1. The Open University: Promoting Quality Education International Meeting on the University Community and Education for All “Creating and Sustaining Improvements” UNESCO Paris, November 4 th, 2004

2. Plan of the Talk 1Overview of the UK Open University: 2004 2The Challenge of the Dakar Agreement for Africa 3The DEEP project: combining - teacher training expertise - use of Information and Communications Technologies (ICT) in two African countries

3. Overview of the UK Open University The UKOU – a “mega-university” 250,000 students and clients 160,000 students working online in their studies Largest Business School in Europe Fifth in UK Teaching Quality ratings 28,000 students outside UK Partnerships in 16 countries

4. Study with the UKOU Open entry – no entry qualifications are required for undergraduate study Study for BA, BSc, MA, MSc, PhD, or study individual courses of interest Course sizes: 100 hours to 600 hours of study All registered undergraduate students have access to a tutor Full range of media used in creation of course materials and services

5. Present eLearning Capacity Email, computer-conferencing (student-tutor, student-student) Digital resources from OU Library online Websites (personal, course-based) eBooks, simulations, A/V materials Specialist learning systems: computer- enhanced audio conferencing (Lyceum) Computer-based assessment; online assignment handling

6. Academic Organisation 6 Faculties ( Arts, Social Sciences, Maths & Computing, science Technology, Education and Language Studies) 2 Schools (Health & Social Welfare, OU Business School) Institute of Educational Technology Knowledge Media Institute 1200 full-time academic staff Research and teaching across the OU

7. Quality Assurance at the UKOU Internal quality assurance: four dimensions - academic quality - pedagogic quality - media product quality - quality of service External quality assurance - Institutional audit: QAA - Accreditation: Middlestates Accreditation - Professional Body accreditation (AACSB, EQUIS, nursing, social work)

8. UKOU Mission The Open University is open to people, places method and ideas It promotes educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential

9. Education for All A contribution from the UK Open University that draws upon: - the UKOU’s excellence in teacher- education - our experience in using ICT to enhance teaching and learning

10. “The challenge to educate our children is a challenge for us all” Dakar agreement: universal primary education by 2015

16. Sub-Saharan Africa 42 million children without primary schooling Number of primary age children in the region: 1996: 82,000,000 2015:139,000,000. Required growth in number of teachers: 5.6% pa. Actual growth in number of teachers:3.4% pa.

17. “Educating all our children means educating their teachers too” Dakar agreement : Universal Primary Education by 2015

18. “What struck me so forcefully was how small the planet had become during my decades in prison..[ICT] had shrunk the world and had in the process become great weapon for eradicating poverty and promoting democracy.” Nelson Mandela: “Long Walk to Freedom”

19. Researching the potential of new technologies to enhance teaching and learning in literacy, numeracy and science in elementary schools in Egypt and South Africa. DEEP- The Digital Education Enhancement Project

20. 1Teacher education essential to achieving meaningful primary education. 2School based programmes of teacher education the only feasible, logistical way of responding to enormous numbers involved. 3Potential of ICT needs vigorously exploiting. 4Established assumptions about teacher education need challenging. 5Balance of pre-service and in-service training needs radical reassessment. Five interrelated arguments:

21. 1What is the impact of ICT-enhanced teaching on student achievement and motivation? 2What is the impact of ICT use on the pedagogic knowledge and practice of teachers and the communities in which they live and work? 3How can teacher education and training be developed to ensure teacher capacity to exploit the potential for ICT? DEEP Research Questions

22. Department For International Development, UK Fort Hare Institute of Government, SA Programme Planning & Monitoring Unit, Egypt Open University, UK DEEP- The Digital Education Enhancement Project

23. DEEP participants Egypt: 12 project schools 25 teachers Eastern Cape:12 project schools 25 teachers Total number of students involved: 2000

24. DEEP: ICT Toolkit Shared laptop with CD-ROM, internet access microphone and speakers Combined printer/scanner/photocopier Individual hand-held computer with digital camera and docking station Email account Project-based digital video camera Personal mobile phone

25. Teachers take ‘10 steps’ through the DEEP project. The steps have ‘Educator Activities’ that teachers work through in pairs. The steps have ‘Classroom tasks’ for educators to adapt and try out with learners. The focus is always upon the ‘subject’ - ICT is integrated as ‘one of a range of strategies’. Educator Activities & Classroom Tasks.

26. DEEP: the 10 steps 1Understanding the purposes of DEEP 2Explaining the research instruments 3Introduction to the professional activities 4Introducing ICT 5Planning to teach with ICT

27. DEEP: the 10 steps 6Teaching and Learning with ICT 7Learning review and presentation 8Teacher evaluation 9Learner evaluation 10Affirmation

28. 1What is the impact of ICT-enhanced teaching on student achievement and motivation? 2What is the impact of ICT use on the pedagogic knowledge and practice of teachers and the communities in which they live and work? 3How can teacher education and training be developed to ensure teacher capacity to exploit the potential for ICT? DEEP Research Questions

29. DEEP: the Key Findings (1) 1 Teachers gained confidence in using ICT 2ICT use enhanced teachers’ professional knowledge and capability by extending subject knowledge 3ICT enabled efficient planning and preparation 4ICT use extended the range of teachers’ pedagogic practices

31. DEEP: the Key Findings (2) 5ICT permitted new forms of teacher-to- teacher co-operation 6No correlation with prior experience of ICT 7Successful outcomes were achieved by both men and women 8ICT use extended from school to community 9Students developed confidence in ICT use

32. DEEP: the key findings (3) 10Teachers reported enhanced learning, literacy and scientific literacy 11Teachers reported frequent use of hand-held, in class and out of school 12Need for mother-tongue interfaces and software 13Teachers highly motivated to succeed in use of ICT for their learning and for students’ learning 14Cost analyses for ICT use need reappraisal

33. Building teacher identity, dignity and self esteem

34. “No-one can ever believe that rural school educators and learners can use computer technology the way that we do. We are so confident - and we are proud of ourselves.” Mandla Mngqibisa, DEEP Participant

35. THE DEEP PROJECT For further information on DEEP: fels-deep@open.ac.uk fels-deep@open.ac.uk For the full report on DEEP: http://www.open.ac.uk/deep/Fin alReport-screen.pdf http://www.open.ac.uk/deep/Fin alReport-screen.pdf © images: Digital Education Enhancement Project