Anglophone Africa - Revision history

Pbacsich: /* Report */ remove cat AA

2013-01-25T20:54:53Z

Report: remove cat AA

← Older revision		Revision as of 20:54, 25 January 2013
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	[[Category:Africa\|Africa]]		[[Category:Africa\|Africa]]
	[[Category:VISCED_supraregions]]		[[Category:VISCED_supraregions]]

	[[Category:VISCED]]		[[Category:VISCED]]

	~~[[Category:Anglophone Africa]]~~

Pbacsich: wikified list of countries

2013-01-25T20:53:37Z

wikified list of countries

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 ''Anglophone Africa'' is in theory the supraregion consisting of those countries in Africa that are predominantly English-speaking. All such countries are members of the [[Commonwealth of Nations]] - see [[:Category:Commonwealth countries]].
-A pragmatic list would be Botswana; Gambia; Ghana; Kenya; Lesotho; Liberia; Malawi; Mauritius; Namibia; Nigeria; Rwanda; Seychelles; Sierra Leone; South Africa; South Sudan&nbsp;; Swaziland; Tanzania; Uganda; Zambia; and Zimbabwe.
+A pragmatic list would be:
 For related concepts see [[:Category:Africa]] and [[:Category:English-speaking countries]].

Pbacsich: added cat AA

2011-12-21T20:49:36Z

added cat AA

← Older revision		Revision as of 20:49, 21 December 2011
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	''Anglophone Africa'' is in theory the supraregion consisting of those countries in Africa that are predominantly English-speaking.		''Anglophone Africa'' is in theory the supraregion consisting of those countries in Africa that are predominantly English-speaking. All such countries are members of the [[Commonwealth of Nations]] - see [[:Category:Commonwealth countries]].
	All such countries are members of the [[Commonwealth of Nations]] - see [[:Category:~~Commonwealth_countries~~]].

	A pragmatic list would be Botswana; Gambia; Ghana; Kenya; Lesotho; Liberia; Malawi; Mauritius; Namibia; Nigeria; Rwanda; Seychelles; Sierra Leone; South Africa; South Sudan ; Swaziland; Tanzania; Uganda; Zambia; and Zimbabwe.

			A pragmatic list would be Botswana; Gambia; Ghana; Kenya; Lesotho; Liberia; Malawi; Mauritius; Namibia; Nigeria; Rwanda; Seychelles; Sierra Leone; South Africa; South Sudan ; Swaziland; Tanzania; Uganda; Zambia; and Zimbabwe.

	For related concepts see [[:Category:Africa]] and [[:Category:English-speaking countries]].		For related concepts see [[:Category:Africa]] and [[:Category:English-speaking countries]].

	For background information on ways of categorising Africa see http://en.wikipedia.org/wiki/List_of_regions_of_Africa		For background information on ways of categorising Africa see http://en.wikipedia.org/wiki/List_of_regions_of_Africa


	=== VISCED ===		=== VISCED ===

	In VISCED we treat [[Kenya]] and [[South Africa]] separately even though they are in Anglophone Africa.		In VISCED we treat [[Kenya]] and [[South Africa]] separately even though they are in Anglophone Africa.


	== Report ==		== Report ==

	''This is an initial summary by Nick Jeans.''		''This is an initial summary by Nick Jeans.''

	E-learning is fundamentally influenced by students’ preferred platforms. In many parts of Africa, internet access is cheaper and more reliable by phone than by PC/ laptop, so learning materials need to be accessible via mobile devices.		E-learning is fundamentally influenced by students’ preferred platforms. In many parts of Africa, internet access is cheaper and more reliable by phone than by PC/ laptop, so learning materials need to be accessible via mobile devices. Distance learning can increase the number of people in education in Africa. The biggest obstacle to e-learning in Africa is really bandwidth. Undersea cables should provide more bandwidth to Africa this year in 2010, but there are still obstacles with unstable electricity supply, lack of computer equipment and internet access at schools. Challenges a) High student to computer ratio due to relatively few computer workstations as compared to the high numbers of students b) Poor internet connectivity, and c) Erratic power supply. African Teachers are often used to being the omniscient sage on the stage – and pupils’ parents expect them to be so. They therefore tend to be pedagogically conservative and unconvinced by approaches such as personalised learning or games-based learning.
	Distance learning can increase the number of people in education in Africa. The biggest obstacle to e-learning in Africa is really bandwidth. Undersea cables should provide more bandwidth to Africa this year in 2010, but there are still obstacles with unstable electricity supply, lack of computer equipment and internet access at schools.
	Challenges a) High student to computer ratio due to relatively few computer workstations as compared to the high numbers of students b) Poor internet connectivity, and c) Erratic power supply.
	African Teachers are often used to being the omniscient sage on the stage – and pupils’ parents expect them to be so. They therefore tend to be pedagogically conservative and unconvinced by approaches such as personalised learning or games-based learning.

	In sub-Saharan Africa, the average 15-year-old does not attend school. The challenge of reaching ‘Education for All’ by 2015 is to afford these socially excluded young people access to quality learning opportunities. (e-Learning Africa 2011 conference website under the theme CAPACITY DEVELOPMENT AND eINCLUSION: http://www.elearning-africa.com/programme_themes.php)		In sub-Saharan Africa, the average 15-year-old does not attend school. The challenge of reaching ‘Education for All’ by 2015 is to afford these socially excluded young people access to quality learning opportunities. (e-Learning Africa 2011 conference website under the theme CAPACITY DEVELOPMENT AND eINCLUSION: http://www.elearning-africa.com/programme_themes.php)

			''For further information (not yet formatted) see [[ICT in schools in Anglophone Africa]]''


	~~''For further information (not yet formatted) see [[ICT in schools in Anglophone Africa]]''~~		----

			> [[Africa]]
	~~----~~		<br>
	> [[Africa]]		> [[VISCED supraregions]]
	<br>		<br>
	> [[VISCED supraregions]]		> [[Countries]]
	<br>
	> [[Countries]]
	<br><br>		<br><br>
	>> [[VISCED]]		>> [[VISCED]]

	[[Category:Africa\| ]]		[[Category:Africa\|Africa]]
	[[Category:~~VISCED supraregions~~]]		[[Category:VISCED_supraregions]]
	[[Category:VISCED]]		[[Category:VISCED]]

			[[Category:Anglophone Africa]]

Pbacsich: update with list of countries

2011-12-21T20:43:58Z

update with list of countries

← Older revision		Revision as of 20:43, 21 December 2011
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	''Anglophone Africa'' is in theory the supraregion consisting of those countries in Africa that are predominantly English-speaking.		''Anglophone Africa'' is in theory the supraregion consisting of those countries in Africa that are predominantly English-speaking.
	All such countries are members of the [[Commonwealth of Nations]] - see [[:Category:Commonwealth_countries]].		All such countries are members of the [[Commonwealth of Nations]] - see [[:Category:Commonwealth_countries]].

			A pragmatic list would be Botswana; Gambia; Ghana; Kenya; Lesotho; Liberia; Malawi; Mauritius; Namibia; Nigeria; Rwanda; Seychelles; Sierra Leone; South Africa; South Sudan ; Swaziland; Tanzania; Uganda; Zambia; and Zimbabwe.


	For related concepts see [[:Category:Africa]] and [[:Category:English-speaking countries]].		For related concepts see [[:Category:Africa]] and [[:Category:English-speaking countries]].
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	=== VISCED ===		=== VISCED ===

	In VISCED we treat [[South Africa]] separately~~. Thus the supraregion might more correctly but less charitably called "~~Anglophone ~~less-developed~~ Africa".		In VISCED we treat [[Kenya]] and [[South Africa]] separately even though they are in Anglophone Africa.


	== Report ==		== Report ==

Pbacsich: added link to ICT in schools in Anglophone Africa'

2011-12-21T19:07:23Z

added link to ICT in schools in Anglophone Africa'

← Older revision		Revision as of 19:07, 21 December 2011
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	~~== References ==~~		''For further information (not yet formatted) see [[ICT in schools in Anglophone Africa]]''

Pbacsich: Reverted edits by Nick Jeans (talk) to last revision by Pbacsich

2011-12-21T19:02:25Z

Reverted edits by Nick Jeans (talk) to last revision by Pbacsich

Show changes

Nick Jeans at 11:46, 5 December 2011

2011-12-05T11:46:36Z

← Older revision		Revision as of 11:46, 5 December 2011
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	</p><p><b>OER Africa</b> (http://www.oerafrica.org/) is an initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent.		</p><p><b>OER Africa</b> (http://www.oerafrica.org/) is an initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent.


	</p><p>Virtual initiatives in schools		</p><p>Virtual initiatives in schools

Nick Jeans at 11:45, 5 December 2011

2011-12-05T11:45:52Z

← Older revision		Revision as of 11:45, 5 December 2011
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	</p><p><b>OER Africa</b> (http://www.oerafrica.org/) is an initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent.		</p><p><b>OER Africa</b> (http://www.oerafrica.org/) is an initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent.

	</p><p>Virtual initiatives in schools		</p><p>Virtual initiatives in schools
	</p><p><b>SchoolNet Africa</b> (http://www.schoolnetafrica.org/) is a non-government organisation (NGO) that operates across the continent to improve education access, quality and efficiency through the use of information and communication technologies (ICTs) in African schools. SchoolNet Africa works mainly with learners, teachers, policymakers and practitioners through country-based schoolnet organisations across Africa.		</p><p><b>SchoolNet Africa</b> (http://www.schoolnetafrica.org/) is a non-government organisation (NGO) that operates across the continent to improve education access, quality and efficiency through the use of information and communication technologies (ICTs) in African schools. SchoolNet Africa works mainly with learners, teachers, policymakers and practitioners through country-based schoolnet organisations across Africa.

Nick Jeans at 11:44, 5 December 2011

2011-12-05T11:44:35Z

← Older revision		Revision as of 11:44, 5 December 2011
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	SchoolNet Africa started in 1999 and is based in Johannesburg, South Africa where it employs staff from different African countries to manage its programs.		SchoolNet Africa started in 1999 and is based in Johannesburg, South Africa where it employs staff from different African countries to manage its programs.
	</p><p><b>ACEMaths</b> was a collaborative project to select, adapt and use a set of materials on the teaching and learning of maths for teacher education. These are now available for downloading for free from http://www.oerafrica.org/acemaths/ACEMathsProjectHome/tabid/132/Default.aspx		</p><p><b>ACEMaths</b> was a collaborative project to select, adapt and use a set of materials on the teaching and learning of maths for teacher education. These are now available for downloading for free from http://www.oerafrica.org/acemaths/ACEMathsProjectHome/tabid/132/Default.aspx

	</p><p><br />		</p><p><br />
	<b>Worldreader.org E-Reader Trial in Ghana</b> involved the use of 16 Kindles by sixth-grade students at the Orphan Aid Africa School in Ayenyah, Ghana, which ran from March 16 to March 26, 2010. These trials form the very initial phase of the long term and continuing study of the application of e-reader technology in education, and their consequent effects on literacy in developing countries. Worldreader.org is a not-for-profit organization based in Barcelona, Spain and the U.S., whose aim is to make digital books accessible to everyone in the developing world.		<b>Worldreader.org E-Reader Trial in Ghana</b> involved the use of 16 Kindles by sixth-grade students at the Orphan Aid Africa School in Ayenyah, Ghana, which ran from March 16 to March 26, 2010. These trials form the very initial phase of the long term and continuing study of the application of e-reader technology in education, and their consequent effects on literacy in developing countries. Worldreader.org is a not-for-profit organization based in Barcelona, Spain and the U.S., whose aim is to make digital books accessible to everyone in the developing world.

Nick Jeans at 11:36, 5 December 2011

2011-12-05T11:36:34Z

← Older revision		Revision as of 11:36, 5 December 2011
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	Challenges are: a) High student to computer ratio due to relatively few computer workstations as compared to the high numbers of students; b) Poor internet connectivity; and c) Erratic power supply.		Challenges are: a) High student to computer ratio due to relatively few computer workstations as compared to the high numbers of students; b) Poor internet connectivity; and c) Erratic power supply.
	African Teachers are often used to being the omniscient sage on the stage – and pupils’ parents expect them to be so. They therefore tend to be pedagogically conservative and unconvinced by approaches such as personalised learning or games-based learning.		African Teachers are often used to being the omniscient sage on the stage – and pupils’ parents expect them to be so. They therefore tend to be pedagogically conservative and unconvinced by approaches such as personalised learning or games-based learning.

			</p><p><b>Elearning Africa</b> (http://www.elearning-africa.com/) is the continent’s largest gathering of high-level policy makers, decision makers and practitioners from education, business and government. It is the key networking event for developing eLearning capacities in Africa.

			It holds annual 3-day conferences and eLearning Africa 2012 will take place from 23rd to 25th May in Cotonou, Benin. Focusing on eLearning and Sustainability, eLearning Africa 2012 will explore creative ways in which eLearning can support development and help to build a sustainable future. The key themes will be sustainable technologies and infrastructure; eLearning for sustainable communities; sustainable change management; eLearning and sustainable resources; and sustainable economy, culture and society.
			The conference is held in English, French and Portuguese. It includes plenary sessions, presentation and special focus sessions, practical demonstrations and debates on specific topics, as well as various informal networking opportunities where participants can share their experiences, ideas and perspectives.
			The conference is accompanied by an exhibition and demonstration area, where exhibitors can showcase their latest products and services and hold meetings with decision-makers within the African education and training community.

	</p><p><b>OER Africa</b> (http://www.oerafrica.org/) is an initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent.		</p><p><b>OER Africa</b> (http://www.oerafrica.org/) is an initiative established by the South African Institute for Distance Education (Saide) to play a leading role in driving the development and use of Open Educational Resources (OER) across all education sectors on the African continent.
	</p><p>Virtual initiatives in schools		</p><p>Virtual initiatives in schools