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Exploring the Academic Support Strategies for NIOS Learners: A Survey Study
No full textprovide flexible, accessible, equitable, affordable and quality education to all. One of the significantcomponents of NIOS's academic support system is Personal Contact Programs (PCPs) which facilitates interaction between learners, tutors, and peers. Through these PCPs, difficulties associated with physical isolation in open schooling is recognised. The present study applied a survey methodology to collect data from 1,230 learners and 320 stakeholders viz. NIOS Regional Directors of Regional Centers, Study Center Coordinators, School Principals, State Open School Representatives, and Tutors/Teachers conducting NIOS PCPs. Key objectives include assessing learners' opinions on PCPs, identifying motivations for participation, and exploring preferences for activities and ICT integration.
The findings revealed a positive perception of PCPs among learners, with a majority expressing satisfaction and recognizing the value of these programs in addressing academic challenges. However, the study also highlighted areas for improvement, such as enhancing communication strategies, improving access to study materials, and optimizing the delivery of PCPs.The findings of this study have significant implications for the design and implementation of future PCPs and other academic support initiatives in open schooling systems worldwide.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 169
Innovative Open Education: Fostering Resilient Societies for Sustainable Economic Development. Conference Proceedings – PCF11 Selected Papers
No full textThis book of proceedings presents selected papers from the Eleventh Pan-Commonwealth Forum (PCF11), co-hosted by the Commonwealth of Learning (COL) and the Government of Botswana in Gaborone from 10–12 September 2025. The purpose of this publication is to curate and disseminate high-quality, peer-reviewed contributions that reflect both scholarly insight and practical innovation. It serves as a resource for advancing policy, practice and research in open and distance learning (ODL) in support of Sustainable Development Goal 4 on inclusive, equitable quality education and lifelong learning.
The central theme of PCF11, also reflected in the title of this book—Innovative Open Education: Fostering Resilient Societies for Sustainable Economic Development—highlights the role of openness in building social resilience, widening access, reducing inequities and supporting sustainable economic growth. The book is organised around four interrelated sub-themes that structure the proceedings and frame contemporary debates in the field: (1) changing mindsets for inclusive open education; (2) gender, technology and innovation in open education; (3) skills development through lifelong open education; and (4) sustaining communities of learning and practice in innovative open education.
The volume includes a carefully selected set of papers identified through a rigorous two-phase blind peer review process, with sub-theme leaders nominating the highest-ranked contributions for publication. Together, these papers illustrate diverse experiences, evidence-based practices and policy-relevant insights from across the Commonwealth.
The primary target audience for this book comprises policymakers, development practitioners, academics, researchers, technology innovators, COL stakeholders and partner institutions engaged in open, online and flexible learning. As such, the proceedings aim to inform decision-making, inspire innovation and strengthen collaboration in pursuit of resilient, inclusive and sustainable education systems.
Title: Recognition of Prior Learning and Micro-credentials for Enhancing Inclusion, Access and Success in the UCT Postgraduate Diploma in Blended and Online Learning Design: A Social Justice Lens
Author(s): Tabisa Mayisela; Shanali Govender; Daniela Gachago Pages: 11–22
DOI: https://doi.org/10.56059/11599/6064.001
Title: Changing Mindset for Open and Distance Learning System: University of The Gambia Experience
Author(s): Kayode S. Adekeye; Ousainou Sarr; Raphael K. Ayeni; Mbemba Hydara; Jane-Frances Agbu; Francisca U. Ezike
Pages: 23–42
DOI: https://doi.org/10.56059/11599/6064.002
Title: Unlocking the Potential of Open Educational Practices in Bangladesh — Why Mindset Shift Matters
Author(s): Mostafa Azad Kamal; Jane-Frances Agbu; Md. Mahfuzur Rahman
Pages: 43–54
DOI: https://doi.org/10.56059/11599/6064.003
Title: Pedagogy of Care in a Blended Teaching and Learning Distance Teacher Education Programme
Author(s): F. R. Aluko; M. A. Ooko
Pages: 55–64
DOI: https://doi.org/10.56059/11599/6064.004
Title: Enhancing Teacher–Student Interaction through Open Education in Hybrid Learning in Cameroonian Universities
Author(s): Shaibou Abdoulai Haji; Jane-Frances Agbu
Pages: 65–77
DOI: https://doi.org/10.56059/11599/6064.005
Title: Leveraging Technology-Enabled Learning and Open Educational Resources for Educational Equity: A Case Study in a Small Island State
Author(s): Romeela Mohee; Anjusha Durbarry
Pages: 79–88
DOI: https://doi.org/10.56059/11599/6064.006
Title: Empowering Future Teachers: Skills Development and Training Needs for AI Integration in ODL Teacher Education
Author(s): Geesje van den Berg
Pages: 89–99
DOI: https://doi.org/10.56059/11599/6064.007
Title: Leveraging AI-Driven Chatbots to Enhance First-Year Student Support: The USP SEM ZERO-GPT Initiative
Author(s): Raveena Goundar; Rajni Chand; Mohammed Hussein Pages: 100–110
DOI: https://doi.org/10.56059/11599/6064.008
Title: The Use of Artificial Intelligence in Teacher Education Students’ Assessment Practices in Open Distance E-learning
Author(s): Patience Kelebogile Mudau
Pages: 111–124
DOI: https://doi.org/10.56059/11599/6064.009
Title: Gender and Disability-related Influences on Teachers’ Access to Technology-Mediated Professional Learning in Tanzania
Author(s): Sara Hennessy; Kristeen Chachage; Saalim Koomar; Calvin Swai; Taskeen Adam; Fika Mwakabungu; Winston Massam; Jonathan H. Paskali; Nidhi Singal
Pages: 125–139
DOI: https://doi.org/10.56059/11599/6064.010
Title: The Vocational Training Development Institute: An Investigation into the Utilisation of Digital Learning Strategies in TVET to Facilitate Accessibility, Flexibility, Engagement and Skills Development
Author(s): Jacqueline Solomon-Wallder; Mark McKnight; Roxanne Hinds
Pages: 141–164
DOI: https://doi.org/10.56059/11599/6064.011
Title: Implementing Blended Delivery in TEVET: Insights from a Preparatory (PBDT) Course in Zambia
Author(s): Twaambo Chiinza; Alice P. Shemi
Pages: 165–178
DOI: https://doi.org/10.56059/11599/6064.012
Title: Engaging NEET Youths through Vocational Education: A Case of the Open School of Bangladesh Open University
Author(s): Md. Mizanoor Rahman; Santosh Panda
Pages: 179–187
DOI: https://doi.org/10.56059/11599/6064.013
Title: Open Schooling in Southern Africa: Progress, Challenges and Opportunities
Author(s): Ephraim Mhlanga
Pages: 188–197
DOI: https://doi.org/10.56059/11599/6064.014
Title: Building Resilient Graduates: Moi University’s Model for Enhancing Employability and Lifelong Learning in a Dynamic Labour Market
Author(s): Lumala Masibo; Jako Olivier
Pages: 198–208
DOI: https://doi.org/10.56059/11599/6064.015
Title: Stakeholders’ Perceptions of the Adoption of E-apprenticeship Programmes in Technical and Vocational Education and Training in Nigeria
Author(s): Michael Shittu; Robert Okinda; Anthony C. Achuenu; Alabi M. Olowo
Pages: 209–223
DOI: https://doi.org/10.56059/11599/6064.016
Title: Towards a Commonwealth Credit Transfer Framework for Micro-Credentials: Advancing Education for a More Resilient Workforce Author(s): Jako Olivier; Jane-Frances Agbu; Schontal Moore; Sanjaya Mishra; Betty Ogange; Evode Mukama; Robert Okinda Pages: 225–236
DOI: https://doi.org/10.56059/11599/6064.017
Title: Collaborative Approaches in Open Education: Leveraging OER Creation, Adaptation and use for Sustainable Development Author(s): Shepherd Mlambo; Nokulunga Sithabile Ndlovu; Thabo Gina
Pages: 237–248
DOI: https://doi.org/10.56059/11599/6064.018
Title: Empowering Voices in Open Education: Reflections and Future Directions from the Global OER Graduate Network’s 10th Anniversary Author(s): Robert Farrow; Carina Bossu; Beck Pitt
Pages: 249–257
DOI: https://doi.org/10.56059/11599/6064.019
Title: Collaborative Peer Learning for International Course Development in the Empowering Women and Girls (EWG) Project: Challenges and Lessons Learned Through this Case Study
Author(s): Philip Uys
Pages: 258–268
DOI: https://doi.org/10.56059/11599/6064.020
Title: Building Sustainable Communities of Practice Through Mentor-Supported OER Development: An Iterative Approach in Pacific STEM Education
Author(s): Amanda Grey; Betty Ogange; Rajni Chand; Ashish Agrawal
Pages: 269–282
DOI: https://doi.org/10.56059/11599/6064.02
Developing Open Education Gender-Inclusive Teaching Methods at Eswatini Higher Education Institutions.
No full textThe objective of this study was to explore how gender-inclusive teaching strategies have evolved within open education at Eswatini's higher education institutions. Three chosen tertiary institutions will be the subject of the study, which will employ a qualitative methodology and narrative inquiry as its research design. A total of 18 lecturers, six from each institution, equally representing male and female perspectives were involved. In order to guarantee that a range of perspectives are recorded, the study also comprised six students from each university, equally distributed by gender. The research used focus groups and individual interviews to discover more about lecturers' and students' experiences and opinions about contemporary teaching methods and their gender-neutrality. This study intended to help in the development of practical strategies that support inclusive learning environments in open education by identifying current challenges and areas for improvement in instructional techniques. The results will offer insightful information that can direct educational policy and practice to promote gender equity, thereby improving the quality of education for all students in Eswatini's higher education system.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 5048
Subjects: Gender Equity; Gender Inclusive; Gender Neutral; Open Educatio
Neo-Institutional Theory in Researching Research Data Management (RDM) Practices in Developing Contexts
No full textResearch Data Management (RDM) has become essential for open science and research integrity; however, it is often fragmented and under-resourced in many developing regions. This conceptual paper applies Neo-Institutional Theory (NIT) to investigate the coercive, mimetic, and normative forces shaping higher education institutions (HEIs) that engage with RDM practices. Using Botswana as a case study, the paper develops a model that places RDM within a broader ecosystem of regulatory expectations, professional norms, and legitimacy-seeking behaviours. The framework illustrates how global data governance mandates are interpreted locally, symbolically adopted, or selectively adapted. This paper contributes to the theoretical discourse in RDM studies and provides a foundation for future empirical research and policy reform in low- and middle-income higher education systems.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 829
Transforming Mathematics Teacher Competencies in Small States: An ODL and TEL Approach to Sustainable Professional Development
No full textMathematics proficiency is a critical determinant of educational and professional success. However, across the Caribbean, students continue to struggle with mathematics achievement, largely due to gaps in teacher knowledge and pedagogical skills. Traditional professional development (PD) models have often been inadequate in addressing these gaps, particularly given teachers' time constraints, diverse learning needs, and professional commitments. This paper, as part of Phase 2 of the ongoing Advancing Caribbean Teachers (ACT) in Mathematics project, presents the design of a Technology-Enabled Learning (TEL) and Open and Distance Learning (ODL) model for professional development, aimed at enhancing teacher competencies, beginning with the Eastern Caribbean. Grounded in Carrillo et al.'s Mathematics Teacher's Specialised Knowledge (MTSK) Model, Clarke and Hollingsworth's (2002) Interconnected Model of Teacher Change, and an ODL framework, the programme integrates virtual workshops, a Moodle-based Community of Practice, and Open Educational Resources (OER) to support teacher learning. This paper examines how TEL and ODL principles address existing PD challenges, offering scalable, flexible, and effective alternatives to traditional approaches. The discussion highlights the design of the programme, its potential for sustained professional learning, and its broader implications for building resilient mathematics education communities.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 510
Asa Briggs Lecture: The Changing Landscape of Open and Distance Learning in Africa Through Technology
No full textAsa Briggs Lecture presented by Professor Elifas Tozo Bisanda, UNESCO Chair and former Vice Chancellor of The Open University of Tanzania, at the Eleventh Pan-Commonwealth Forum on Open Learning (PCF11), in Gaborone, Botswana on 10 September 2025
Online Education for Workforce Skilling in Developing Countries: Insights from India and an Analysis of Responses from Online Learners
No full textIn an era marked by rapid technological advancements including AI and geopolitical shifts, nations are facing disruptions and are considering strategies to skill and reskill their workforce to deal with the changing nature of work . Disruptions brought about by climate change and conflict are also leaving affected populations with broken learning cycles. In this context, opting for education through online mode is seen as a choice as well as necessity if countries want to ensure cost effective and uninterrupted access to quality learning and education across geographies at scale. This is felt more by developing countries in the Global South with larger populations and lesser resources. India is recognized as the world's most populous nation with a burgeoning youth population, and also one of the fastest growing economies. As in many developing nations, the intersection of demographic trends and developing economy in India presents a unique set of challenges and opportunities. The paper touches upon how India has created an enabling environment for Online Education in the country through appropriate Policy and Digital Infrastructure, and encouraged educational institutions to adopt online along with blended and in person mode, We present results of a study based on analysis of Online learner response carried out with the objective of strengthening Institutional processes for improving ease of learning online. The paper provides lessons for developing countries of the Global South which aim for universal education and for enhancing their Gross Enrolment Ratios (GER) while achieving Sustainable Development Goals (SDG).
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 593
Effective Parental and Community Engagement and Participation as a Key Driver of Successful Open Schooling Interventions in Nigeria
No full textNigeria's pursuit of improved educational access necessitates effective parental and community engagement towards enhancing the success of open schooling interventions and providing quality learning opportunities for out-of-school children and underserved groups. This paper explores how inclusive community-led approaches enhance the effectiveness of open schooling practices. It focuses on parental and community involvement, traditional leadership and provision of community-based learning structures to foster ownership, sustainability, and improved learning outcomes in open schooling. The paper draws from surveys, case studies and targeted Focus Group Discussions and highlights the role of parents and communities in supporting open schooling. It identifies collaborative partnerships with civil societies, religious groups and private sector actors within communities, as well as sensitization campaigns among the essential localized solutions for shifting societal perceptions about alternative education pathways and increasing access to non-formal education opportunities. The study recommends integrating open schooling into mainstream education strategies, providing financial and capacity-building support for grassroots stakeholders and leveraging data-driven mechanisms to track progress. It affirms that community-based, multi-stakeholder, context-responsive engagement are essential for ensuring long-term success of open schooling interventions in the grassroots and even at regional levels.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 846
Advancing Caribbean Teachers (ACT) in Mathematics Education: A Case of Three Eastern Caribbean Countries – St. Kitts & Nevis, St. Vincent and the Grenadines and Saint Lucia
No full textThe Advancing Caribbean Teachers (ACT) in Mathematics Education project, led by the Commonwealth of Learning (COL) in collaboration with Ministries of Education in St. Kitts and Nevis, St. Vincent and the Grenadines, and Saint Lucia, tackled persistent challenges in primary and lower secondary mathematics performance. Through a blended case study approach, combining face-to-face workshops, virtual learning, and Communities of Practice, the initiative enhanced teacher capacity in conceptual understanding, gender-responsive pedagogy, and technology integration. Grounded in Constructivist, Situated Learning, and Pedagogical Content Knowledge (PCK) theories, the project emphasized the Concrete-Pictorial-Abstract (CPA) model and inclusive instructional strategies. Stakeholders, including principals, teacher educators, and Ministry of Education officials, highlighted a need for systemic support and structured instructional leadership to sustain impact. Teachers reported greater confidence and improved classroom practices. The ACT model presents a scalable and context-responsive framework for foundational learning reform in small states, aligning with Sustainable Development Goal 4 and regional education priorities
Evaluating Student Engagement, Perception, and Satisfaction in the Integration of Coursera Modules into Undergraduate Curriculum at the University of Mauritius
No full textWith the continuous and rapid advancements in teaching and learning technologies, including e-learning programmes, digital platforms, and virtual campuses, universities worldwide are increasingly integrating Massive Open Online Courses (MOOCs) to enhance student learning experiences and expand access to quality education. In 2024, the University of Mauritius partnered with Coursera, acquiring licenses to access approximately 11,000 courses across various disciplines. As part of this initiative, the Centre for Innovative and Lifelong Learning (CILL) implemented Coursera-based modules within the BSc (Hons) Web and Multimedia Development programme. This pilot phase targeted first-year students, who engaged in three fully online Coursera modules, supported by both face-to-face and virtual tutorials. Data collected through an online survey aimed at gauging students’ attitudes, engagement and overall perceived effectiveness of Coursera modules in enhancing their learning experience. Findings indicate both benefits and challenges, shedding light on areas for pedagogical improvement. This research provides insights into optimizing Coursera integration within undergraduate curricula and encourages other higher education institutions in Mauritius to explore similar digital learning strategies. Future research could explore longitudinal effects on academic performance and skill acquisition, contributing to the broader discourse on digital transformation in higher education.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 819