EduSSA/reports

CCE literature review

• The CCE literature review on uses of ICT in primary and secondary schools and teacher education institutions in African Commonwealth countries, with a particular focus on East Africa, in order to inform our research and professional development work, available here [1]. The review is available in
  • full version (121 pp): CCE_Report1_LitRevJune0210.pdf
  • overview 2008-2009 (2 pp): Lit_review_overview_2008_09.pdf
  • longer paper (10 pp): Lit_review_longer_paper.pdf

Publications

• Two papers covering Phases 2 and 3 are forthcoming (please email us at sch30@cam.ac.uk for updates):
  • Hennessy, S., Haßler, B., & Hofmann, R. (under review). Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year.
  • Haßler, B., Hennessy, S., & Hofmann, R., with Makonga, A. (in preparation). Sustainability and scalability of pedagogic innovation in sub-Saharan Africa: The case of the OER4Schools professional development programme.

• Published work includes:
  • Hennessy, S., Haßler, B. & Hofmann, R. (2015, in press). Challenges and opportunities for teacher professional development in interactive use of technology in African schools. In J. Tondeur & J. Voogt (eds.), Technology, Pedagogy and Education: Special Issue on "Capacity Building for 21st Century Learning in Africa: A Focus on ICT Integration in Education."
  • B.Haßler, S. Hennessy, A. Cross, with E. Chileshe and B. Machiko (2014). School-based professional development in a developing context: Lessons learnt from a case study in Zambia. Professional Development in Education. doi:. http://dx.doi.org/10.1080/19415257.2014.938355.
  • Lawrie, J., Hennessy. S. & Haßler, B. (2014) Technology and teacher professional development. (Chapter 7). In Burns, M. & Lawrie, J. (Eds.), Teacher professional development in fragile contexts: A guide for policymakers and practitioners. New York, NY: Interagency Network for Education in Emergencies.
  • Hennessy, S., Haßler, B., & Mwewa, G. (2012). Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia. In J. MacBeath & M. Younger (Eds.), Millennium Goals Revisited: A Common Wealth of Learning. London: Routledge. Available online.
  • Haßler, Hennessy and Lubasi (2011), Changing Classroom Practice using a School-Based Professional Development Approach to Introducing Digital Resources in Zambia, Itupale Online Journal of African Studies, Volume 111. Available at: http://www.cambridgetoafrica.org/resources/Itupale_Volume_3_2011.htm#hassler_et_al
  • Hennessy, S., Onguko, B., Ang’ondi, E. K., Harrison, D., Namalefe, S., Naseem, A., & Wamakote, L. (2010). Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature (No. 1). Cambridge, UK and Dar es Salaam, TZ: Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa.
  • Hennessy, S., Harrison, D. & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in sub-Saharan Africa. Itupale Online Journal of African Studies, 2 (“Education in Africa: Developments for the 21st Century”), 39-54. Available at: http://www.cambridgetoafrica.org/Itupale_Volume_2_2010.htm

UNESCO Education for All, Global Monitoring Reports

• 2013/14 http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/

ANTSIT

The DfID ANTSIT project [2] report is available here:

• DfIDANTSITReport_FINAL_2Mb-2.pdf