2. SEYCHELLES
• To develop OER content according to the National Curriculum, across 4
Primary subjects and 4 Secondary subjects in formal schooling.
• Involves 17 teachers from 7 schools.
• NotesMaster and the Department of Curriculum Development are overseeing
the initiative. The resultant materials will be made available to all
stakeholders.
MALAWI
• To support the Malawi College of Distance Education in transitioning to a more
ICT orientated approach in order to reach more of its learners.
• Involves 15 tutors and ICT persons from MCDE covering 9 subjects.
• NotesMaster, MCDE and the Department of Curriculum are overseeing the
initiative. The resultant materials will be made available to all at MCDE and
the wider Malawian education community.
MOZAMBIQUE
• To support the Instituto de Educação Aberta e à Distância in developing
content in the local language of Portuguese.
• Involves training 10 teachers from IEAD, covering 5 subjects.
• NotesMaster and IEAD are overseeing the initiative. The resultant materials
will be made available to all stakeholders in Mozambique.
COUNTRY BRIEFING
3. Cvq structure
STAGES STATUS COMMENT
Stage 1:
Present the
NotesMaster initiative
to Stakeholders.
Completed in 2014
with full Ministry of
Education support.
Training workshops
undertaken and
teachers sensitised.
Stage 2:
Configure NotesMaster
with the Seychelles
curriculum.
Completed June 2015. The platform was
well received.
Stage 3:
Identify participating
teachers, conduct
further training and
launch the initiative.
Formally launched in
September 2015 with
initially 16 teachers
participating, covering
primary and secondary.
Teachers will be
supported using
Skype, WhatsApp
and a range of
other media.
Stage 4:
Implementation and
content creation.
From December - June
2016 and is ongoing.
Progress is good,
parties are exited
and engaged.
Stage 5:
Content review, Q&A
and Publication.
4. Cvq structure
STAGES STATUS COMMENT
Stage 1:
Present the
NotesMaster initiative
to MCDE and identify
participants.
Completed in 2015
with support from
Ministry of Education
and MCDE Director,
Mr Gwede.
Participants excited
and linked the
benefits of this
initiative to
previous COL
engagements.
Stage 2:
Configure NotesMaster
and include requested
TVET components.
Completed December
2015.
The preconfigured
platform approach
was well received.
Stage 3:
Consult key persons on
the challenges, begin
support network and
agree milestones.
Content creation and
uploading of TVET
components is
underway by
participants.
Mrs Mussa at the
MoE is kept
personally
informed of
progress.
Stage 4:
Implementation and
content creation.
From December 2015 -
September 2016 and is
ongoing.
Progress is gaining
momentum.
Connectivity is a
challenge for many.
Stage 5:
Content review, Q&A
and Publication.
5. Cvq structure
STAGES STATUS COMMENT
Stage 1:
Present the
NotesMaster initiative
to Stakeholders at
IEAD.
Completed in
September 2015.
This was made
possible with
translation support
from IEAD staff.
Stage 2:
Configure NotesMaster
with the Mozambique
curriculum using the
local language.
On going, with a formal
request made to IEAD
for soft copies of their
curriculum for upload.
The NotesMaster
platform is being
adapted to display
all elements in
Portuguese.
Stage 3:
Identify participating
teachers, conduct
online training.
In planning
Language skills are
key to ensuring
instructions are
understood and
challenges noted.
Stage 4:
Implementation and
content creation.
Scheduled for March -
2016 – December 2016
In planning
Stage 5:
Content review, Q&A
and Publication.
