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Botswana 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
On 'Being More Open': Open Learning Past 2030
No full textKeynote address by Professor Peter Scott, President & CEO, Commonwealth of Learning, at the 37th Annual Conference of the Asian Association of Open Universities, at Allama Iqbal Open University, Islamabad, Pakistan, 15 October 2024
Quality Assurance in Distance Education: The University Council of Jamaica’s Guides in Implementing the Distance Education Standards, 2022
No full textTo improve national capacity in implementing the Distance Education Standards (2022), COL supported the University Council of Jamaica (UCJ) in developing a two-part training toolkit – a Facilitator’s Guide and a Learner’s Guide – for use by higher education institutions to explore problems and to find solutions to quality assurance issues when delivering distance education programmes
Inclusive Community Engagement for Climate Change Action
No full textThis course is designed to help teachers and educators explain the importance of taking action on climate change and equip them with the tools to identify and plan effective climate action. Special emphasis is placed on fostering inclusive community engagement, particularly in communities that are most vulnerable to the impacts of climate change. Participants critically analyse the factors that enable inclusive community engagement, learn the essential steps for engaging diverse communities in climate action, and develop tailored strategies for climate change initiatives. The course includes case studies focused on community engagement for climate action within local contexts
Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?
No full textThis research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education
Status of ICT in Education in Fiji
No full textThis report presents insights from an empirical analysis of survey-based responses from teachers and relevant stakeholders on the availability and use of digital tools and resources, existing ICT strategies and policies, and training and development provided to students, teachers, and management.
Analysis of the data gathered from the survey shows that many schools in Fiji have access to digital tools such as devices, the Internet, and computer labs. There is also lack of digital tools and resources, appropriate training for students and staff. Stable Internet connection remains a persistent challenge for most rural, remote, and even urban schools in Fiji. Despite these challenges, teachers in many schools promote and encourage using ICT tools for learning.
The study recommends that an ICT in education policy is needed for the education sector in Fiji to guide seamlessly integration of digital tools and resources in teaching and learning
Financial Literacy for Entrepreneurs / Elimu Ya Kifedha Kwa Wajasiriamali
No full textThe Commonwealth of Learning has designed learning materials on Financial Literacy for Entrepreneurs in non-formal education. There are two sets of resources in English and Kiswihili: A Participant’s Handbook and A Facilitator’s Manual. The Participant’s Manual consists of easy-to-follow lessons for beginning entrepreneurs, designed to ensure adaptability, flexibility in delivery and relevance in low resource settings. The Facilitator’s Manual gives instructions for quick and easy preparation for facilitating each learning unit.
Kiswahili: Shirika la Commonwealth of Learning imeunda nyenzo za kujifunzia kuhusu Maarifa ya Kifedha kwa Wajasiriamali katika elimu isiyo rasmi. Kuna seti mbili za Nyenzo: Kitabu cha Mshiriki na Mwongozo wa Mwezeshaji. Mwongozo wa Mshiriki unajumuisha masomo ambayo ni rahisi kufuatilia kwa wajasiriamali wanaoanza, vimeundwa kuhakikisha urahisi wa kuendana na mazingira, wepesi katika utoaji wa mafunzo katika maeneo yenye rasilimali chache. Mwongozo wa Mwezeshaji unatoa maelekezo rahisi na ya haraka kwa ajili ya kuwezesha kila mada ya mafunzo
Teacher Education
No full textPromotional brochure for the Teacher Education initiative.
Many governments, especially in Sub-Saharan Africa and some parts of Asia, are faced with the growing problem of low learner achievement and poor-quality education. There is still a serious deficit of teachers across the Commonwealth.
COL’s Teacher Education initiative supports ministries of education, government-level agencies and teacher education institutions (TEIs) to: Develop open and distance learning policies and guidelines for effective teacher development at national level; Develop institutional ODL policies and programmes for quality pre-service and in-service training; Expand teacher pedagogical knowledge and instructional practice through short courses; and Support teacher skills development in climate change educatio
Policies, Pedagogies and Technologies to Complement MOOCs for Teacher Professional Development
No full textThis report explores innovative uses of digital technology to support and deliver teacher development in low-income countries and disadvantaged regions while utilising global MOOC provision. The report emphasizes flexibility, sustainability, and cultural sensitivity through social media, emerging pedagogies, and technological solutions. It addresses the challenges of delivering scalable, cost-effective solutions while working with diverse, hard-to-reach communities. Recommendations include the need to promote resilient, adaptable learning that avoids privileging already advantaged groups. Strategies include improving MOOC platforms, leveraging local technologies, and developing community-specific resources. The report, co-authored by Professor John Traxler and Dr Betty Ogange, underscores the need to decolonize the curriculum and emphasizes a gradual, inclusive approach to change. It aims to balance global digital resources with sustainable local practices, encouraging lifelong learning and professional development for teachers in underserved areas
Evaluation of Training Outcomes in Vanuatu and Fiji
No full textOver the past two years, the Commonwealth of Learning (COL) has dedicated significant resources to enhance the practical skills of youth in the Pacific small island countries. This initiative, aimed at fostering economic opportunities and reducing unemployment, particularly among young women and youth with disabilities, has engaged over 2,600 participants, providing training in diverse areas such as business management, organic farming, and food processing.
The evaluation of these training programmes was carried out during the first half of 2024 in Fiji and Vanuatu. It was conducted by TVET International Consulting Ltd. in collaboration with local communications consultants and provides valuable insights into the effectiveness of our efforts. Two key insights from the report are particularly noteworthy. Firstly, the quantitative surveys indicated high levels of satisfaction among trainees, with a significant number achieving employment or starting their own businesses. Secondly, the qualitative case studies highlighted personal stories of transformation, underscoring the training's impact on confidence, interpersonal skills, and career advancement