COL Publications

Perspectives on Distance Education: Emerging Trends in the Development of School Networking Initiatives

Vis Naidoo and Heba Ramzy, Editors.
137 pages.

This collection of research and case studies provides snapshots of developments in school networking in seven regions of the world.

Recent developments in computers and Internet-related technologies, and their application to education and training, have increasingly allowed learners to access information and knowledge from each other and from different sources.

In the developing world, access to technology and information can be difficult, but school networking has begun to support the attainment of quality education at both the primary and secondary levels of education.

This book focuses on the variety of school networking models that have emerged in different regions and the resulting trends and issues that need to be considered in terms of supporting the learning, teaching, management and teacher training processes.

Both policy-makers and educators will find this book useful.

Emerging Trends in the Development of School Networking Initiatives is fully available online at

Government agencies and institutions in developing Commonwealth countries may receive copies at no charge. Nominal charges apply to orders from developed, newly developed and non-Commonwealth countries - usually CDN$12.00 plus shipping. These orders must be accompanied by pre-payment or charged to VISA or MasterCard accounts.

www.col.org/PSemerging

Practitioner Research and Evaluation Skills Training

The PREST training resources provide open and distance learning (ODL) practitioners with convenient access to basic knowledge on how to conduct research and evaluation in their everyday work. PREST fills a gap for practical, first-rung research and evaluation skills training and provides a strong foundation for progress to higher-
level research programmes and qualifications.

Written for ODL practitioners by ODL practitioners, the interactive materials aim to develop practical skills through research tasks that draw on research and evaluation methods from education and social science, but use illustrative examples from international ODL contexts.

The PREST materials are designed as self-study resources that can also be used by training providers in a variety of contexts. Six "Core Modules" provide a foundation in research and evaluation methods explored within ODL contexts for inexperienced researchers. Each Module contains 20 to 40 reading hours, plus several activities. The topics are:

• Doing educational research and evaluation in ODL (an introduction);
• Planning research and evaluation;
• Getting and analysing quantitative data;
• Getting and analysing qualitative data;
• Mixed research methods; and
• Reporting on research and evaluation to support or influence change.

The series also includes six Handbooks, which are guides to conducting research and evaluation in a particular field of ODL. Each Handbook contains 20 reading hours, plus several activities. The topics are:

• Using programme monitoring in research and evaluation,
• Measuring outcomes;
• Cost and economics of open and distance learning;
• Programme evaluation and its role in quality assurance;
• Researching marginalised and disadvantaged learners; and
• Researching tutoring and learner support.

The PREST series is published by COL in collaboration with the International Research Foundation for Open Learning. The materials are freely available online through Acrobat PDF downloads.

www.col.org/prest

Consultants' Reports

ICT and Literacy: Who Benefits?
Experiences from Zambia and India

Edited by Dr. Glen Farrell

This report on the use of information and communication technologies (ICTs) in providing literacy education programmes is based on a three-and-a-half year pilot project that COL initiated in selected communities in India and Zambia. The project was funded by the UK Department for International Development in collaboration with country partners.

While the use of ICTs in other education sectors is developing quickly, applications in the context of non-formal literacy programmes is relatively new. This report is a chronicle of lessons learned through the pilot programme and provides interesting insights into how ICTs can enhance the provision of literacy education.

Towards a Strategy on Developing African Teacher Capabilities in the Use of Information and Communication Technology

This study was commissioned by SchoolNet Africa (SNA) in partnership with COL, the International Institute for Communication and Development (IICD) and the Open Society Initiative of Southern Africa (OSISA). It is the most extensive examination to date of teacher training in ICT in African countries at both the pre-service and in-service levels.

Through documentary review, interviews and discussions with a broad range of stakeholders and service providers involved in the field of ICT training for African teachers, this report has identified and listed as many of the ICT courses and programmes available to African teachers as possible. A broad range of these courses and programmes has been evaluated in more detail in order to highlight the obstacles and challenges to ICT integration in teacher training in Africa. This has informed some recommendations for strategic interventions at a national level to aid in moving forward with ICT integration by and for African teachers.

www.col.org/consultancies