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Gender Profile 2023: Dominica
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
Effectiveness of In-Person and Virtual International Mobility Scholars Programme on Career and Professional Development
No full textInternational mobility programmes, both in-person and virtual, aim to build human capital. Though there is evidence of their impact on skill development, there is scant research on career and professional benefits. Moreover, because virtual mobility is a new concept, there has been little investigation into how this mode affects the perceived benefits. Using the lens of human capital theory, this study explores outcomes of in-person and virtual mobility in the Queen Elizabeth Scholars-Advanced Scholars programme, which includes doctoral, post-doctoral and early career scholars. Through interviews with 23 scholars, we explore the perceived impact of the programme, considering mode of delivery, on the career and professional development of scholars. Despite challenges with the unexpected shift to virtual mobility during Covid-19 lockdowns, both in-person and virtual mobility scholars reported benefits to their career and professional development. These results suggest that virtual mobility may be considered as a viable option to enhance the flexibility, inclusivity, and accessibility of such programmes
Gender Profile 2023: Tonga
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
Gender Profile 2023: Australia
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
Open Universities in the Commonwealth: At a Glance (2nd ed.)
No full textThis report provides an overview of the nature of open universities derived from the responses from 28 open universities in the Commonwealth. The data not only provide a snapshot of the nature of OUs, but also show some evidence of the influence of the Covid-19 pandemic on open universities where institutions had to move all their learning and activities online. Furthermore, this report is a follow-up from the work done in the Open Universities in the Commonwealth: At a Glance (2017)
Benchmarking of Technology-Enabled Learning at Kibabii University
No full textThis report presents the findings of the TEL benchmarking carried out at the Kibabii University (KIBU) during March -April 2023. It provides an overview of the methodology, the validated self-study report and an action plan developed by the KIBU team
Rethinking Education for Innovation, Growth and Sustainability post Covid-19
No full textVideo presentation delivered by Professor Asha Kanwar, COL President & CEO to the Commonwealth Education Ministerial Action Group (CEMAG), 11 May 2023
Impact of Technology-Enabled Learning at MIER
No full textThis report evaluates blended learning implementation at the Model Institute of
Education and Research (MIER), J&K, India. The study assessed the effectiveness
of blended learning (BL) for students’ learning performance and their
perceptions about BL. In addition, it examined the relationship between online
activities and final scores. Students’ online activities were tracked and collected
from the MIER College e-learning management system (MCE-ELMS). The sample
for this study included 6 teachers and 302 students enrolled in 20 courses
offered during the April 2022 semester. A convenience sampling method was
employed to collect the survey data. For quantitative data analysis, an
independent sample t-test, a Pearson correlation coefficient, and a likelihood ratio test were used. Aspect-based sentiment analysis was performed on the
students’ views in response to one open-ended question. The teachers’
interviews were also conducted. The interviews were analysed using the Activity
Theory (AT) framework (Engeström, 1987). //
The results of the learning performance assessment showed a significant
difference between the students’ outcomes in the blended and non-blended
courses. Overall perceptions of the students towards blended learning were
significantly positive. A majority of the students agreed that learning through a
blended approach was very helpful and beneficial, and they were confident that
they could adopt this approach for learning in future as well. They also expressed
that the BL course made learning more interesting, engaging, enjoyable,
interactive, and beneficial. There is significant difference in the learning
performance of students who had studied through a blended course as compared
to ones who had studied in a non-blended course. The faculty members
expressed a high level of satisfaction with the training provided to them
regarding these courses. The teachers also appreciated the technical support
provided to them by the college and access to modern ICT tools which helped
them in enhancing their BL course development skills. The faculty members also
said that regular trainings, cooperation and collaboration with other institutions
are crucial for creating and enhancing the quality of their blended courses in
future, as well
Gender Profile 2023: Tanzania
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
Report of the Massive Open Online Course on Designing for Communities of Inquiry in Online Courses
No full textThis report presents an overview of the experiences of the very first edition of the Massive Open Online Course (MOOC) on Designing for Communities of Inquiry in Online Courses (DCOI) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. DCOIMOOC was held from March 12 to April 15, 2023. It reports the design, development, and delivery of the DCOIMOOC and presents the preliminary findings the participant surveys and their engagements in the course