Multilingual advertisements as educational resources of development : the case of Cameroon and South Africa

2018 ◽  
Vol 7 (2) ◽  
pp. 103-123
Author(s):  
Paul Nkamta
Keyword(s):  
South Africa ◽  
Educational Resources

scholarly journals New Ways of Mediating Learning: Investigating the implications of adopting open educational resources for tertiary education at an institution in the United Kingdom as compared to one in South Africa

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
Tina Wilson
Keyword(s):  
South Africa ◽  
United Kingdom ◽  
Distance Learning ◽  
Tertiary Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Open University ◽  
Playing Field ◽  
The United Kingdom ◽  
Entry Requirements

Access to education is not freely available to all. Open Educational Resources (OERs) have the potential to change the playing field in terms of an individual’s right to education. The Open University in the United Kingdom was founded almost forty years ago on the principle of ‘open’ access with no entry requirements necessary. The University develops innovative high quality multiple media distance-learning courses. In a new venture called OpenLearn, The Open University is making its course materials freely available worldwide on the Web as OERs ( see http://www.open.ac.uk/openlearn). How might other institutions make use of these distance-learning materials? The paper starts by discussing the different contexts wherein two institutions operate and the inequalities that exist between them. One institution is a university based in South Africa and the other is a college located in the United Kingdom. Both institutions, however, deliver distance-learning courses. The second part of the paper discusses preliminary findings when OERs are considered for tertiary education at these two institutions. The findings emphasise some of the opportunities and challenges that exist if these two institutions adopt OERs.

scholarly journals Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Technical and Comprehensive Ghanaian Universities

Open Praxis ◽  
2018 ◽  
Vol 10 (4) ◽  
pp. 405 ◽  
Author(s):  
Judith Pete ◽  
Fred Mulder ◽  
Jose Dutra Oliveira Neto ◽  
Kathleen Ludewig Omollo
Keyword(s):  
South Africa ◽  
Empirical Data ◽  
Large Scale ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Sub Saharan Africa ◽  
Common Goal ◽  
Comprehensive Universities ◽  
Sub Saharan ◽  
Selection Of

This paper is the second in a series of three with a common goal to present a fair OER picture for Sub-Saharan Africa, represented by large-scale studies in three countries: Kenya, Ghana, and South Africa. This paper examines a deliberate selection of four Ghanaian universities with randomly sampled students and lecturers. Distinct questionnaires for students and the lecturers have been used, which generated a response from in total 818 students and 38 lecturers. The major outcomes based on the empirical data are: (i) there is a significant digital differentiation among lecturers and students at technical versus comprehensive universities in terms of their proficiency and internet accessibility; and (ii) the awareness and appreciation of the OER concept and open licensing is low but from the actual variety and types of processing by respondents of educational resources (not necessarily open) there is a preparedness for openness for the future.

scholarly journals Availability of Educational Resources and Student Academic Performances in South Africa

2020 ◽  
Vol 8 (8) ◽  
pp. 3768-3781
Author(s):  
Kutu Augustine Adebayo ◽  
Nzimande Ntokozo ◽  
Ngema Zukiswa Grace
Keyword(s):  
South Africa ◽  
Educational Resources

Time and Latitude in South Africa

1972 ◽  
Vol 1 ◽  
pp. 27-38
Author(s):  
J. Hers
Keyword(s):  
South Africa ◽  
Cape Town ◽  
Astronomical Observations ◽  
Royal Observatory ◽  
The Republic ◽  
Astronomical Determination ◽  
Limited Accuracy ◽  
Better Than

In South Africa the modern outlook towards time may be said to have started in 1948. Both the two major observatories, The Royal Observatory in Cape Town and the Union Observatory (now known as the Republic Observatory) in Johannesburg had, of course, been involved in the astronomical determination of time almost from their inception, and the Johannesburg Observatory has been responsible for the official time of South Africa since 1908. However the pendulum clocks then in use could not be relied on to provide an accuracy better than about 1/10 second, which was of the same order as that of the astronomical observations. It is doubtful if much use was made of even this limited accuracy outside the two observatories, and although there may – occasionally have been a demand for more accurate time, it was certainly not voiced.

Combining Professional Interests and Travel: People to People Citizen Ambassador Program

2011 ◽  
Vol 1 (2) ◽  
pp. 47-54
Author(s):  
Alex Johnson ◽  
Amanda Hitchins
Keyword(s):  
South Africa ◽  
Health Education ◽  
Communication Disorders ◽  
Social Conditions ◽  
Speech Language Pathologists ◽  
Exchange Program

Abstract This article summarizes a series of trips sponsored by People to People, a professional exchange program. The trips described in this report were led by the first author of this article and include trips to South Africa, Russia, Vietnam and Cambodia, and Israel. Each of these trips included delegations of 25 to 50 speech-language pathologists and audiologists who participated in professional visits to learn of the health, education, and social conditions in each country. Additionally, opportunities to meet with communication disorders professionals, students, and persons with speech, language, or hearing disabilities were included. People to People, partnered with the American Speech-Language-Hearing Association (ASHA), provides a meaningful and interesting way to learn and travel with colleagues.

Sign in / Sign up

Export Citation Format

Share Document