OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Improving Educational and Livelihood Outcomes for Young Mothers in Tanzania Through Open Schooling
No full text[POSTER] In Tanzania, only one in four girls completes her education, almost one in three girls marries before she reaches the age of 18 and one in four has her first child before the age of 18. The Tanzania Demographics and Health Survey 2022 shows that 22 percent of adolescent women age 15-19 have ever been pregnant. The report further stipulates that teenage pregnancy is almost six times higher among young women with no education than among women with secondary education or more which accounts at 53 percent versus 9 percent. Early pregnancy is the leading cause of school dropout among the teenage girls. The 2021/2022 Controller Auditor General report showed that impregnated secondary schoolgirls accounted for 28 percent of the 82,236 girls that were scheduled to complete their ordinary level education in 2021. The educational impacts of these pregnancies extend beyond individual loss. Each case represents a girl whose potential contribution to Tanzania's socio-economic development is hindered, further entrenching cycles of poverty, inequality, and marginalization. Many young mothers continue to face barriers to re-entering formal schools due to socio-cultural stigma, childcare responsibilities, and complex bureaucratic procedures. However, the emergence of open schools, including adult and non-formal education centers such as Alternative Secondary Education Pathways (ASEP) provide a more flexible, accessible, and supportive environment, allowing young mothers to continue their education while balancing other responsibilities. However, they still face barriers to retention and attainment due to a number of unforeseen circumstances that are social-economical and culturally bound. A needs assessment conducted by the Commonwealth of Learning (COL) in partnership with the Youth Alliance for Progress Association (YAPO) showed that lack of economic resources to support their children and their learning, low self-esteem and lack of mentorship were associated with poor educational progress and outcomes. Our rights-based solution seeks to empower young mothers to complete the secondary education cycle through training in gender and empowerment as well as through mentorship and psychosocial support. To improve their livelihoods, the programme trains the young mothers in farming and non-farming economic activities such as animal husbandry, vegetable farming and food processing which ensures that they are able to stay in school while supporting their own livelihoods. Our poster will showcase how this innovative twin track approach provides an inclusive, effective and equitable solution through open schooling, while challenging traditional approaches to education attainment.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 650
An Investigation of the Accessibility, Use and Benefits of NOLNet Affiliated Centres to ODL Students in Namibia
No full textThis paper investigates the accessibility, use, and benefits of fifteen selected non-governmental NOLNet-affiliated centres to ODL students. The Namibian Open Learning Network Trust (NOLNet) in 2001, was established at the request of the Government of the Republic of Namibia to reach the Government's goal of Education for All (EFA). It aims to enhance access to quality education by facilitating collaboration among publicly funded Open and Distance Learning (ODL) institutions in “Land of the Brave” (NOLNet, 2016). The following institutions were the founding members of NOLNet: The Namibian College of Open Learning (NAMCOL), The University of Science and Technology (NUST) through its Centre for Open and Lifelong Learning (COLL), and the University of Namibia (UNAM) through its Centre for Open, Distance and eLearning (CODeL).
A mixed-methods research approach was adopted, combining qualitative and quantitative methods. Structured and semi-structured questionnaires were used for data collection. The study found limitations in Information and Library Centres accessibility, including restricted access based on institutional affiliation, lack of inclusivity for students with disabilities, and low awareness of available resources. Nonetheless, centres provide critical academic support, including ICT infrastructure, administrative services, and access to learning materials.
Recommendations include enforcing MoU compliance, expanding awareness, enhancing inclusivity, and staff development in customer care. These findings underscore the importance of maintaining NOLNet centres as vital support structures for ODL students in Namibia.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 046
Designing the Integration of Micro-Credentials into African ODL Systems to Enhance Student Employability and Outcomes
No full textAlthough open and distance learning (ODL) is a key mode of education delivery in many African countries, most ODL systems remain grounded on traditional academic models that prioritise theoretical knowledge over practical, job-relevant skills. This creates a gap between educational outcomes and labour market demands, posing a significant challenge for ODL institutions in aligning academic learning with real-world employability skills. Micro-credentials, increasingly recognised as valuable tools for skill development, present a promising solution. However, the integration of micro-credentials into African ODL systems remains underexplored. Using a descriptive and exploratory research design, this paper examines how micro-credentials can be integrated into the existing ODL frameworks to bridge the skills gap and enhance employability outcomes. Through illustrative examples, the paper demonstrates effective strategies for designing and integrating micro-credential courses within ODL systems to maximise their impact on learners. It also addresses key challenges related to micro-credential adoption in ODL. In conclusion, the paper advocates for a holistic approach to higher education through the proposed MODLE Framework, which entails policy reforms, curriculum redesign, institutional support, and industry partnerships. When applied, this model supports the delivery of a well-rounded education that combines academic learning with employability skills, enhancing student success and contributing to sustainable development across the continent.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 591
Empowering Educators with Generative AI: Implementing a Co-creative Mentoring Model for Inclusive Education in Ghana
No full textThis study evaluated the effectiveness of the Co-Creative Mentoring Model (CCMM) in enhancing digital literacy and gender-responsive teaching among Ghanaian educators. Implemented through a four-phase framework—Preparation, Co-Creation, Implementation, and Sustainability—the model integrates generative AI tools (e.g. ChatGPT and Canva) into collaborative mentorship and inclusive pedagogies. Using a mixed-methods approach with 23 participants from diverse educational institutions, this study assessed educators’ confidence, skill development, and capacity to create resources. Survey data revealed that 92% of participants felt confident in applying AI tools to their work, and hands-on sessions were identified as the most valuable training components. The participants co-developed adaptable AI-generated Open Educational Resources (OERs) and demonstrated increased awareness of inclusive instructional strategies. The key challenges included limited training time and issues with Internet connectivity. This study presents a scalable model for integrating generative AI into teacher education, demonstrating notable improvements in the professional confidence, digital competence, and pedagogical inclusivity of participants. Although the sample size and single-country focus limit generalisability, the findings provide a foundation for broader implementations. Future research should investigate the long-term effects and cross-contextual applications to further validate this model and adapt it for global teacher development initiatives.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 054
Blended Learning Course Experiences in Higher Education Institutions in Mauritius
No full textThis report evaluates the implementation and impact of technology-enabled learning (TEL) across six public higher education institutions (HEIs) in Mauritius, supported by the Commonwealth of Learning (COL) and coordinated by the Higher Education Commission (HEC) of Mauritius. As part of the intervention, COL organised three intensive five-day workshops and two online training programmes, equipping over 100 faculty members to develop and deliver 88 blended courses. This report assessed the outcomes of these efforts through a mixed-methods approach involving 617 student participants as well as faculty focus group discussions. It explored students’ digital literacy, motivation, blended learning experience, and learning attitudes while examining gender and institutional differences. The study demonstrates that well-structured TEL interventions can enhance student engagement, motivation, and satisfaction in blended learning contexts. However, continued investment in digital infrastructure, localised faculty training, and systemic institutional support is essential for sustaining TEL practices and achieving long-term educational transformation in Mauritius
The Influence of Social and Emotional Learning (SEL) on Improving Student Well-Being and Academic Achievement Among Secondary School Students in Mauritius
No full textSocial and Emotional Learning (SEL) improves student well-being and academic success by promoting emotional regulation, resilience, empathy, and interpersonal skills while fostering supportive learning environments. This study examined the impact of SEL programs on students' emotional well-being, academic performance, school climate, teacher-student relationships, and peer interactions. A quasi-experimental, non-equivalent pretest-posttest design was employed with a sample of 64 lower secondary students (24 males, 40 females) from three schools in Mauritius, selected using a multi-stage sampling technique. Instruments included the Academic Achievement Test (AAT), Emotional Well-being Scale (EWS), Teacher-Student Relationships (TSR), and Student-Peer Interactions (SPI), administered during pre- and post-tests. Four hypotheses were tested using Analysis of Covariance (ANCOVA) at a 0.05 significance level. Findings revealed that students exposed to SEL-based teaching showed significantly greater improvements in academic achievement, emotional well-being, teacher-student relationships, and peer interactions compared to those taught using conventional methods. The study highlights the need to prioritize SEL as a core component of the curriculum, emphasizing its role in fostering balanced, inclusive, and effective education. It provides valuable insights for educators, policymakers, and researchers, encouraging the development of educational frameworks that prepare students for both academic success and real-world challenges.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 844
Innovative Models and Practices in Teacher Development: Case Studies from the Commonwealth
No full textTeacher professional development plays a crucial role in improving education quality, especially in under-resourced and marginalised communities. The expansion of open, distance, and technology-enabled learning - accelerated by the Covid-19 pandemic - offered new ways to equip educators with skills for digital and blended teaching.
Innovative Models and Practices in Teacher Development: Case Studies from the Commonwealth brings together eleven examples of school-based training, digital education leadership, and the use of open educational resources (OER). It covers teacher training initiatives in The Gambia, Guyana, Kenya, Nigeria, Sierra Leone, Sri Lanka, and Trinidad and Tobago. Other case studies draw from regional initiatives in the Pacific countries and Commonwealth-wide projects. The book particularly highlights locally relevant strategies that strengthened teacher capacity during and after the pandemic.
The book highlights innovative thinking in teacher training, demonstrating how technology, structured training models, and teacher networks are shaping professional development. It calls for long-term investment in teacher learning, moving beyond emergency responses to ongoing professional growth and instructional improvement.
Looking ahead, the book stresses the importance of expanding teacher training through open and distance learning (ODL) and digitalisation. By capturing real-world experiences, this book offers practical guidance for education ministries, teacher training programmes, and policymakers committed to strengthening teacher development for the future
Role of Open Educational Resources in Ensuring Inclusive Education in Bangladesh
No full textAssistant Professor (Finance and Banking) Bangladesh Open University Abstract Open Educational Resources (OER) have the potentiality to create a new avenue of learning by removing the barriers of copyright issue. In OER, copyright have been released under an open license, which permit no-cost access, re-use, re-purpose, adaptation and redistribution by others resulting in inclusive education. The aim of this study is to find out the role of OER in widening participation and promoting social inclusion within Bangladesh’s higher education, as well as the benefits that OER could bring to that context. This study employed a mixed methods research design to perform its investigation. Survey questionnaire has been used for quantitative purpose while focus group discussion has been used for qualitative purpose. In survey questionnaire 110 university going students have been participated according to simple random sampling while 6 students have been selected for focus group discussion according to purposive sampling. The findings of the study reveal that most of the learners agreed that OER has performance, openness, access, retention, reflection and economic role which enables inclusive education in Bangladesh. According to the survey questionnaire and focus group discussion it is found that with the help of OER students get financial, accessibility, autonomy, collaborative learning, customization benefits which ultimately ensures inclusive education. Although there exists some misconception and lack of awareness about OER among the stakeholders of education, proper use of OER should be monitored to ensure inclusive education in Bangladesh.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 310
Intersections and Productive Tensions Between Posthumanism and Open Education Philosophies Toward Facilitating Embodied ODeL Pedagogies
No full textOpen Distance e-Learning (ODeL) frameworks aim to promote greater social justice and the democratisation of knowledge. However, much of the field remains grounded in mind-body dualism (Cartesian), a legacy of humanist philosophy. This division is particularly problematic for ODeL in South Africa, since the concept of anthropos (human) has historically excluded certain bodies, reinforcing inequality. Posthumanist philosophy challenges anthropocentrism by decentring the ‘human’ and promoting an ethics of entanglement. While some critique decentring the human as a failure to address social justice, posthumanism offers becoming-minoritarian— reclaiming the individual from the exclusionary humanist norms.
This paper examines how posthumanism can reshape current ODeL pedagogies; recognising the body-mind and multisensory learning as integral to ‘openness’. Through posthumanist-informed openness (i.e. post-dual and postanthropos), ODeL institutions in South Africa can reconceptualise Ubuntu in ways that more effectively address social injustice, knowledge de/colonisation and Eurocentric pedagogies. This paper is fully conceptual and theoretical, highlighting the enabling macro-level nature of ODeL pedagogy, advocating for inclusive and sustainable approaches to open education. This paper also proposes possibilities for further, empirical research on posthuman-informed, Ubuntu-aligned pedagogies for ODeL institutions in South Africa.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 747
A Scientometrics Analysis of Research Studies on 43 Years of Leadership in Online Education
No full textLeadership in online education involves strategically managing digital learning environments to ensure effective instruction and engagement. This research aims to identify the publication trends and highlight trending research topics and scientific conversations in this field of leadership in online education. Using 947 records from the Scopus database, the evolution of leadership discourse in online education was examined using scientometric analysis to find the trends, most influential authors, institutions, publishing platforms, and countries. The extracted data spanned publications from 1981 to 2023. The trending topics evolved from knowledge management and school administration to e-learning and higher learning, and, after 2020, to challenges faced in imparting education due to Covid-19. The United States, China, and the United Kingdom emerged as leading contributors to this field. Co-authorship analysis highlighted international collaborations, which emphasised the growing global interest in leadership within virtual learning environments. These research findings could be helpful for researchers and managers in the field of education for adapting to the digital age