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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Item Open Access Pre-service Teachers’ Perception Towards the Use of Climate Change Open Educational Resources in Kenyan Universities(2025-09)School teachers' knowledge of climate change impacts in Kenya is relatively satisfactory due to noticeable direct and indirect effects on education and other sectors. The consequences of climate change include loss and disruption of learning, increased classroom temperature, and frequent crop failure, leading to hunger and famine and general damage to infrastructure. However, teachers and headteachers indicate that the current climate change curriculum is not updated to the local area, and the rate of climate change surpasses what is contained in textbooks. The headteacher further observed that there is a need to train teachers on climate change-related factors. Therefore, this study aimed to explore the use of open educational resources (OERs), particularly Teacher Education in Sub-Saharan Africa (TESSA), the Young African Leadership Initiative (YALI), UNITAR and Atinga to increase awareness of climate change among pre-service teachers at a Kenyan University. This study is anchored on transformative theory, which explains how learners reflect on their own beliefs and assumptions, resulting in shifting their understanding and perspective. University pre-service teachers taking a course in environmental education were referred to several OERS for further reading at the start of a semester. An online Google form questionnaire was shared via the WhatsApp platform to the entire student population to collect data about their perceptions on the effectiveness and use of OERs in learning about climate change, and only 223 teacher trainee respondents to the questionnaire. Another 10 teacher trainees were randomly selected to participate in a Focus Group Discussion (FGD) about OERs. Quantitative data from the questionnaire were analysed by use of frequency counts and percentages using SPSS version 20.0, while qualitative data were coded and analysed by key themes. The study found that the OERs presented to the pre-service teachers were current, relevant, informative and vividly brought out the concept of climate change. These findings suggest that OERs are a solution to teacher professional development regarding climate change awareness and knowledge, and should be adopted by ministries of education in respective countries to train teachers since they are readily available online, cost-effective, and are self-paced. PCF11 Plus: Beyond the Forum Sub-Theme: Skills development through lifelong open education Paper ID: 5870Item Metadata only Building Sustainable Open, Distance and e-Learning Ecosystems(2026-01-30)Presented by Professor Peter Scott, President and CEO, Commonwealth of Learning at the African Council for Distance Education (ACDE) 20th Anniversary Seminar, 30 January 2026 at UNISA Muckleneuk Campus, Tshwane, South Africa.Item Open Access Sustaining Communities of Learning and Practice in Innovative Open Education: The Case of the Pre-entry to Tertiary Education (PETE) Programme at NAMCOL(2025-09)This study examines the influence of the Pre-entry to Tertiary Education (PETE) Programme offered by the Namibian College of Open Learning (NAMCOL) on Grade 12 (NSSC) students’ admission to higher education. Focusing on learners at the NAMCOL Head Office Centre, it investigates how this bridging initiative facilitates equitable access to tertiary institutions. Anchored in Moore’s Theory of Transactional Distance and Tinto’s Student Integration Theory, the study used a mixed-methods case study design, combining questionnaires from 104 learners with interviews and a focus group involving students, staff, and management. Findings show that 69% of PETE graduates gained entry to higher education, with 91% reporting increased confidence and 88% noting alignment between the curriculum and tertiary requirements. The programme also fosters supportive learning communities of peers, tutors, and family members, enabled by flexible and inclusive Open and Distance Learning (ODL) methods and Open Educational Practices (OEP). PETE serves both out-of-school youth and working adults, addressing lifelong learning needs. The study highlights how targeted ODL interventions can empower marginalised learners, enhance retention, and promote community-based empowerment. It also demonstrates the value of sustaining learning communities through peer support, family engagement, and institutional collaboration, offering a scalable model for similar contexts across the Commonwealth. PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education Paper ID: 5230Item Open Access Keynote Session 2: Quality Concerns in Distance and Digital Learning: Experiences of Different Countries and Institutions(2026-01-29)Keynote address, Keynote Session 2: Quality Concerns in Distance and Digital Learning: Experiences of Different Countries and Institutions, for Campus of Open Learning, University of Delhi, International Conference on Emerging Trends and Challenges in Open, Digital, Distance and Blended Learning (ODDBL), Vigyan Bhawan, Delhi, 29 January 2026.Publication Open Access Towards an Open and Distance Learning Framework for Teacher Development in Sub-Saharan Africa(2026-01)The African education landscape is undergoing a critical transformation, driven by the urgent need to expand access to high-quality, equitable teacher professional development. Traditional, face-to-face training models alone are insufficient to meet this demand. In response, the Commonwealth of Learning (COL) and the Africa Federation of Teaching Regulatory Authorities (AFTRA) have developed a draft Open and Distance Learning (ODL) framework for teacher development in Sub-Saharan Africa (SSA), under the "Beyond Numbers" Project. This framework presents a scalable, inclusive, and technology-enabled approach tailored to diverse national contexts. Informed by empirical experiences from Nigeria, Botswana, South Africa, and Seychelles, and enriched by policy insights from countries such as Ghana, Kenya, Namibia, Sierra Leone, and Zambia, the framework aligns with global and continental goals, including SDG 4, CESA 2016–2025, ACQF, and UNESCO’s ICT and AI competency standards. It envisions a future where all teachers, regardless of geography or background, can access flexible, high-quality professional development. The framework is organised into nine interconnected components: policy and governance; curriculum and content delivery; quality assurance and accreditation; capacity building; assessment and certification; monitoring and evaluation; funding and sustainability; promotion and advocacy; and risk mitigation. A five-phase implementation roadmap—ranging from policy alignment to institutionalisation—ensures coordinated execution among stakeholders. This draft framework represents a transformative vision for teacher education in SSA. By embracing digital innovation and open educational resources, this framework offers a flexible, competency-based model for empowering teachers and advancing educational equity across the continent.
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