Relevant bibliographies by topics / Education. 0

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education. 0'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Education. 0"

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Lipkin, Leonard J. "On the Indeterminate Form 0 0." College Mathematics Journal 34, no. 1 (January 2003): 55. http://dx.doi.org/10.2307/3595845.

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Macha, Thorsten, and Franz Petermann. "FREDI 0 – 3." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 49, no. 1 (January 2017): 50–56. http://dx.doi.org/10.1026/0049-8637/a000166.

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Mathews, John H. "A Geometric Proof of lim d →0 +(-dln d) = 0." College Mathematics Journal 23, no. 3 (May 1992): 209. http://dx.doi.org/10.2307/2686299.

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Vanegas, Yuly, Joaquin Giménez, Montserrat Prat, and Mequè Edo. "Professional Tasks in Early Childhood Education Teacher Education: Promoting Reasoning at 0-3." Acta Scientiae 23, no. 7 (November 18, 2021): 60–90. http://dx.doi.org/10.17648/acta.scientiae.6307.

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Karpov, Alexander. "Education in the Future." Общественные науки и современность, no. 5 (2018): 115–24. http://dx.doi.org/10.31857/s086904990001499-0.

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Sotillo, Susana M. "Language Planning and Education." Current Issues in Language Planning 9, no. 2 (December 1, 2008): 219. http://dx.doi.org/10.2167/cilp037b.0.

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Bateman, Heidi, Jane Stewart, Giles McCracken, and Janice Ellis. "Undergraduate dental education: an education or training?" British Dental Journal 231, no. 10 (November 26, 2021): 619–21. http://dx.doi.org/10.1038/s41415-021-3653-0.

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Maxson, Marilyn. "Fathers and Childrenby C.L. Sulzberger. New York: Arbor House, 1987, 307 pp., hardcover. (ISBN 0-87795-925-0)." Educational Forum 53, no. 2 (June 30, 1989): 191–97. http://dx.doi.org/10.1080/00131728909335594.

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Ben Soussan, Patrick. "Pas d'Enfance-0-Rabais." Spirale 41, no. 1 (2007): 154. http://dx.doi.org/10.3917/spi.041.0154.

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Oravecz, Adrienn. "INTERNATIONALISING CONDUCTIVE EDUCATION - REPORTS FROM RECENT ADVANCES IN CONDUCTIVE EDUCATION." Különleges Bánásmód - Interdiszciplináris folyóirat 3, no. 1 (March 30, 2017): 101–3. http://dx.doi.org/10.18458/kb.2017.1.101.

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Dissertations / Theses on the topic "Education. 0"

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Vincent, Hubert. "Education et scepticisme." Paris 8, 1995. https://octaviana.fr/document/181395177#?c=0&m=0&s=0&cv=0.

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Faire la critique de l'ecole, c'est d'abord faire la critique du pedantisme. C'est aussi demander comment et si l'on echappe au pedantisme. C'est ensuite demander comment se cultive le jugement. Les notions d'exercice, d'usage, d'exposition et d'alternance repondent a cette question
Criticism of the school system is, in the first place, criticism of pedantism. But it is too asking how and whether you can really avoid pedantism. It is then asking how judgement is bred. The notions of exercise, use, exposition and alternance answer this question
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Faubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.

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Ryynänen, E. (Elina). "0–7-vuotiaiden lasten huoltajien käsityksiä lasten peleistä ja pelaamisesta." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022402.

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Tutkimuksen tavoitteena on ollut selvittää millaisia piirteitä 0–7-vuotiaiden lasten huoltajat arvostavat lasten peleissä ja pelaamisessa, millaiset asiat huoltajilla vaikuttavat pelien ostopäätöksiin ja miten huoltajat haluaisivat, että pelejä käytettäisiin varhaiskasvatustoiminnassa. Tutkimus on laadullinen tapaustutkimus, jonka aineisto on kerätty internet-kyselyllä keväällä 2016. Pääosa kysymyksistä oli avoimia kysymyksiä. Aineiston analyysissä on käytetty aineistolähtöistä ja teoriaohjaavaa sisällönanalyysiä. Saatuja tuloksia on kvantifioitu, mikäli kvantifioimalla saatujen tilastollisten esitystapojen on nähty tuovan lisäarvoa. Aineisto koostui 62 huoltajan vastauksista. Huoltajat arvostivat pelien opettavuutta ja pelattavuutta. Pelattavuudessa huoltajat arvostivat erityisesti game flow framework -lähestymistavan mukaisista komponenteista rakenteellista ja sosiaalista pelattavuutta. Huoltajille oli siis tärkeää, että pelissä on selkeät säännöt, se on sopivan vaikea lapselle, mahdollistaa yhdessäoloa ja vahvistaa vuorovaikutustaitoja. Lähes kaikkien huoltajien vastauksissa pelin ostopäätökseen vaikuttivat psykologiset tekijät, eli yksilön persoonalliset tarpeet, tavat, kyvyt ja toimintamuodot. Ostopäätökset perustuivat useimmiten huoltajien arvoihin ja asenteisiin, sekä tunne- ja järkiperäisiin motiiveihin. Huoltajien arvoja ja asenteita kuvasi vastauksissa mainitut opetuksellisuus, kehittävyys ja pelin ikärajan huomioiminen. Tunneperäisiksi motiiveiksi luettiin pelattavuuden arvostaminen ja järkiperäisistä motiiveista selvästi eniten esille noussut oli pelin hinta. Myös pelin laatu vaikutti ostopäätökseen. Huoltajien toiveita pelaamiselle varhaiskasvatuksessa kartoitettaessa huoltajat halusivat myös varhaiskasvatustoiminnassa käytettävien pelien opettavan tai kehittävän lasta. He halusivat pelattavan liikunnallisia pelejä, opettavia pelejä sekä lauta- tai korttipelejä. Osa mainitsi myös toiveen pelien monipuolisuudesta varhaiskasvatustoiminnassa. Digitaalisten pelien pelaaminen varhaiskasvatustoiminnassa kuitenkin jakaa huoltajien mielipiteitä. 51,6 prosenttia huoltajista hyväksyi digitaalisten pelien pelaamisen varhaiskasvatustoiminnassa kun taas 45,2 prosenttia ei haluaisi digitaalisia pelejä pelattavan varhaiskasvatustoiminnassa. Huoltajien vastauksissa voidaan nähdä yhtenäisiä piirteitä, mutta tutkimuksen ollessa tapaustutkimus ei tuloksia voi suoraan yleistää. Mikäli tuloksia halutaan yleistää on tutkittava suurempaa otosta taustapopulaatiosta. Voidaan silti todeta, että varhaiskasvattajien olisi hyvä herättää huoltajien kanssa keskustelua peleistä ja pelaamisesta varhaiskasvatustoiminnassa. Lisäksi pelien soveltuvuuteen pedagogiseen käyttöön tulisi kiinnittää huomiota.
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Sprankle, Betty Sue. "Mission and funding strategies of public education foundations in Oklahoma /." Access abstract and link to full text, 1992. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9219890.

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Pavioti, Cristiane Regina. "Politicas publicas de educação para crianças de 0 a 3 anos : o caso de Guarulhos." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251485.

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Orientador: Maria Evelyna Pompeu do Nascimento
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-12T11:34:49Z (GMT). No. of bitstreams: 1 Pavioti_CristianeRegina_M.pdf: 23320057 bytes, checksum: af703e819a7740d8f5ac915b446c63a1 (MD5) Previous issue date: 2008
Resumo: A pesquisa pretende um estudo, através da observação em campo, do modelo de atendimento em Educação Infantil implementado no município de Guarulhos - São Paulo intitulado de "Programa Educriança", através do qual mães recebem formações ligadas à Educação Infantil para que possam ter melhores condições de educarem seus filhos em suas próprias casas. Traz, num primeiro momento, por meio de pesquisas bibliográficas, um histórico das políticas públicas adotadas em Educação Infantil em diferentes tempos e lugares, além de um estudo a respeito de programas de atendimento nos quais a família é responsável diretamente pela educação de seus filhos. Num segundo momento do trabalho, traz-se à tona as características estruturais e pedagógicas do programa, demonstrando como o mesmo funciona e está sendo desenvolvido no município de Guarulhos.
Abstract: The research intends a study, through the comment in field, of the model of attendance implemented in Infantile Education in the city of Guarulhos - São Paulo intitled "Educriança Program", through which mothers receive formations about the Infantile Education to have better conditions to educate their children in its proper houses. At the first moment, by means of bibliographical research, the research brings a description of the public politics adopted in Infantile Education in different times and places, beyond a study about attendance programs in which the family is responsible directly for the education of children. In a second moment of the work, it is brought the structural and pedagogical characteristics of the program, demonstrating the developed of program in the city of Guarulhos.
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestre em Educação
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Lee, John Won. "An examination of the effectiveness of community-based participatory research projects in producing intended health outcomes /." View online ; access limited to URI, 2007. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3276993.

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Clettenberg, Stacey Mulholland. "Factors influencing an early retirement decision in education /." Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9022329.

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Parker, Linda Carol. "A historical study of the use of program evaluation in education /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9423376.

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Puamau, Virisila Qolisaya Lidise. "Affirmative action and racial inequalities in education the case of Fiji /." [St. Lucia, Qld], 1999. http://www.paddle.usp.ac.fj/cgi-bin/paddle?e=p-010off-paddle--00-1--0---0-10-TX--4-------0-11l--11-en-50---20-home---00-3-1-000--0-0-11-0utfZz-8-00&a=file&d=thesis003.

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Ruth, Pamela Foutch. "A study of preparation and continuing education of Oklahoma superintendents /." Access abstract and link to full text, 1995. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9529030.

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Books on the topic "Education. 0"

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Golovina, L. I. Metodika rannego razviti︠i︡a Valʹdorfskoĭ shkoly: Ot 0 do 7 let. Moskva: ĖKSMO, 2009.

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Malcolm, Hughes, ed. Child development: Theory and practice 0-11. New York: Pearson Longman, 2009.

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Souza, Solange Jobim e. Educação ou tutela?: A criança de 0 a 6 anos. São Paulo, Brasil: Edições Loyola, 1988.

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Blandford, Sonia. Developing professional practice, 0-7. Harlow, England: Pearson Longman, 2009.

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Catherine, Knowles, ed. Developing professional practice, 0-7. Harlow, England: Pearson Longman, 2009.

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Cuban, Sondra, and Larry Cuban. Partners in Literacy (0) (0). Teachers College Press, 2007.

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E-Learning 1. 0, 2. 0, and 3. 0 in Higher Education. Libri Publishing Limited, 2019.

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Borlinghaus, Ralf. Coaching 2. 0 - Handbuch TeleCoaching. Lulu Press, Inc., 2010.

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Bishop, Jonathan. Cases on Technologies in Education from Classroom 2. 0 to Society 5. 0. IGI Global, 2021.

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Bishop, Jonathan. Cases on Technologies in Education from Classroom 2. 0 to Society 5. 0. IGI Global, 2021.

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Book chapters on the topic "Education. 0"

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Kremer, John, Noel Sheeny, Jacqueline Reilly, Karen Trew, and Orla Muldoon. "Education." In Applying Social Psychology, 122–36. London: Macmillan Education UK, 2003. http://dx.doi.org/10.1007/978-0-230-62839-7_7.

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Fuchs, Rachel G., and Victoria E. Thompson. "Education." In Women in Nineteenth-Century Europe, 84–100. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80216-2_6.

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Souare, Gail E. "Education." In Encyclopedia of Women’s Health, 439–41. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48113-0_147.

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Alcock, Pete. "Education." In Social Policy in Britain, 35–51. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-0-230-22916-7_3.

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Bilton, Tony, Kevin Bonnett, Pip Jones, Tony Lawson, David Skinner, Michelle Stanworth, Andrew Webster, Liz Bradbury, James Stanyer, and Paul Stephens. "Education." In Introductory Sociology, 262–97. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-0-230-21417-0_10.

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James, Allison, and Adrian L. James. "Education." In Constructing Childhood, 117–39. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-0-230-21427-9_5.

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Müller, Walter, and Irena Kogan. "Education." In Handbook of European Societies, 217–89. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-88199-7_9.

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Behar-Horenstein, Linda S., and Alice Dix. "Education." In Encyclopedia of Cross-Cultural School Psychology, 407–12. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_151.

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Tarr, Jane. "Education." In Interprofessional Working in Health and Social Care, 49–63. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-0-230-39342-4_5.

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Menyuk, Paula, and Maria Estela Brisk. "Language Development in Infancy: Ages 0–3." In Language Development and Education, 1–20. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230504325_1.

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Conference papers on the topic "Education. 0"

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Logofatu, Mihai, and Cristian Logofatu. "FROM WEBX.0 TO UNIVERSITYX.0: RE-IMAGINING EDUCATION." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-251.

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Thirty years ago: (a) John Naisbitt has anticipated that we will be living, working and learning surrounded in the information society; (b) Steven Jobs has anticipated how computers and networking will be the most important technologies used by people and organizations in the next future. Additional details from these fantastic predictions will be presented later, in the paper. Recent communication (Strasbourg, 20.11.2012, COM(2012) 669 final) to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions, "Rethinking Education: Investing in skills for better socio-economic outcomes" underlines that "European education and training systems continue to fall short in providing the right skills for employability, and are not working adequately with business or employers to bring the learning experience closer to the reality of the working environment. These skills mismatches are a growing concern for European industry's competitiveness". There is a special statement on the potential of ICT and Open Educational Resources for education. Just in this context we will ask ourselves how modern technologies as WEB1.0, WEB2.0, WEB3.0 have influenced the universities until now and how they will influence the universities in the next future. In this paper we will summarize some correlations between WEB X.0 and University X.0. State of art WEB technologies, particularly suitable for education, will be presented; some of them are already in use within the Department for DL of the University of Bucharest. Finally, the authors will try to figure some WEB 2.0 technologies that could be used for the University 2.0 platform.
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Taylor, Harriet G. "Distance education by distance education (poster)0." In The supplemental proceedings of the conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/266057.266219.

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Lionelle, Albert, Josette Grinslad, and J. Ross Beveridge. "CS 0." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3328778.3366795.

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He, Ling, and Yanyan Huang. "Research of ant colony algorithm and the application of 0–1 knapsack." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028680.

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Kalkan, Melek, and Ayhan Demir. "https://www.dropbox.com/s/ba4mqotv09tjimp/Eel%202015_Proceedings_Paper_3.pdf?dl=0." In Annual International Conference on Education & e-Learning. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2251-1814_eel15.8.

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McDonald, Chris. "https://www.dropbox.com/s/bwxhwldvyta6i3x/CSEIT_2015_Proceedings_Paper_18.pdf?dl=0." In Annual International Conference on Computer Science Education: Innovation & Technology. Global Science and Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2251-2195_cseit15.30.

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Tashmakova, Saniya M., Zhanna K. Sagilova, Venera M. Salmanova, and Elena T. Akhmedova. "Inclusive education in the general education environment." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-241-247.

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This article examines the main ways of implementing inclusive education in a single educational space of a modern school. The main focus of the implementation of special conditions to meet the special educational needs of students in the general educational environment is presented. The author shares statistical data on students with special educational needs, notes both positive and critical factors of inclusive education at the present stage.
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Jifeng, WEI, JIN Ziyan, and ZHANG Liang. "Compressive Mechanical Properties of [0°/90°]s Glass Fiber Epoxy Laminate." In 2018 International Conference on Information Systems and Computer Aided Education (ICISCAE). IEEE, 2018. http://dx.doi.org/10.1109/iciscae.2018.8666882.

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Shaymardanova, Zhannel M. "Features of drawing up an advanced training program on inclusive education for children with disabilities." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-346-351.

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The article highlights one of the topical areas in education, the professional readiness of teaching staff in the Republic of Kzakhstan. The article presents the results of a study involving state pedagogical staff of the Department of Education to identify professional difficulties in organizing inclusive education in preschool educational institutions and in schools. On the basis of the law on inclusive education in the Republic of Kazakhstan and the principles of inclusion, a program for advanced training of teachers, parents and all interested persons on the organization of inclusive education and accompanying children with disabilities in general education schools and in preschool educational institutions has been presented.
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Brito, Rita, and Altina Ramos. "Digital technology in family environment: A case of children from 0 to 6." In 2017 International Symposium on Computers in Education (SIIE). IEEE, 2017. http://dx.doi.org/10.1109/siie.2017.8259673.

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Reports on the topic "Education. 0"

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Näslund-Hadley, Emma, Juan Manuel Hernández Agramonte, Kelly Montaño, Olga Namen, Guiselle Alpizar, Úrsula Luna, Laura Ochoa, et al. Hablemos de política educativa en América Latina y el Caribe #4: Educación inicial remota y salud mental durante la pandemia COVID-19. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002890.

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Una encuesta a 62.837 cuidadores de niños de cuatro países latinoamericanos indagó sobre sus experiencias con la educación a distancia de emergencia y la salud mental durante la pandemia de COVID-19. Los hallazgos sugieren que la crisis aumentará las desigualdades de aprendizaje ya existentes. Además, por causa de la pandemia COVID-19, los cuidadores de niños de 0 a 7 años reportan impactos sustanciales en su propia salud mental. Entre estos, las mujeres presentan los niveles de malestar más elevados al ser quienes se encargan de la mayor parte del apoyo con la educación a distancia de sus hijos. Los cuidadores informan que la pandemia de COVID-19 y los esfuerzos de contención asociados han tenido efectos sustanciales en la salud mental y el bienestar de sus hijos. Los hallazgos sugieren que en América Latina se avecinan consecuencias para la salud mental a una escala sin precedentes entre los niños.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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