Two years ago
The research project, “Leveraging Open Educational Resources (OER) for Teaching Climate Change and Action and Teacher Professional Development,” generates critical insights and actionable recommendations to enhance the use of OER in Kenya to educate the masses about climate change and climate phenomena. The results are anticipated to address systemic challenges, promote equity, and strengthen teachers' knowledge capabilities on climate change. 1. Good Practices for OERs: Identification and dissemination of effective approaches and policies tailored to Kenya, fostering partnerships and capacity building.
o Indicator: Adoption of the use of OERs across pilot schools.
2. Impact on Teaching and Learning: Evaluation of the influence of climate change OER programs on teacher effectiveness for teaching climate change.
o Indicator: Improved climate literacy in schools implementing climate change by use of OER models.
3. Understanding Systemic Barriers: Mapping challenges such as inadequate infrastructure, limited financing, and cultural disparities in OER implementation.
o Indicator: Detailed reports highlighting key bottlenecks and actionable solutions in the application of OERs in teaching climate change among secondary and primary schools.
4. Scalable OER Models: Development of inclusive, context-specific OER frameworks that integrate digital tools and localised content curriculum.
o Indicator: Increased teacher participation and positive feedback on OER adaptability.
Proactive Planning for Sustainability
While these challenges are prevalent, they are also predictable and surmountable with thoughtful program design. By integrating mitigation strategies into the planning phase, OER initiatives can achieve sustained impact, even in complex environments.
Practical Examples of Risk Mitigation
1. Leadership Support: Conduct orientation sessions for new leaders and offer OER adaptation tools to align with the evolving school curriculum.
2. Teacher Turnover: Provide continuous professional development opportunities for all staff and ensure knowledge transfer through peer mentoring and team-based learning.
3. Demands on Resources: Implement scalable, low-cost solutions such as digital learning platforms or peer-led workshops to reduce resource burdens.
Identified Risks and Alternative Implementation Strategies
The application of OER resources in Kenya and the rest of Sub-Saharan Africa (SSA) often face recurring challenges that hinder their effectiveness. Below are the primary risks and proposed strategies for mitigation:
1. Leadership Support
• Risk: OER initiatives often lose momentum when schools undergo leadership changes, receive poor performance ratings, or prioritise competing reforms. New leaders may deprioritise the innovation they did not initiate or consider them non-essential.
• Alternative Strategy:
o Engagement Early in Tenure: Proactively introduce new leaders to the OERs, highlighting their alignment with the school curriculum.
o Adaptable Components: Design flexible OER tailored to new leadership priorities and contexts.
o Design and develop posters with climate change and action messages to be displayed in schools: This will ensure that both teachers continuously engage in a stimulating climate change learning environment.
o Leadership Training: Incorporate capacity-building sessions for leaders, focusing on their pivotal role in sustaining OER initiatives.
2. Teacher Turnover
• Risk: High turnover disrupts continuity, particularly when programs focus on individual teachers as change agents. Departing teachers often take critical expertise and program knowledge with them, leaving gaps in implementation.
• Alternative Strategy:
o Distributive Knowledge OER: Implement "train-the-trainer" approaches to b
Stakeholder Involvement, Engagement, and Knowledge Base
This project emphasises active collaboration with diverse stakeholders to ensure relevance, inclusivity, and sustainability in Open Educational Resources (OER):
1. Educators and Teachers’ Associations:
o Co-design workshops allow teachers to tailor OER to classroom realities.
o Teacher associations contribute perspectives on professional challenges and opportunities.
2. Policymakers and Educational Authorities:
o Ministries of Education provide insights into systemic priorities and facilitate policy alignment.
o Engagement through dialogues ensures institutional adoption and scaling of best practices.
3. Community and Civil Society Organisations:
o Advocacy groups identify local challenges, promoting grassroots support for OER initiatives.
o Community representatives ensure culturally relevant interventions.
4. Students and Parents:
o Focus groups and surveys capture diverse perspectives to enhance inclusivity in education strategies.
Knowledge Sharing and Dissemination
1. Digital Platforms:
o A centralised Knowledge Management Portal (KMP) hosts resources and facilitates real-time collaboration.
2. Community of Practice (CoP):
o Regular webinars and thematic groups promote peer learning and exchange of ideas.
3. Capacity Building:
o Regional workshops and train-the-trainer initiatives ensure sustainability.
4. Open Access:
o Resources and findings are freely available, ensuring global accessibility and long-term impact
