ADDIS ABABA

ETHIOPIA

EDUCATION E-LIBRARY AND MOOC

Behailu Korma – Education Strategy Centre - Ethiopia (behailu.korma@yahoo.com)
EthERNet e-Research Hackfest – Addis Ababa (Ethiopia)
)

This project has received funding from the European Union’s Horizon 2020
research and innovation programme under grant agreement n° 654237
OUTLINE

• BACKGROUND
• SCIENTIFIC PROBLEM
• WORK DONE DURING LAGOS HACKFEST
• RESULTS ACHIEVED SO FAR
• FUTURE PLANS
• SUMMARY AND CONCLUSIONS
EDUCATION STRATEGY CENTRE

R E
NT
CE
Y
T EG
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ST
N
T IO
CA
U
ED
Proclamations and Regulation on (H)ESC Establishment and its
responsibilities

The Higher Education Strategy Center (HESC) was established in 2003, by the HE Proc
No. 351/2003, as an autonomous organ accountable to the Ministry of Education (MoE).
The HE Proc No 650/2009 maintained the provisions given to HESC in Proc No
351/2003, and yet with broader responsibilities. The proclamation has also an article that
states that the Center will be established by a regulation and thus, regulation 276/2012
was enacted.
 Regulation NO 276/2012

• WITH A VIEW TO TRANSFORMING THE QUALITY AND STANDARDS

OF EDUCATION AND TRAINING OF THE COUNTRY TO A HIGHER
LEVEL, HAVE THE OBJECTIVE TO CARRY OUT RESEARCH AND
STUDIES ON EDUCATION AND TRAINING AND THEREBY INITIATE
POLICY AND STRATEGY PROPOSALS ON THE ADMINISTRATION OF
EDUCATION, EDUCATION PROGRAMS, RESEARCH, AND TEACHERS
AND HUMAN RECOURSES DEVELOPMENT, AND SERVE AS A
RELIABLE NATIONAL CENTER FOR DATA BASE
6
THE STATUS AND DRIVING FACTORS OF
COMPLETION RATE IN PRIMARY SCHOOL
EDUCATION IN ETHIOPIA.

10
ANALYSIS OF TEACHER DEMAND AND
SUPPLY IN ETHIOPIA: MAGNITUDE,
DETERMINANT FACTORS AND
POSSIBLE REMEDIES

11
Research conferences
 ESC
• ESC: MAKING SURE THAT POSSIBLE STRATEGIES • CURRENTLY DESIGNING A 15 YEARS
ARE PROPOSED AND IMPLEMENTED TO EDUCATION ROADMAP FOR ETHIOPIA
ADDRESS POLICY AGENDAS THAT ARE
background

INFORMED BY RESEARCH ENGAGEMENTS. • METHODOLOGY OF THE ROADMAP

RESEARCH:
• PRE-PRIMARY & PRIMARY SCHOOLS 1. LITERATURE REVIEW (SINCE 1908)
• SECONDARY SCHOOLS 2. FIELD STUDY
• HIGHER EDUCATION
3. BENCHMARKING
• TECHNICAL VOCATIONAL EDUCATION AND
TRAINING (TVET) 4. INTEGRATION
• TEACHERS EDUCATION 5. DESIGN COMPREHENSIVE EDUCATION
• POLICY AND GOVERNANCE ROADMAP
 PROBLEMS
scientific problem

• FACED BY RESEARCHERS • FACED BY UNIVERSITIES

• FRAGMENTED RESOURCES LOCATIONS • REPLICATION OF SIMILAR RESOURCES
• LACK OF STREAMLINED THEMATIC • REALIZATION OF HARMONIZED
RESEARCH CURRICULUM
• PLAGIARISM • INSTRUCTORS’ QUALITY GAP (YOUNG
OR REMOTE UNIVERSITIES)
• INTELLECTUAL PROPERTY RIGHTS
• LOWER COURSE CONTENTS QUALITY
• LACK OF METADATA AND WITHIN-
WITHIN PRIVATE
DOCUMENTS SEARCH
new
new
COLLEGES/UNIVERSITIES
• GLOBAL VISIBILITY
 USE CASE
 The collected and analyzed artifacts from education research projects are considered as a
valuable source for further exploration.
The archive of artifacts should be made available to research to all Ethiopian education
researchers
 The primary focus is on the Ethiopian education research source but should be extended to an
African approach
 The multi-cultural and multi-lingual African approaches should be accommodated.  

15
 USE CASE
 The use case intended to:

 An overview of e-books freely available/accessible online globally

 Sharing digital content by creating an Online Library on education

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 METHODOLOGY TO IMPLEMENT THE CASE
clone

clone DOI (this through the connection

of the Sci-GaIA Open Access with ORCID – http://orcid.org).
Repository

OAI-PMH endpoint and a RESTful API MOOCs platform, the Sci-Gaia Online
Courses server (http://courses.sci-gaia.eu),
based on OpenEdx, will be considered
WHY HAS THE MOOC BECOME IMPORTANT?
 Sharing teaching materials for specific subjects
 Increased accessibility to learning materials for students
  Pedagogical assistance for young lecturers
 Increased cost efficiency
 Accessible at any time and any where - response of users schedules

 
 

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 EXPECTED OUTPUT:
 Federated e-library on education as source for instructors, researchers, PhD, graduate and
undergraduate students as well as for education experts, policy makers and practitioners.
 MOOCs platform on education for teaching and learning purposes
 
 
 

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 RESOURCES

ELIBRARY CONTENTS MOOC CONTENTS

background

• BOOKS • COURSES
• PUBLICATIONS • VIDEO LECTURES
• PROJECTS • PRESENTATION SLIDES
• THESIS • SAMPLE EXAMS
• DISSERTATIONS • ASSIGNMENTS
• CUSTOMIZED TEACHING MATERIALS • GRADE RECORDS
• POLICY DOCUMENTS
 e-LIBRARY
computing & data model

• END-USER WEB PORTAL • ADMINISTRATORS WEB PORTAL:

• USERS DEPOSIT NEW RESOURCES
• USERS SEARCH AND ACCESS
RESOURCES BY
• SUBJECT, AUTHOR, PUBLISHED DATE,
RESOURCE TYPE, …
• LINK AND IMPORT FROM EXTERNAL
REPOSITORIES SUCH AS
• PUBLIC UNIVERSITIES’ LIBRARIES
• OPEN COURSEWARE SITES
• COMMUNITY DEVELOPED CONTENTS
• DATA INTEGRITY CHECKING
 COURSE PLATFORM
computing & data model

• NATIONAL MOOC PORTAL • MOBILE/TABLET APP:

• STUDENTS ACCESS COURSES, PRACTICE • USERS HAVE ACCESS TO ELIBRARY
EXAMS, SUBMIT ASSIGNMENTS RESOURCES
• STUDENTS VIEW THEIR GRADES • STUDENTS HAVE ACCESS TO THEIR
REGISTERED COURSES
• STUDENTS DISCUSS IN FORUMS
• GRADES LINKED TO STUDENT
INFORMATION SYSTEMS AND RECORDS
UPDATED
 COURSE PLATFORM
implementation strategy

• FUTUREGATEWAY
• AUTHORIZATION & AUTHENTICATION
• MANAGE TASKS
• PLAGIARISM CHECK
• EXAM CORRECTION
• UPDATE SIS SYSTEM WITH LATEST
STUDENT GRADES
• GLIBRARY
• PROVIDES SERVICES TO ACCESS
EXISTING DATA COLLECTIONS OR
CREATE NEW ONES
• RESTIFIES POSSIBLY HETEROGENEOUS
DATABASES
• OPEN ACCESS REPOSITORY (OAR)
• MAIN REPOSITORY FOR CONTENTS
• UNIQUELY IDENTIFIES DOCUMENTS
WITHIN THE WHOLE SYSTEM
 INPUT/OUTPUT
summary and conclusion
• INPUT
• COLLECT AND ORGANIZE CONTENTS
EITHER AS A COLLECTION ITEM OR
COURSE RELATED MATERIAL
• IDENTIFY CONTENT AND LINK TO ITS
ORIGIN
• REDUCE PAPER-BASED STORAGE AND
SURFING
• OUTPUT
• SEARCH DOCUMENTS AND ACCESS
EASILY
• EXPORT DOCUMENTS IN DIFFERENT
FORMATS
• COURSE FOLLOW-UP AND
ACHIEVEMENTS MEASURES
• PROTECT IP RIGHTS AND FIGHT
PLAGIARISM
• PROPER POLICY MAKING
 ETHERNET OPEN ACCESS REPOSITORY
work dome during the hackfest
• MACHINE SETUP:
• DONE BY SCI-GAIA TECHNICAL TEAM
• SERVER AND REQUIRED SERVICES UP
AND RUNNING
• CUSTOMIZATION:
• DONE BY ETHIOPIAN TEAM
• THEME OF WEB PORTAL CUSTOMIZED
• SEARCH AND SUBMIT ELEMENTS
ADDED AND MODIFIED
• WEB CONTENTS ADDED AND MODIFIED
https://ethoar.sci-gaia.eu/
https://ethoar.sci-gaia.eu/submit?ln=en&doctype=DEMOART
 ETHERNET MOOC
work dome during the hackfest

• MACHINE SETUP: • CUSTOMIZATION:

• DONE BY SCI-GAIA TECHNICAL TEAM • DONE BY ETHIOPIA TEAM
• SERVER AND REQUIRED SERVICES UP • SAMPLE COURSE ADDED
AND RUNNING
• THEME CUSTOMIZATION IN PROGRESS
https://ethcourses.sci-gaia.eu/
https://ethcourses.sci-gaia.eu/
results achieved so far
https://ethcourses.sci-gaia.eu/
 RESULTS
results achieved so far
• OPEN ACCESS REPOSITORY
• BETTER VISIBILITY OF RESEARCHERS’
WORKS ON THE WEB
• “ONE STOP SEARCH”
• MOOC PLATFORM
• MASSIVE OPEN ONLINE COURSES
PLATFORM FOR ALL 36 PUBLIC
UNIVERSITIES AND COUNTING
• FACILITATES DISTANCE LEARNING
CURRENTLY BEEN UNDERTAKEN BY
MANY UNIVERSITIES IN A BETTER WAY
• STUDENTS CAN PREPARE THEMSELVES
BEFORE COMING TO CLASS
 RESULTS
results achieved so far

• UNDERSTAND HOW TO USE • EXCHANGE

• FUTUREGATEAY REST APIS
• GLIBRARY
• EXPERIENCE SHARING WITH
PARTICIPANTS
• NIGERIAN CULTURE: FOOD, WEATHER,
FRIENDLINESS
 FUTURE PLANS
results achieved so far

• ETHERNET OAR: CHAT • ETHERNET MOOC

• COMPLETE ETHERNET OAR WITH • UPLOAD MAJOR COMMON COURSES
CONTENTS
• TRAIN TEACHERS PREPARE AND
• HOST ON ETHERNET DATA CENTER CREATE COURSE ON THE MOOC SITE
• ASSIST OTHER IMPLEMENTERS (SUCH • CREATE AWARENESS
AS LASU)
• TRAIN HOW TO USE, CUSTOMIZE AND
UPDATE
 GRATITUDE – SCI-GAIA

Prof. Roberto Barbera Bruce Becker

summary and conclusion

Rita Ricceri Mario Torrisi

 GRATITUDE – WACREN, LASU, EKO-KONNECT, NIGERIA

Omo Oaiya Prof. Benjamin Aribisala

summary and conclusion

Owen Iyoha

Nigeria