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 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.Publication Open Access Beyond Numbers: Scaling Quality Teacher Development in Sub-Saharan Africa using ODL – Project Report(2026-01)The Beyond Numbers Project, led by the Commonwealth of Learning (COL) in partnership with the Africa Federation of Teaching Regulatory Authorities (AFTRA), aimed to expand the pool of qualified teachers in Sub-Saharan Africa (SSA) through open and distance learning (ODL) and digital technologies. In response to the region’s urgent need for 15 million new teachers by 2030, the project brought together four teacher regulatory authorities—the Botswana Teaching Professionals Council Teachers Registration Council of Nigeria (Nigeria), the Teachers Council of Seychelles (Seychelles), and the South African Council for Educators (South Africa)—alongside Botswana Open University and University of Abuja. Each authority developed a draft national ODL framework, curated digital literacy micro-courses, and aligned recommendations with global standards such as UNESCO’s ICT and AI competency frameworks. More than 1,500 educators and ministry staff, 66% of them women, were trained using 13 micro-courses and 5 CPD courses, tailored to local needs. The project fostered peer-led development, teacher ownership, and school-based dialogues, making CPD flexible and teacher-centred. Collaborative tools enabled educators to contribute to national frameworks, encouraging deeper engagement. Though limited in scale and duration, the pilot demonstrated the effectiveness of ODL in teacher development. It laid the foundation for harmonised regional standards and showed strong potential for scaling across Africa and other Commonwealth countries.Publication Open Access Business Case for AI-Assisted OER Development in TVET: A Comparative Analysis of Traditional versus AI-Enhanced Approaches(2025-12)This business case highlights the transformative potential of Trainer-in-the-Loop AI for creating Open Educational Resources (OER) in Technical and Vocational Education and Training (TVET). The method combines generative AI tools with human oversight, significantly reducing development time and costs while enhancing quality and scalability.Publication Open Access Book Review: Global Education Monitoring Report Pacific, Technology in Education: A Tool on Whose Terms?(2025-07-25)This latest Global Education Monitoring (GEM) report provides a regional (Pacific) update on progress towards the UNESCO Sustainable Development Goal 4, with the objective to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2024). One value of the report lies in its authority. It is funded by “governments, multilateral agencies and private foundations and facilitated and supported by UNESCO” (p. v), and so is not one to ignore.Publication Open Access Open and Distance Education Policies and Practices in Prisons in Portugal(2025-07-25)This study explores the implications of open and distance learning environments for promoting educational practices suitable for inmates. The research questions focus on the regulatory, technological and humanistic perspectives of digital technology in prison, addressing the relationship between adult education policies and practices, the experience of distance learning in the prison context, and the implications of these policies in the field. Data collected from documentary analysis and four interviews with trainers and administrative staff highlight the need for comprehensive and inclusive policies and strategies to enhance digital inclusion and lifelong learning opportunities for these populations. Recommendations include expanding the conditions for research, fulfilling adult education rights in prison, increasing digital literacy and competencies, ensuring safe internet use, and fostering a supportive, open and distance learning environment within the prison system.
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