OAsis
COL’s Open Access Institutional Repository
Welcome to OAsis, the Commonwealth of Learning's repository for publications and learning resources. Publications found here are licensed under Creative Commons Attribution-ShareAlike 4.0 International and can be freely downloaded for reuse and adaptation with attribution to COL, except where indicated.
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Publication Open Access Open, Inclusive, High-Quality Schooling for All: A Proposition for the Caribbean(2025-12)This document presents the concept of a proposed regional Open School for the Caribbean. Taking contemporary developments into consideration, the concept puts emphasis on breaking several boundaries that exist in the current systems and advocates for a dual certification system where academics and vocational education are delivered together using suitable modes including technology. Taking a cue from the new research on the issue of boys’ disengagement from education in the region, the concept also advocates for inclusion of mentoring as an essential part of the design.Publication Open Access Item Open Access Integrating Cybersecurity in the Classroom: Behavioural Modelling and Transformations(2025-09)Recent 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: 2461Publication Open Access Enhancing Online Practicum Assessment: Addressing the Challenges of Evaluating Practical Competencies in TVET(2025-09)The shift to online learning has created a major challenge for Technical and Vocational Education and Training (TVET): assessing practical competencies in virtual environments. Traditional hands-on evaluation methods are difficult to replicate online, raising concerns about validity, reliability, and equity. This study examines how a public higher education TVET institution in urban Jamaica addresses these challenges through innovative online practicum assessment strategies. Using a qualitative approach case study, the research explores digital tools, remote supervision, and competency-based assessment models to overcome limitations. Through semi-structured interviews, and document analysis, it examines the experiences of students, technical experts and instructors/assessors, focusing on barriers such as technological accessibility, student preparedness, and instructor workload. The study highlights how adaptive learning technologies, virtual simulations, and AI-driven feedback enhance assessment accuracy, student engagement, and competency validation. Findings reveal that while online practicum assessment initially posed challenges, digital integration has improved evaluation fairness and reliability. However, disparities in digital access and readiness, particularly among gender groups, impact student performance. The study recommends integrating AI-driven assessment tools and virtual simulations, implementing gender-responsive digital literacy training, and adopting a hybrid assessment model that blends online and in-person evaluation. These strategies ensure an inclusive, effective, and scalable approach to TVET practicum assessment in open and distance learning environments. PCF11 Plus: Beyond the Forum Sub-Theme: Gender, technology and innovation in open education Paper ID: 9792Publication Open Access Fostering Employability for Decent Jobs - A Commonwealth of Learning Initiative in Kenya, Zambia and Nigeria(2025-09)A number of Commonwealth member states, classified as emerging markets and developing economies (EMDEs), exhibit high levels of informal employment, accounting for over 70% of total employment and contributing approximately one-third of national output (Ohnsorge & Yu, 2022). However, this output is often of substandard quality, reflecting the vulnerabilities faced by large segments of the young, active population. Many lack access to dignified work, social protection, or job security. Individuals, who have acquired skills informally through practice but lack formal certificate, remain excluded from gainful employment. Conversely, those with formal qualifications often face employment barriers due to a mismatch between their training and the actual demands of the labor market. To address these systemic gaps, the Commonwealth of Learning (COL), through its Skills for Work initiative, is collaborating with government policymakers and TVET authorities to strengthen frameworks and deliver targeted technical assistance. The initiative seeks to enhance institutional capacity to mainstream TVET-based skills training. This paper highlights the transformative impact of the initiative, providing empirical evidence from Kenya, Nigeria, and Zambia on how the integration of the Skills for Work framework and the e-apprenticeship model—leveraging Open and Distance Learning (ODL)—is driving inclusive, market-responsive workforce development. PCF11 Plus: Beyond the Forum Sub-Theme: Skills development through lifelong open education Paper ID: 8811
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