Gabriel Konayuma presented on using open educational resources (OERs) and wikis to support entrepreneurship training in Zambia's technical and vocational education and training (TVET) institutions. The presentation analyzed Zambia's TVET entrepreneurship curriculum and compared it to relevant OERs. It also explored developing an entrepreneurship wiki textbook and received positive feedback from reviewers. The study found suitable OERs and the wiki could support TVET entrepreneurship teaching. It concluded that OERs and wikis provide useful teaching materials, especially in developing countries, and their use should be promoted to support subjects like entrepreneurship.
This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
Information communication technology is essential for any organisation to stay competitive, and in the education sector it has helped in enhancing modern ways of learning and teaching; therefore helping in delivering high quality education and preparing students for the information and technology era. Studies have acknowledged its importance from early primary education to that of a positive impact. However, Botswana’s’ primary education system hardly adopts and use it despite the country’s government promotion of its adoption, and efforts channeled to promoting its usage. Therefore, this study sought to understand barriersassociated with its adoption in primary education in Botswana with a view of recommending ways to fortify its adoption.The research followed the quantitative approach, with a questionnaire distributed in selected primary schools. Findings indicated a low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure amongst the key barriers to ICT adoption and utilisation in the primary education system. In conclusion there is need of implementation of policies enforcing adoption and utilisation of information communication technology and the need of involvement of all stakeholders to be involved to promote it. Lastly rigorous training to have qualified personnel to spearhead the adoption and utilisation is essential.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.
NDLW International Power Point Wimba Wednesdayvideoreg
International: Collaborative Learning Globally
Sponsored & Hosted by: Wimba, Inc. (http://www.wimba.com/)
This webinar will explore a broad range of issues related to collaborative learning globally. Specific areas of interest may focus on what various countries are doing in regards to distance/open learning, distribution, policy, mobile and providing overall accesses to learning globally.
Information communication technology is essential for any organisation to stay competitive, and in the education sector it has helped in enhancing modern ways of learning and teaching; therefore helping in delivering high quality education and preparing students for the information and technology era. Studies have acknowledged its importance from early primary education to that of a positive impact. However, Botswana’s’ primary education system hardly adopts and use it despite the country’s government promotion of its adoption, and efforts channeled to promoting its usage. Therefore, this study sought to understand barriersassociated with its adoption in primary education in Botswana with a view of recommending ways to fortify its adoption.The research followed the quantitative approach, with a questionnaire distributed in selected primary schools. Findings indicated a low rate of ICT utilisation, lack of basic ICT skills, lack of infrastructure amongst the key barriers to ICT adoption and utilisation in the primary education system. In conclusion there is need of implementation of policies enforcing adoption and utilisation of information communication technology and the need of involvement of all stakeholders to be involved to promote it. Lastly rigorous training to have qualified personnel to spearhead the adoption and utilisation is essential.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
This session will focus on the dilemmas and challenges of providing effective leadership skills for modern schools with digital ICT capabilities. It will review the selected challenges of engaging different generations of staff in ICT based learning and recommend strategies for effective leadership of ICT based schools. It will particularly focus on the issues of how a teacher-librarian and a library can assist to provide relevance and appropriateness of ICT based proposals and programs, and suggest ways to implement leadership policies which enable senior staff to remain accountable whilst all the changes enabled by ICT based learning are occurring within a school.
This discussion paper provided the framework for our Board's movement to a 21st Century Learning and Teaching environment. This is an updated review of the Board's progress as we continue to transition our Board. The original document was created in 2010 and the review took place in Dec. 2011.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
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experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Using OERs & Wiki’s to Support Entrepreneurship Training in TVET Institutions...Gabriel Konayuma
Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia. Having appropriate teaching and learning materials that suits the needs of learners in Entrepreneurship has been a challenge in TVET in Zambia.
The availability of OERs and affordances of wikis offer an opportunity to address this challenge. OERs and wikis have a greater social presence than text books.
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
This session will focus on the dilemmas and challenges of providing effective leadership skills for modern schools with digital ICT capabilities. It will review the selected challenges of engaging different generations of staff in ICT based learning and recommend strategies for effective leadership of ICT based schools. It will particularly focus on the issues of how a teacher-librarian and a library can assist to provide relevance and appropriateness of ICT based proposals and programs, and suggest ways to implement leadership policies which enable senior staff to remain accountable whilst all the changes enabled by ICT based learning are occurring within a school.
This discussion paper provided the framework for our Board's movement to a 21st Century Learning and Teaching environment. This is an updated review of the Board's progress as we continue to transition our Board. The original document was created in 2010 and the review took place in Dec. 2011.
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
Research Inventy : International Journal of Engineering and Science is published by the group of young academic and industrial researchers with 12 Issues per year. It is an online as well as print version open access journal that provides rapid publication (monthly) of articles in all areas of the subject such as: civil, mechanical, chemical, electronic and computer engineering as well as production and information technology. The Journal welcomes the submission of manuscripts that meet the general criteria of significance and scientific excellence. Papers will be published by rapid process within 20 days after acceptance and peer review process takes only 7 days. All articles published in Research Inventy will be peer-reviewed.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
Using OERs & Wiki’s to Support Entrepreneurship Training in TVET Institutions...Gabriel Konayuma
Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia. Having appropriate teaching and learning materials that suits the needs of learners in Entrepreneurship has been a challenge in TVET in Zambia.
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OPEN EDUCATIONAL RESOURCES FOR ONLINE LANGUAGE TEACHER TRAINING: CONCEPTUAL F...IJITE
This paper discusses a conceptual framework for the design of Open Educational Resources (OERs) for
online language teacher training including an example of practical implementation. The authors identify in
the principles of micro- and macro- learning, cognitive load theory and Threshold Concepts (TCs), the key
elements that lead to the creation of effective OERs designed for the Lilac Project which aims to support
language teachers in managing online learning environments. Data from questionnaires and focus groups
were utilised to establish a set of TCs connected to online language teaching. These were then crossreferenced with existing TCs, and utilised to create micro learning content that does not negatively impact
the cognitive load, but, at the same time, is positioned within a larger macro structure that allows for the
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practical example of how the potential of technologies to support learning can be embedded in online
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MISP: A Multiple-Impact Social Partnership Model to promote Educators’ Develo...M I Santally
The organization Helping Our People has been setup in 2011 by a team of education professionals working at the Virtual Centre for Innovative Technologies (VCILT) at the University of Mauritius. In 2009, the VCILT embarked on the SIDECAP project, funded by the EU-ACP in a consortium regrouping the Open University of the UK, the University of the West Indies, the University of the South Pacific and the University of the Highlands and Islands. The work of the VCILT in the context of the SIDECAP project was essentially focused on the repurposing of Open Educational Resources to fit in the local Mauritian Context. At the same time, the VCILT received an internal grant to work on the development of interactive learning materials using the integration of text-to-speech technology in instructionally designed PowerPoint presentations. In this paper we report how the research activities of the two projects led to a series of development and applications in the real-world context for the continuous professional development of educators, the establishment of a social entity, an NGO called Helping Our People, a partnership with Microsoft Indian Ocean and French Pacific under the Partners in Learning Program and the Youth Empowerment Program to alleviate the suffering of those living in vulnerable conditions in the country.
In the 21st century, continuous innovation and adaptation in every
component of learning is required in education, both in the competency
component, material content, strategy and media, as well as its
evaluation. This study emphasized the development of an electronic or
digital module in the information behavior course, it is one of the courses
regarding the characteristics of the student activity level that accommodates
information retrieval and strives to use appropriate information. The emodule
design
is
developed
utilize
the
4D
model
by
define,
design,
develop
and
disseminate. The participants of this research involved media experts,
material experts and students of the Library and Information Science study
program at two universities, which are are Universitas Pendidikan Indonesia
and Universitas Negeri Malang, there are 20 people in total who used emodules in limited dissemination on information behavior course. This
research revealed the electronic module in the course, the emphasis of the
module content design which is enriched with digital-based information
sources or in another word called as hyper content that becomes a
differentiator in presenting the module content, coupled with the power of
audio and visual media or called as screencast. Through this research,
lecturers able to prepare independent learning materials by utilizing digital
technology.
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As the technology continuous to advance, new technologies have emerged with the capability to
revolutionize knowledge sharing practices. Web 2.0 exemplifies such new technologies, which provides
dynamic way of interactions of people and businesses. In learning environment, Web 2.0 technologies
support and enhance teaching and learning of students. Therefore, the main aim of this study focuses on the
determining the ways to encourage knowledge sharing through web 2.0 technologies from students’ point
of views. A total of 287 students responded to the online questionnaire in International Islamic University
Malaysia (IIUM). Descriptive statistics was used in data analysis. The results show that students used web
2.0 technologies in learning and sharing knowledge among them. In addition, the study found eight items
on ways to encourage and enhance knowledge sharing among students in the University. These items
include Create Awareness, Provide facilities, Internet Accessibility, Ease of use, Encourage Teamwork,
Materials Availability, Improved and Response, and Motivation.
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Use of OERs and wikis to support Entrepreneurship Training gin Zambian Vocational Colleges
1. Gabriel S Konayuma, M Ed., MBA
Ministry of Higher Education,
Lusaka, Zambia
Presentation at the International Conference on e-Learning,
Cape Town, South Africa, July 2018
3. Introduction
Having appropriate teaching and learning materials that
suits the needs of learners in Entrepreneurship has been
a challenge in the Zambian TVET sector.
The availability of OERs and affordances of wikis offer an
opportunity to address this challenge.
OERs and wikis have a greater social presence than text
books.
The Internet provides much greater quality and quantity
of access to nearly all citizens (Anderson, 2004:41).
3
4. Background
Development of Entrepreneurship Training
Why Entrepreneurship Training?
Entrepreneurship training was introduced to ensure that all
graduates become self-employed at any suitable stage in their
careers.
Challenges
Limited availability of instructional materials to cater for the
various target groups.
Inadequate entrepreneurship training programmes for those
running their own businesses (MSTVT, 2010:17)
Focus of this study is on the inadequacy & inappropriateness
of training materials & how the use of OERs and wikis can be
used to support entrepreneurship training.
4
5. Background
Some lecturers have challenges in
interpreting the entrepreneurship curricula
leading to ineffective use of available teaching
materials and consequently poor learning of
entrepreneurship by students.
Use of OERs & wikis makes it possible for
lecturers to tap into the experience and
knowledge base of teachers locally and
globally.
5
6. Background
Status of Information and Communication Technologies (ICTs) in
TVET
Progress in Laying of Optical Fibre
High Ratios of learners & teachers to PCs in most TEVET institutions
ZICTA has opened up a series of multi-purpose ICT centres and
through its Universal Access Fund. ZICTA has also donated 42
computers each to 12 TVET institutions.
Availability of a national ICT Policy (2006) and a draft national
eLearning strategy.
Increasing use of the mobile phone network. Social networking,
podcasting, blogging and subscription services are now common,
almost routine in the lives of many people especially youths
6
7. Problem Statement
Though entrepreneurship training has been offered
in Technical and Vocational Education and Training
(TVET) institutions in Zambia since 2000, there have
been challenges of inadequate and inappropriate
teaching resources that may have affected the quality
of entrepreneurship teaching and learning.
7
8. Literature Review
Open Educational Resources
Open Educational Resources (OERs) are any type of
educational materials that are in the public domain or
introduced with an open license (UNESCO, 2018:1).
OERs are made freely available online for educators and
learners to use, repurpose and extend.
OERs have numerous opportunities for teaching and learning
such as: incorporating videos, lectures & other materials in
existing courses, making resources freely available online (e.g. a
wiki textbook written by students), design learning activities
around improving existing resources in public sites such as Wiki
Educator (Siemens & Tittenberger, 2009:47).
8
9. Literature Review
This study focusses on how lecturers can use wikis to develop
OERs for entrepreneurship training and also use existing OERs
for entrepreneurship programmes in TVET.
OERs in Zambia
Collaborative efforts with other Commonwealth nations being
used in secondary education.
100 Master Teachers involved in this training are now
providing training to colleagues in their countries.
20 print-based OER are available as PDFs on COL website, the
COL Wiki, WikiEducator and on CD ROM by request”
(Commonwealth of Learning, 2011:7).
9
10. Literature Review
University of the Western Cape: Health OER activities
University of Cape Town: OER UCT project
Wikis
Wikis are defined as “easy to use web publishing tools
that allow a group of users to collaboratively add and
edit web content without any programming knowledge”
(Siemens & Tittenberger, 2009:44).
10
11. Fig. 1: Example of a Wiki in read state
(Wikipedia, 2011)
11
12. Fig. 2: Example of a wiki in edit
state (Wikipedia, 2011)
12
13. Theoretical Framework
The study used Anderson’s model of Online Learning as a
theoretical framework. The Figure below provides a
model that illustrates the two major modes of online
learning. The model illustrates the two major human
actors, learners and teachers, and their interactions with
each other and with content.
13
14. Fig. 3 A Model of Online Learning
(Anderson, 2008:49)
14
15. Aim
Aim
The aim of the study was to explore the possibilities of
using OER’s and wiki’s to support entrepreneurship training
in Technical and Vocational Education and Training (TVET)
institutions in Zambia.
Research Question
The study was guided by the following research question:
How can online learning tools such as OER’s and wiki’s be
used to support entrepreneurship training in Technical and
Vocational Education and Training (TVET) institutions in
Zambia?
15
16. Methodology
The study analysed the content of entrepreneurship
training materials that are available online and explored
how these could be adapted for use in supporting
Entrepreneurship training in TVET institutions in Zambia.
More specifically, the study explored the possibilities of
using Open Education Resources (OERs) and wikis to
support Entrepreneurship training in TVET institutions in
Zambia.
16
17. Table 1: Comparison of Zambian TVET Curricula with UNESCO
Starting My Own Small Business Facilitators Guide
TEVETA Entrepreneurship Curriculum UNESCO Starting My Own Small Business
Introduction to Entrepreneurship Learning together
My market
Setting my prices
Finding the money to start my business
Banking
Developing Entrepreneurial
Competencies
My entrepreneurial skills
My ideas for small business
Developing Enterprise Management
Skills
Keeping track of my money
Communicating with my customers & business partners
Making the best use of my time
Observing rules and regulations
Managing my workplace
Establishing an Enterprise My business plan
Sustaining an Enterprise Contacting my clients and partners with ICT
The Internet and e-business
Integrated Learning Project
17
18. Table 2: Comparison of Zambian TVET Curricula with
ILO’s Biz-up: Self-Employment Skills for Young People
Facilitators Guide
TEVETA Entrepreneurship Curriculum
(Contents)
ILO’s Biz-up: Self-Employment Skills for
Young People
Introduction to Entrepreneurship
Developing Entrepreneurial Competencies • Entrepreneurial skills
• Business ideas and opportunities
Developing Enterprise Management Skills • Market analysis
• Resources
• Financing
Establishing an Enterprise • Business planning
Sustaining an Enterprise
Integrated Learning Project
18
19. Methodology
The contents of the TEVETA Entrepreneurship Curriculum
were analysed and compared with OERs and Wikis with
suitable teaching and learning materials to support
Entrepreneurship training in TVET. For wikis some key
concepts were identified such as: Entrepreneurship,
Entrepreneur, Innovation, Creativity, Business plan,
market research, market-mix, family business and
management. Articles on these topics were searched on
Wikipedia, an online encyclopaedia. These were then
compiled together into a book (Available on Google docs:
http://goo.gl/cH13c ) using the ‘Book Creator’ feature
available in Wikipedia.
19
20. Discussion
From the brief literature survey it can be noted that wikis
and OERs offer a lot of scope for teaching and learning.
OERs and Wikis can be used to support Entrepreneurship
training by adapting it to learners needs.
It needs to be noted however, that entrepreneurship
training has a number of challenges as alluded to Hytti
(2002) and Gibb (2001, 2005). This calls for carefully
analysing available OERs and Wiki’s to ensure that they
suit the needs of TVET learners.
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21. Comparison of Zambian TVET Curricula with
Entrepreneurship Reference Book developed from
Wikipedia
TEVETA Entrepreneurship Curriculum Entrepreneurship Wiki Text Book
Introduction to Entrepreneurship Entrepreneurship
Business
Small Business
Developing Entrepreneurial Competencies Entrepreneur
Creativity
Innovation
Developing Enterprise Management Skills Management
Organisational Culture
Bookkeeping
Establishing an Enterprise Business Plan
Business Operations
Market Research
Sustaining an Enterprise Small and Medium Enterprise
Marketing Mix
Integrated Learning Project
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22. Findings
The study found that there were a number of suitable
OERs and Wikis that could be used to support the
teaching of Entrepreneur.
UNESCO’s Starting My Own Small Business Facilitators
Guide and ILO’s Biz-up: Self-Employment Skills for Young
People Facilitators Guide suitable OER’s that could be
used as teaching guides for lecturers in TVET.
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23. Findings
On the suitability of these materials for use in TEVT by
Entrepreneurship lecturers, Ngosa (2011:1) states:
“I found them to be very appropriate for the TEVET sector
as reference materials. Most interesting is the one titled
'Starting my Own Business' which has been done in units. It
is suitable for all levels especially for the first stages of the
course in the main streams. It is also easy to modularise it
for Open and Distance Learning”.
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24. Findings
For the Wiki Entrepreneurship Reference Guide for TVET
lecturers the following comments were made:
“The online Wiki articles on Entrepreneurship have been
very well condensed. They may well form the main
content of the course outline. The 'Bizup-self skills for
young people' article is practical oriented in terms of
application. It my form part of the assessment and
evaluation instruments. It reads very well too” (Ngosa,
2011)
A student used the Guide to start a business in Eastern
Province (Lucky, 2017).
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25. Conclusions
OERs can provide a useful resource of teaching and
learning materials for learners in a number of nations
including developing nations.
Wikis allow for collaboration among teachers and
students to share and edit teaching and learning material
without requiring much technical expertise on their part.
The socio-economic conditions make the use of OERs and
wikis a suitable means to support the use of teaching in
Entrepreneurship in TVET in Zambia.
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26. Conclusions
The increased availability of affordable ICTs devices such
as tablets, laptops, personal computers, smartphone and
mobile phones that have Internet access in Zambia
among lecturers and students provides an opportunity
for the use of OERs and Wikis to support educational
goals in Entrepreneurship training in TVET.
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27. Recommendations
There is need for the Ministry, TEVETA and all relevant
stakeholders to promote the use of OERs and wikis as a
useful resource of teaching and learning materials for
learners in a number of subjects in TVET including
entrepreneurship.
There is need for increased studies and research by
training providers and policy makers on what are the
most suitable ways of integrating ICT’s in education in a
socio-economic environment like Zambia, where
textbooks cannot be easily afforded by most students
and lecturers.
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28. Recommendations
There is need for training providers and policy makers to
establish on the best use of OERs and wikis to support
the teaching of Entrepreneurship in TVET in Zambia.
There is need for the Government and key stakeholders
to ensure the increased availability of affordable ICTs
devices such as laptops, personal computers and mobile
phones to enhance the use of these devices in supporting
education and training.
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29. Thank you!
Thank you for your attention!
To get this presentation visit:
www.slideshare.net/GabKon
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30. You can connect with me on:
: gkonayuma@gmail.com
: gabrielkonayuma
: gabriel.konayuma
:+GabrielKonayuma
: : educationandtrainingissues.blogspot.com
: gabriel-konayuma-6a093822/
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