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Open Schooling in the Digital Era
No full textOpen Schooling in a Digital Era comprises two volumes – volume 1 case studies and volume 2 reflective essays. The case studies in volume 1 explore why selected developing countries of the Commonwealth are working in open schooling, what progress they have made to date and what they plan. The case studies range from countries that are new to open schooling to countries that have long had open schooling provision. Volume 2 comprises a set of discursive essays which explore themes emerging from the case studies in volume 1, including the nature of open schooling, its history, policy, curriculum, engagement with ICT, business models and prospects. The publication is targeted at Ministry officials interested to address the challenge of out of school children and youths as well as existing open schooling providers interested to learn from the practice of others
Reflecting on the Composition of a Communities of Practice in Quality Assurance for a Sustained Quality Culture at a CODeL Institution
No full textThe University of South Africa (UNISA) has sought to enhance stakeholder participation in Quality Assurance (QA) processes to fulfill its legislated quality promotion and capacity development mandate. To address one of the recommendations from the Council on Higher Education (CHE) institutional audit, a Community of Practice in Quality Assurance (CoP on QA) was composed because of the CoP’s potential for enabling authentic quality engagements and genuine dialogue.
Given that UNISA is the largest Comprehensive Open Distance Education and e-Learning (CODeL) university in Africa, the quality department employs a devolved model of QA. The quality department relies on the Academic Quality Heads in the colleges, the Quality Champions in the support departments and Quality Committees in the Regions who made up the CoP on QA because they are critical in cultivating a quality culture. To understand the benefit or lack thereof derived by the quality community from three CoP activities, the quality department conducted a reflective exercise on their experiences.
The paper’s purpose is to reflect on the composition of the CoP in cultivating a sustained quality culture in a CODeL institution. Reflexive praxis enabled intentional and critical analysis of personal, collective and institutional experiences. Surveys were completed, literature on CoPs consulted and this was complemented by Gibbs’ reflective model. The paper argues for the benefits of using CoPs as dialogical platforms to enhance QA processes with the potential of enabling a sustained quality culture.
The paper concludes by acknowledging that ignoring the quality community in QA is detrimental to a sustained quality culture at the CODeL institution.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 861
Advancing Education Through Open Educational Resources: Challenges, Progress, and Strategies for a National OER Policy in Mauritius
No full textOpen Educational Resources (OER) are revolutionising education by providing freely accessible and adaptable learning materials that align with global goals for inclusive education. In Mauritius, a Small Island Developing State (SIDS), the National OER Policy adopted in December 2022 aims to enhance educational access and equity in line with Sustainable Development Goal 4 (SDG 4). This paper highlights Mauritius’s efforts to advance equitable education through OERs, aligning with Sustainable Development Goal 4 (SDG 4). It examines the policy’s implementation, highlighting progress such as the establishment of the National OER Repository of Mauritius (NORM) and the development of 88 OER-based courses. Despite these achievements, challenges including limited infrastructure, coordination gaps, and capacity constraints persist. Drawing on policy documents, international frameworks, and academic literature, this paper proposes strategies to advance OER adoption, positioning Mauritius as a model for SIDS in leveraging OER for educational transformation.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 211
Empowering Women in TVET: The Impact of Gender-responsive Open Educational Practices and Inclusive Educational Technology Design
No full textThis study explores how gender-responsive Open Educational Practices (OEP) and inclusive educational technology (EdTech) empower women in Nigerian Technical and Vocational Education and Training (TVET). Despite policy efforts, women’s participation in technical fields remains low due to socio-cultural norms, institutional barriers, and limited access to technology. Using a qualitative dominant mixed-methods approach, the research draws on semi-structured interviews with 80 educators and female learners across six Nigerian TVET institutions, supported by surveys and case studies of gender mainstreaming initiatives. Findings highlight that gender-responsive curricula, mentorship, and adaptive EdTech platforms improve female enrolment, retention, and confidence. However, infrastructural challenges and societal attitudes continue to hinder progress. The study emphasises the importance of institutional gender desks and effective policy implementation to create inclusive learning environments. Interactive workshops during the presentation will engage participants in developing practical strategies to scale gender-responsive OEP and EdTech in TVET. This research offers evidence-based recommendations for policymakers, educators, and technology developers aiming to advance gender equity and sustainable development in Nigerian and African TVET systems.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 307
Factors Limiting Learners' Participation in Massive Open Online Courses in Developing Countries
No full textMassive open Online Courses (MOOCs) are expanding dramatically in the world of higher education in recent years. These courses create sense of cooperation and internationalization among participants. Participants are equipped with technological and conceptual skills to express and share their ideas among themselves. Main purpose of the study was to assess learners’ perception about MOOCs and to determine factors which limit participation rate in MOOCs in developing countries. It was a descriptive study and survey approach was considered appropriate for the collection of data. A sample of 300 students of B.Ed Education, M.Phil (Education) and PhD (Education), having experience of MOOCs, was taken randomly. Data were collected via a questionnaire. The study revealed that learners believed MOOCs were helpful in creativity, self learning and updating knowledge. Lack of infrastructure and broadband access were main problems in limiting participation in MOOCs in developing countries especially in rural and far-flung areas. Lack of skills to use information and communication technologies and language were also barriers in up taking MOOCs. Lack of peer support also affected learners’ participation rate in these courses. However, in a time when higher education is being criticized for low productivity, increasing costs, and inefficient use of technology (Levine, 2013),MOOCs provide viable alternatives of high productivity, low cost (or free), and utilization of leading edge technology.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 340
Improving Livelihoods of Rural Women Through eMobile Learning and Climate Smart Agriculture in Kenya
No full text[POSTER] This poster examines the integration of eMobile learning and gender equality in empowering rural women in Kenya. This study aimed to both describe the implementation and evaluate the effectiveness of the eMobile learning intervention designed to economically and socially empower rural women in Kenya, through Climate-Smart Agriculture and financial inclusion. The study sought to answer the following research questions:
1. To what extent does eMobile learning enhance knowledge and application of Climate-Smart Agriculture practices among rural women?
2. To what extent does the intervention contribute to economic empowerment and gender equity among women, adolescent mothers and persons with disabilities?
3. What barriers and enablers affect the participation of rural women in mobile-based open learning environments?
Rural Education and Economic Enhancement Programme in partnership with Common Wealth Of Learning introduced the innovative mobile based learning programme. A mixed-method approach was employed to assess the needs and track the progress of the intervention. Baseline data was collected in Lugulu and Marachi North wards in Busia Kenya using COL tools, including household surveys, focus group discussions, and key informant interviews. The baseline reached 30% of the target population to establish the magnitude of gender inequality and rights violations. 300 women farmers were registered for participation. REEP developed a context-specific module on Climate-Smart Agriculture and SILC, which is delivered through SMS and WhatsApp messages.15 Trainers of Trainers were trained in eMobile and blended learning to facilitate effective knowledge transfer to the women farmers. The ToTs also played a critical role of providing continuous community support addressing initial resistance to technology-based learning, low digital literacy among some participants and low intermittent internet connectivity in the rural areas. This e-mobile learning approach focused on providing knowledge and access to skills training such as climate-resilient crop production, value addition and financial literacy providing a platform for women to save, access micro-loans, and invest in farm inputs. The modular nature blending audio visual, SMS messages, and peer discussion prompts of the courses delivered through eMobile learning allows for easy customization to suit different rural community contexts. It also contributes to the realization of national and regional gender equity policies by addressing systemic barriers to women's access to education, finance, and climate-resilient livelihoods. The blended micro learning design ensures real-time, practical knowledge acquisition outside of formal classroom settings allowing users with limited literacy or smartphone access to participate.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 404
Open Educational Resources (OER) for Enhanced Learning: A Study of Teacher Experiences in South African Schools
No full textOpen Educational Resources (OER) have emerged as a transformative tool in education, offering freely accessible and adaptable teaching materials. Grounded in constructivist learning theory and resource-based teaching approach, this study investigates the experiences, perceptions, and challenges of teachers in South African schools regarding the integration of OER into their teaching practices. Using qualitative data collected through interviews from seven participants selected through purposive sampling focusing on schools with ICT resources where teachers are using OER to enhance teaching, the study explores teachers' understanding of OER, how teachers incorporate OER into their teaching practices, the impact on learner learning, and the challenges they face, including institutional support, technical barriers, professional development needs, and licensing complexities. Findings reveal that while teachers recognize the pedagogical value of OER to enhance learner engagement and learning outcomes, many face significant barriers including limited institutional support, technical challenges, and varying levels of digital literacy. Participants emphasized the importance of professional learning communities (PLC), relevant training programs, and institutional support systems in fostering effective OER implementation. This research provides valuable insights for educational policymakers, school administrators, and teacher education programs in developing interventions to support OER adoption in South African schools.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 335
Planning, Development, and Challenges in Implementing Online Courses at The Gambia College - A Case Study
No full textIntegrating online learning into tertiary and higher education institutions has become increasingly essential, particularly in response to global shifts in educational delivery. The COVID-19 pandemic in 2020 underscored the urgent need for institutions, especially in The Gambia, to adopt e-learning as an alternative to traditional face-to-face education. Even though The Gambia College did not do much then, it is now taking significant steps in this direction, developing and implementing online courses to enhance access to education.
This case study examines the planning, development, and challenges of implementing online courses at The Gambia College. It explores the strategic framework adopted, including curriculum adaptation, faculty training, formulating an Open and Distance Learning (ODL) policy and strategy plan, and investments in technological infrastructure. The paper outlines the key developmental phases, which include course design, platform selection, training, and engagement strategies for staff and students.
Additionally, the study identifies challenges faced by academic staff, students, and administrative support staff, ranging from digital literacy gaps and resistance to change to inadequate internet connectivity and financial constraints. The paper concludes with lessons learned and recommendations for overcoming these challenges and optimising the integration of digital learning in higher education, particularly in The Gambia.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 516
Integrating Cybersecurity in the Classroom: Behavioural Modelling and Transformations
No full textRecent cybersecurity incidents have underscored the need for educators to upskill in cybersecurity to protect sensitive information and ensure uninterrupted learning. To help bridge this gap, COL offered the Cybersecurity Training for Teachers course series from 2020 to 2024, attracting more than 19,000 participants from 110 countries. During the training, teachers and other education practitioners acquired knowledge, skills, attitude, confidence, and commitment to help them protect themselves, their learners and institutions online. To evaluate the effectiveness of the programme, it was important to find out the degree to which participants applied what they learned in their jobs. To achieve this, surveys were administered, and one of the questions was about how the participants had used the knowledge, skills, and resources gained from the course in their daily practice. Drawing from 511 responses, this paper presents an assessment of the cybersecurity behaviours adopted by educators, behavioural modelling for students, and the transformations. We adopt thematic analysis and the New World Kirkpatrick Model to analyse and gain insights from the data. Finally, we propose the required drivers and an ecosystem to promote critical behaviours to achieve the desired results and minimise the impact of cyber threats on online teaching and learning.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 246
Evaluating Failure: A CIPP Analysis of the CriticalMas Digital Entrepreneurship Project
No full textThis paper comprehensively evaluates the CriticalMas project, a digital entrepreneurship initiative led by the University of the West Indies Global Campus in collaboration with IBM Canada and funded by Global Affairs Canada and the Commonwealth of Learning. Aimed at empowering NEET (Not in Education, Employment, or Training) youth and final-year undergraduates across the Caribbean, the project developed two tailored curricula— Digital Heroes and Startup Academy—focused on mobile app development, business skills, and digital literacy. The project failed to be fully implemented despite strong institutional partnerships, innovative curriculum design, and substantial funding due to unresolved conflicts over intellectual property (IP) ownership. This paper uses the CIPP (Context, Input, Process, Product) evaluation model to analyze the CriticalMas project's trajectory, highlighting its valuable educational outputs and the institutional policy misalignments that led to its termination. The project's findings underscore the critical significance of aligning IP frameworks with the goals of entrepreneurship education, particularly when targeting marginalized populations whose empowerment depends on ownership of their creative work.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 671