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Mauritius 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Towards an Open and Distance Learning Framework for Teacher Development in Sub-Saharan Africa
No full textThe African education landscape is undergoing a critical transformation, driven by the urgent need to expand access to high-quality, equitable teacher professional development. Traditional, face-to-face training models alone are insufficient to meet this demand. In response, the Commonwealth of Learning (COL) and the Africa Federation of Teaching Regulatory Authorities (AFTRA) have developed a draft Open and Distance Learning (ODL) framework for teacher development in Sub-Saharan Africa (SSA), under the "Beyond Numbers" Project. This framework presents a scalable, inclusive, and technology-enabled approach tailored to diverse national contexts.
Informed by empirical experiences from Nigeria, Botswana, South Africa, and Seychelles, and enriched by policy insights from countries such as Ghana, Kenya, Namibia, Sierra Leone, and Zambia, the framework aligns with global and continental goals, including SDG 4, CESA 2016–2025, ACQF, and UNESCO’s ICT and AI competency standards. It envisions a future where all teachers, regardless of geography or background, can access flexible, high-quality professional development.
The framework is organised into nine interconnected components: policy and governance; curriculum and content delivery; quality assurance and accreditation; capacity building; assessment and certification; monitoring and evaluation; funding and sustainability; promotion and advocacy; and risk mitigation. A five-phase implementation roadmap—ranging from policy alignment to institutionalisation—ensures coordinated execution among stakeholders.
This draft framework represents a transformative vision for teacher education in SSA. By embracing digital innovation and open educational resources, this framework offers a flexible, competency-based model for empowering teachers and advancing educational equity across the continent
Beyond Numbers: Scaling Quality Teacher Development in Sub-Saharan Africa using ODL – Project Report
No full textThe Beyond Numbers Project, led by the Commonwealth of Learning (COL) in partnership with the Africa Federation of Teaching Regulatory Authorities (AFTRA), aimed to expand the pool of qualified teachers in Sub-Saharan Africa (SSA) through open and distance learning (ODL) and digital technologies. In response to the region’s urgent need for 15 million new teachers by 2030, the project brought together four teacher regulatory authorities—the Botswana Teaching Professionals Council, the Teachers Registration Council of Nigeria (Nigeria), the Teachers Council of Seychelles (Seychelles), and the South African Council for Educators (South Africa)—alongside Botswana Open University and University of Abuja.
Each authority developed a draft national ODL framework, curated digital literacy micro-courses, and aligned recommendations with global standards such as UNESCO’s ICT and AI competency frameworks. More than 1,500 educators and ministry staff, 66% of them women, were trained using 13 micro-courses and 5 CPD courses, tailored to local needs.
The project fostered peer-led development, teacher ownership, and school-based dialogues, making CPD flexible and teacher-centred. Collaborative tools enabled educators to contribute to national frameworks, encouraging deeper engagement.
Though limited in scale and duration, the pilot demonstrated the effectiveness of ODL in teacher development. It laid the foundation for harmonised regional standards and showed strong potential for scaling across Africa and other Commonwealth countries
Master of Education in Learning Design and Technology
No full textThe Master of Education in Learning Design and Technology (MEd LDT) is a postgraduate programme offered by Asia Pacific University of Technology & Innovation (APU) in Malaysia. It is designed for educators, instructional designers, corporate trainers, and professionals across various fields who are interested in learning design and seeking to enhance their educational skills. The programme equips learners with expertise in learning sciences, digital learning environments, and innovative pedagogical approaches. It is available in both conventional full-time and Open & Distance Learning (ODL) part-time modes, providing flexibility for those balancing work and study. Additionally, Postgraduate Diploma and Certificate pathways are available, catering to individuals at different stages of their careers in learning design and educational technology. This programme aligns with the theme of Gender, Technology, and Innovation in Open Education by addressing issues of inclusion, accessibility, and the role of emerging technologies in education. It explores how AI-driven learning environments, mobile learning, virtual reality, and assistive technologies can support diverse learners, including those impacted by gender-related barriers in education. With a research-informed curriculum and a strong emphasis on practical application, students gain the skills to design, implement, and evaluate technology-enhanced learning experiences that foster equity in education. By participating in this marketplace, we aim to raise awareness of the MEd LDT programme among educators, institutions, and policymakers who seek to leverage technology for more inclusive and accessible learning. The exhibition provides a platform to engage with institutions exploring faculty development and instructional design training, as well as professionals looking to enhance their competencies in digital education. The programme's focus on accreditation, certification, and micro-credentialing further supports the goals of open education by offering flexible learning pathways for career advancement. As an institution committed to educational innovation, APU integrates cutting-edge digital technologies with a learner-centred approach, preparing graduates to lead advancements in learning design and technology-enhanced learning. This exhibition also offers an opportunity to discuss how learning design can address gender inclusion challenges in education, ensuring equitable access to high-quality learning experiences. We welcome collaboration with institutions and individuals dedicated to advancing equity in education through technology-driven learning and instructional design.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 644
Digital Transformation of Technical and Vocational Education and Training (TVET) in Kenya: Challenges, Opportunities, and Strategic Recommendations
No full textDigital transformation is paramount for the advancement of Technical and Vocational Education and Training (TVET) in Kenya, as it significantly enhances educational standards, improves accessibility, and ensures that programmes remain pertinent in a rapidly evolving labour market. This study employs a mixed-methods approach, utilising purposive sampling across Kenya’s eight regions to select participants from key stakeholder groups, including educators (n=156), students (n=98), representatives from TVET government agencies (n=78), and contributors from industry (n=59). Data were collected from 391 respondents through both surveys and semistructured interviews, aiming to explore the opportunities and challenges within the TVET sector. The findings indicate that 82.35% of institutions are currently employing digital tools for teaching and learning, with the majority of respondents (55.75%) falling within the age group of 26-35 years. Significant challenges have been identified, including limited digital infrastructure (27.49%), insufficient funding (19.84%), and a notable lack of digital skills among trainers (18.45%). Intriguingly, a substantial 98.98% of respondents expressed a keen interest in participating in digital skills training programmes. This research ultimately provides pertinent recommendations for policy and practice, aimed at bridging the skills gap and cultivating a workforce that is well-equipped to thrive in Kenya's burgeoning digital economy.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 733
Assessing Implementation of Blended Learning in TVET Institutions in Kenya: Methods of Delivery, Asynchronous Content, Synchronous Tools, Use of Generative AI in Assessment and the Proper Use of Flipped Classroom Approach
No full textThis study is to assess the implementation of blended learning in Technical and Vocational Education Training (TVET) in Kenya. It is mainly focused on the methods used in Blended learning, Generative AI and use of flipped classroom approach. The research will delve into highlighting the effectiveness in enhancing learner engagement and improving educational outcomes. Data collection methods will be employed, combining quantitative surveys and qualitative interviews with stakeholders in TVET in Kenya to gathering comprehensive data. This research concentrates on affirming blended learning in TVET, challenges of implementation of blended learning namely access to technology, improved flexibility in use of flipped classroom , place of Generative AI in assessment, Open Education by considering mentioning OER, open licensing and the areas where the educators needs to be reskilled and retooled through the use of continuous professional development (CPDs) courses and the integration of more interactive and accessible learning tools to maximize the benefits of blended learning in TVET institutions in Kenya. The outcomes are recommendations to educators and need to align Kenyan educational practices with shifting strategies to keep abreast with the ever changing workforce demands.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 401
Fostering Resilience in Higher Education: ICT-Driven Pedagogical Innovations and a Strategic Roadmap - A Case Study
No full textInnovative approaches in open education are reshaping higher education, fostering adaptive pedagogy, lifelong learning, and resilient frameworks that prepare students and educators for emerging challenges. This paper examines the current dynamics of technology-enabled teaching and learning through a focused case study. Insights from the study reveal diverse usage patterns among educators and students, identifying both opportunities for growth and challenges that hinder effective adoption of digital tools in education. The findings highlight gaps in professional development, infrastructure, and equitable access, underscoring the need for targeted interventions to bridge these divides. Despite these obstacles, innovative educational practices demonstrate immense potential for enhancing personalization, promoting inclusivity, and aligning with global sustainable development goals. To address these needs, this paper proposes a strategic roadmap for all stakeholders in higher education-including policymakers, institutions, educators, and learners-focused on fostering resilience and sustainability by 2030. Key recommendations include professional capacity building, investment in digital infrastructure, and the integration of inclusive pedagogical strategies. By advancing innovative open education practices, this roadmap seeks to empower higher education systems to thrive in an increasingly dynamic and interconnected world, ensuring they remain catalysts for societal transformation and sustainable development.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 234
Assessing Infrastructure, Resources, Policies, and Faculty Preparedness for Open, Distance, and Technology-Enabled Learning at TACE: A Baseline Study
No full textThe study evaluated the infrastructure, resources, policies, and faculty preparedness at Tamale College of Education (TACE) regarding open, distance, and technology-enabled learning. It analyzed the college's existing systems and examined administrators' and teaching staff's perceptions of incorporating technology into professional development programs. A survey of 490 in-service teachers revealed a majority were male (344, 70.2%) and a smaller proportion female (146, 29.8%). Findings indicate that TACE has made progress in integrating technology, possessing basic infrastructure like computer labs and internet connectivity, and developing a digital learning platform. However, challenges remain in computer availability and internet access, especially in remote areas. Faculty preparedness varied; some educators demonstrated high digital literacy and enthusiasm, while others required further training to effectively use technology. Additionally, TACE lacks a comprehensive policy framework for open, distance, and technology-enabled learning. Establishing clear guidelines, support mechanisms, and incentives could promote innovation and technology adoption in professional development programs.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 666
Book Review: Global Education Monitoring Report Pacific, Technology in Education: A Tool on Whose Terms?
No full textThis latest Global Education Monitoring (GEM) report provides a regional (Pacific) update on progress towards the UNESCO Sustainable Development Goal 4, with the objective to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2024). One value of the report lies in its authority. It is funded by “governments, multilateral agencies and private foundations and facilitated and supported by UNESCO” (p. v), and so is not one to ignore
Towards a Collaborative Model for Developing Open Educational Resources (OER) for Community Education
No full textthrough the shared process of developing micro-courses to empower community educators with reproductive health and menstrual health information. Using a case study approach, this paper illustrates the interconnectedness of stakeholders and the need for symbiotic capacity building in higher education and civil society for effective community development. The analysis explores the challenges and successes of the collaborative process of developing and implementing micro-courses for community development. Key takeaways include the potential of micro-courses in meeting the need for non-formal, community-based lifelong learning to address social and economic challenges affecting women and girls, the importance of strong partnerships between universities and inter-governmental organisation for effective community transformation and the need for ongoing development and adaptation of micro-courses for lifelong learning needs of communities. This research contributes to knowledge on the role of micro-courses in fostering inclusive and sustainable development, within the context of higher education institutions in developing countries.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 333