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Flexible Open Distance Education in Rural Papua New Guinea: Innovative Approaches to Fixing a Strained System
No full textRural Papua New Guinea (PNG) presents a challenging context for education, characterised by linguistic diversity, geographical isolation, and under-resourced communities. PNG ranks 160 out of 193 on the United Nation’s Human Development Index with just 4.7 years of expected schooling (UNDP, 2025). Flexible Open Distance Education (FODE) addresses systemic barriers by providing students in remote areas with a pathway to achieve Grade 12 qualifications. International non-government organisation (NGO), Kokoda Track Foundation (KTF), has implemented an innovative model that integrates wrap-around support, case management, bespoke administration and technology solutions and outreach delivery approaches through flying health patrols and river networks. Villages are solar powered to support digital learning technologies, bridging the resource gap and raising community aspirations.
KTF administered a semi-structured survey instrument to all staff involved in the operation and delivery of FODE to better understand the outcomes and success drivers of the KTF FODE program.
A key success indicator of this approach is its inclusivity, with deliberate strategies ensuring there is open and equitable access for women, girls, and people with disabilities to complete their education. Mandatory teacher upgrades to Grade 12, aligned with PNG Government regulations, further enhance the quality of education and build local teaching capacity. KTF’s approach shows that tailored, community-driven solutions can transform a broken system into one that empowers students to overcome challenges and achieve educational outcomes that foster pathways into further studies and livelihoods. This paper explores the effectiveness of these interventions and the potential for scaling similar models to other rural contexts in Papua New Guinea.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 607
Exploring How Kenya Could Strike a Balance Between the Use of Labor, Technology and Sustainability to Drive the Creation of Decent Jobs: A Focus on the TVET System
No full textKenya is faced with the dual challenge of leveraging its youthful population and technological advancements while fostering economic sustainability. The evolving dynamics of global labor markets, coupled with rapid advancements in technology and an increasing demand for sustainability, presents both challenges and opportunities for the future of work. The country's economy, albeit growing, Kenya continues to grapple with high unemployment rates, particularly among its youths. The TVET system plays a critical role in bridging the skills gap and addressing labor market challenges. The complex interplay between education and training, industry demands, and technology necessitated a paradigm shift from the conventional system of training to CBET with a focus of achieving competent graduates for the labor market. This paper examines how Kenya could strike a balance between labor, technology, and sustainability to drive decent jobs through its TVET system. The objectives include examining the current state of Kenyan TVET system and its alignment with the needs of the labour market, analyzing the relationship between labour, technology, and sustainability in creating decent jobs in Kenya and assessing the impact of technology and sustainability practices on the employment prospects for youth. The study adopted a desk research design using secondary data from official government reports. Relevant literature on economic indicators such as GDP, per capita income and the youth unemployment rate in Kenya were also reviewed. The study showed that Kenya’s TVET system has made strides in aligning with labor market needs, particularly in technology and sustainable sectors. However, there still remained a need for deeper reforms to address youth unemployment, especially through enhanced curricula that emphasized green skills and digital literacy. Alignment of TVET training with industry demands and incorporating sustainability into education policies, Kenya could ensure that its youth are well-prepared for the future of work in an evolving economy. The study recommended a need for aligning TVET curricula with the demands of digital technology and green sectors. It also proposed promotion of Green Economy and Sustainability in TVET to increase job opportunities in renewable energy and sustainable sectors. The study further suggested increased industry-linked apprenticeships to improve industry-relevant training and job placement for TVET graduates as well as expanding digital literacy programs to prepare the youth for the digital economy.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 734
Welcome to PCF11: Video Greeting from COL President
No full textWelcome message from Professor Peter Scott, COL President & CEO for the Eleventh Pan-Commonwealth Forum on Open Learning (PCF11), in partnership with the Ministry of Higher Education as represented by its implementing agency, Botswana Open University, taking place in Gaborone, Botswana, 10 - 12 September, 2025
Teacher Educators' Beliefs and Experiences on Pedagogical Use of Open Educational Resources (OER) for Training Women and Girls in Distressed Communities in Nigeria: A Case Study
No full textOpen educational resources (OER) have the potential to enhance education for quality in initial teacher education colleges. However, the beliefs and experiences of teacher educators on the pedagogical use of OER for educating women and girls in Nigeria are still unclear. This study investigates teacher educators' beliefs and experiences on OER for quality women and girls Education in Northwest Nigeria distressed community. The study used social Justice Perspective theory as a lens to understand the dynamics of the phenomenon. A qualitative case study design was employed, using online semi-structured focus group interviews to collect data from 27 participants in a female-only College of Education (COE). The 27 participants are perceived to have knowledge and understanding of using OER for pedagogical practices. Data was analysed using thematic content analysis approach where two major themes emerged. The findings reveal that teacher educators have limited understanding of OER, but recognize their potential in promoting access to quality education among women and girls in distressed communities. However, challenges such as insecurity, limited digital literacy, and social barriers hinder the adoption of OER in the research context. The study recommends that the college should provide training and support for teacher educators to develop their understanding and skills in using OER. Similarly, contextual barriers to education should be minimised to empower women and girls to acquire quality education through OER Channels.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 0278
Subjects: Beliefs; College of Education; Distressed Communities; Experiences; OER; Pedagogy; Teacher Educator
Impact of Virtual Laboratory-Assisted Microlearning on Students' Motivation, Engagement, and Academic Success
No full textOpen and distance learning (ODL) often faces challenges in increasing student motivation and engagement. This study aimed to examine the effectiveness of a virtual laboratory-assisted microlearning platform in alleviating the identified challenges. Using a quasi-experimental methodology, 52 students from higher education institutions in Indonesia were divided into two different groups: the experimental group received a virtual laboratory-assisted microlearning treatment, while the control group utilized a conventional microlearning platform. Descriptive statistical analysis revealed that the experimental group achieved mean motivation and engagement score of 187.00 (SD = 3.82213), in contrast to the control group, which recorded a lower mean score of 167.8929 (SD = 6.03287). A statistically significant difference between the two groups was demonstrated through a t-test (t = 13.375, p < 0.001). Furthermore, the N-Gain analysis proved the superior effectiveness of the experimental group, resulting in a score of 0.7243 (high category) compared to the control group's score of 0.4697 (moderate category). This finding confirms that the integration of virtual laboratory in microlearning not only increases motivation and engagement, but also contributes to students' academic success in ODL, making it an effective alternative for teaching in the digital era
Building an Inclusive Open Distance Learning (ODL) Framework in Namibia: Addressing Learning Disabilities to Foster Resilience and Socio-Economic Growth
No full textOpen Distance Learning (ODL) plays a crucial role in mitigating educational inequalities in Namibia by addressing geographical and socio-economic barriers. However, learners with learning disabilities face challenges such as limited access to adaptive technologies, inaccessible platforms, untrained tutors, and cultural stigma. This study explores how ODL can be adapted to meet these learners' needs and examines the role of community engagement and policymaking in fostering inclusivity. Using a mixed-methods approach, the research combined qualitative interviews with approximately one tutor, two policymakers and quantitative survey data gathered from an estimated 110 ODL learners. The qualitative data were analysed using thematic analysis, while quantitative responses were examined through descriptive and inferential statistical techniques to identify trends, gaps, and correlations. The objectives include identifying barriers, evaluating current practices, and proposing strategies for accessibility through adaptive course design, inclusive assessments, and robust support systems. This study seeks to answer the central question: How can ODL in Namibia be adapted to better support learners with learning disabilities? The findings aim to guide ODL institutions in addressing resource and logistical challenges, emphasising tutor training, infrastructure improvements, and inclusive policies. This research aligns with UNICEF’s call (2018) for improved access to education for marginalised groups and highlights open educational resources (OER) as tools to bridge divides and enhance engagement. By advocating a holistic approach, the study highlights the transformative potential of inclusive Open and Distance Learning (ODL) frameworks to promote educational equity and socio economic growth in Namibia. These frameworks enhance human capital, support workforce inclusion, and reduce inequality, aligning with Namibia’s Vision 2030 and the United Nations Sustainable Development Goals (SDGs), thereby contributing to broader global sustainable development efforts.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 925
Exploring Impactful Research Fronts of the Digital Educational Ecosystem: A Bibliometric Analysis
No full textThis study employs bibliometric methods to analyze impactful and emerging research topics in the digital education ecosystem, using Scopus data from 2019 to 2023. It introduces a new Impact Factor (IF) that considers productivity, growth rate, core papers, and citations to identify key research fronts. The top five areas identified are artificial intelligence, online learning, virtual reality, hybrid learning, and educational technology. The study offers a detailed overview of the evolving digital education landscape, emphasizing significant contributors and global research distribution, and highlights the leading institutions and countries making substantial contributions to each research front
The Evolution of Open Schooling in Lesotho: The Case of Lesotho Distance Teaching Centre (LDTC)
No full textSince its establishment in the mid-1970s, the Lesotho Distance Teaching Centre has played a leading role in popularising the concept of distance education in Lesotho and in the wider sub-region. Currently, the Centre offers two distinctly different forms of education. The Continuing Education Programme provides distance learning courses for those studying out-of-school at junior and senior secondary levels. By way of contrast, its Literacy Programme uses conventional delivery methods for non-formal education to provide literacy, numeracy and Basic English classes for adults and out-of-school youths. The competing demands for the programme activities militate against the effective operation of a single entity. To be delivered efficiently and effectively, each of these requires a distinct mandate, organizational structure and allocation of resources. It is also imperative to note that open and distance learning establishments do not sit easily within government structures, which are oriented primarily towards conventional provision; thus, a semi-autonomous institution is being contemplated.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 943
A Study to Explore the Effectiveness of Information Communication and Technology (ICT) Integration in English Language Classroom at Secondary Schools of Quetta City
No full textThe 21st century is the century of Information and communication technology (ICT), which has become part of our lives. The expanding influence of ICT on education is causing a revolutionary change in classrooms. This study investigates the effectiveness of ICT integration in English language classrooms at secondary schools in Quetta City, Balochistan. This study uses Diffusion of Innovation (DOI) by Rogers as a conceptual framework. The study adopts a quantitative research design. Using a random sampling technique, the sample size was 300 English language teachers, both male and female. A developed questionnaire, which consisted of 20 questions using a 5-point Likert scale, was used to collect the responses from the participants. The SPSS software was used to statistically analyze data (frequency, means, and standard deviation). The findings indicate a significant confidence, awareness, and perceived usefulness of ICT. The study identifies several significant barriers to implementing ICT in English language classrooms. The most prominent obstacles include inadequate training, insufficient technical support, limited access to software and reliable internet resources, and inadequate administrative support. The study concludes that the overall perceptions of English language teachers towards ICT integration are predominantly positive. The findings align with existing literature, highlighting the need for a supportive environment that includes training, resource allocation, and administrative backing to overcome these barriers. Educational institutions can help teachers move from initial resistance to active adoption and effective use of ICT in their classrooms by addressing these challenges.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 072
Sustaining Inclusive Learning Communities Through Partnerships and Open Education in Rural Bangladesh
No full textSince 1978, the Centre for Mass Education in Science (CMES) has worked to improve the social and economic conditions of disadvantaged women and girls in rural Bangladesh through community-based education, vocational training, and gender advocacy. This project supports the PCF11 theme "Sustaining Communities of Learning and Practice in Innovative Open Education" by integrating offline technology, inclusive pedagogy, and multi-stakeholder collaboration.
CMES engages Local Support Groups (LSGs), Union Parishads, law enforcement, and civil society actors to promote gender equity and access to education. Community-level dialogue through Awareness Gender Sessions (AGSs) and courtyard meetings reduces resistance to girls' education and strengthens household support. In collaboration with microfinance institutions like BRAC and Grameen Bank, CMES supports women's entrepreneurship in tailoring and vermicompost farming.
To expand educational access in low-connectivity areas, CMES is introducing Moodle and Aptus Pi offline learning systems. These tools will benefit approximately 5,000 girls by delivering structured, self-paced education without internet. Open and Distance Learning (ODL) modules include life skills, gender rights, financial literacy, and leadership training.
Over the past Six years, gender and human rights awareness programs have reached 31,000 women and Girls 321,407 Parents & community members. The initiative also strengthens CMES's Technical and Vocational Education and Training (TVET) offerings. Upcoming modules will include industrial sewing, fashion design, dairy and goat farming, and veterinary skills. Training in fabric dyeing and design will support women entering the local textile market.
Many out-of-school children have re-entered education, and approximately 5,000 women have acquired essential financial management skills. Through targeted training, technology integration, and long-term community partnerships, CMES continues to build inclusive, gender-responsive learning ecosystems that support both educational inclusion and sustainable livelihoods.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 351