Three-year Plan, 2006-2009 Learning for Development
The previous Three-Year Plan (2003–2006) was entitled Building Capacity in Open and Distance Learning, reflecting the focus in the previous triennium. In addressing the needs of Commonwealth governments, we have aligned ourselves with the international development agenda and will build on our experience and expertise in open, distance and technology-enhanced learning to expand the scope and scale of learning for development. // The 2006–2009 Plan further sharpens the focus of COL’s work by using an operational framework defined by sectors and results. It breaks the international development agenda into three broad sectors: Education, Learning for Livelihoods, and Human Environment. In each sector, in light of the needs of individual countries, COL pursues results in the form of policies, systems, and models and materials.
AuthorCommonwealth of Learning
- Plans & Policies 
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Commonwealth of Learning (Commonwealth of Learning, Vancouver, 2012-07)COL’s work is guided by comprehensive Three-Year Plans that are developed through extensive evaluation and consultation. COL’s new Three-Year Plan 2012-2015 has been approved by COL’s Board of Governors and was presented ...
Commonwealth of Learning (Commonwealth of Learning, Vancouver, 2009)Governments face a difficult dilemma in responding to the global economic downturn. On the one hand they must help their people adapt to wrenching change by expanding opportunities for education, training and learning ...
Commonwealth of Learning (Commonwealth of Learning, Vancouver, 2011)This Three-Year Plan sets the strategic direction and provides the overall framework for guiding COL’s work from 2012 to 2015. Learning for Development continues to be the theme of COL’s work. Following the development ...
Commonwealth of Learning (Commonwealth of Learning, Vancouver, 2003)Planning a response to the expressed needs of 54 Commonwealth governments for assistance in open and distance learning is a daunting task. We recognise our responsibilities and the magnitude of the task, and have ...