→Themes
“New Model Learning: Innovating to Become Sustainable, Self-Reliant, Equitable and Resilient”
Africa needs a new model for learning and development; a plan to point the path ahead to a future full of opportunity. It needs an agenda to turn the African Union's 2063 Vision into reality. And it needs a guide to show the contribution Africa can make to a more interconnected, humanitarian world. Too often in the past, education has been little more than an accessory to the international development agenda, rather than the means to build a prosperous, African future. Now, in a world in which change is constant, where Africa is set to become the fastest growing region on the planet with its youngest population, African countries have the chance to entrench sustainable and equitable development. Africa can become self-reliant and resilient, as never before. And it can show the world the way to new forms of partnership, cooperation and community. The future is Africa's but it depends on education and training. And on creating a new model for learning.
What must be done to build this new model? How can it be implemented across Africa? How can Africa give its people the education they need to become self-reliant and resilient? How can Africa's new model learning support the sustainable and equitable development that will underpin productivity, prosperity and peace? And how can it help Africa to lead the world to a new age of cooperation and global community?
Subthemes
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- A.1.A – Educational challenges at national and community levels
- A.1.B – Promoting equity and quality education in a sustainable manner
- A.1.C – Management of education systems in Africa
- A.1.D – Upskilling public sector employees' digital and leadership competence
- A.1.E – How to create a strategic plan to implement digital learning in and for schools, colleges, and universities
- A.1.F – Cybersecurity principles, practices, and technologies
- A.2.A – Public-private partnerships that offer scalable solutions to Africa
- A.2.B – The nuances and diversity of African contexts
- A.2.C – Localization of eLearning products
- A.2.D – Affordable learning management systems and edtech for African countries
- A.2.E – Using edtech for transparency and accountability to reduce costs and direct resources
- A.2.F – How to support sustainability for African start-ups
- A.3.A – Skills development - Overcoming the digital divide
- A.3.B – Packing and unpacking soft skills their impact on employability
- A.3.C – How can digital learning tackle youth unemployment
- A.3.D – How to promote an entrepreneurship mindset
- A.3.E – Launching a business and becoming an entrepreneur
- A.3.F – Tutoring, mentoring, support, and coaching
- A.4.A – New jobs, new skills, and new ways of working
- A.4.B – Emerging models for upskilling and reskilling the workforce
- A.4.C – Challenging employers to address workforce needs
- A.4.D – Improving/enhancing TVET trainers and students' experiences
- A.4.E – Resilient, efficient, and equitable healthcare systems
- B.1.A – Ethical issues in the use of educational data mining and learning analytics
- B.1.B – Infrastructure and institutional capacity for collection, analysis, and use of students' data
- B.1.C – Using students' data to transform teaching processes
- B.1.D – Low-cost solutions to assess the number of students enrolled, attending and present; teacher salaries, presence & absenteeism; planning of other resources
- B.1.E – The use of data to promote equity: addressing socio-economic origin, gender, minority status, and disability issues
- B.1.F – Practicalities for blockchain technologies for education and innovation
- B.2.A – Advanced technology from AI to robotics
- B.2.B – From Web3.0 to the metaverse
- B.2.C – Adaptive eLearning hypermedia systems to increase learners' engagement
- B.2.D – Virtual STEM labs in practice
- B.2.E – LMS vs LXP vs ILP - how to make the best selection to cover your needs
- B.2.F – The power of video for education
- B.2.G – Gamification and the fun of learning
- B.2.H – Mobile learning and educational apps
- B.3.A – STEAM - an approach to education
- B.3.B – Shifts to online, blended and hybrid learning
- B.3.C – Research and publication skills
- B.3.D – Language learning methods that work
- B.3.E – Mental health within digital learning spaces
- B.3.F – Using technologies to fight fake news
- B.3.G – What strategy for controlling educational content should be adopted on eLearning platforms?
- B.3.H – Innovative African online practices
- C.1.A – Promoting digital inclusion
- C.1.B – Significant learning methods for the digitally excluded
- C.1.C – Building sustainable models for humanitarian learning
- C.1.D – Intergenerational learning
- C.1.E – Expanding infrastructure access to enhance digital learning
- C.1.F – Affordable and quality access to the internet and to devices for all
- C.1.G – Learning communities: best practices of learning together with peers
- C.1.H – Online education: Development of multilingual curricula
- D.1.A – Improving reading and numeracy skills for all ages
- D.1.B – Remote teaching to schools without qualified teachers and training parents and other villages to support learning – low-cost robust solutions
- D.1.C – Relevant curriculum for all contexts
- D.1.D – Relevant resources for all schools
- D.1.E – Usage of digital classroom solutions and technology in the classroom
- D.1.F – Including the "basics of entrepreneurship" into the school curriculum
- D.2.A – Developing innovative and effective online content
- D.2.B – Effective methods to design learning solutions
- D.2.C – Content co-creation approaches
- D.2.D – Online programmes and creative learning
- D.2.E – Successful practical curriculums for a practical education
- D.2.F – Instructional design strategies and ethical considerations
- D.2.G – Open Education: open source, OERs and standards
- D.2.H – Freedom of digital content creation: how to control information manipulation
- D.3.A – Boosting teachers' digital literacy skills
- D.3.B – Practical guides to teachers
- D.3.C – Teacher training best practices
- D.3.D – How to choose adequate digital tools for teaching
- D.3.E – Developing communities of teachers and faculty to share knowledge and practice
- D.3.F – Empowering teachers and faculty for a shift to hybrid and multi-modal offerings
- E.1.A – The learner lifecycle and new models for lifelong learning
- E.1.B – Learners' learning styles in open and distance learning programmes
- E.1.C – New credential models: certification, badges, and micro credentials
- E.1.D – e-Assessment methods: formative or summative?
- E.1.E – Approaches and solutions to build new competitive landscapes
- E.1.F – How to promote recognition of online learning in the labour market
