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Eswatini 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Promoting Cyber Ethics Compliance among Teachers in Tanzania: What should be done?
No full textThe invention of digital ICT devices is one of the most important developments in the history of humankind, and education can greatly benefit from it. However, cyber ethics violations by teachers have become prevalent and are expected to increase unless measures are taken. This study explored education stakeholders’ perspectives on ways to promote teachers’ compliance with cyber ethics in Tanzania. It employed a qualitative case study design involving three secondary schools and 27 participants selected purposively in Kinondoni Municipality in the Dar es Salaam region. Data were sought through semi-structured interviews and document reviews and subjected to thematic data analysis. The findings indicated that teachers’ compliance with cyber ethics requires training of teachers on the pedagogical uses of technology, the inception of a specific national policy for the responsible use of technology in schools, integration of the cyber ethics aspects of the Teachers’ Code of Conduct, improvement of teachers’ living and working conditions, and promotion of teachers’ awareness of the Cyber Crimes Act of 2015, among others. The study recommends that policymakers and education authorities implement the suggested initiatives to promote cyber ethics compliance among teachers for education excellence in Tanzania, and, possibly, elsewhere
Teacher Professional Development @scale: Achieving Quality and Sustainability in Zambia
No full textThis paper presents a conceptual model which explains the challenges of providing high quality sustainable, teacher professional development at scale. It provides a framework to support holistic thinking at a systemic level, applicable across different systems.
It draws on sociocultural theories of learning and encourages the user to think about the knowledge and skills required by actors at different levels of the system and the structures required to support their learning. It brings together the needs of teachers, school leaders and Education Officers (at the County, District or Provincial level). The empirical evidence for this model comes from a seven-year programme of activity supporting school-based professional development in Zambia. Evaluation findings highlight the importance of the role of mid-level professionals (District and Provincial Officers) in ensuring the sustainability of gains made through development projects. This is important because the professional development needs of those supporting teachers are often neglected
Book Review : Higher Education for Good: Teaching and Learning Futures
No full textHigher education for good is a book of hope that makes an essential contribution to the future of the university. Edited by Laura Czerniewicz and Catherine Cronin, it is an open-source book published in 2023. It explores how higher education can act as a transformative force for good within and outside the academic field. This is particularly relevant in a context marked by turbulence and severe crises in recent years. In this regard, Guzmán-Valenzuela (in the preface of the book) asks, "How can universities contribute to the good despite these rather gloomy and dark times, narratives, and practices?” (p. 33). The book addresses this question with hope by presenting theoretical and practical perspectives on rethinking and reshaping higher education
Changes in Instructional Formats: Which Learning Format is More Convenient for Postgraduate Students?
No full textChanges in learning format between face-to-face, online, and blended learning impact learning convenience. Based on changes in learning formats, this research aims to reveal and explore information regarding the learning formats that postgraduate students feel is most convenient based on their experiences and conditions. This research used a phenomenological design to obtain comprehensive and in-depth data regarding the convenience of various learning formats and that are at the beginning of the transition between various instructional formats. Data sources were obtained from postgraduate study participants at various universities in Jawa, Indonesia, who had experienced changes in learning formats during their studies. Data was collected through direct observation and in-depth face-to-face and online interviews of 13 participants to capture real experiences and feelings. The data was then analysed using thematic qualitative analysis techniques with the help of the Atlas.Ti programme. The research results showed that all learning formats can optimise learning success if the resources are available and students are serious and focused on learning. For postgraduate students with good internet access, online learning was the most desired and convenient, both for those who were very busy and those who were just focused on studying. Ultimately, the choice of learning format should be based on carefully examining all available options to maximise their success in achieving their educational goals
Commonwealth of Learning
No full textVideo presentation by Dr Betty Ogange, Education Specialist: Teacher Education, Commonwealth of Learning, at the AFTRA 11th Conference and 13th Roundtable, Lusaka, Zambia, 8 May 2024
Attain Food Security through Subsistence and Sustainable Agriculture: Mitigating Climate Change Impact and Achieving Sustainable Livelihoods
No full textThis course looks at some of the causes of climate change and its effects on food security and food justice in particular. It discusses food and nutrition in relation to the geography of community spaces and presents various food insecurity scenarios at individual and community levels
Creating Gender-Sensitive, Climate Responsive, Sustainable Livelihoods to Build Self-Reliant, Resilient Local Economies
No full textGender inequality makes it more difficult to fight climate change. When women have the same opportunities as men, communities are better able to adapt to the impacts of climate change and build a more sustainable future. This course is designed for people who work with communities at the grassroots level
Students’ Technological Readiness and Online Learning Self-Efficacy in Physical Education
No full textThe study of ‘technological readiness and online learning self-efficacy’ has been thoroughly examined across multiple fields in recent years. Most investigations on this topic have consistently shown a contradictory relationship between the two factors. Moreover, there is a dearth of studies undertaken in the field of Physical Education within higher education, particularly in the setting of the Philippines. This study aimed to investigate the correlation between Technological Readiness (TR) and Online Learning Self Efficacy (OLSE) among a sample of 305 Physical Education Teacher Education (PETE) students in a higher education institution in the Philippines. Correlational and predictive analyses, specifically Pearson-r and Multiple Regression, were employed to ascertain the association between the four aspects of TR (Optimism, Insecurity, Innovativeness, and Discomfort) and OLSE. The findings indicate a positive and direct correlation between TR and OLSE. Moreover, the four dimensions of TR, exhibit a positive correlation with OLSE. According to the results, PETE students’ inclination to utilise advanced tools through online learning platforms could greatly enhance their online learning self-efficacy. The following recommendations and prospective research initiatives are hereby provided
Message from COL for International Women's Day 2024
No full textVideo message delivered by Professor Peter Scott, President & CEO, Commonwealth of Learning, on International Women’s Day, 8 March 2024