SP10.4: Early-stage impact study of the Darakht-e Danesh (“Knowledge Tree”) OER Library in Afghanistan

Early-stage impact study of the Darakht-e Danesh (“Knowledge Tree”) OER Library in Afghanistan

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This study evaluates a group of Afghan teachers’ use of Open Educational Resources (OER) from the Darakht-e Danesh Library (DDL) – a digital library comprised of educational materials in English, Dari and Pashto – investigating whether these resources enabled improvements in teaching practice and led to improved subject knowledge. Conducted with secondary-school teachers in Parwan, Afghanistan, who accessed the DDL over a four-week period in 2016, the study asked the following research questions: To what extent did teachers in this study access and use OER in the DDL? Did access and use of OER in the DDL enhance teachers’ subjectarea content knowledge? Did access and use of DDL resources enhance teachers’ instructional practices? To what extent did teachers’ understanding of OER and its value change?

The study utilised quantitative and qualitative methods to examine the behaviour and practices of 51 teachers in rural Afghanistan, all of whom were teaching at the secondary level or affiliated with a local teacher training college. The study collected data from server logs, pre- and post-treatment questionnaires, lesson plan analyses, teacher interviews and classroom observation. A purposive sampling technique was utilised to select the teachers, drawing from educational institutions with which the Canadian Women for Women in Afghanistan non-governmental organisation had previously interacted.

Oates, L., Goger, L. K., Hashimi, J. & Farahmand, M. (2017). An early stage impact study of localised OER in Afghanistan. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 549–573). Retrieved from https://doi.org/10.5281/zenodo.600441

Other project outputs

Journal articles

Oates, L. & Hashimi, J. (2016). Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan teachers. Open Praxis, 8(2), 151-161. Retrieved from http://www.openpraxis.org/index.php/OpenPraxis/article/view/288


Oates, L., Hashimi, J., Ziayee, M. & Parwani, A. R. (2017). Going Open in Afghanistan – Impact Study of an OER Library. Presented at Open Education Global Conference, 8-10 March 2017. Cape Town, South Africa. Retrieved from https://www.slideshare.net/oeconsortium/going-open-in-afghanistan-impact-study-of-an-oer-library


Parwani, A. R. (2017). An early-stage impact study of OER in Afghanistan (video). Retrieved from https://www.youtube.com/watch?v=UtqS85McfC0&index=4&list=PLqSYUJvxD-UDZPS5NwTJixYZqHTgYu7i2