It is to acquaint employee with the new procedures, new communication systems, new

topics or subjects, new policies etc. A workshop or seminar may be for one, two or three
days and may extend to two or three weeks. In such a programme, professionals
(resources person from outside especially from universities and or ministries of education
come to present papers and answer questions posed by
29 participants, such a programme may also be domicile in school premises or at a
designated out-of-school venue may times to the organizers of such programme give
pre-programme test or questionnaires to participants to assess their entry knowledge or
skill and at the end of the programme, a post-test to assess their entry knowledge or
skills and at the end of the programme, a post-test to assess what they have gained as a
result of their participation in the training exercise. Reports generated from such
exercises are normally useful for planning and policy purposes. In this respect, Nigeria is
richly served by two institutions; the National Institute for Education Administration and
planning Ondo, Ondo State and the Lagos State Post Primary Staff Development
Commission (LSPPSTC) Magodo Lagos.

. Question Bank Workshops are organized in education to prepare

questions on
the subject. The designers are given knowledge and training for
preparing questions in the workshop.

The GDE uses workshops where a team of experts present knowledge

and skills to groups of educators during school holidays. Heystek et al.
(2008:180) writes that these workshops, where educators become
students, are meant to provide hands-on experience to educators.
These traditional approaches have proved to be ineffective because
they fail to provide educators with enough time, activities and content
to make a noticeable improvement in their knowledge and skills
(Birman et al., 2000:29). This has led Mundry (2005:14) to suggest that
policy makers and education managers should abandon outmoded
approaches to staff development and invest in more practice-based
approaches to professional learning of educators. Heystek et al.
(2002:180) agree by stating that workshop training does not always
result in skills transfer.
The study explored lecturers and teacher trainees utilization of Open Educational Resources
(OER) in the different teacher education programs offered at Makerere University and Kyambogo
University. It specifically sought to examine the major forms of OER utilized, the specific courses
in which OER is currently put to use, teacher trainees knowledge of the existence of OER and
the challenges hindering the effective use of OER at these universities.

An exploratory study design was used to familiarize the researcher with OER and its adoption at
the participating universities. Data were collected using self administered questionnaires,
interview guides, observation checklists and document analysis. Data was presented and
analyzed using both statistical methods and narrative techniques.

The study revealed that there is minimal use of around 20% of the different forms of OER at
both universities. It also disclosed that some lecturers have adopted the use of OER in different
pedagogical settings at Kyambogo University and Makerere University. However, despite the
effort of some lecturers to use OER in some courses offered in the different teacher education
courses at the participating universities, many teacher trainees plus some other lecturers were
hearing about OER for the first time during the data collection process. But even then, there are
numerous hurdles ranging from inadequate (or sometimes inexistent) ICT infrastructure in both
computer labs and lecture rooms. Other challenges to the utilization of OER at either Kyambogo
University or Makerere University revealed by this study were poor attitude of both lecturers
and teacher trainees towards the use of OER (and ICT facilities in general), financial limitations,
inadequate knowledge of using OER (and generally ICT facilities), lack of knowledge of its
existence and poor administration of the participating universities.
 It was concluded that the two universities have just started adopting a few of the different
forms of OER as the biggest percentage of the teacher trainees who participated in this study
were not completely aware of its existence.

It was therefore recommended that workshops should be organized for both lecturers and
teacher trainees of Kyambogo University and Makerere University to notify to them of the
existence of OER, the different OER initiatives in place and the best forms of OER applicable to
the different teacher education programs. But most important, adequate ICT infrastructure
should be put in place both in lecture rooms and computer rooms to enhance access and use of
OER by lecturers and teacher trainees in the different teacher education programs.

Orphan Children Home, Zaria

Mercy Home Orphanage
Rafiki Children Home
Faith works, Kaduna
Crown Pillar Home, Kaduna
Gidan Bege, Kagoro Kaduna
Hope Orphanage Nboro
Agape Home
Naphtali Home
Jamaiyar Matan Arewa Orphanage home
Nasarawa Childrens Home
Katsina Children Home
Widows Rehabilitation and orphanage mission,
Zuru, Kebbi
Family support programme orphanage Birin

Kebbi
Orphanage and widows co-operations society,
Tambuwal.
Widow rehabilitation Zamfara
Gusau Orphanage Home,

Orphan Childrens Home. Zaria. Kaduna

Bovi Special Home for Children, Barnawa, G.R.A. Kaduna

Mercy Orphanage home, Anguwan, Komi, Kaduna

City of Refuge Orphanage home, Sabon Tasha, Kaduna

Gidan Bege, Kagoro. Kaduna

Faith works orphanage, Kaduna

Rafiki childrens home, Anguwan Rimi Bajjus, Kaduna

Nasarawa childrens home, Kano

Motherless Babies home, Kaduna

Widows Rehabilitation and orphanage mission, Zuru, Kebbi

Family support programme orphanage Birin Kebbi

Orphanage and widows co-operations society, Tambuwal, Sokoto

Orphanage home, G.R.A Gusau, Zamfara

Agape Home, Kaduna

Naphtali Home, Kaduna