be a dearth of useful resources for policymakers and donor staff working on education issues in developing countries, identifying what is known to work—and not work—in this field, especially in support of Education For All (EFA) (...)



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