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Involvement of Teachers in Inclusive Schools for Quality Learning Design and Quality Student Learning
No full textDeveloping quality learning in inclusive schools is an essential issue for educators. Several aspects that need to be considered to create quality learning in inclusive schools are assessment, lesson planning, good classroom management, learning materials and media development, implementation of accessible education using appropriate technologies and evaluation. These aspects are essential parts that must be appropriately addressed to produce quality learning. This study uses a mixed explanatory sequential design. Quantitative research instruments were used to collect data from 100 teachers on teacher involvement in quality learning in inclusive schools. The results of this study describe the condition of teacher performance in inclusive schools in developing quality learning. Involvement and collaborative efforts between teachers appear below. In this case, knowledge is more of a differentiating factor determining who does what in the learning and design process, while the universal learning rules are still not being fully implemented. This condition may influence the quality of learning for students with disabilities. It is hoped that future research will examine teachers’ attitudes and increase their efforts in developing quality learning for students with disabilities. Moreover, the principles of implementing UDL need to be integrated into the inclusive education curriculum in Indonesia
OER for Quality Education: How Can we Benefit?
No full textPresented by Professor Asha Kanwar, COL President & CEO at the Regional Focal Points Meeting – CARIBBEAN held in Jamaica, 31 January 2023
The Role of Focal Points
Get PDFPresented by Dr Mairette Newman, COL Education Specialist: VUSSC at the Regional Focal Points Meeting – CARIBBEAN held in Jamaica, 30-31 January 2023
Challenges of Distance Learning at Universities during the Covid-19 Pandemic in Georgia
Get PDFAdaptation to distance learning, which is one of the most effective ways of fighting against the Covid-19 pandemic, presented numerous challenges to society and the economy. The study aims to assess the consequences of distance learning as a result of the pandemic from the perspective of students and teachers. Quantitative research was conducted. The students (n = 417) and teachers (n = 47) of all disciplines from Tbilisi universities (Republic of Georgia) participated in the research. Non-probability convenience sampling technique was used for the study. Respondents evaluated the process of distance learning positively since they had the opportunity to attend lectures from any location, thus, saving costs, learning new skills, gaining valuable experience, and having more free time left than before. Using a Likert scale, the distance learning process was positively assessed by students (3.2 points out of 5) and teachers (3 points out of 5). The majority of students (n = 288, 69%) preferred the synthesis of distance and auditory learning methods as they consider the student’s own choices in a superior way. Respondents pointed out some deficiencies, such as limited communication, technical access difficulties, low quality and malfunction of internet access, an inconvenient environment, students’ involvement process and complicated social relationships. The crisis caused by the Covid-19 epidemic has identified the need to advance the methods of high-quality acquisition of knowledge. It is preferable to equip university auditoriums with the necessary technical capabilities and to develop curricula that allow students to decide whether to attend lectures in the classroom or to participate online
Increasing Access to Open Schooling through an e-Learning Intervention: A Case Study from Zambia
Get PDFDuring 2019–21, the Ministry of General Education in Zambia piloted an open and innovative schooling (OIS) programme. It used an e-learning model that involved developing and sharing curriculum-based open educational resources (OER) to supplement other teaching and learning processes. The resources could be accessed through both online and offline means. The programme was implemented in 15 centres that supported distance learners and five schools where traditional face-to-face learning took place. A tracer study was conducted among learners, teachers and head teachers who participated in the programme. The study was informed by a diffusion of innovation (DOI) theory perspective, and a mixed methods approach was used. The findings showed that while the e-learning strategy employed was partially successful in expanding and enriching learning opportunities, several systemic, infrastructural and capacity issues must be addressed before the pilot can be effectively scaled
Supporting Digital Transformation to Build Resilience: COL Experience
No full textSupporting Digital Transformation to Build Resilience: COL Experience: Presentation by Dr Sanjaya Mishra, Director: Education, Commonwealth of Learning at the UNESCO Global SIDS Dialogue Series on ‘Digital transformation in SIDS for building Resilience and Openness to external shocks including the impact of COVID-19 in education systems’, 4-5 April 2023, UNESCO, Paris
India 2021-2023: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2023
Gender Profile 2023: St Vincent and The Grenadines
No full textThe Gender Country Profile outlines a country’s available data and rankings regarding gender equality. The profile is first a summary of the country’s demographic overview and rankings within established global indices for sustainable development and gender equity. The profile then follows the World Economic Forum Global Gender Gap Index framework to provide statistics on each country in detail
ChatGPT: Implications for Teaching and Teacher Training
No full textPromotional brochure for a webinar on "ChatGPT: Implications for Teaching and Teacher Training.
Gender Profile 2023: Cameroon
No full textThe Gender Country Profile outlines a country’s available data and rankings regarding gender equality. The profile is first a summary of the country’s demographic overview and rankings within established global indices for sustainable development and gender equity. The profile then follows the World Economic Forum Global Gender Gap Index framework to provide statistics on each country in detail