This list of contacts, services and resources is by no means exhaustive, but merely illustrative of the kinds of government and non – government programmes and services that are available to schools. It is intended as a stimulus to get each school management team to develop their own data base or list of contacts and resources.
OER in Africa – A Sea Change (OpenEd Conference in Vancouver, Canada) August ...Saide OER Africa
The Key Note covers a brief history of higher education in Africa; the impact of funding on the purpose of education; the debates about the purpose of higher education within the global knowledge economy; and the possible role within all of this of OER Africa and of Open Educational Resources.
In this paper, I illuminate the notion of mathematics for teaching (its matter) and argue that it matters (it is important), particularly for mathematics teacher education. Two examples from studies of mathematics classrooms in South Africa are described, and used to illustrate what mathematics teachers use, or need to use, and how they use it in their practice: in other words, the substance of their mathematical work. Similarities and differences across these examples, in turn, illuminate the notion of mathematics for teaching, enabling a return to, and critical reflection on, mathematics teacher education.
Ace Maths Unit Six: Teaching All Children Mathematics. Reading 2: Understandi...Saide OER Africa
This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education ...Saide OER Africa
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...Saide OER Africa
Paper presented by Tessa Welch and Ingrid Sapire to the TEP Consortium conference: 'Teacher development and institutional change in an evolving education context', 29 May 2007, Benoni
Advisory Group Meeting Fairview Hotel, Nairobi 21 & 22nd May, 2009Saide OER Africa
This presentation to the Advisory Group discusses key problems experienced in higher education in Africa. It further highlights how OER's can assist in alleviating some of the problems as well as OER Africa's proposed activities in this regard.
Creating People Centred Schools: Section Four. Changing schoolsSaide OER Africa
Ideas on understanding change are taken forward into approaches to leading and managing change. School-as-organization approaches are compared with the school-as-community approach.
Being a Teacher: Section One - Introducing the moduleSaide OER Africa
Being a Teacher: Professional Challenges and Choices. This section argues the case for studying what ‘being a teacher’ means in relation to national needs and those of individual learners, and explains how the writers intended the module to be tackled.
This module sets out to address each of these issues in ways that will enable you to teach with greater
confidence based on deeper understanding. We have also attempted, in Sections Four to Seven, to link this understanding to practical approaches and strategies for teachers.
OER in Africa – A Sea Change (OpenEd Conference in Vancouver, Canada) August ...Saide OER Africa
The Key Note covers a brief history of higher education in Africa; the impact of funding on the purpose of education; the debates about the purpose of higher education within the global knowledge economy; and the possible role within all of this of OER Africa and of Open Educational Resources.
In this paper, I illuminate the notion of mathematics for teaching (its matter) and argue that it matters (it is important), particularly for mathematics teacher education. Two examples from studies of mathematics classrooms in South Africa are described, and used to illustrate what mathematics teachers use, or need to use, and how they use it in their practice: in other words, the substance of their mathematical work. Similarities and differences across these examples, in turn, illuminate the notion of mathematics for teaching, enabling a return to, and critical reflection on, mathematics teacher education.
Ace Maths Unit Six: Teaching All Children Mathematics. Reading 2: Understandi...Saide OER Africa
This unit explores the implications of the fundamental assumption in this module – that ALL children can learn mathematics, whatever their background or language or sex, and regardless of learning disabilities they may have. It gives practical guidance on how teachers can adapt their lessons according to the specific needs of their learners.
OER Africa: Maximising the Potential of OER for Sustainable Higher Education ...Saide OER Africa
This presentation provides an overview of OERAfrica, their aims and understanding of the role of OERs in Africa, with particular reference to higher education on the content.
One to Many: A Collective Approach to Adapting a Maths Module for a Variety o...Saide OER Africa
Paper presented by Tessa Welch and Ingrid Sapire to the TEP Consortium conference: 'Teacher development and institutional change in an evolving education context', 29 May 2007, Benoni
Advisory Group Meeting Fairview Hotel, Nairobi 21 & 22nd May, 2009Saide OER Africa
This presentation to the Advisory Group discusses key problems experienced in higher education in Africa. It further highlights how OER's can assist in alleviating some of the problems as well as OER Africa's proposed activities in this regard.
Creating People Centred Schools: Section Four. Changing schoolsSaide OER Africa
Ideas on understanding change are taken forward into approaches to leading and managing change. School-as-organization approaches are compared with the school-as-community approach.
Being a Teacher: Section One - Introducing the moduleSaide OER Africa
Being a Teacher: Professional Challenges and Choices. This section argues the case for studying what ‘being a teacher’ means in relation to national needs and those of individual learners, and explains how the writers intended the module to be tackled.
This module sets out to address each of these issues in ways that will enable you to teach with greater
confidence based on deeper understanding. We have also attempted, in Sections Four to Seven, to link this understanding to practical approaches and strategies for teachers.
Learning Guide: Unit 4 - Networks of care and support.Saide OER Africa
Networking and the formation of partnerships is not an optional extra; it must become an integral part of the strategy to manage sustainable support for vulnerable learners. This is the focus of our reflections in Unit 4. We start by looking at a few practical examples of how schools have managed networking with external partners and what kind of support they provided for vulnerable learners.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Learners and Learning: Section One: About this moduleSaide OER Africa
This covers the writers’ understanding of learning and how this informs the learning guide. It also explains how the writers intended the module to be studied. Learners and Learning aims to develop your understanding of learning. It seeks to assist you, as a teacher, to be able to analyse learning, and in so doing, to reflect on what you can do to improve it. We have divided the module into six sections.
This first section:
• introduces the module;
• discusses how we’d like you to study;
• explains how we understand learning;
• begins to explore, at a simple level, how learning is initiated
Learning Guide: Unit 3 - Care for vulnerable learnersSaide OER Africa
In Unit 3 we place the spotlight on learners and investigate what we mean by vulnerable learners, what challenges they face, and why the school can be such a powerful and positive influence in their lives. We hope that deeper insight into the plight of vulnerable learners will motivate you and your management team to put in place simple information gathering system that enables you to pinpoint accurately who is vulnerable in your school. Dependable management information will enable you to make informed decisions about the support and care strategies that are best suited to your school context. Managing information about vulnerable learners and their needs is an integral part of an overall plan to respond proactively to the dire situation that many of your learners have to cope with.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a “how to” manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
Health OER Inter-Institutional Project Formative Evaluation of Health OER Des...Saide OER Africa
The review was to be based on a study of relevant documents, interviews with academic staff involved in institutional policy making and OER production, interviews with students who had experienced OERs (in cases where this was possible). The evaluation approach was not intended to be judgemental, but rather to explore experiences (on progress, achievements and blockages) thus far. Respondents were to be invited to look back in a way that provided experiences as a basis for identifying issues relevant to further project development. Broad approval of the Evaluation Brief was received together with valuable guidance in respect of the conduct of the review, particularly in relation to institution-specific circumstances.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a “how to” manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
The portfolio brings together the two site-based projects and any additional information that students may wish to offer regarding their competence as school leaders and managers
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: An essential tool in the initial and ongoing training and teaching of any healthcare worker – Miriam Adhikari, South African Journal of Child Health, Primary Newborn Care was written specifically for nurses, midwives and doctors who provide primary care for newborn infants in level 1 clinics and hospitals. It covers: the care of infants at birth, the care of normal infants, the care of low-birth-weight infants, emergency management of infants, the management of important problems.
Reading: Understanding Intrapersonal Characteristics (Word)Saide OER Africa
The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. The reading is useful because it summarizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.
Este texto tem por objectivo introduzir as FVV e os princípios que orientam a sua reparação cirúrgica.
An English version of this resource is also available on this website entitled: Surgical Repair of Vesico-Vaginal Fistulae.
Being a Teacher: Reading 4. Teachers, Moral Agency, and the Reconstruction of...Saide OER Africa
This is the fourth reading for Saide's Education Studies module "Being a Teacher".
Fataar and Patterson’s study looks athow teachers in such schools experience teaching, how they see themselves, and how this influences their practice.
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...Saide OER Africa
Supporting Collaboration and Harnessing of OER Within the Policy Framework of KNUST: Report Prepared by OER Africa on Behalf of the Kwame Nkrumah University of Science and Technology (KNUST). As part of a broader process of stimulating collaboration amongst distance education providers taking place under the auspices of the African Council on Distance Education’s Technical Committee on Collaboration, OER Africa and the Kwame Nkrumah University of Science and Technology (KNUST) signed a Memorandum of Understanding that has established a framework for a joint programme of action. Accordingly, OER Africa is providing support to KNUST in review of its current policies to assess the extent to which they facilitate collaboration and alternative, open licences for its educational materials.
Policy for development and use of Open Educational Resources (OER) - KNUSTSaide OER Africa
In August 2010, the Kwame Nkrumah University of Science and Technology (KNUST) passed a landmark institutional policy in support of OER. As is the tradition in many universities, faculty performance evaluation at KNUST was originally based largely on publication in peer-reviewed articles. The OER team at the College of Health Sciences knew the reward structure needed to be revised in order to provide an incentive for faculty to devote time to creating teaching materials as OER modules. In early 2009, the College of Health Sciences (CHS) established an interdisciplinary committee of faculty, other staff and librarians across the university to examine the existing faculty development and intellectual property policies. The committee drafted a new policy and began the process of moving the policy through three committees at different levels of the university administration. Both OER Africa and University of Michigan provided input on the draft policy.
The new policy formalises the role of the OER coordinator, as well as the technical support role of the Department of Communication Design (DCD). The university maintains copyright ownership for OER and other instructional materials developed. An instructor may, however, select the Creative Commons licence that he or she prefers. Most notably, the policy establishes a reward structure for OER production; it proposes that faculty receive the same credit for OER modules as for peer-reviewed publications and that the university allocate time for faculty to create OER. The committee recommended that the university continue seek external funding for this, and also encouraged departments within CHS to earmark some funds for OER production in their budgets.
The policy was approved in August 2010 and made public under a Creative Commons Attribution licence in May 2011.
Being a Teacher: Section Seven – Making a differenceSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Section Seven | Making a difference. What essential qualities do teachers (and schools) need in order to ‘make a difference’? This section provides a platform for teacher agency and reflective practice.
When you have completed this section, you should be able to:
demonstrate a significantly richer understanding of the term professionalism in relation to teaching;
recognize the value of adopting a reflective approach to your teaching in collaboration with colleagues;
practise systematic reflective practice in your teaching; and
appreciate the significance of agency and the scope that it creates for teachers in education.
Creating a Caring School: Learning Guide Notes and ReferencesSaide OER Africa
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a “how to” manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
Learners and Learning: Section Six. Talking about theorySaide OER Africa
In this module we have explored how people learn and then drawn some lessons from this understanding about how we can teach to maximize learning. We have deliberately not taken you through a series of famous educational theorists. Instead we have tried to use their ideas in action. In this section we will look more closely at how both famous theorists and teachers make sense of their ideas about learning. In other words, we will be examining how they theorize their practices. How can teachers use different theories of learning to understand and promote learning?
Asp openly licensed stories for early reading in africa mar 2015 slideshareSaide OER Africa
A recent presentation made by Tessa Welch, the African Storybook Project leader, to University of Pretoria Education students on the project and on openly licensed stories for early reading in Africa.
Quality Considerations in eLearning in South Africa. Presentation at the eLearning Summit, Indaba Hotel, 16 October 2014. Looks the the quality review process and quality criteria.
African Storybook: The First 18 Months of the ProjectSaide OER Africa
Presentation by African Storybook Initiative Leader, Tessa Welch, on the first 18 months of the initiative. Presented on 26 June at the African Storybook Summit at the University of British Columbia.
Digital Storytelling for Multilingual Literacy Development: Implications for ...Saide OER Africa
Digital Storytelling for Multilingual Literacy Development: Implications for Teachers - Presentation by Tessa Welch at the South African Basic Education Conference 31 March - 1 April 2014. Presentation explains Saide's African Storybook Initiative. Overview: Requirements for effective literacy development of young children in African countries; obstacles to achieving this goal; multi-pronged approach to overcoming obstacles; examples of digital storytelling in a school community; implications for teachers.
Learning Guide: Unit 4 - Networks of care and support.Saide OER Africa
Networking and the formation of partnerships is not an optional extra; it must become an integral part of the strategy to manage sustainable support for vulnerable learners. This is the focus of our reflections in Unit 4. We start by looking at a few practical examples of how schools have managed networking with external partners and what kind of support they provided for vulnerable learners.
A chapter on study skills from the textbook, Communication Skills, developed by the Language Communication for Development Department at the Bunda College of Agriculture, University of Malawi.
Learners and Learning: Section One: About this moduleSaide OER Africa
This covers the writers’ understanding of learning and how this informs the learning guide. It also explains how the writers intended the module to be studied. Learners and Learning aims to develop your understanding of learning. It seeks to assist you, as a teacher, to be able to analyse learning, and in so doing, to reflect on what you can do to improve it. We have divided the module into six sections.
This first section:
• introduces the module;
• discusses how we’d like you to study;
• explains how we understand learning;
• begins to explore, at a simple level, how learning is initiated
Learning Guide: Unit 3 - Care for vulnerable learnersSaide OER Africa
In Unit 3 we place the spotlight on learners and investigate what we mean by vulnerable learners, what challenges they face, and why the school can be such a powerful and positive influence in their lives. We hope that deeper insight into the plight of vulnerable learners will motivate you and your management team to put in place simple information gathering system that enables you to pinpoint accurately who is vulnerable in your school. Dependable management information will enable you to make informed decisions about the support and care strategies that are best suited to your school context. Managing information about vulnerable learners and their needs is an integral part of an overall plan to respond proactively to the dire situation that many of your learners have to cope with.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a “how to” manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
Health OER Inter-Institutional Project Formative Evaluation of Health OER Des...Saide OER Africa
The review was to be based on a study of relevant documents, interviews with academic staff involved in institutional policy making and OER production, interviews with students who had experienced OERs (in cases where this was possible). The evaluation approach was not intended to be judgemental, but rather to explore experiences (on progress, achievements and blockages) thus far. Respondents were to be invited to look back in a way that provided experiences as a basis for identifying issues relevant to further project development. Broad approval of the Evaluation Brief was received together with valuable guidance in respect of the conduct of the review, particularly in relation to institution-specific circumstances.
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a “how to” manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
The portfolio brings together the two site-based projects and any additional information that students may wish to offer regarding their competence as school leaders and managers
Newborn Care was written for healthcare workers providing special care for newborn infants in level 2 hospitals. It covers: An essential tool in the initial and ongoing training and teaching of any healthcare worker – Miriam Adhikari, South African Journal of Child Health, Primary Newborn Care was written specifically for nurses, midwives and doctors who provide primary care for newborn infants in level 1 clinics and hospitals. It covers: the care of infants at birth, the care of normal infants, the care of low-birth-weight infants, emergency management of infants, the management of important problems.
Reading: Understanding Intrapersonal Characteristics (Word)Saide OER Africa
The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. The reading is useful because it summarizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.
Este texto tem por objectivo introduzir as FVV e os princípios que orientam a sua reparação cirúrgica.
An English version of this resource is also available on this website entitled: Surgical Repair of Vesico-Vaginal Fistulae.
Being a Teacher: Reading 4. Teachers, Moral Agency, and the Reconstruction of...Saide OER Africa
This is the fourth reading for Saide's Education Studies module "Being a Teacher".
Fataar and Patterson’s study looks athow teachers in such schools experience teaching, how they see themselves, and how this influences their practice.
Supporting Collaboration and Harnessing of OER Within the Policy Framework of...Saide OER Africa
Supporting Collaboration and Harnessing of OER Within the Policy Framework of KNUST: Report Prepared by OER Africa on Behalf of the Kwame Nkrumah University of Science and Technology (KNUST). As part of a broader process of stimulating collaboration amongst distance education providers taking place under the auspices of the African Council on Distance Education’s Technical Committee on Collaboration, OER Africa and the Kwame Nkrumah University of Science and Technology (KNUST) signed a Memorandum of Understanding that has established a framework for a joint programme of action. Accordingly, OER Africa is providing support to KNUST in review of its current policies to assess the extent to which they facilitate collaboration and alternative, open licences for its educational materials.
Policy for development and use of Open Educational Resources (OER) - KNUSTSaide OER Africa
In August 2010, the Kwame Nkrumah University of Science and Technology (KNUST) passed a landmark institutional policy in support of OER. As is the tradition in many universities, faculty performance evaluation at KNUST was originally based largely on publication in peer-reviewed articles. The OER team at the College of Health Sciences knew the reward structure needed to be revised in order to provide an incentive for faculty to devote time to creating teaching materials as OER modules. In early 2009, the College of Health Sciences (CHS) established an interdisciplinary committee of faculty, other staff and librarians across the university to examine the existing faculty development and intellectual property policies. The committee drafted a new policy and began the process of moving the policy through three committees at different levels of the university administration. Both OER Africa and University of Michigan provided input on the draft policy.
The new policy formalises the role of the OER coordinator, as well as the technical support role of the Department of Communication Design (DCD). The university maintains copyright ownership for OER and other instructional materials developed. An instructor may, however, select the Creative Commons licence that he or she prefers. Most notably, the policy establishes a reward structure for OER production; it proposes that faculty receive the same credit for OER modules as for peer-reviewed publications and that the university allocate time for faculty to create OER. The committee recommended that the university continue seek external funding for this, and also encouraged departments within CHS to earmark some funds for OER production in their budgets.
The policy was approved in August 2010 and made public under a Creative Commons Attribution licence in May 2011.
Being a Teacher: Section Seven – Making a differenceSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Section Seven | Making a difference. What essential qualities do teachers (and schools) need in order to ‘make a difference’? This section provides a platform for teacher agency and reflective practice.
When you have completed this section, you should be able to:
demonstrate a significantly richer understanding of the term professionalism in relation to teaching;
recognize the value of adopting a reflective approach to your teaching in collaboration with colleagues;
practise systematic reflective practice in your teaching; and
appreciate the significance of agency and the scope that it creates for teachers in education.
Creating a Caring School: Learning Guide Notes and ReferencesSaide OER Africa
This resource is comprised of two companion components, the guide and the toolkit. The guide is intended to assist school leadership and management to understand why and how a particular strategy, method, or idea is useful, and not to be just a “how to” manual of tips. Yet the resource as a whole is at the same time intended to be relevant at all times to the context and practice of the school management team. Therefore, included in the toolkit component are realistic exemplars, check lists, and a set of information management tools that demonstrate approaches and methods for recording, planning, managing and monitoring implementation of a range of care and support interventions.
Learners and Learning: Section Six. Talking about theorySaide OER Africa
In this module we have explored how people learn and then drawn some lessons from this understanding about how we can teach to maximize learning. We have deliberately not taken you through a series of famous educational theorists. Instead we have tried to use their ideas in action. In this section we will look more closely at how both famous theorists and teachers make sense of their ideas about learning. In other words, we will be examining how they theorize their practices. How can teachers use different theories of learning to understand and promote learning?
Asp openly licensed stories for early reading in africa mar 2015 slideshareSaide OER Africa
A recent presentation made by Tessa Welch, the African Storybook Project leader, to University of Pretoria Education students on the project and on openly licensed stories for early reading in Africa.
Quality Considerations in eLearning in South Africa. Presentation at the eLearning Summit, Indaba Hotel, 16 October 2014. Looks the the quality review process and quality criteria.
African Storybook: The First 18 Months of the ProjectSaide OER Africa
Presentation by African Storybook Initiative Leader, Tessa Welch, on the first 18 months of the initiative. Presented on 26 June at the African Storybook Summit at the University of British Columbia.
Digital Storytelling for Multilingual Literacy Development: Implications for ...Saide OER Africa
Digital Storytelling for Multilingual Literacy Development: Implications for Teachers - Presentation by Tessa Welch at the South African Basic Education Conference 31 March - 1 April 2014. Presentation explains Saide's African Storybook Initiative. Overview: Requirements for effective literacy development of young children in African countries; obstacles to achieving this goal; multi-pronged approach to overcoming obstacles; examples of digital storytelling in a school community; implications for teachers.
Higher Education Technology Outlook in Africa Presentation for the Student Satisfaction, Quality Assurance and Peer Review Conference, Emperors Palace, Kempton Park, 13 March 2014
eLearning or eKnowledge - What are we offering students?Saide OER Africa
eLearning or eKnowledge - What are we offering students? A look at the convergence of elearning and eknowledge, looking at the purpose of the design - informational or instructional? Presented at the Unisa Cambridge Open and Distance eLearning Conference, Stellenbosch.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Understand school leadership and governance in the South African context (PDF)Saide OER Africa
This module gives an overview of what management and leadership is about in a school setting. As an aspiring principal it begins a process of developing understanding about the challenges that face principals on a daily basis and allows you to also explore your own realities and decide on new and better action. In addition, you will look at some of the international trends in management and leadership and will compare what is happening in the South Africa scene to others.
Toolkit: Unit 8 - Developing a school-based care and support plan.Saide OER Africa
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
Toolkit: Unit 7 - Counselling support for vulnerable learners.Saide OER Africa
The purpose of this toolkit is to conduct a situational analysis or assessment that will help you to understand the size of the challenge and the current capacity of your school to set up a counselling service. To assist you to decide on the most suitable options for implementing counselling support in your school context.
The purpose of this toolkit is to use a brainstorming technique to come up with creative ideas respond to the challenge of providing aftercare support for vulnerable learners. To use the ideas from the brainstorming session to inform the development of a draft set of ideas for an aftercare strategy.
There are different ways of combating discrimination and creating a safe and nonthreatening environment at school. An important contribution can be made by implementing an Anti-Bullying Policy
The guidelines and the five priority areas identified by Department of Education offer a framework that supports the development of a school HIV and AIDS policy. The guidelines and priorities can also be used to review your school's existing HIV and AIDS policy and determine how adequate it is and what changes may be necessary
Toolkit: Unit 1 - How responsive are schools to the socio-economic challenges...Saide OER Africa
The purpose of this toolkit is to understand what threatens the quality of education in your school so that you can take informed action to remedy the situation.
Reading: Understanding Intrapersonal Characteristics (pdf)Saide OER Africa
The impact of intrapersonal characteristics on school performance and learner development - A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This reading is useful because it summaraizes the various theoretical perspectives for understanding inclusive education, and because it uses case studies of typical learners to illustrate how teaching and learning activities need to be adapted to ensure that all children, no matter what their background or intrapersonal characteristics do learn mathematics.
Reading: Guidelines for Inclusive Learning Programmes (word)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Reading: Guidelines for Inclusive Learning Programmes (pdf)Saide OER Africa
A reading to accompany Unit Six of the module: Teaching and Learning Mathematics in Diverse Classrooms. This Reading consists of two extracts from a document "Guidelines for Inclusive Education Learning Programmes" produced by the Department of Education in June 2005.
Professional Learning Communities for Teacher Development: The Collaborative ...Saide OER Africa
The goal of the research and development Data-Informed Practice Improvement Project (DIPIP) was to create a context for professional conversations in which mathematics teachers, together with university academics, graduate students, and government-based subject advisors, discussed what information test data can provide to help think about reasons for learner errors and how these might be addressed through collaborative lesson planning, teaching and reflection.
This project report addresses the first of the outcomes of the project:
A documented collaborative enquiry process through which academics, subject facilitators and school teachers together discuss what data suggests about reasons for learner errors and how these insights might be addressed through joint lesson planning and reflection.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Creating a Caring School: Toolkit Useful Resources
1. Creating a Caring School A Toolkit for School Management Teams Resources SAIDE
SOME USEFUL RESOURCES
Selected contacts and resources
Purpose
This list of contacts, services and resources is by no means exhaustive, but merely
illustrative of the kinds of government and non – government programmes and services
that are available to schools. It is intended as a stimulus to get each school management
team to develop their own data base or list of contacts and resources.
What to do
While it is hoped that you will draw on and use the information provided in this list to
build a range of support services in your school, the task of the SMT is also to expand the
list. You need to include organisations that operate in your community and neighbouring
areas. Draw on local resources, individuals or organisations that will help to create the
network of support that is necessary for addressing HIV and AIDS, poverty and any other
related socio-economic barriers to learning that impact on the learners in your school. Also
endeavour to identify organisations that may be able to offer support to teachers infected
or afflected by HIV and AIDS.
Government departments and services
Government Service provided Operates Contact
department
South African Social Social grants and Nationally Grants toll free helpline:
Services Agency services 0800 60 10 11
(SASSA) Contact regional SASSA
offices for details of National office:
district and satellite 012 400 2245
offices. www.sassa.gov.za
Services include: Eastern Cape Tel: 043 707 6460
• Various types of social Free State Tel: 051- 409 0809/0805,
grants
• Social assistance such Gauteng Tel: 011 241 835
as referrals to Social KwaZulu Natal Tel 033 846 3300.
Workers, food parcels Limpopo Tel: 015 291 7400
and more.
Mpumalanga Tel: 013 752 5400
North West Toll free number:
0800 601 011
Northern Cape Tel: 053 802 4900
Western Cape Toll Free number
0800 220 250
Tel: 021 469 0200
Department of Home Identity documents, Nationally
Affairs birth, marriage and Eastern Cape 043 643 4608
death certificates
Free State 051 403 9100
These are required as Gauteng 011 836 3228
supporting documentation KwaZulu Natal 031 308 7900
for various social grants
Limpopo 015 295 5220
Mpumalanga 013 753 3131
North West 018 462 6720
Northern Cape 053 839 5400
Western Cape 021 462 4970
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2. Creating a Caring School A Toolkit for School Management Teams Resources SAIDE
Government Service provided Operates Contact
department
Department of National School Nationally National Toll free helpline:
Education (DoE) Nutrition Programme. 0800 202 933
Contact the national toll
free helpline or your National Office:
provincial office for 012 312 5081
information about the Web: www.ed.gov.za
School Nutrition
Programme. Eastern Cape 040 608 4711
Free State 051 448 2738
Gauteng 011 355 0556
KwaZulu Natal 033 264 1504/5
Limpopo 015 290 0319
Mpumalanga 013 766 5458
North West 018 389 8064
Northern Cape 053 839 6329
Western Cape 021 467 2297
Department of Division of Food National The Director:
Agriculture Forestry Security has as one of its Food Security
and Fisheries (DAFF) aims to: Tel: 012 319 6736
• Stimulate food E-mail: DFS@nda.agric.za
production to ensure that
the vulnerable groups in Web: www.daff.gov.za
our society becomes food
secure.
• To achieve this, the
Division of Food Security
provides production inputs
such as seeds, fertilizers,
gardening tools and
technical advice.
School food gardens Eastern Cape Tel. 040 609 3490/1
For assistance with Free State Tel. 051 861 1258
establishing school food
gardens contact your Gauteng Tel. 011 355 1447.
provincial Head, Extension KwaZulu Natal Tel. 033 355 9119
Services Officer. Mpumalanga Tel. 013 759 4119.
Northern Cape Tel. 053 831 4012
Limpopo Tel: 015 295 7090
North West Tel. 018 299 6648.
Western Cape Tel. 021 808 5100
DoE Thutong Portal South African National Nationally Web: www.thutong.doe.gov.za
Education website that
provides information,
policy and guidelines on
Curriculum, Professional
Development, Educational
Administration and
Management, as well as
learning and teaching
materials for all learning
areas and levels.
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123
3. Creating a Caring School A Toolkit for School Management Teams Resources SAIDE
Statutory bodies and parastatals
Statutory Type of service / programmes Operates Contact
Body offered
Education Counselling, support and Nationally Contact this office to find out
Labour treatment for teachers. where free and confidential
Relations The Prevention Care and Treatment support services for teachers
Council (ELRC) Action (PCTA) HIV and AIDS are available in your province
in partnership workplace intervention programme Executive manger:
with various for teachers and their families. Dr Puleng Ramataboe
teacher unions The PCTA programme offers all and
primary and secondary educators Project officer:
in South Africa’s government Wes Wrightson
schools: Tel: 012 643 0305
• information on HIV prevention, Email: Officer.pcta.@elrc.co.za
healthy living, access to Web: www.elrc.co.za
Voluntary Counselling and
Testing (VCT);
• Free access to confidential
Anti-Retroviral Therapy (ART)
and
• care and support for those
living with and affected by
HIV/AIDS.
Matthew • Training and resources in Gauteng Tel: 011 830 2200
Goniwe School school leadership and Web: www.mgslg.co.za
of Leadership governance
and
Governance
Non – government organisations
Organisation Type of service / programmes Operates Contact
offered
AIDS helpline The National AIDS Helpline Nationally The National toll free 24 hr
provides a confidential, anonymous AIDS Helpline:
24-hour toll-free telephone 0800-012-322
counselling, information and referral
service for those infected and
affected by HIV and AIDS.
• Telephone Counselling:
Providing counselling to those
battling to cope with the
emotional consequences of the
pandemic.
• Treatment Line: This Line is
manned by professional Nurses.
They provide quality, accurate
and anonymous telephone
information and/or education on
antiretroviral, TB and STI
treatment. They also provide
relevant specialised medical
referrals to individuals affected
and infected by HIV and AIDS in
South Africa.
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4. Creating a Caring School A Toolkit for School Management Teams Resources SAIDE
Organisation Type of service / programmes Operates Contact
offered
Catholic The CIE HIV/AIDS Prevention Offices in: Gauteng HO
Institute of and Gender Unit runs Gauteng Tel: 011 433 1888
Education (CIE) educational programmes that Free state Email: info@cie.org.za
assists primary, secondary and KwaZulu Natal
special schools throughout South Limpopo Web: www.cie.org.za
Africa to develop programmes, North West
policies and procedures for Northern Cape
preventing HIV and AIDS and
mitigating its impact in schools.
Childline A range of programmes that National office National toll free 24hr
(South Africa) support vulnerable children are helpline 0800 055 555
delivered through the provincial Web: www.childlinesa.org.za/
offices. These include:
• Crisis Line Eastern Cape Tel: 041 453 0441
• Child Rights, Web: www.pechildline.co.za
• Prevention & Education
• Training of Volunteers Western Cape Tel: 021 762 8198
• Training of other professionals Web: www.lifelinewc.org.za/
who work in child protection childline/services.htm
and children
• Therapy for abused and Free State Tel: 051 430 3311
traumatized children and their E-mail: bfnchild@internext.co.za
families
• Court preparation for child KwaZulu Natal Tel: 031 312 0904
witnesses Web: www.childlinekzn.org.za
Mpumalanga Tel: 013 752 2770
Email:
childlineadmin@xsinet.co.za
Limpopo Tel: 015 291 3019
Email:
childlinelimpopo@mweb.co.za
North west Tel: 018 297 4411
province Email:
alicecarnell@telkomsa.net
Gauteng 011 645 2000
Web:
www.childline.org.za/start.htm
Children in The CINDI network of about 150 KwaZulu Natal Tel: 033 345 7994
Distress organisations, contribute towards a
(CINDI) multi-sectoral, network of civil Email: info@cindi.org.za
Network society and government agencies
that implement diverse care and
prevention programmes for Web: www.cindi.org.za
children affected and infected
by HIV AND AIDS.
DramAidE A large range of services focusing KwaZulu Natal Durban Office
on HIV and AIDS prevention, support Tel 031 260 1563
to OVC, health promotion, teacher Zululand office: 035 792 9131
training. Web: www.DramAidE.co.za
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125
5. Creating a Caring School A Toolkit for School Management Teams Resources SAIDE
Organisation Type of service / programmes Operates Contact
offered
FAMSA Services offered: Nationally Contact the national office or
Family and • Counselling check the website to get
Marriage • Education programmes in: contact details of provincial
Association of Life Skills and AIDS awareness and district offices.
South Africa and prevention
• Training programmes in: National Office:
- Trauma counseling Tel: 011 975 7107
- Community development Email: national@famsa.org.za
Web: www.famsa.org.za
Johannesburg JPCCC offers child and family Gauteng Tel: 011 484 1734
Parent and counseling including school based Johannesburg
Child counseling programmes.
Counselling
Centre
(JPCCC).
Life Line Life Line provides an anonymous Nationally 24 hr National Counselling
and confidential counseling Line 0861 322 322
service
Link Link works in partnership with Gauteng Tel: 012 663 8560
Community provincial departments of education E cape
Development to improve the quality of N Cape Web: www.lcd.org.za
(LCD) education in rural schools and to
raise awareness and improve
understanding of HIV & AIDS in
districts, schools and school
communities.
Link offers HIV/AIDS Action
Planning – training.
MiET(A) Through its Schools as Centres KwaZulu Natal, Tel: 031 273 2300
Media in of Care and Support programme NW Province, Web: www.miet.co.za
Education and its focus on implementing E Cape
Trust (Africa) Inclusive Education, MiET, in
partnership with the KZN and NW
Departments of Education offer:
• support for after-school and out-
of-school children
• support for caregivers
• support for teachers
• multi-sectoral collaboration
• implementing an Inclusive
Education system
NOAH NOAH focuses on building the Gauteng and Gauteng
capacity of communities to care KwaZulu Natal Tel: 011 234 2270/71
Nurturing for their orphaned and
Orphans of vulnerable children (OVC) by KwaZulu Natal
AIDS for helping communities to set up Tel: 031 566 5395 or
Humanity “arks” or centres which offer the 031 566 5054
following services to OVC:
• Home visits Email:
• Accessing grants admin@noahorphans.org.za
• Food gardens
• Feeding schemes Web:
• Resource Centres providing day www.noahorphans.org.za
and after care
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6. Creating a Caring School A Toolkit for School Management Teams Resources SAIDE
Organisation Type of service / programmes Operates Contact
offered
POWA Rape and sexual assault Gauteng POWA Helpline:
People Opposing counseling and 083 765 1235
Women Abuse • Both organizations offer W Cape Web: www.powa.co.za/
and counselling service to women
Rape Crisis and men, over the age of 16, Rape Crisis Counselling
who have been raped or Line: 021 447 9762
sexually assaulted. www.rapecrisis.org.za
Sophiatown Counselling Programme offers a Gauteng Physical Address:
Community comprehensive counselling service Johannesburg 21 Annadale Street
Psychological for individuals (including children Martindale 2092
Services and adolescents), couples and Tel: 011 673 1473
families. Email:rocs@mweb.co.za
SANCA • SANCA provides a range of Nationally National office
South African services around the prevention Tel: 011 781 6410
National Council and treatment of alcohol and Email:
on Alcoholism drug abuse. sanca@sancanational.org.za
and Drug • SANCA operates clinics in all Web: www.sancanational.org.za
Dependence provinces, contact the national
office or check their website to
get information as to where
your nearest SANCA clinic is
located.
Save the Save the Children has developed the Free State and Tel: 012 430 7775
Children (UK) concept of Child Care Forums Limpopo
and the Caring Schools Web:
Programme, both of which work www.savethechildren.org.za
together with local non-profit
organisations, the community and
various government departments to
help address the basic needs of
orphans and vulnerable children.
Children receive help in the form of
food support, psychosocial support,
school uniforms and assistance in
accessing state grants.
University of Financial management for non- Gauteng Email: Info.ce@up.ac.za
Pretoria financial managers – short 012 420 5015
Continuing courses
Education
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127
7. Creating a Caring School A Toolkit for School Management Teams Resources SAIDE
Selected resources
Organisation Resources available for free download Contact
ACESS • Booklets and fact sheets containing Tel 021 761 0117
Alliance for Children’s information on: Web: www.acess.org.za
Entitlement to Social - Grants
Security - The Means Test
3
- School fee exemption
• How to Run a Jamboree: A guide that
provides information on brining social
services to your community
Childline Child Protection at School Web: www.childlinesa.org.za
• Managing an Abused Learner
• Procedures for Reporting Abuse
• Disclosure of Abuse
• Recognising Child Abuse
• Positive Discipline
• Bullying in Schools
Children’s Institute • Champions for Children Handbook: How to Tel: 021 6985404
University of Cape build a caring school community Email: info@ci.org.za
Town • The journey of hope: Creating a network of Web: www.ci.org.za
care for the children of Luckau Village
Department of Key DoE policy and guideline documents Web: www.ed.gov.za
Education (DoE) which frame this guide and toolkit:
• DoE (1999) National Policy on HIV/AIDS for
Learners and Educators in Public Schools,
and Students and Educators in Further
Education and Training Institutions.
• DoE (2000 ) Implementation Plan for
Tirisano 2000-2004
• DoE (2000) Norms and Standards for
Educators
• DoE (2001) Education White Paper 6
Special Needs Education: Building an
Inclusive Education and Training System.
• DoE (2003) Develop an HIV and AIDS plan
for your school
• DoE (2003) HIV and AIDS in your school:
What parents need to know.
• DoE (2005) HIV Emergency Guidelines for
Educators.
Health Circles of Support Toolkit: Keeping Vulnerable Tel: 011 484 8217
Development Children in School Email: info@hda.co.za
Africa (HDA) Web: www.hda.co.za
Matthew Goniwe Resources on school leadership and Tel: 011 830 2200
School of governance. Web: www.mgslg.co.za
Leadership and
Governance
RAPCAN RAPCAN produces resources aimed at the Tel: 021 712 2330
Resources Aimed at prevention of child abuse and neglect. These Email: cpss@rapcan.org.za
the Prevention of include materials dealing with:
Child Abuse and • Corporal punishment and positive discipline
Neglect. • Child abuse and neglect
• Children and gangs
• Crime prevention
• Prevention work with boys
3
The term Jamboree refers to a Government Services Registration Day which is organised to bring a range of government
services to the community on a once off basis.
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8. Creating a Caring School A Toolkit for School Management Teams Resources SAIDE
Organisation Books and Manuals (available directly from Contact
organisations)
Matthew Goniwe • Orientation to HIV and Networking: Training Tel: 011 830 2200
School of manual & Facilitator Guide School Governing Web: www.mgslg.co.za
Leadership and Bodies (SGBs) and Representative Councils
Governance and for Learners (RCLs) (2005)
Gauteng
Department of
Education
MiET(A) • A resource for turning your school into a Tel: 031 273 2300
Media in Education centre of care and support: Handbook. Email: dawn@miet.co.za
Trust (Africa) Dyason, B. & Jackson, J. MiET Africa Web: www.miet.co.za
trading as Africa Ignite (2006)
• HIV/AIDS curriculum support materials:
Learn about healthy living (2002) Deals with
living positively with HIV AIDS (Educator and
Learner Guides)
Sacred Heart Educate with Mind and Heart Tel: 011 487 9000
College A workbook on Pastoral Care for South African Email:
Schools. Written by: R Picas ewmh@sacredheat.co.za
Web: www.sacredheart.co.za
Sophiatown Elements of Counselling: A Handbook for Tel: 011 673 1473
Community Counsellors in Southern Africa written by: Email: rocs@mweb.co.za
Psychological Schoon, J., Gower, L. and Kotze. V. (2005)
Services
Soul City • Supporting Vulnerable Children: A Guide for Tel: 011 341 0360
Institute for Health School Governing Bodies (2006) Email: soulcity.org.za
and Development • HIV and AIDS Workbook series, free Web: www.soulcity.org.za
Communication booklets on:
- Counselling skills for non-counsellors and
- Living Positively with HIV
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129