Case study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya

Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain i...

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Autor principal:	Ann Hildah Gatakaa Kinyua
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2021
Materias:	open educational resources (oer) educational infrastructure teacher competence Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/230964656db6401d96fce63c6cd0a9ff
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spelling	oai:doaj.org-article:230964656db6401d96fce63c6cd0a9ff2021-12-02T19:34:04ZCase study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya2311-1550https://doaj.org/article/230964656db6401d96fce63c6cd0a9ff2021-03-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/396 https://doaj.org/toc/2311-1550Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.Ann Hildah Gatakaa KinyuaCommonwealth of Learningarticleopen educational resources (oer)educational infrastructureteacher competenceTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 1, Pp 171-181 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources (oer) educational infrastructure teacher competence Theory and practice of education LB5-3640
spellingShingle	open educational resources (oer) educational infrastructure teacher competence Theory and practice of education LB5-3640 Ann Hildah Gatakaa Kinyua Case study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
description	Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.
format	article
author	Ann Hildah Gatakaa Kinyua
author_facet	Ann Hildah Gatakaa Kinyua
author_sort	Ann Hildah Gatakaa Kinyua
title	Case study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
title_short	Case study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
title_full	Case study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
title_fullStr	Case study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
title_full_unstemmed	Case study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
title_sort	case study: when the trainer is untrained: stakeholder incapacitation in implementation and utilisation of open educational resources in kenya
publisher	Commonwealth of Learning
publishDate	2021
url	https://doaj.org/article/230964656db6401d96fce63c6cd0a9ff
work_keys_str_mv	AT annhildahgatakaakinyua casestudywhenthetrainerisuntrainedstakeholderincapacitationinimplementationandutilisationofopeneducationalresourcesinkenya
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Case study: When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya

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