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Perception of Education and Industry Leaders on Micro-Credentials and their Potential in Higher Education
No full textMicro-credentials are certifications that evaluate knowledge and skills acquired through specific learning experiences. This research explores the perceptions of education and industry leaders in Mauritius regarding recognition, ease of application, and value of micro-credentials in higher education. Interviews were conducted with 10 education and four industry leaders. The findings indicated that while the respondents lacked a deep understanding of micro-credentials as an educational model, they recognised the need to formalise its adoption within frameworks such as the National Qualification Framework (NQF) and a National Credit System. Additionally, there is a pressing need for reliable, competency-based assessments and structured pathways to map micro-credentials to university credits, leading to recognised qualifications. These insights from Mauritius can provide valuable lessons for other developing nations seeking to integrate micro-credentials into their higher education systems, helping to address skills gaps, promote lifelong learning, and create flexible educational pathways that align with local and global workforce demands
Policy Brief on Youth not in Education, Employment or Training
No full textAddressing Youth not in Employment, Education, or Training (YNEET) is a critical policy issue because of serious economic consequences such as lost productivity, social exclusion, permanent skill loss and inter-generational poverty. Current policies do not adequately address YNEET because they fail to identify at-risk youth and often do not reach young women and marginalised youth. There is a lack of coordination among stakeholders that hinders effective support and a focus on short-term outcomes over long-term solutions. This policy brief examines pathways to skilling and education for Youth NEET in the Commonwealth and provides recommendations for policies that will reduce inequality, improve health and well-being and increase youth civic engagement, especially for women, girls and persons with disabilities
Gender Equality in the Context of Climate Change and Food Security: Understanding and Reversing the Impact of Climate Change on Women and Children
No full textThis course explores gender and the different roles and perceptions associated with men and women and how these affect women’s ability to mitigate risks associated with climate change. The course will describe how women and children suffer the most from the impacts of climate change and will focus on women as food growers and producers. Examples of successful, women-led conservation projects will be shared as best practices and as methods for mobilising other family and community members in building resiliency and sustainable livelihoods
Open Learning Priorities, 2024
No full textKeynote address by Professor Peter Scott, President & CEO, Commonwealth of Learning, at the First Botswana Open University International Conference on Open and Distance Learning, Gaborone, Botswana on 8 May 2024
St Kitts and Nevis 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Teacher Participation in Online Collaborative Learning: Does It Improve Their Teaching Competency?
No full textThe Covid-19 pandemic has caused a rapid transformation of Teacher Professional Education (TPE) in Indonesia from face-to-face to online. Although the programme is run online, learning activities, namely collaborative learning among programme participants, practitioners, and experts, are increasingly being encouraged. This study attempts to explore online collaborative learning (OCL) from the perspective of teachers participating in TPE. This study uses a qualitative approach with a qualitative e-research framework design, and the respondents were twenty in-service teachers. Data was collected through structured interviews, observation, and related documentation studies. The results suggest that by using various technological devices, programme participants collaborate in designing, implementing, evaluating, and reflecting on innovative learning while participating in the TPE. The contributions are an increase in their problem-solving competence, teaching competence, and information and communication technology competence. Based on the results, several recommendations have been provided for TPE providers, programme designers, and future researchers
Developing Policy Guidelines for Artificial Intelligence in Post-secondary Institutions
No full textBased on a scoping review of the institutional policies and guidelines related to artificial intelligence in teaching and learning, this report presents a framework and guidelines on developing context-specific policies for using AI in teaching and learning. It identifies the key stakeholders, issues to be discussed and provided a competence framework for developing relevant policies for ethical use of AI in post-secondary institutions
Uganda 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Micro-Credentials as Catalysts for Supporting Strategic Development Goals in Education in the Commonwealth Caribbean, 2024
No full textThe Commonwealth of Learning (COL) and the Caribbean Examinations Council (CXC®) spearheaded an initiative to explore the integration of micro-credentials (MCs) in the Caribbean region’s educational infrastructure. The initiative comprises five phases – research, analysis, policy support, regulation capacity building, and education system integration – to enable the education ecosystem in the region to introduce and standardise the adoption of MCs in the secondary and post-secondary levels. This report covers Phase 1 of the project, the scoping study, which explores the adoption and potential impact of MCs across several Commonwealth Caribbean countries, with a focus on their application in democratising education and enhancing regional development. MCs offer a promising avenue for supporting educational goals in the Commonwealth Caribbean by providing flexible, targeted learning opportunities aligned with specific skills and contemporary needs. Effective implementation will require collaborative efforts to overcome existing barriers and fully harness the potential of MCs to transform the Caribbean region’s educational landscape
Preparedness and Competencies of Higher Education Teachers to Teach Online: A Study in North-East India
No full textThis study explores the significance of the online teaching ability of higher education teachers, and how teachers perceived their level of competence in teaching online in north-east (NE) India. The Faculty Readiness to Teach Online (FRTO) instrument developed by Martin et al. (2019) was adapted to conduct a study from 130 teachers in higher education institutions across NE India. The ability to teach online was categorised into four categories, i.e., course design, course communication, time management, and technical competence. Structural Equation Modelling (SEM) was carried out to do direct and indirect path analysis of the proposed conceptual model. Multiple regression analysis was used in analysing the demographic profiles of the teachers and their perceptions of the importance of online teaching competencies. The findings indicate that the perceived readiness to teach online was not significantly influenced by course design, course communication, time management and technical competencies. Furthermore, regression analysis showed that both age and gender negatively impacted perceptions towards readiness to teach online, with older and female teachers having lower perception scores