Open University

For The Teacher Education In Sub Saharan Africa Program

  • Amount
  • Program
  • Date Awarded
  • Term
    36 Months
  • Type of Support
The Open University is one of the largest universities in the world and has been at the forefront in offering open and distance learning, including open educational resources, for decades. This grant would provide support to the Teacher Education in Sub Saharan Africa (TESSA) project, an internationally-recognized exemplar of OER for teacher training in SSA, to test what it takes to not only provide access to open resources but also enable adaptation of those resources by faculty at four colleges of education in Ghana. This work will help to inform TESSA and the broader OER community about how OER practices can transform teaching and learning.
About the Grantee
Grantee Website 
Walton Hall, Milton Keynes, Buckinghamshire, MK7 6AA, United Kingdom
Grants to this Grantee
for the Global OER Graduate Network  
The Open University’s Global OER Graduate Network, or GO-GN, is an international network that uses seminars and online community building to connect scholars and Ph.D. students who are studying issues related to open education. The network will continue to enhance the diversity of its membership, synthesize important research findings, and sustain a community of practice. A robust research infrastructure and increased use of high-impact studies will support the effective implementation of open educational resources and practices. (Substrategy: Field Building)
for the Teacher Education in Sub Saharan Africa project  
Launched in 2005, the Teacher Education in Sub Saharan Africa (TESSA) project has since grown to become an internationally-recognized exemplar of OER for teacher training in SSA. From 2005 - 2009 the project primarily focused on developing country-specific versions of the TESSA materials, while activities from 2009-2012 focused on program implementation, the production of supplementary materials, and research to understand how teacher educators were using TESSA. To understand the project's progress to date against its original goals and determine ways in which the program could be improved, a formative evaluation of the project was conducted from May to September 2012. This proposal follows up on the recommendations made in the evaluation, which primarily addressed sustainable approaches to pedagogic change within teacher training institutions using TESSA (in other words, ways in which TESSA could be more deeply embedded within training institutions). Three strands of work will focus on documenting, extending, and scaling TESSA across multiple contexts. The first strand includes documentation of the policy and organizational structures of two organizations where TESSA is used extensively (one distance and one campus university). The second will explore replication of TESSA use from one training institution to three other teacher colleges in Ghana (which use a face-to-face model of instruction), and the third will attempt to scale TESSA use by encouraging National Certificate of Education Supervisor use of TESSA Nigeria on a mobile platform. The aim of this project is to expand and embed the use of TESSA OER in partner institutions, leading to sustainable pedagogic change.

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