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Putting Innovation at the Heart of ODL: What are the Possibilities?
No full textKeynote address delivered by Professor Asha Kanwar, COL President & CEO at the International Conference on Open and Innovative Education, Hong Kong Metropolitan University on 4 July 2023
Gender Profile 2023: Botswana
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: Togo
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
Learning Behind the Bars: Implications for ‘Learning-for-Development’
No full textThis study aimed to determine the learning patterns and experiences of incarcerated adults within correctional settings and how their prison learning transforms their lives after they are released. In this qualitative research, semi-structured interviews were conducted to obtain the opinions of eight formerly incarcerated people who experienced educational practices during their serving time in prison. The snowball sampling technique was used to reach the target group of the study. Thematic analysis method was used during the data analysis process. The results of the paper, which are limited to the opinions of the participants in the study, showed that the change in the educational level of the prison population had led to a transformation in group dynamics among inmates in Turkey. Although former inmates experienced a permanent transformation in their lives after attending literacy courses, they could not carry on their religious practices after being released due to the struggle to make a living. Inmates who were not interested in educational programmes within prison managed their own learning processes as self-directed learners. Moreover, although inmates are certified through vocational training programmes, they have challenges in finding jobs when they re-enter society. Educational disruptions due to Covid-19 demonstrate that it is urgent to transform the prison education system into a technologically enriched learning environment in Turkey
Educator Perspectives and Intention to Adopt OER in Teaching and Learning in Secondary Schools in Mauritius
No full textThere has been a growing interest in the use of Open Educational Resources (OER) to support educators to adapt, use, re-use, remix and recontextualise content for teaching and learning. The purpose of this study was to investigate the extent and intent of adoption of OER practices and tools in secondary schools in Mauritius within a sustainable and innovative teaching and learning model. The main objective was to investigate whether the inclusion of OER in teaching could help maintain quality instruction and sustain a viable economic model for learners. Moreover, this study assessed the readiness and attitudes of secondary educators in their intention to adopt OER. A survey was carried out among 271 secondary school educators to determine the influential factors in the intention to adopt OER in teaching. Factor and regression analysis were carried out to estimate the significance of each independent variable. The findings of this study reported that Productivity, Interactivity, Infrastructure and Constraining Factors were among the factors that had a significant effect on teachers’ adoption of OER in their teaching process. Combined with other findings as reported in the literature, this study also helps to enlighten policymakers about teachers’ intention in adopting OER in secondary schools in Mauritius and how they add value to the teaching and learning processes. The Cabinet of Ministers in Mauritius approved the National policy on OER in December 2022
Pakistan 2021-2023: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2023
Gender Profile 2023: United Kingdom
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: The Bahamas
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
Technology Empowered Educational Transformation: The Promise of AI
No full textPresented by Professor Asha Kanwar, COL President and CEO at the Global Smart Education Conference 2023, Beijing, China on 20 August 2023
Editorial: Technology and Pedagogy for Learning and Capacity Building
No full textIn any technology-enabled learning formulation, it is important to consider the pedagogic affordances of technology, and how to develop the required level of competency and concomitant capacity building to undertake teaching-learning and training activities of high quality. There are a variety of frameworks and guidelines available on TEL, and we, as teachers, trainers and researchers, need to consider reviewing the research literature, analysing the effective blending of pedagogy and technology, developing appropriate learning resources (and/or considering existing Open Educational Resources and MOOCs), understanding the challenges faced especially due to the Covid-19 pandemic, and appropriating the quality assurance frameworks and parameters, among others. The present issue of the Journal, comprising one invited paper, five research papers, two case studies, and two book reviews, addresses the above issues and concerns