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Gender Equality, Climate Change and Persons with Disabilities Analysis
No full textGender equality and women’s/girls’ empowerment are basic human rights that benefit not only individuals but also entire communities and society as a whole. They foster economic growth and reduce poverty and the impacts of poverty, improve health outcomes and reduce gender-based violence, open up education and training opportunities for both women/girls and men/boys — which in turn open up opportunities for decent work — and can contribute to environmental sustainability efforts. While many countries have made significant progress towards achieving gender equality, many gaps remain and, in addition, the social and economic consequences of the Covid-19 pandemic mean that many gains made are now at risk of being lost.
The Commonwealth of Learning’s (COL) Empowering Women and Girls project aims to improve the realisation of human rights for women and girls from disadvantaged communities in selected areas of five Commonwealth Member States: Bangladesh, Malawi, Mozambique, Pakistan and Sri Lanka. As part of this project, COL undertook a gender analysis of each of the five focus countries to assess the scope and extent of gender equality in them. The gender analysis used secondary data and the Harvard Analytical Framework, also known as the Gender Roles Framework. This framework is designed to allow researchers to use data to pinpoint and separate out differences in the lives and experiences of women/girls and men/boys — for example, the type of work each group does in the home, the community or farms, and the type and extent of access each group has to resources such as healthcare, land/house ownership and financial services. The findings that result from this type of analysis can be used for planning programmes to meet the specific needs of the target population
Policies and Practices in Open, Distance and Technology-Enabled Learning in Teacher Training in Kenya
No full textThis report explores ODL policies and practices in pre-service and in-service teacher training for pre-primary, primary, secondary, and tertiary levels in Kenya. The report examines the vital role of education and training in achieving Kenya Vision 2030 in order to transform Kenya into a middle-income country. Various institutions and stakeholders, including the Ministry of Education (MoE) and the Teachers Service Commission (TSC), contributed to the report. It highlights challenges in the uptake of the Teacher Professional Development (TPD) programme and also discusses the establishment of the Open University of Kenya to promote Open, Distance, and E-Learning (ODeL) methods. Despite existing policies and frameworks, gaps remain in quality assurance, digital literacy, infrastructure, and support systems. This necessitates further policy interventions for the effective integration of ODL, TEL, OER, and MOOCs in teacher training
Policy and Practice of Artificial Intelligence in Teaching and Learning at Post-secondary Educational Institutions in the Commonwealth
No full textThe report presents the findings of a survey about the use of AI in teaching and learning amongst post-secondary educational institutions in the Commonwealth. It indicates a clear need for policies to guide the acceptable and ethical use of AI among faculty, staff and learners. Furthermore, all stakeholders need training and development to navigate the use of AI in teaching and learning
Ghana 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Teacher Education via Open and Distance Learning at The Open University of Sri Lanka: A Transformational Journey
No full textThis monograph explores the evolution and impact of teacher education programs and practices implemented through the open and distance learning (ODL) mode at the Open University of Sri Lanka (OUSL). Since its inception in 1980, OUSL has implemented teacher education programs through ODL, which have continuously expanded and extended in many ways. The aim of the current study was to review the development of teacher education provided via ODL at OUSL from 1980 to 2023, with a view to identifying the key trends, changes in pedagogical approaches, impact of technological integrations, good practices, and areas for future development. Through a comprehensive review of literature, which revealed the multi-dimensional nature of providing teacher education through the ODL mode, a conceptual framework grounded in theoretical and empirical literature related to ODL practices in teacher education was developed. It provided a foundation for understanding the complexities and discovering the affordances of implementing teacher education programs in an ODL context.
Employing a documentary research approach, the study critically examined a range of relevant articles published during the period from 1980 to 2023. This was complemented by semi-structured interviews conducted with a group of fourteen participants comprising former and current academic staff members of the Faculty of Education selected through purposive sampling. The investigation resulted in a comprehensive narrative of the transformational journey of propagating teacher education via ODL at OUSL over four decades, focusing on the historical development mainly in relation to pedagogical advancements and technological integrations.
While unveiling the distinctive features, successes, challenges, trends, and impacts, it provides useful insights on future directions for effective teacher education via ODL in similar contexts
Book Review: Instructional story design: Develop stories that train
No full textIn Instructional story design: Develop stories that train, Greene proves the benefits of using stories in training and demonstrates how to do that successfully. With practical instruction and examples, Instructional story design leads the reader through developing stories, working with subject matter experts (SMEs), and producing story-based training. Greene illustrates his expertise in story design by using story to instruct his design methods throughout the book. The reader follows a fictitious instructional designer, Dayna, as she grapples with, learns to, and triumphs in using stories in her elearning projects. She works with SMEs, clients, stakeholders, and managers and follows instructional design (ID) practices while developing meaningful stories to connect with her learners and convey the training. Through Dayna’s struggles and victories, the reader learns how to create audience personas, build relatable characters, and focus on the action and conflict of the story as it relates to training objectives. Greene further describes how to produce stories using common technology tools, champion stories to convince doubting stakeholders, and overcome common pitfalls
Directory of Open and Distance Learning Institutions and Programmes in the SADC Region, 2024
No full textWith the support of COL, the SADC-CDE office in Gaborone, Botswana developed this Directory for Open Distance Learning (ODL) in the SADC region with a view to opening access to all aspiring ODL learners across the SADC region and beyond. The directory is intended to provide information on ODL institutions within the region, in terms of the country, programmes offered and their levels, institutions offering the programmes, language of instruction, as well as websites and other links where further information on the programmes could be accessed. This is the first attempt at developing a directory of such nature, thus, it is possible that the report may not adequately portray the actual picture on the ground. Nonetheless, it is hoped that the directory will be a step in the right direction, in terms of opening learning opportunities to individuals who may want to extend their education beyond conventional institutions. The directory will go a long way towards cutting expenses for those who would have otherwise travelled physically to member states to enquire about available ODL opportunities. Most importantly, it would enhance the drive towards regional integration and cooperation in education amongst the member states. This report serves as a baseline for future reports and directories of Open and Distance Learning institutions within the SADC region
Perception about and Effect of Adaptive Educational Application on Electronics Topics on Students’ Virtual Spaces, Motivation, Satisfaction and Active Role
No full textCurrently, educators seek to offer personalised contents to facilitate autonomy during the educational process. The aim of this mixed study (quantitative and qualitative approach) was to build and analyse the effectiveness of the Adaptive Educational application on electronics topics (AEET) considering Data Science (machine learning algorithm on linear regression). In particular, AEET presents the content about logic gates, considering student learning style, through a web simulator, digital files, and YouTube videos. The participants were 41 students from the National School of Earth Sciences, National Autonomous University of Mexico. The results of the machine learning algorithm on linear regression indicated that the content of AEET positively affected the creation of virtual educational environments, motivation, satisfaction, and active role. At the National School of Earth Sciences, the use of AEET facilitated personalised learning at any time, autonomy, and flexibility of space during the educational process. In conclusion, it was found that AEET is a technological development that improved learning about logic gates through a web simulator, digital files, and YouTube videos
Kiribati 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Strengthening Institutional Effectiveness for Graduate Employability in India: Introduction to the Graduate Employability Project
No full textPresented by Dr Jane-Frances Agbu, Adviser: Higher Education and Dr Jako Olivier, Adviser: Higher Education, Commonwealth of Learning, at the Stakeholders’ Consultative Meeting on Graduate Employability in Open Universities in India, Madhya Pradesh Bhoj (Open) University, Madhya Pradesh, India, 10 December 2024