Relevant bibliographies by topics / Open plan schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Open plan schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Open plan schools"

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UENO, Kanako, Kuniko HASHIMOTO, and Ryoko KURAKAZU. "STUDY ON SOUND ENVIRONMENT OF OPEN-PLAN SCHOOLS." Journal of Environmental Engineering (Transactions of AIJ) 74, no. 643 (2009): 1033–41. http://dx.doi.org/10.3130/aije.74.1033.

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Shield, Bridget, Emma Greenland, and Julie Dockrell. "Noise in open plan classrooms in primary schools: A review." Noise and Health 12, no. 49 (2010): 225. http://dx.doi.org/10.4103/1463-1741.70501.

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ITOH, Shunsuke. "USE OF MULTI-PURPOSE SPACES IN OPEN-PLAN ELEMENTARY SCHOOLS." Journal of Architecture and Planning (Transactions of AIJ) 78, no. 694 (2013): 2473–80. http://dx.doi.org/10.3130/aija.78.2473.

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Ferguson, Maria. "Washington View: Schools that stayed open: Lessons from St. Charles Parish." Phi Delta Kappan 102, no. 6 (February 22, 2021): 60–61. http://dx.doi.org/10.1177/0031721721998162.

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Maria Ferguson talks with Ken Oertling, superintendent of the Saint Charles Parish Public Schools in Louisiana, to learn more about how the school opened its doors to in-person learning in fall 2020, during the COVID-19 pandemic. The plan for reopening required district leaders to juggle a variety of logistical challenges and communicate clearly at every step. And the physical and mental health of staff and students became an even higher priority than before.
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AOKI, Ami, Kanako UENO, and Hideki TACHIBANA. "FIELDWORK STUDY ON OPEN-PLAN TYPE ELEMENTARY SCHOOLS FROM AN ACOUSTICAL VIEW POINT." Journal of Architecture and Planning (Transactions of AIJ) 67, no. 562 (2002): 1–8. http://dx.doi.org/10.3130/aija.67.1_12.

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Nfua, Celestine Njang, Professor Agbor Michael Ntui, and Dr Etta Mercy Aki. "PLANNING OF SCHOOL MEETINGS AS A CORRELATE TO PRINCIPALS’ ADMINISTRATIVE EFFECTIVENESS IN SECONDARY SCHOOLS IN THE SOUTH WEST REGION OF CAMEROON." American Journal of Social Science and Education Innovations 5, no. 10 (October 1, 2023): 75–90. http://dx.doi.org/10.37547/tajssei/volume05issue10-08.

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This study was designed to examine planning of school meetings as a correlate to principals’ administrative effectiveness in secondary schools in the South West Region of Cameroon. The study was guided by two objectives which examine the relationship between planning school g meeting goals and principals’ administrative effectiveness and the benefits of planning school meetings on principals’ administrative effectiveness. This is supported by the goal setting theory. The descriptive survey research design was used for the study which allowed the researcher to utilize both qualitative and quantitative data. The population of the study comprises Secondary Schools in the South West Region of Cameroon. The target population constituted 192 secondary Schools; that is public, confessional and lay private secondary schools in Fako, Manyu Meme and Ndian division in the South West Region of Cameroon. The sample population for the study was made up of 132 principals. Both the stratified and purposive sampling technique was used for the study. The instrument use for data collection was a questionnaire (closed and open ended questions). Data from the close ended questions were analysed using SPSS 23.0, with the aid of descriptive and inferential statistical tools while open ended question were analysed thematically. The Spearman’s rho was used to test the research hypotheses formulated in the study. Majority 76.0% of principals accepted to carry out adequate planning of school meeting goals and a majority 81.1% of principals accepted that planning school meetings goal is of benefit to the principal. The hypothesis statistics showed that there is a significant, positive and moderate relationship between planning of school meetings by principals and administrative effectiveness (R-value=0.425**, p-value= 0.000< 0.05). The positive nature of correlation value implies that principals’ administrative effectiveness is more likely to increase when they adequately plan for school meetings. In addition to existing training programs of school principals, more programs should be redesigned to meet the needs of principals and to also train them on how to effectively plan and manage school meetings to foster trust and confidence of the society as well as administrative effectiveness.
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Susetyarini, Eko, Roimil Latifa, Endrik Nurrohman, Abdul Karim Ibrahim, Sri Wahyuni, and Husamah Husamah. "Peningkatan Kualitas Pembelajaran Online pada Materi Peredaran Darah Menggunakan Model Problem Based Learning di SMP Muhammadiyah 8 Kota Batu." Bioscientist : Jurnal Ilmiah Biologi 9, no. 2 (December 30, 2021): 639. http://dx.doi.org/10.33394/bioscientist.v9i2.4640.

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The purpose of this study was to analyze the quality of online learning on blood circulation using a problem based learning model at SMP Muhammadiyah 8 Batu City. The type of research used is a case study (explorative descriptive). The time of the study began in August 2021. The place of research was carried out at SMP Muhammadiyah 8 Batu City. The research procedure includes: preparation and coordination with partner schools as research locations. Coordination with schools and subject teachers involved in research activities to get an agreement, including: 1) the class used for research; 2) model teachers who develop tools and strategies in research activities starting from Plan, Do, and See; 3) the material or topic being taught; and 4) observer who is in charge of observing research activities during open class. The method of collecting research data is by looking at the implementation of the research and discussing the findings in the study. Descriptive data analysis technique. The results showed that, the use of problem based learning models online or online in terms of the implementation of the plan, open class, and see went smoothly, there was an increase in student participation from open class I to open class II. Model teachers use various innovations in learning, including: breakout room google meet, heartbeat media, linoid, quiziz, and problem based learning models.
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YAMAGUCHI, Katsumi, and Kazuyoshi YASHIKI. "CHANGES IN THE IMPROVEMENT OF OPEN PLAN CLASSROOMS AT PUBLIC ELEMENTARY SCHOOLS IN TOKYO." AIJ Journal of Technology and Design 28, no. 69 (June 20, 2022): 822–27. http://dx.doi.org/10.3130/aijt.28.822.

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Montebello, Deborah Ann. "The Role of the Senior Leadership Team in Promoting Class Teachers’ Wellbeing in Primary Schools." Malta Journal of Education 3, no. 2 (November 17, 2022): 129–53. http://dx.doi.org/10.62695/pzgj2440.

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This paper examines the present situation of class teachers in primary schools and the possible strategies that school leaders can employ to promote teachers’ wellbeing. An explanatory sequential mixed methods research design was used. The first phase involved distributing two online surveys, one for class teachers and one for SLT members, in seven Maltese primary schools. The data from the questionnaires were integrated and analysed to formulate the interview questions held with Heads of Schools (primary). Findings revealed that the support from school leaders is essential to enhance teachers’ welfare and that strategies including an open-door policy, shared decision-making, teambuilding activities, and the enforcement of curriculum time help sustain a whole-school approach toward teachers’ wellbeing. Following the research findings, the last section of this article concludes the study by tying it to practice and presenting an action plan that school leaders can use. This research also presents the ideas of this action plan in a user-friendly website1 aimed at giving the right tools to school leaders to bring about the change needed in the lives of educators.
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Popescu, Maria-Magdalena. "STRATCOM PREDICTIVE DATA ANALYSIS FOR STRATEGIC PLAN FORECASTING." BULLETIN OF "CAROL I" NATIONAL DEFENCE UNIVERSITY 10, no. 3 (October 20, 2021): 109–16. http://dx.doi.org/10.53477/2284-9378-21-30.

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The idea of gathering intelligence from open source, human or social media as regular practice for structures in the field has been a frequently debated topic for specialized literature. Unlike this, gathering intelligence from corroborated Strategic Communication (StratCom) sources and instruments so that the information extracted that way be later on stored in databases and sieved through predictive analytics software to then reveal state or non-state actors’ measures and behaviors has recently been shared as a novel thesis of the present author and recently taken over by doctoral schools in the field. The current paper provides an extended insight into the topic, to consolidate the construct.
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Dissertations / Theses on the topic "Open plan schools"

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Greenland, Emma Elizabeth. "Acoustics of open plan classrooms in primary schools." Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.

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Cheung, Man-ping Mervyn, and 張民炳. "Need analysis and planning: a study of open education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B3197529X.

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Cheung, Man-ping Mervyn. "Need analysis and planning a study of open education in Hong Kong /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B3197529X.

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Hays, Laurie Jo. "Open Education: Its Development in America and Its Influence on Current Educational Themes." UNF Digital Commons, 1991. http://digitalcommons.unf.edu/etd/129.

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This paper investigates the origins of the Open Education movement in the United States and traces its development throughout the twentieth century. Pioneers of the movement are discussed, with an extensive description of John Dewey's work provided. Political and social forces which affected Open Education throughout the century are described. Finally, current trends in education are examined to determine whether Open Education remains in practice. Conclusions and implications for classroom practice are included.
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Iniguez, Jose Fernando. "An open lunch intervention targeting sense of belonging within a house plan small learning community the impact on student engagement and staff perceptions and practices /." Diss., Restricted to subscribing institutions, 2008. http://uclibs.org/PID/11984.

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Williams, Murray Noel. "Building Yesterday's Schools: An Analysis of Educational Architectural Design as Practised by the Building Department of the Canterbury Education Board from 1916-1989." Thesis, University of Canterbury. Humanities, 2014. http://hdl.handle.net/10092/9591.

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This thesis considers the nature of primary, intermediate and district high school buildings designed by the Building Department of the Canterbury Education Board from its consolidation in 1916 until its termination in 1989. Before 1916, the influence of British models on the CEB’s predecessors had been dominant, while after that date, Board architects were more likely to attempt vernacular solutions that were relevant to the geographic situation of the Canterbury district, the secular nature of New Zealand education and changing ideas of the relative importance of the key architectural drivers of design i.e. function and form. One development, unique to Canterbury, was that for a short period, from 1924-29, a local pressure group, the Open Air Schools’ League became so powerful that it virtually dictated the CEB’s design policy until the Board architects George Penlington and John Alexander Bigg reassumed control by inflecting the open-air model into the much acclaimed veranda block. The extent to which Board architects had the freedom to express themselves within a framework of funding control exercised by the Department of Education was further circumscribed by successive building codes that, at their most directive, required national standardisation under the 1951 Dominion Basic Plan and to a slightly lesser extent under the1956 code and associated White Lines regime. Following World War 2, the use of prefabricated structures had prompted the recognition that better designed relocatable rooms could hold the key to a more flexible and effective allocation of resources in an environment increasingly subject to rapid demographic change. By the end of the period, the exploitation of new construction technologies and modern materials led to the dominance of the relocatable CEBUS buildings in Canterbury schoolyards. A concurrent development was the response of architects A. Frederick (Fred) McCook and John Sinclair Arthur to the Department’s call to design more flexible spaces, i.e. open planning, to facilitate a change in pedagogical method. Other issues raised in this study are the CEB’s solutions to the challenges of building on the West Coast, and the recurring need to ensure structural integrity in a region where there was a continuous risk of seismic activity.
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Siner, Pat. "UTILIZING PERSONAL RELATIONSHIPS IN DEVELOPING OPTIONAL FORMATS FOR ALTERNATIVE SCHOOL PROGRAMS." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188132.

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This study focused on a single alternative school program with a strong outdoor component and featuring a theoretical and practical orientation very much concerned with personal relationships. Data were sought regarding this program with the intent of developing possible formats for alternative school programs. The case study approach was employed to gather and report data. It permitted the investigator to observe, interact, and record the multiple phenomena. The Theory of Personal Process was the framework utilized to observe the relationships between student and teacher. This theory was made up of five key words: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. The study detailed the personal school relationships of the students and teacher. The investigator, as participant/observer, was the instructor of each of the five students. The investigator maintained records of interaction with the students. Furthermore, he had access to journals, term papers, and other written materials produced by the students. Each case study was presented as a specific phase of the alternative school. A specific student was described as he interacted with others in that phase of the program. The description of the student's relationship with the teacher was also correlated to the Theory of Personal Process. Optional formats for alternative school programs were developed from the case studies. The program featured the following phases: (1) Orientation, (2) Group, (3) Outdoor Experiences, (4) Classroom, (5) Creativity, and (6) Community. The key to the success of each phase was determined to be the relationship between the teacher and student. This relationship fostered a support basis for the student which, in turn, provided the necessary freedom to learn. The school was not so much an educational unit as it was a social unit, a "family."
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Norwood, Robert Lee. "Tertiary wastewater treatment using riparian wetlands: A curriculum guide for high school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/44.

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Fatayer, Mais M. "Towards a sustainable open educational resources development model : tapping into the cognitive surplus of student-generated content." Thesis, 2016. http://hdl.handle.net/1959.7/uws:38470.

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Open Educational Resources (OER) have created opportunities for learners around the world. Previous research investigated different OER development models for higher educational institutions and other educational communities. However, maintaining sustainability remains the main challenge of OER projects, as there is a high demand on raising awareness of the value of OER in higher education, as well as the need for expanding a participation base in the OER development process and improving the quality of OER. As a response to these challenges, the research documented in this thesis presents a new OER development model that establishes communities of practices around OER in higher educational institutions, where the knowledge production that takes place inside classrooms provides sustainable resources for the OER development process. OER literature also shows initiatives on engaging students in the OER development process, however, there is a lack of rigor research that shows the principles of engaging students in this process. Hence, this study is focused on identifying the design principles of the sustainable OER development model that engages students in generating OER. The model was designed to establish communities of practice of students and teachers to work collaboratively in generating learning resources. In the context of computing and information technology studies for undergraduate learning environments, students generate a surplus of projects in different study units with some projects repurposed, however, a surplus of projects that are generated on every academic semester are rarely tapped into. This abundance of knowledge production is described as ‘cognitive surplus’ and tapping into it can maximise the value of these projects. Therefore, the proposed OER development model taps into the cognitive surplus of student-generated content, where instead of generating summaries and portfolios, students create learning resources based on the unit topics using content authoring software tools. In this model, teachers work as facilitators and co-creators, providing evaluation of learning resources in order to be published as OER. To engage students in generating learning resources for OER, the learning assessment approach was taken from assessing student projects on reproducing information to a new level where students engaged in structuring, designing, collecting and evaluating content for generating learning resources which was then shared online as OER. These activities maximised students’ responsibilities, because sharing work online motivated them to improve the quality of the learning content. To be able to design a new OER development model, there was a need to understand the characteristics of the learning environment, including students, teachers and the learning material. In addition, developing a pedagogically informed approach to adopt the OER development model in learning environments, which can help with improving students’ learning performance and advance the teaching practices through open educational practices (OEP), was also required.Therefore, to fulfil these requirements, this thesis elaborates on the literature review of the related areas of the OER development model and provides analysis of the emerging concepts and related theories. The thesis also presents and reflects on the stages of model development, refinements and evaluation over the lifetime of the study, and provides practical evidence on the potential sustainability of the model in real-life learning environments.
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Bridgemohan, Radhika Rani. "An analysis of early childhood development programmes in South Africa." Diss., 1996. http://hdl.handle.net/10500/15935.

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This study constitutes an attempt to describe and analyse the quality of selected early childhood development programmes in South Africa, and provide criteria by which the quality of programmes could be assessed. The need for, and importance of, providing quality early childhood development programmes is highlighted. The influence of educational pf:lilosophies on programmes is recognised, hence the total development of the child and educational philosophies related thereto are discussed. Factors and components within programmes that contribute to high quality are explored. Moreover, criteria by means of which quality early childhood development programmes may be assessed, are provided. In this regard criteria for the formulation of aims, selection and the organisation of content, assessment, role of the teacher and parent involvement in programmes are suggested. It is against these criteria that selected early childhood development programmes in South Africa are described and analysed. programmes conclude the study.
Curriculum and Instructional Studies
M. Ed. (Didactics)
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Books on the topic "Open plan schools"

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Marmar, Mukhopadhyay, Phillips Susan, National Open School (New Delhi, India), and Commonwealth of Learning, eds. Open schooling: Selected experiences. New Delhi, India: National Open School, 1995.

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, Lucy Mow, Peter Sellings, and Bruce Waldrip, eds. Personalising Learning in Open-Plan Schools. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9.

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Chohan, Baljit. Working in open plan schools: teachers' perceptions. [Guildford]: [University of Surrey], 1995.

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Soares, Gilda Menezes Rizzo. Escola natural: Uma escola para a democracia. Rio de Janeiro, RJ: F. Alves, 1987.

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, et al., eds. Adapting to Teaching and Learning in Open-Plan Schools. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-824-4.

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1952-, Paine Nigel, ed. Open learning in transition: An agenda for action. London: Kogan Page, 1988.

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Dewees, Sarah. The school-within-a-school model. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1999.

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Dewees, Sarah. The school-within-a-school model. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1999.

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Dewees, Sarah. The school-within-a-school model. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1999.

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Dewees, Sarah. The school-within-a-school model. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1999.

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Book chapters on the topic "Open plan schools"

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Farrelly, Cathleen, and Valerie Lovejoy. "A Whole-School Approach to Adolescent Wellbeing in Open-Plan Schools." In Personalising Learning in Open-Plan Schools, 57–76. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_4.

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Keeffe, Mary. "Distributing Leadership in Open-Plan Schools." In Adapting to Teaching and Learning in Open-Plan Schools, 95–106. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-824-4_6.

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, Lucy Mow, Peter Sellings, and Bruce Waldrip. "Remaking Schooling through Open-Plan Settings." In Personalising Learning in Open-Plan Schools, 221–29. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_12.

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Prain, Vaughan, Peter Cox, Craig Deed, Debra Edwards, Cathleen Farrelly, Mary Keeffe, Valerie Lovejoy, Lucy Mow, Peter Sellings, and Bruce Waldrip. "Characterising Personalising Learning." In Personalising Learning in Open-Plan Schools, 3–25. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_1.

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Sellings, Peter, Bruce Waldrip, Vaughan Prain, and Valerie Lovejoy. "Using Student Voice in Social Studies/Humanities to Personalise Learning." In Personalising Learning in Open-Plan Schools, 181–203. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_10.

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Keeffe, Mary. "Developing Student Agency in a Teacher Advisor Program." In Personalising Learning in Open-Plan Schools, 205–19. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_11.

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Edwards, Anthony. "Some Reflections." In Personalising Learning in Open-Plan Schools, 231–35. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_13.

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Deed, Craig. "A Model of Teacher Adaptation to Open-Plan Settings." In Personalising Learning in Open-Plan Schools, 27–41. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_2.

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Deed, Craig. "Using a Game-Design Project to Afford Teacher and Student Agency." In Personalising Learning in Open-Plan Schools, 43–55. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_3.

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Prain, Vaughan, Valerie Lovejoy, and Debra Edwards. "“It’s Not a Plug-In Product”." In Personalising Learning in Open-Plan Schools, 77–94. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_5.

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Conference papers on the topic "Open plan schools"

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CHARLTON SMITH, N. "SOME ACOUSTIC ISSUES IN OPEN PLAN SCHOOLS." In Autumn Conference Acoustics 2003. Institute of Acoustics, 2023. http://dx.doi.org/10.25144/18154.

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Ittea, Reena, Goonesh Kumar Bahadur, and Ashvind Goolaub. "Digital Inclusion to Support Diverse Academic Needs of Learners: Investigating Leadership Preparedness and Challenges in Implementing ICT in Teaching Slow Learners in the Extended Stream of State Secondary Schools in Mauritius." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4749.

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Plethora of researches have claimed the effectiveness of ICT as a support learning tool alongside traditional teaching approaches to help optimise learning gains of slow learners. With the emergence of the extended stream section in state secondary schools in Mauritius some years back, in view of an inclusive education, it is important to ensure that ICT is well embedded to capitalise on learning through the use of ICT with slow learners in the extended stream. The purpose of this case study is to: investigate how the leadership factor of a school affects the use of ICT in that stream; and to identify the challenges involved in using ICT in teaching extended stream students. A qualitative approach was used and data was collected through semi-structured interviews with six rectors of state secondary schools. Data was transcribed and processed using content analysis that located patterns in interview responses to build logical sequences of information. Analysis results were reinforced by additional data gathered from interviews with teachers of the extended stream as a means of triangulation. Results identified teacher-related and system-related barriers but also highlighted the importance of a school leader with tailored technology vision and plan that can curb the barriers identified.
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Mohammed, Habiba, Zainab Muhammad Shuaibu, Binta Asabe Muhammad, Maryam Albashir, and Aminu Bello Aminu. "Participatory Learning and Action as Tool for Facilitating Teachers’ Education during the Pandemic: The TEN-G Project in Perspective." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5745.

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This paper examines the Participatory Learning and Action (PLA) tools used in facilitating teachers’ education during the Covid-19 pandemic. It uses the Teachers Network for Girls Education (TEN-G) project, a Commonwealth of Learning (COL) initiative that trained teachers on open educational resources and Mobile Learning with Multimedia, as a premise to argue for inclusive space where knowledge is shared between facilitators and learners. In this study, we use Methodological Conversation as a functional tool that opens up spaces for active participation across diverse methodological processes so much so that the participants are empowered through living out the lessons learnt. We draw our population from the teachers of Government primary schools in Sabon Gari and Zaria LGAs. We use Focus Group Discussion (FGD), matrix and pair wise ranking as research instrumentations to get data on choice issues around note-making, chunking and module-to-module contents in podcasting. Our study found out that the TEN-G project offers teachers diverse opportunities to explore different educational options in reaching rural girls in the time of global health crisis as in the pandemic. It concludes that the PLA methodology deployed in the implementation of the TEN-G project offers an enduring sustainability plan that is anchored on sharing and change forecast.
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Deshmukh, Narendra, and Vinita Shrouty. "Enhancing Teaching Skills among Pre-Service Teacher through TPACK Framework." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7171.

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Studies have indicated that teachers are not efficiently trained in the use of technology. Though various learning technologies have become available in schools, teachers are not using them for instructional purposes. Hence the researchers developed a programme for improving the knowledge of the Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers in a college of education in Maharashtra, India. The purpose of this study was to conduct an experimental study of the use of TPACK intervention programme in updating TPACK of pre-service teachers. The study employed a single group pre-training and post-training quasi-experimental design methodology for collecting quantitative data from a sample of 42 Pre-service teachers who were the purposive sample for the study. Data was collected using survey questionnaires, interviews and lesson plans. The study found Statistical significant differences between the scores of pre and post tests. The results indicated significant improvement among pre-service teachers’ TPACK. These results suggest that opportunities should be created for pre-service teachers to get acquainted with the TPACK framework during their lesson planning and practice. Further investigation will also help us to understand more about how we can help our future teachers to develop micro-teaching skills using the TPACK framework to plan and implement their lessons effectively.
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Henjo, John Ken. "Enhancing Professional Skills of Staff at Ituani VCT through the TVET Professional Development Toolkit for the Pacific." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8802.

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Informal studies in Vanuatu indicate that ICT training is promoted but centralized in the urban areas (Port Vila and Luganville), with 70 % of the population coming from rural communities to the urban areas just to access the ICT services. ltuani Vocational Skills Centre (VSC) was established in 2015 to take ICT services and training to rural and remote communities, targeting orphans; girls and women; and people with disabilities. Ituani VCT is the first rural training centre to be registered under the Vanuatu Qualification Authority (VQA) to deliver accredited computer courses through outreach program to target rural schools and communities called ICT to schools and communities. // The major challenges experienced in the outreach programme is the travelling situations, since the provinces and islands are scattered in six different provinces, making it difficult and costly to travel by air, sea, and land due to the bad conditions of the roads and sea. To address these challenges, blended learning approaches was identified as key ensure that the rural communities access the digital skills. Given that the trainers at Ituani did not have relevant skills for blended learning, the TVET Professional Development Online Toolkit for the Pacific was used as a basis for upskilling the staff. The Toolkit was developed through collaboration between the Commonwealth of Learning (COL) and the Pacific Centre for Flexible and Open Learning for Development (PACFOLD) with funding from the New Zealand Ministry of Foreign Affairs & Trade. // Project team was set up, project design workshop was held to develop a detailed project plan, relevant stakeholders were identified and included in project activities. The Toolkit was used to identify training gaps among trainers and develop strategies for upskilling the trainers. Baseline data was collected, five(5)trainers including three(3) males and two (2) females were upskilled with support from COL consultants, the trainers conducted training to fifthy (50) learners including thirty (30) women/girls and twenty (20) men/boys using the knowledge and skills acquired for blended learning, and endline data was gathered, and the Vanuatu VQA recognized skills acquired through the outreach programme.
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Bruni, Filippo. "FROM MOODLE TO OPEN EDUCATIONAL RESOURCES: EDUCATE TO SEISMIC RISK IN ITALIAN PRYMARY SCHOOL BETWEEN EXPERIENCE AND PROSPECTS FOR DEVELOPMENT." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-027.

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The paper aims to present an experience carried out in an italian primary school in relation to the seismic risk prevention under a particular point of view: the transition from a traditional platform for e -learning to a perspective related to open educational resources. The project "Tutto trema! Gemellaggi e percorsi di digital storytelling tra scuole del Molise e dell'Emilia Tutto trema" (Everything is shaking! Twinning and paths of digital storytelling in Emilia and Molise schools" was born from the need to find new ways to educate from an early age to the prevention of earthquake risk in the Italian regions that are particularly sensitive to this issue. In this sense, we used, as digital tool, a moodle platform in a lower age group (7-8 years old). Using moodle have been carried out a series of activities: starting from a description of the fears and experiences of children, it has gone to the creation of materials published in the platform. Were made drawings, images, videos, documentation of educational activities related mainly to issues of a scientific nature and at least partially reusable for further educational pathways. The project was presented and accepted for its development within "Piano nazionale scuola digitale", the plan promoted by the Italian Ministry of Education for the promotion of digital skills. In particular the project "Everything is shaking" been included in the action classes 2.0 that includes the creation of a learning environment innovative compared to the traditional classrooms . Echoing the comments of the OECD regarding the evaluation of Italian politics in relation to the spread of digital resources in the school, the project "Everything is shaking" wants to develop in the direction of production routes and materials that can be replicated and reused in other contexts. The perspective offered by the open educational resources is therefore of great interest in showing a threefold perspective : find open educational resources already made in relation to the issues dealt with, adapt and change in relation to specific contexts , build new ones, remaining in an open perspective.
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Atcero, Milburga. "Covid-19 Disruption of Inclusive Lifelong Learning through Digital Technologies in Ugandan Higher Education: Policies and Practices for University Vulnerable Groups." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6456.

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The Covid-19 crisis has forced most governments around the world to close educational institutions in an attempt to contain the spread of the pandemic, impacting over 91% of the world’s student population according to UNESCO. Uganda is among the countries where schools have been closed for at least 2 years. Uganda subscribes to the UN’s 2030 sustainable development goal (SDG) 4 which is grounded on notions of equity and fairness. The SDG 4 agenda: ‘Ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all’. Similarly, Uganda’s Education Sector Strategic Plan 2018-2020 stipulates delivery of equitable, relevant and quality education for all. Notably in Uganda, with 42 million people (UBOS 2020) in lock down and mostly confined in their homes, digital technologies are becoming a necessity, as they become one of the main ways to access education, but also one remaining vectors for social interactions to take place. For instance, the 2019 communication sector report by the Uganda Communications Commission shows that the country’s internet penetration stands at 37.9% with over 23 million internet users, who mostly use mobile phones. According to the same report, mobile internet subscription stood at between 14.3 to 15.2 million persons out of the 42 million Ugandans. Meanwhile about 1.1 million to 1.4 million Ugandans have actively subscribed to pay-tv services. This clearly shows the digital gap as of 2020, given that a large proportion of the population (estimated at 62-96%) does not have access to the internet or pay-tv. The present article aims to demonstrate that in the current Covid-19 crisis, much as digital technologies are helping to reach wider audiences globally, Uganda, like other Sub-Saharan African countries, still faces several challenges which directly or indirectly affect lifelong learning. Our hypothesis is that some of the most vulnerable students from Universities living in rural communities, people living with disability are the most difficult to reach if ICTS serve as the main instrument for promoting lifelong learning. A survey of a convenient sample of 350 Ugandan students from various socioeconomic backgrounds was conducted. Preliminary results show that despite the fact that digital technologies have enabled the closing of the gap of continued access to lifelong learning during the Covid-19 pandemic in Uganda, there are still existing challenges in implementing Inclusive lifelong learning such as mobile phones, unstable electricity, poor infrastructure and accessing the lowest technology in order to close the educational gap.
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Li, Shuai. "Children-friendly design of urban public space based on the study of Shanghai, China." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/znxx7695.

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At present, more than 50% of children live in big cities. But with the increasing number of motor vehicles and shrinking public spaces , children have less and less opportunities for outdoor activities, resulting in obesity and sub-health problems. Therefore, it is very important to build children-friendly public spaces in metropolis. This study takes the Shanghai,china as an example.Firstly,through questionnaires,it is found that ensuring the safe movement of children and inspiring their spontaneous activities are key points to build children-friendly public spaces. Meanwhile, The public spaces near the home are the most used environment by children. Therefore, open spaces in metropolis areas need to be planned carefully for children near their homes. Then it is way much better to make sure children's places of daily life, such as homes, schools, green spaces, sports venues and so on, can be connected in a safe path. Secondly, for building the safe path for children ,the safety of each spot along the path is analyzed by SP method, which is a mathematical algorithm , in order to find the risk factors and to avoid them in the future. Then we establish the action plan of "line space + point space" to build the children-friendly urban public space system. Line space refers to meeting the basic safety space needs of children through the improvement of the routes to school, including reducing the impact of motor vehicles, safe road facilities, and enhancing road lighting system. "Point space" refers to the promotion of children's outdoor activities through the arrangement of multi-level outdoor children's playgrounds and green spaces, including safe green parks, security platforms and so on. Finally, it is hoped that the "Safety Line Space + Interesting Point Space" plan will establish a safe and inspiring path for children to travel, linking home, school, green space and sports venues, which they use mostly in their daily life. Then we can ensure the safe movement of children and inspire children's spontaneous games in big cities for a children-friendly goal
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Gamage, Sujata, and Anis Saleh. "A Lesson Plan Toolkit for Post Pandemic Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1769.

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Novel approaches to learning such as student-centered learning, self-directed learning, hybrid learning, and flipped classrooms were not just theories but imperatives for engaging students in education in distance mode during the pandemic, but teachers were not fully prepared to take advantage of the opportunity. For those who tried, evaluating student learning as expected by parents and school authorities proved to be difficult because traditional summative tests do not capture the extent of learning through these new approaches. // Abridging the curricula too was a necessity during the pandemic but most education systems could not respond to this need in time. // The present paper describes the development and application of a toolkit for middle school students in Sri Lanka which allows teachers to develop lesson plans covering the full array of learning outcomes defined in the national curriculum but focusing on the essential learning outcomes, and include (1) pre-activities that guide students to read the textbooks on their own and learn in flipped-classroom mode, (2) activities that can be carried out at home or at school in hybrid mode, and (3) assessments that are authentic because they assess students’ knowledge, skills, and attitudes in reference to the activities they carried out.
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Joo, Sunghwan. "Improvement of API Program to Evaluate Three-Dimensional CAD Models." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-96096.

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Abstract Many commercial Computer-Aided Design software have been introduced in high schools and undergraduate engineering colleges in the past decades. Basic CAD skills have become the essential engineering skill which all students need to have. Because many colleges offer basic CAD courses as early as freshman course sequences, the size of the class is quite large. That means many assignments for instructors and a lot of time to grade assignments. When instructors grade assignments, they need to open CAD files, check the accuracy of models, and close CAD files again. If they grade multiple assignments or sometime even 100s of assignments required, time to spend to grade those assignments will be tremendous. So, the CAD software API (Application Program Interface) based software was developed by author. The first version of the program was developed in 2018 and presented in the IMECE conference. The program was designed for SolidWorks using Visual Basic for Applications and provides several useful functions. The program opens multiple CAD files and check the critical values including dimensions and closes those automatically. The results are saved in Excel file to review later. The first version of the program was accepted positively by the fellow colleagues. However, there was always room for improvement. Since then, the program has been completely revamped. 1) More functions have been added to the program including the screen capture of open 3d models, 2) The program has been optimized as an independent executable program which run separately from the CAD software, 3) The program now supports multiple CAD software, 4) The program checks the watermark in the files to prevent plagiarism. In this paper, the following topics will be discussed and presented. 1) The problem with manual grading and assessment, 2) History and background of API functionality in commercial CAD software, 3) Previous development of API based evaluation software, 4) Example of the developed API program, 5) Comparison between previous program and new program. 6) Future improvement plan of API program. An actual demonstration of the program will be given during the presentation.
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Reports on the topic "Open plan schools"

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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Szałańska, Justyna, Justyna Gać, Ewa Jastrzębska, Paweł Kubicki, Paulina Legutko-Kobus, Marta Pachocka, Joanna Zuzanna Popławska, and Dominik Wach. Country report: Poland. Welcoming spaces in relation to social wellbeing, economic viability and political stability in shrinking regions. Welcoming Spaces Consortium, December 2022. http://dx.doi.org/10.33119/welcoming_spaces_2022.

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This report aims to present findings of the research conducted in Poland within the Work Package 1 of the Welcoming Spaces project, namely “Welcoming spaces” in relation to economic viability, social wellbeing and political stability in shrinking regions. The main aim of the mentioned research was to examine how welcoming initiatives are organised and implemented in the selected shrinking localities in Poland. In particular, the creation of welcoming initiatives concerning social wellbeing, economic viability and political stability was assessed. To accomplish this objective, five localities were selected purposefully, namely Łomża (city with powiat status) and Zambrów (urban commune) in Podlaskie Voivodeship and Łuków (town), Wohyń (rural commune) and Zalesie (rural commune) in Lubelskie Voivodeship. Within these localities, 23 welcoming initiatives were identified, out of which 12 were chosen for in-depth research. The field research was conducted in all five localities between March and December 2021. During this period, the SGH Warsaw School of Economics team conducted 43 interviews with institutional stakeholders (representatives of local governments, schools, non-governmental organisations – NGOs, religious organisations and private companies) and individuals (both migrant newcomers and native residents). In addition, local government representatives were surveyed to compare their policies, measures and stances toward migrant inhabitants and local development. The research was also complemented with the literature review, policy documents analysis, and local media outlets discourse analysis. Until February 2022 and the outbreak of war in Ukraine, welcoming spaces in Poland were scarce and spatially limited to the big cities like Warsaw, Cracow, Wrocław, Gdańsk, Lublin or Białystok, governed by liberal mayors and city councils open to accept migrants and treat them as a valuable human asset of the city community. However, in smaller cities, towns and rural areas, especially in shrinking regions, welcoming spaces have been highly conditioned by welcoming initiatives carried out mainly by civil society organisations (CSOs). It is very likely that the war in Ukraine will completely change the situation we write about in this country report. However, this crisis and its consequences were not the subjects of our desk research and fieldwork in Poland, which ended in December 2021. As of late July 2022, the number of border crossings from Ukraine to Poland is almost 5 million and the number of forced migrants registered for temporary protection or similar national protection scheme concern 1.3 million people (UNHCR 2022). However, the number of those who have decided to stay in Poland is estimated at around 1.5 million (Duszczyk and Kaczmarczyk 2022). Such a large influx of forced migrants from Ukraine within five months already affects the demographic situation in the country and access to public services, mainly in large and medium-size cities1 . Depending on the development of events in Ukraine and the number of migrants who will decide to stay in Poland in the following months, the functioning of the domestic labour market, education, health service, and social assistance may significantly change. The following months may also bring new changes in the law relating to foreigners, aimed at their easier integration in the country. Access to housing in cities is already a considerable challenge, which may result in measures to encourage foreigners to settle in smaller towns and rural areas. Given these dynamic changes in the migration situation of the country, as well as in the area of admission and integration activities, Poland seems to be slowly becoming one great welcoming space. It is worth mentioning that the main institutional actors in this area have been NGOs and local governments since the beginning of the humanitarian crisis in Ukraine. An important supporting and coordinating role has also been played by international organisations such as the United Nations High Commissioner for Refugees (UNHCR), which launched its inter-agency Regional Refugee Response Plan (RRRP) in early spring to address the most urgent needs of the population of forced migrants and their host countries in this part of Europe (UNHCR 2022a; UNHCR 2022b; UNHCR 2022c). Based on the number of newly emerged welcoming initiatives and the pace of this emergence, they will soon become an everyday reality for every municipality in Poland. Therefore, it is difficult to find more up-todate circumstances for the “Welcoming Spaces” project objective, which is “to rethink ways forward in creating inclusive space in such a way that it will contribute firstly to the successful integration of migrants in demographically and economically shrinking areas and simultaneously to the revitalization of these places”. Furthermore, the initiatives we selected as case studies for our research should be widely promoted and treated as a model of migrants’ inclusion into the new communities. On the other hand, we need to emphasize here that the empirical material was collected between March and December 2021, before the outbreak of war in Ukraine. As such, it does not reflect the new reality in Poland
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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