Publications

Primer Construction Manual and Teacher Trainer's Guide

The Multi-Strategy Economy Model (M-SEM) is based on the same philosophy as the Multi-Strategy Method with 2 separate tracks each focusing on different reading and writing strategies (whole language and word building; top-down and bottom-up). However, it integrates the tracks more explicitly. Also it requires fewer materials -- only a set of primers and chalk boards. The M-SEM was designed especially for national propagation, for language areas with lower education, and for those with less economical means. The primers are easy to construct by mother-tongue writers who have experience in writing their language. Teacher training only takes about 1 week because teaching patterns are simple and consistent. Teaching patterns also give flexibility for inconsistent schedules or teaching different age groups. Extra reading materials can be easily incorporated into the method as they become available.

Approximately 25 different languages are spoken in South Africa, of which 11 have been granted official status in terms of section 6 of the Constitution (Act No. 108 of 1996), on the grounds that their usage includes about 98% of the total population. The 11 official languages are isiNdebele, isiXhosa, isiZulu and siSwati (referred to as the Nguni language group); Sesotho, Sepedi and Setswana (referred to as the Sotho language group); Tshivenda, Xitsonga, English and Afrikaans. South Africa is therefore a multilingual country. A striking characteristic of multilingualism in South Africa is the fact that several indigenous languages are spoken across provincial borders; shared by speech communities from different provinces. There is currently a strong awareness of the need to intensify efforts to develop the previously marginalised indigenous languages and to promote multilingualism if South Africans are to be liberated from undue reliance on the use of non-indigenous languages as the dominant, official languages of the state. Management of linguistic diversity in post-apartheid South Africa has been made problematic by the lack of a clearly defined language policy, leading to the use of English and Afrikaans as the most dominant languages in the socio-economic and political domains of its society. The Policy Framework not only initiates a fresh approach to multilingualism in South Africa, but strongly encourages the use of the indigenous languages as official languages in order to foster and promote national unity. It takes into account the broad acceptance of linguistic diversity, social justice, the principle of equal access to public services and programmes, and respect for language rights. 

No one would dispute that South African schools are performing below expectations. Diagnosis of the reasons for the inefficiency of South African schools, compared with more poorly resourced systems in the Southern and Eastern African subcontinent, is the first step to improving the quality of learning outcomes.

This study was conducted as part of the OER for Skills Development project of Commonwealth of Learning (COL), supported by The William and Flora Hewlett Foundation. The objective of the study was to collect baseline data from Commonwealth institutions with respect to the development, use and reuse of OER; the availability of support; and challenges faced in fostering the use of OER. Six research questions were formed, after reviewing previous studies, to analyse the status of OER in the Commonwealth, based on four recommendations from the 2012 UNESCO Paris OER Declaration.

Open Educational Resources (OER) offer a powerful means of expanding the reach and the effectiveness of education worldwide. For this reason, COL and UNESCO co-organised the World OER Congress in 2012 in Paris, which resulted in the OER Paris Declaration: a statement urging governments around the world to release, as OER, all teaching, learning and research materials developed with public funds. This book, drawing on 15 case studies contributed by 29 OER researchers and policy-makers from 15 countries across six continents, examines the implementation of the pivotal declaration through the thematic lenses of policy, costs and transformation. The case studies provide a detailed picture of OER policies and initiatives as they are unfolding in different country contexts and adopting a range of approaches, from bottom-up to top-down. The book illuminates the impacts of OER on the costs of producing, distributing and providing access to learning materials, and shows the way that OER can transform the teaching and learning methodology mindset. Recommendations on key actions to be taken by policy-makers, practitioners, OER developers and users are also outlined, particularly within the context of Education 2030. Clearly, progress is being made, although more work must be done if the international community is to realize the full potential of OER.

The library is an institution that meets people’s information needs. This has been its role historically: providing a place for people to visit, ask questions, and access and use information resources. In doing so, libraries have long enabled people of all ages to learn and improve their lives. Public libraries have the particular role of meeting community-specific requirements. By applying their existing resources -- including technology infrastructure, knowledgeable staff, and social space -- public libraries are able to offer a range of services that address the economic, health, educational, and civic needs of their users. In doing so, libraries can support the Sustainable Development Goals by acting as agents of change at the local level.