1. Template Sections for completion:
Case Study Title:
OER4Schools Project – Cambridge University
Case Study Country:
UK
Type of organisation described by the case study, address of organisation,
hyperlink to organisation, hyperlink to case study source:
HE
http://www.educ.cam.ac.uk/centres/cce/projects/ictzambia/
http://oer.aptivate.org/wiki/OER4Schools
Sections 1-10
1. Mandatory - A brief summary of the institution to be used as a case study
About 500 words please on a description of the institution, its OER history
and approach.
This CCE-funded 'OER4Schools' pilot project (August 2009-May 2010) is
currently underway and assesses the feasibility of providing Open
Educational Resources (OER) to ICT- and Internet-equipped primary schools
in Zambia, and of supporting interactive forms of subject pedagogy with the
new resources. It also identifies the needs of school-based professional
development adapted to the local context. The project is conducted in a
North-South partnership between the CCE and institutions in Zambia. It
uniquely combines stakeholders from various sectors (including educational
research, ICT for development [NGOs], government, and the ICT service
sector) as a basis for developing methodologies that promise lasting
transformation in Zambian primary education. While the project is conducted
in Zambia, it is anticipated to be relevant to a wide range of countries in sub-
Saharan Africa. Key outputs include models for OER-Pedagogy-ICT adoption
in poorly resourced educational systems, and guidance on implementing
better learning environments. A primary aim of the present project is to
conduct the necessary research to build a further proposal for external
funding over a longer period. We are working with teachers in 3 schools,
developing, supporting and trialling uses of OERs combined with new
pedagogical approaches for teaching mathematics. (Original text from
website).
2. Quality – OER/OEP
How does the institution approach quality in OER? Is there any current
indication of a quality concept or process? Does the institution perceive
quality from the perspective of the quality of open educational resources or
the quality of open educational practice? How does the institution show

2. quality through OEP versus quality of OEP? What methods, concepts and
practices are used to enhance the quality of OEP?
3. Innovation
How can OER/OEP innovate educational practices? What current innovative
practices are there in the institution? Please do not regard innovation from
just a technology perspective!
This is a research-based project that aims to understand the impact of ICT on
teaching and learning in Zambian schools. UK academics are working to
identify characteristics that will help them re-shape the programme for a
bigger funding application. Findings will be presented at E-learning Africa
Conference, May 2010
4. Policy
What are the current OER/OEP policy arrangements at institutional and
national level across Europe/the World?
At the moment the project is a joint venture of Zambian and UK institutions.
There’s no clear mention of how the project will affect Zambian policy in the
project website.
5. Actors
What actors are involved in OER/OEP? Is there any evidence to show that
OER actors do not always promote OEP but “only” access to OER?
• Researchers
• Zambian teachers
• Students
6. Initiatives
What OER/OEP initiatives can be evidenced? Is there any evidence to show
that OER initiatives do not always promote OEP but “only” access to OER?
No information for analysis.
7. Open Educational Practices
Can you identify some case studies/ descriptions which form the illustrative
base for a more general model of OEP?
No information for analysis.
8. Tools and Repositories
What tools and repositories are being used to deliver OER/OEP? For example
GLOW, Connexions
No information for analysis in the project website.
9. Strategies
Can you identify any strategies for organisations to use OER/OEP? Can you
identify any business models that promote OER/OEP?
No information for analysis.

3. 10. Current barriers and enablers
What are the barriers to the use of OER/OEP? Is there any evidence to how
these barriers have been overcome? What are the enablers to the use of OER/
OEP?
No information for analysis