1,720,975 research outputs found
Innovative Open Education: Fostering Resilient Societies for Sustainable Economic Development. Conference Proceedings – PCF11 Selected Papers
No full textThis book of proceedings presents selected papers from the Eleventh Pan-Commonwealth Forum (PCF11), co-hosted by the Commonwealth of Learning (COL) and the Government of Botswana in Gaborone from 10–12 September 2025. The purpose of this publication is to curate and disseminate high-quality, peer-reviewed contributions that reflect both scholarly insight and practical innovation. It serves as a resource for advancing policy, practice and research in open and distance learning (ODL) in support of Sustainable Development Goal 4 on inclusive, equitable quality education and lifelong learning.
The central theme of PCF11, also reflected in the title of this book—Innovative Open Education: Fostering Resilient Societies for Sustainable Economic Development—highlights the role of openness in building social resilience, widening access, reducing inequities and supporting sustainable economic growth. The book is organised around four interrelated sub-themes that structure the proceedings and frame contemporary debates in the field: (1) changing mindsets for inclusive open education; (2) gender, technology and innovation in open education; (3) skills development through lifelong open education; and (4) sustaining communities of learning and practice in innovative open education.
The volume includes a carefully selected set of papers identified through a rigorous two-phase blind peer review process, with sub-theme leaders nominating the highest-ranked contributions for publication. Together, these papers illustrate diverse experiences, evidence-based practices and policy-relevant insights from across the Commonwealth.
The primary target audience for this book comprises policymakers, development practitioners, academics, researchers, technology innovators, COL stakeholders and partner institutions engaged in open, online and flexible learning. As such, the proceedings aim to inform decision-making, inspire innovation and strengthen collaboration in pursuit of resilient, inclusive and sustainable education systems.
Title: Recognition of Prior Learning and Micro-credentials for Enhancing Inclusion, Access and Success in the UCT Postgraduate Diploma in Blended and Online Learning Design: A Social Justice Lens
Author(s): Tabisa Mayisela; Shanali Govender; Daniela Gachago Pages: 11–22
DOI: https://doi.org/10.56059/11599/6064.001
Title: Changing Mindset for Open and Distance Learning System: University of The Gambia Experience
Author(s): Kayode S. Adekeye; Ousainou Sarr; Raphael K. Ayeni; Mbemba Hydara; Jane-Frances Agbu; Francisca U. Ezike
Pages: 23–42
DOI: https://doi.org/10.56059/11599/6064.002
Title: Unlocking the Potential of Open Educational Practices in Bangladesh — Why Mindset Shift Matters
Author(s): Mostafa Azad Kamal; Jane-Frances Agbu; Md. Mahfuzur Rahman
Pages: 43–54
DOI: https://doi.org/10.56059/11599/6064.003
Title: Pedagogy of Care in a Blended Teaching and Learning Distance Teacher Education Programme
Author(s): F. R. Aluko; M. A. Ooko
Pages: 55–64
DOI: https://doi.org/10.56059/11599/6064.004
Title: Enhancing Teacher–Student Interaction through Open Education in Hybrid Learning in Cameroonian Universities
Author(s): Shaibou Abdoulai Haji; Jane-Frances Agbu
Pages: 65–77
DOI: https://doi.org/10.56059/11599/6064.005
Title: Leveraging Technology-Enabled Learning and Open Educational Resources for Educational Equity: A Case Study in a Small Island State
Author(s): Romeela Mohee; Anjusha Durbarry
Pages: 79–88
DOI: https://doi.org/10.56059/11599/6064.006
Title: Empowering Future Teachers: Skills Development and Training Needs for AI Integration in ODL Teacher Education
Author(s): Geesje van den Berg
Pages: 89–99
DOI: https://doi.org/10.56059/11599/6064.007
Title: Leveraging AI-Driven Chatbots to Enhance First-Year Student Support: The USP SEM ZERO-GPT Initiative
Author(s): Raveena Goundar; Rajni Chand; Mohammed Hussein Pages: 100–110
DOI: https://doi.org/10.56059/11599/6064.008
Title: The Use of Artificial Intelligence in Teacher Education Students’ Assessment Practices in Open Distance E-learning
Author(s): Patience Kelebogile Mudau
Pages: 111–124
DOI: https://doi.org/10.56059/11599/6064.009
Title: Gender and Disability-related Influences on Teachers’ Access to Technology-Mediated Professional Learning in Tanzania
Author(s): Sara Hennessy; Kristeen Chachage; Saalim Koomar; Calvin Swai; Taskeen Adam; Fika Mwakabungu; Winston Massam; Jonathan H. Paskali; Nidhi Singal
Pages: 125–139
DOI: https://doi.org/10.56059/11599/6064.010
Title: The Vocational Training Development Institute: An Investigation into the Utilisation of Digital Learning Strategies in TVET to Facilitate Accessibility, Flexibility, Engagement and Skills Development
Author(s): Jacqueline Solomon-Wallder; Mark McKnight; Roxanne Hinds
Pages: 141–164
DOI: https://doi.org/10.56059/11599/6064.011
Title: Implementing Blended Delivery in TEVET: Insights from a Preparatory (PBDT) Course in Zambia
Author(s): Twaambo Chiinza; Alice P. Shemi
Pages: 165–178
DOI: https://doi.org/10.56059/11599/6064.012
Title: Engaging NEET Youths through Vocational Education: A Case of the Open School of Bangladesh Open University
Author(s): Md. Mizanoor Rahman; Santosh Panda
Pages: 179–187
DOI: https://doi.org/10.56059/11599/6064.013
Title: Open Schooling in Southern Africa: Progress, Challenges and Opportunities
Author(s): Ephraim Mhlanga
Pages: 188–197
DOI: https://doi.org/10.56059/11599/6064.014
Title: Building Resilient Graduates: Moi University’s Model for Enhancing Employability and Lifelong Learning in a Dynamic Labour Market
Author(s): Lumala Masibo; Jako Olivier
Pages: 198–208
DOI: https://doi.org/10.56059/11599/6064.015
Title: Stakeholders’ Perceptions of the Adoption of E-apprenticeship Programmes in Technical and Vocational Education and Training in Nigeria
Author(s): Michael Shittu; Robert Okinda; Anthony C. Achuenu; Alabi M. Olowo
Pages: 209–223
DOI: https://doi.org/10.56059/11599/6064.016
Title: Towards a Commonwealth Credit Transfer Framework for Micro-Credentials: Advancing Education for a More Resilient Workforce Author(s): Jako Olivier; Jane-Frances Agbu; Schontal Moore; Sanjaya Mishra; Betty Ogange; Evode Mukama; Robert Okinda Pages: 225–236
DOI: https://doi.org/10.56059/11599/6064.017
Title: Collaborative Approaches in Open Education: Leveraging OER Creation, Adaptation and use for Sustainable Development Author(s): Shepherd Mlambo; Nokulunga Sithabile Ndlovu; Thabo Gina
Pages: 237–248
DOI: https://doi.org/10.56059/11599/6064.018
Title: Empowering Voices in Open Education: Reflections and Future Directions from the Global OER Graduate Network’s 10th Anniversary Author(s): Robert Farrow; Carina Bossu; Beck Pitt
Pages: 249–257
DOI: https://doi.org/10.56059/11599/6064.019
Title: Collaborative Peer Learning for International Course Development in the Empowering Women and Girls (EWG) Project: Challenges and Lessons Learned Through this Case Study
Author(s): Philip Uys
Pages: 258–268
DOI: https://doi.org/10.56059/11599/6064.020
Title: Building Sustainable Communities of Practice Through Mentor-Supported OER Development: An Iterative Approach in Pacific STEM Education
Author(s): Amanda Grey; Betty Ogange; Rajni Chand; Ashish Agrawal
Pages: 269–282
DOI: https://doi.org/10.56059/11599/6064.02
Ubushakashatsi mu Bumenyi Nyamuntu n’Imibanire y’Abantu
Full text linkResearch in developed countries is often considered as a means to pave the way towards sustainable development in different areas of the society including science and technology, the economy, governance and security. Researchers in developing countries rarely have the opportunity to use their indigenous languages to design, plan and conduct research. Nor do they communicate in their indigenous languages to share their insights and learnings from other parts of the world with colleagues or students. Utilising the languages that researchers, students and teachers, policymakers, the community, and others interested in research understand better can help to generate new knowledge embedded in local realities where sustainable development needs to take root. That is why this book is in Kinyarwanda. The authors hope that writing this book in Kinyarwanda will increase research capacity in the humanities and social sciences in Rwanda and in the region. And that it will increase interaction between all key stakeholders in the planning and conducting of research as well as in analysing, monitoring and evaluating the research process and its outputs.
Ubushakashatsi mu Bumenyi Nyamuntu n’Imibanire y’Abantu
Full text linkResearch in developed countries is often considered as a means to pave the way towards sustainable development in different areas of the society including science and technology, the economy, governance and security. Researchers in developing countries rarely have the opportunity to use their indigenous languages to design, plan and conduct research. Nor do they communicate in their indigenous languages to share their insights and learnings from other parts of the world with colleagues or students. Utilising the languages that researchers, students and teachers, policymakers, the community, and others interested in research understand better can help to generate new knowledge embedded in local realities where sustainable development needs to take root. That is why this book is in Kinyarwanda. The authors hope that writing this book in Kinyarwanda will increase research capacity in the humanities and social sciences in Rwanda and in the region. And that it will increase interaction between all key stakeholders in the planning and conducting of research as well as in analysing, monitoring and evaluating the research process and its outputs.]Mu bihugu byakataje mu majyambere, usanga ubushakashatsi ari itara rimurikira ibikorwa by’amajyambere kandi bukaba n’umuyoboro w’iterambere rirambye haba mu bukungu, ubumenyi n’ikoranabuhanga, imibereho myiza y’abaturage, imiyoborere y’igihugu, umutekano n’ibindi. Kuba abashakashatsi bo mu bihugu bikiri mu nzira y’amajyamberere badakoresha cyane indimi zabo kavukire mu gukora ubushakashatsi no mu guhererekanya n’abandi ubumenyi bwavumbuwe hirya no hino ku isi bishobora kuba biri ku isonga mu bibangamira iterambere rirambye, ryihuta kandi rigera kuri benshi. Gukoresha ururimi abenegihugu bahuriyeho mu nzego zose – abashakashatsi, abanyeshuri n’abarimu, abafata ibyemezo, abaturage n’abandi bakenera ubushakashatsi cyangwa ibyabuvuyemo – bishobora gutuma hahangwa ubumenyi bwegereye abagenerwabikorwa, bakabugira ubwabo, bakabusangira kandi bakabusigasira. Ngicyo icyatumwe twandika iki gitabo mu Kinyarwanda. Tugamije kuzamura ireme ry’ubushakashatsi mu bumenyi nyamuntu n’imibanire y’abantu. Tugamije kandi kwimakaza ubwumvane hagati y’abafatanyabikorwa bose haba mu gutegura umushinga w’ubushakashatsi, kuwushyira mu bikorwa, gusesengura, kugenzura ndetse no gusuzuma uko ubushakashatsi bwagenze n’umusaruro bwatanze
Ubushakashatsi mu Bumenyi Nyamuntu n’Imibanire y’Abantu
No full textResearch in developed countries is often considered as a means to pave the way towards sustainable development in different areas of the society including science and technology, the economy, governance and security. Researchers in developing countries rarely have the opportunity to use their indigenous languages to design, plan and conduct research. Nor do they communicate in their indigenous languages to share their insights and learnings from other parts of the world with colleagues or students. Utilising the languages that researchers, students and teachers, policymakers, the community, and others interested in research understand better can help to generate new knowledge embedded in local realities where sustainable development needs to take root. That is why this book is in Kinyarwanda. The authors hope that writing this book in Kinyarwanda will increase research capacity in the humanities and social sciences in Rwanda and in the region. And that it will increase interaction between all key stakeholders in the planning and conducting of research as well as in analysing, monitoring and evaluating the research process and its outputs.]Mu bihugu byakataje mu majyambere, usanga ubushakashatsi ari itara rimurikira ibikorwa by’amajyambere kandi bukaba n’umuyoboro w’iterambere rirambye haba mu bukungu, ubumenyi n’ikoranabuhanga, imibereho myiza y’abaturage, imiyoborere y’igihugu, umutekano n’ibindi. Kuba abashakashatsi bo mu bihugu bikiri mu nzira y’amajyamberere badakoresha cyane indimi zabo kavukire mu gukora ubushakashatsi no mu guhererekanya n’abandi ubumenyi bwavumbuwe hirya no hino ku isi bishobora kuba biri ku isonga mu bibangamira iterambere rirambye, ryihuta kandi rigera kuri benshi. Gukoresha ururimi abenegihugu bahuriyeho mu nzego zose – abashakashatsi, abanyeshuri n’abarimu, abafata ibyemezo, abaturage n’abandi bakenera ubushakashatsi cyangwa ibyabuvuyemo – bishobora gutuma hahangwa ubumenyi bwegereye abagenerwabikorwa, bakabugira ubwabo, bakabusangira kandi bakabusigasira. Ngicyo icyatumwe twandika iki gitabo mu Kinyarwanda. Tugamije kuzamura ireme ry’ubushakashatsi mu bumenyi nyamuntu n’imibanire y’abantu. Tugamije kandi kwimakaza ubwumvane hagati y’abafatanyabikorwa bose haba mu gutegura umushinga w’ubushakashatsi, kuwushyira mu bikorwa, gusesengura, kugenzura ndetse no gusuzuma uko ubushakashatsi bwagenze n’umusaruro bwatanze
Recommended from our members
Empowering Voices in Open Education: Reflections and Future Directions from the Global OER Graduate Network’s 10th Anniversary
No full textThe Global OER Graduate Network (GO-GN) has emerged as a pivotal community of practice for doctoral candidates focused on open education, supported by over 200 experts and mentors worldwide. GO-GN supports doctoral researchers working on open education topics, amplifies their work, models open research in practices and promotes equity, diversity and inclusion (EDI). The network has rapidly increased its membership since its inception in 2013 and has deepened its work with members to include collaborative publications and resources to support doctoral researchers. During Covid-19, GO-GN pivoted its model from face-to-face workshops to an online community of care, which prioritised emotional and academic support. Although supporting EDI principles hs always been core to the network’s aims, since 2018 the network has deepened its EDI activities, increasing collaboration and research to better understand the needs of its membership and open education in different regions. Also, as the network matures and a growing number of members successfully complete their doctorates, deepening our understanding of how best to support the network’s growing alumni has become an important aspect of what we do. This paper is a reflection piece about GO-GN past trajectory and future plans, and it is based on the tenth anniversary report GO-GN at 10: Strategic Review. This report was written in collaboration with some of our members, including PhD students and alumni. It presents some key historic events that marked the progress of GO-GN and explores the network’s future strategic plans, some of which have already commenced. Core to this is continuing to amplify and champion the research of marginalised researchers and those based in the Global South. To conclude, we also briefly reflect on the network’s activities since this report was published, and our responses to the priorities and steer of our membership
Strategizing Computer-Supported Collaborative Learning toward Knowledge Building
No full textThe purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computersupported collaborative learning. The participants were selected from university student teachers in Rwanda who attended a training programme on searching, retrieving and exploiting web-based research data. The findings show that university students working together in small groups to acquire hands-on computer skills can adopt one of three major learning patterns: individual-led, group-led or individual-group hybrid-led. Moreover, the results indicate that the group-led framework seems to create a supportive environment for knowledge building. Nevertheless, university students showed a need for teacher support to allow the development of working ground rules enabling them to focus on criterion-referenced reflection to regulate their learning.</p
Managing the process of currriculum change in the National University of Rwanda : a case study.
No full textThesis (M.Ed.)-University of Natal, Durban, 2001.Nowadays, change becomes more and more a continuous basis of the educational
systems for their improvement. People increasingly need to tackle and cope with their
organisational environments which are complex and dynamic. However, the problem
is to know how to move from the status quo to the situation wherein all stakeholders
should work both individually and collaboratively as inquirers and learners to
investigate and solve problems.
My case study is located at the heart of this context. Its purpose was to investigate
why and how the process of curriculum change was managed in the National
University of Rwanda from 1995. In addition, it aimed to identify how the University
community should come together to handle curriculum change as an ongoing feature
of improvement, and as a learning organisation. This research was carried out through
a triangulation of participant observation, documentary analysis and semi-structured
interviews.
Throughout my case study, I observed that orientations and needs for changing the
curricula in the National University of Rwanda essentially stemmed from the situation
inherited from the war, genocide and massacres undergone by the country in 1994.
Furthermore, initiating curriculum change came from the top management, while the
basic organ to deal with development and its implementation was the Department. I
noted also that it is likely the National University of Rwanda focused more on
changing curriculum frameworks than changing organisational habits, behaviours,
values, skills and beliefs. Although the shift to the new culture is at the centre of a
learning organisation, most of the time this aspect is left untouched in practice.
As lecturers in a professional organisation such as the National University of Rwanda
have the skills and control over their own work, I conclude that they are in a position
to play a vital role to manage curriculum change, learn from it, help students and
other stakeholders learn from and take part within it
Baseline Study on the Status of Open and Distance Learning in Rwanda
No full textThe purpose of the study was to gather current baseline data on the status of open, distance and eLearning (ODeL) in Rwanda. This data is vital to the planning of projects and initiatives that support the use of ODeL in the country. Having a deep and clear picture of the current developments is also critical for the success of engagement by the Commonwealth of Learning (COL), and will ensure that the proposed projects are conceptualised based on an accurate picture of the country context and what is available
Information and Communication Technology in Teacher Education : Thinking and learning in computer‐supported social practice
No full textThe aim of this thesis is to investigate how new knowledge can be developed in computer-supported social practice. Participants were selected from newly qualified secondary school teachers and student teachers at a higher education institution in Rwanda. The thesis consists of four empirical case studies, the findings of which were analysed from a sociocultural perspective. In the first study, it has been shown that novice teachers are motivated to acquire information and communication technology (ICT) and to use it in their teaching and learning. The study also reveals that they succeed in situations where school administrators grant them easy access to computers. This implies a need to develop school-based curricula and appropriate pedagogy in the area of ICT literacy, which can allow teachers to develop critical reflection vis-à-vis the new technology and enable them to cope with change in social practice. In the second study, it has been shown that, while acquiring hands-on computer skills in small task-based groups, student teachers can adopt one of the three major learning patterns: individual-led, group-led, or individual-group hybrid-led. Moreover, the study shows that the group-led framework seems to create a supportive environment for knowledge building. This may require that students receive the right kind of teacher assistance and focus on criterion-referenced reflection to regulate their learning. The findings of the third article reveal that students coping with web-based literature face a twofold reality of learning discourse rooted in their sociocultural and educational contexts: the one conveyed through the foreign languages in which they are instructed, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries. The fourth article shows that appropriation of ICT use can stem from learning conditions including users’ motivation and their participation in social practice. Additionally, it can stem from collaboration between active users and other students. Given this, the study suggests that active ICT users can play a role as agents of change in the implementation of the new technology. Together, the four studies show that thinking and learning with ICT can develop through the interplay of mediation, learning conditions, collaboration and critical reflection
Supporting Student Active Engagement in Chemistry Learning with Computer Simulations: Five Actions
Full text linkPCF10 Sub-theme: Inspiring Innovations // Science, technology, engineering, and mathematics (STEM) are widely recognised as paving the way towards national sustainable development and innovative socioeconomic transformation. However, some students consider STEM as a difficult field to study. Consequently, teachers need to shift from traditional teaching approaches towards participatory and interactive methods to promote the development of students’ higher-order thinking, critical reasoning, and problem-solving skills. This study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in new knowledge creation in chemical bonding problem solving with computer simulations. Empirical data were collected through interviews, a survey and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance and strategic variation-reliance. The study found no statistically difference between male and female students’ preferences to engage in these forms and in their performance in terms of higher-order thinking skills in chemical bonding problem solving with computer simulations. Moreover, the findings demonstrate that computer simulations can help students to create multisensory connections with the object of learning enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines between abstract concepts and related chemical reactions and processes become closely related in a virtual reality. Finally, this study suggests five actions that teachers can undertake to support student active engagement in chemistry learning with computer simulations. // Paper ID 305
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