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Caribbean 2021-24: Regional Report
No full textThe Commonwealth of Learning (COL) is midway through a six-year strategy, which requires creating national resilience by working with governments on policy and regulation; building the capacities of institutions to implement open education; and supporting learners directly with open access and skills. This summary presents highlights from three streams of work in the Caribbean region from 2021-24
Eleventh Pan-Commonwealth Forum on Open Learning Brochure
No full textPromotional flyer for Eleventh Pan-Commonwealth Forum on Open Learning (PCF11
Asia 2021-24: Regional Report
No full textThe Commonwealth of Learning (COL) is midway through a six-year strategy, which requires creating national resilience by working with governments on policy and regulation; building the capacities of institutions to implement open education; and supporting learners directly with open access and skills. This summary presents highlights from three streams of work in the Asia region from 2021-24
Open Schooling Provision for Out-Of-School Youths
No full textPresented by Dr Tony Mays, Director: Education, Commonwealth of Learning, at the First Botswana Open University International Conference on Open and Distance Learning Gaborone, Botswana on 8 May 2024.
Most Commonwealth countries have large and growing numbers of young people not in employment nor in education and training. Open and distance learning is one way in which we can help such learners to re-engage. This presentation will explore cost drivers in ODL provision and ways in which costs can be contained. The issue will be explored from a pragmatic perspective and will draw both on classic theory related to the interplay between access, quality and cost (e.g. Rumble, Perraton, Daniel et al.), more recent research (e.g. Hülsmann, Murangi) as well as practical experience. Many countries are struggling to support the rising costs of education provision following the economic downturn post-pandemic, but the costs of not making such provision will likely be even more extreme. There is growing use of distance education and online methods in formerly contact-only institutions but there is concern in some quarters that low-budget and poorly supported online provision might be used to cross-subsidise full-time traditional contact provision which is ultimately not sustainable. It can be argued that over the years, two dominant pedagogic models have developed in both traditional and online provision which might be loosely termed instructivist and constructivist and two dominant business models have emerged which could be loosely described as economies of scale and activity-based costing
Academic and Career Skills (Self-Assessment) Instrument (ACSI) Manual
No full textThe development of the Academic and Career Skills (Self-Assessment) Instrument (ACSI) stems from a collaborative initiative between the Central Board of Secondary Education (CBSE) and the Commonwealth Educational Media Centre for Asia (CEMCA). Recognising a critical gap in the availability of career and academic assessment tools for students in government schools in India, CBSE approached CEMCA with the idea to develop a comprehensive profiler. In India, students often face significant peer pressure when choosing their career paths, and vocational education subjects are frequently neglected or considered less important than traditional academic streams
COL Regional Compendium 2021–24
No full textThis Commonwealth of Learning’s Regional Compendium 2021–24 presents a summary of the strategic impact of work to drive open learning in the Commonwealth member states, by region
Is Video-Conferencing Helpful for Physical Education Classes in the New Normal? A PLS-SEM Analysis Adopting the Technology Acceptance Model
No full textResearch shows that videoconferencing tools can be used for delivering high-quality instruction in real-time to a large number of students simultaneously during and even in the aftermath of the pandemic. However, there is a lack of data on how favourable it is among students, particularly in the Philippine setting, in the field of Physical Education (PE). In this regard, this study aimed at inspecting exogenous factors linked to students’ acceptance of a video-conferencing platform in learning knowledge- and skill-based concepts in Physical Education through the adaptation of the Technology Acceptance Model. After performing the Partial Least Square-Structural Equation Modelling from a purposively selected sample of 250 teacher education students, the results showed that perceived ease of use (PEOU) positively affected perceived usefulness (PU). It was also found that PEOU and PU impacted behavioural intention. Lastly, behavioural intention (BI) positively leverages actual use of the Zoom platform. It can be inferred that students can benefit greatly from using the video-conferencing platform to learn various PE concepts. Moreover, another surprising discovery was that students could use the platform to efficiently learn, thus capitalising on the university’s educational system, even in the New Normal
Maldives 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Mozambique 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
President’s Message for International Day of Education 2024
No full textIn celebration of the sixth International Day of Education, Professor Peter Scott, President and CEO of the Commonwealth of Learning (COL), delivered an address on the crucial role education and teachers play in supporting civil society