MEGA-SCHOOLS, TECHNOLOGY AND TEACHERS: ACHIEVING EDUCATION FOR ALL
By John S. Daniel, COL President and CEO
Education for All (EFA) has been a top priority for governments and intergovernmental development agencies for the last 20 years. The principal focus of the global EFA movement has been providing quality universal primary education (UPE) for all children by 2015.
COL President Sir John Daniel’s new book, Mega-Schools, Technology and Teachers: Achieving Education for All, addresses the new challenges created by the UPE campaign. This book advocates new approaches for providing access to secondary education for today’s rapidly growing population of children and young adults. In particular, it examines:
The creation and expansion of Mega-Schools, which combine distance learning and community support and have a proven track record of increasing access at scale.
How to prepare the 10 million new teachers that are required to achieve Education for All by 2015 by focusing on classroom-based in-service training.
Strategies for using technology to scale up distance education cost-effectively.
The creation of a 21st century educational ecosystem that integrates open schooling and teacher education with communities and their school systems.
Successful examples of open schools and teacher education programmes operating at scale around the world.
216 pages. Routledge Press.
www.routledgeeducation.com/books/Mega-Schools-Technology-and-Teachers-isbn9780415872058
Sir John describes the contents of his book in a three-minute video: http://vimeo.com/8984058
Sir John's blogs on the subject of Expanding Secondary Education.
Book review in The International Review of Research in Open and Distance Learning (IRRODL), Vol 11, No 3 (2010), ISSN: 1492
MULTIMEDIA FOR OPEN SCHOOLS
Implementing a Multimedia Content Development Strategy in Open Schooling: The Experience of the Namibian College of Open Learning (NAMCOL)
In 2009, the Namibian College of Open Learning (NAMCOL) introduced 16 video lessons in Accounting, English, Mathematics and Physical Science. The videos, which were made available on national television, in learning centres across Namibia, at NAMCOL bookshops and online through the NAMCOL and COL websites, were developed through a multimedia capacity building programme supported by COL. This manual recounts NAMCOL’s experiences in developing these multimedia learning materials. It will help guide open schools and other educational institutions as they develop their own strategic plans for integrating multimedia learning materials.
www.col.org/OpenSchooling
EFA GLOBAL MONITORING REPORT 2010
The 2010 Education for All Global Monitoring Report, released by UNESCO in January 2010, finds that the worldwide financial crisis threatens to deprive millions of children in the world’s poorest countries of an education. The annual Global Monitoring Report, which is developed by an independent team, assesses progress towards the six Education for All goals to which more than 160 countries committed themselves in 2000. The 2010 Report, Reaching the marginalized finds that despite striking advances in education over the past decade, the world is not on track to achieve the goal of universal primary education by 2015.
www.efareport.unesco.org
GOOD PRACTICE IN INFORMATION AND COMMUNICATION TECHNOLOGY FOR EDUCATION
Asian Development Bank, 2009
ICT for education is a rapidly evolving and high-priority development area. This guide from the Asian Development Bank stresses the importance of a good practice framework in which ICT for education issues is pursued through three interrelated perspectives: national, education sector and education institution. The guide draws on a range of sources, including the findings of ADB’s studies on ICT for education and ADB’s experience providing project assistance for ICT for education in its developing member countries.
www.adb.org/documents/guidelines/good-practice-in-ict-for-education
NEW GUIDELINES FOR BROADCASTERS ON USER GENERATED CONTENT & MEDIA AND INFORMATION LITERACY
By Martin Scott
This new publication from the Commonwealth Broadcasting Association and UNESCO provides community radio broadcasters with knowledge and advice about how to produce better user-generated content, as well as improving media and information literacy. The resource provides guidance on how broadcasters can provide programmes that serve both their public duty and commercial needs.
The guidelines can be purchased in book form from the CBA or downloaded for free.
www.cba.org.uk/Resources/shop/UGC_Guidelines.php