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Gender Profile 2023: Ghana
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
Future of Open Universities
No full textKeynote delivered by Professor Asha Kanwar, COL President & CEO at the AAOU 36th Annual Conference, Istanbul, Turkey, on 28 September 2023. Co-written with Dr Sanjaya Mishra, COL Director: Education
Assessment and Evaluation for Gender Equity in ODL Provision in a Time of Generative AI
No full text"Assessment and Evaluation for Gender Equity in ODL Provision in a Time of Generative AI" webinar in collaboration with Botswana Open University, presented by Dr Tony Mays, Education Specialist: Open Schooling, Commonwealth of Learning (COL) and moderated by Dr Tommie Hamaluba, Botswana Open University, 8 September 2023
Research Study: Training for Blended TVET in Pan Commonwealth Countries
No full textResearch Study: Training for Blended TVET in Pan Commonwealth Countries provides an overview of research into good practice in blended learning in technical and vocational education and training (TVET) and the competencies teachers need to teach in digital learning environments
Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania
No full textLow-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option. The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers
Mid-term Evaluation and Management Response of the Partnership for Open, Distance and Flexible Learning (ODLF) in the Pacific
No full textThe mid-term evaluation of the Partnership for ODFL in the Pacific Project was commissioned by the Commonwealth of Learning to examine the initial two years of the five-year activity. The evaluation was undertaken by Standard of Proof, the MFAT MERL panel, providing specialist services in monitoring, evaluation, measurement and research and analytics. The evaluation provided a summative and formative assessment of the efficiency, effectiveness, coherence and alignment, relevance, sustainable development outcomes, gender equality, and resilient development outcomes. The evaluation involved an extensive review of secondary data and small group or individual interviews with key partners, including COL, PACFOLD, MFAT, COL focal points, and NGO and TVET partner institutions
Technology Empowered Education - The Promise of AI
No full textVideo presentation by Professor Asha Kanwar, President & CEO, Commonwealth of Learning, at the Cyril Potter College of Education (CPCE) Graduation Ceremony, Guyana on 29 November 2023
Singapore 2021-2023: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2023
Critical Reflection by Mature Students as Co-Developers of an Open Educational Resource in Foregrounding Their Learning
No full textThis study explored learning which occurred when mature distance education students co-developed an open educational resource (OER) with their lecturers using Smith’s critical reflection as a method to guide reflection on their learning. This study is significant since student learning on the co-development of an open educational resource could not be found in the literature. Within an interpretative paradigm, we used questionnaires with mainly open-ended questions to determine a particular group of students’ learning. Findings indicate learning about themselves, their interactions, and their contexts. The study puts forward specific implications to improve future practices based on the findings. The specific contribution is that students who engage in critical self-reflection change their perspectives, allowing them to self-examine and reflect on future actions. This learning experience assists students, lecturers and institutions of higher education in their approach toward critical reflection and the co-development of OER
