Browsing by Author "Mohee, Romeela"
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- ItemOpen AccessA Phase-Wise Approach to Build Resilience in the Higher Education Sector: A Small Island State Perspective(2022-09) Durbarry, Anjusha; Mohee, RomeelaPCF10 Sub-theme: Building Resilience // Covid-19 lockdown disrupted the Higher Education sector across the globe. As the apex regulator for the sector in Mauritius, the Higher Education Commission assessed the state of higher education during the lockdown period including student experience. Participants from both public and private Higher Education Institutions (HEIs), shared insights on the challenges emerging from the pandemic, measures undertaken in response thereto and the new approaches to be adopted to make higher education more resilient in future similar circumstances. A phased reform process was proposed with the aim to create a resilient higher education system capable of withstanding any future disruptions. A study conducted in October 2021 to map the phased reform process revealed that Higher Education Institutions have a contingency plan to face any renewed outbreaks, consolidated their new teaching and learning approaches and improved their student support services. The data revealed 45% of institutions had upgraded their infrastructure and logistics to be able to deliver online/blended modes of teaching and learning. This study provides a unique insight into building resilience in the Higher Education sector in small island states and the framework may be transferable to other contexts. // Paper ID 3788
- ItemOpen AccessApplication of Time Driven Activity Based Costing in Botswana Open University(2019-09) Andalya, Eric; Lesetedi, Lesedi; Mohee, RomeelaFinancial planning should be premised on the mission and vision of the University. To develop reasonable and accurate financial plans, the institution must balance the supply and demand sides of the financial resources, identifying the average cost of maintaining one student per annum. The costing units are measured in Time (practical hours for labour and non-labour factors). Human labour is the main resource of the University. The direct labour time spent to perform individual activities is used as a measure of activity amount and a basis for calculating costs. This paper reviews the application of Time Driven – Activity Based Costing BOU, as an alternative to the incremental method currently in use. It addresses two significant draw backs of incremental budgeting, the non-relationship between the budget and the organizational strategy and the imbalance between the demand and supply sides of the budget. From the experience at BOU University two conclusions can be made. At the Institutional level, time as primary cost driver allows allocating resource costs directly to objects. This enables management employ linear equations to explore variations in the demand for resource capacity for each variation in activity time. It facilitates calculation of program costs and variables important in management e.g. breakeven point of a program. At the national level, Government may consider funding specific activities based on actual budgets, recognizing that the University’s needs shift according to the dynamics in the higher education demand and advancement in technology, a key delivery mode at BOU. The state will know more accurately the actual cost for a student, the costs of infrastructure and equipment. Taking this approach, the State will be able to balance the increasing competing interests for public resources.// Paper ID 55
- ItemOpen AccessThe Contextualisation of Employability in Institutions of Higher Education(2019-09) Okafor, Theresa; Mohee, RomeelaSeveral reasons account for the need to reconceptualise employability in higher institutions . The first is the crunch of unemployment which intersects with and could be partly responsible for the diminutive understanding of employability. The second is the weak, antiquated application of employability in higher education in stitutions which negatively affects graduates and their learning outcomes. Understanding employability requires a r ecogni tion of three subsets that would help in overcoming the limits of what it is to be a graduate in a highly evolving society. The subset s of employability are: . The student and the privileging of how knowledge is acquired and applied. 2. The institution and its potential for brokerage with social capital networks as well as quality assurance that especially prioritisi zes the scholarship a nd pedagogy of teaching and learning that will enable students make informed choices. 3. The Context comprising the mitigation of the complexity posed by political, economic and social factors that threaten the intended outcomes of graduates// Paper ID 275
- ItemOpen AccessFurthering Lifelong Learning to Navigate through the New Normal – A Small Island State Perspective(2022-09) Roopchund, Ourvashee; Mohee, Romeela; Durbarry, AnjushaPCF10 Sub-theme: Fostering Lifelong Learning // The Covid-19 pandemic has caused major disruptions to Higher Education Systems worldwide and Mauritius, a small island state, had to ensure that its people continue learning to navigate through the new normal. The Higher Education Commission (HEC) in collaboration with the Ministry of Education, Tertiary Education, Science and Technology entered into an agreement with the Commonwealth of Learning (COL) to secure scholarships under the ‘COL_Skills for Work Scholarship’, over the next 3 years. This timely initiative aims to close the skills gap of in-demand and high-demand jobs. Data from the first cohort reveals more than 50 % of learners completed their courses. A survey is underway to gauge the benefits accrued through the scheme by 1500 learners in terms of unlocking their potential to face changes in their workplace, building employability skills and personal development as well as to investigate its impact on the livelihood of people in the island. The study will be used as a basis to create strategic directions towards lifelong learning in a small island state and will also give invaluable insights into how education can be tailored made to create a talent economy, assisting higher education institutions to reinvent their learnings to meet the new needs of the economy. // Paper ID 7948
- ItemOpen AccessA Guide for Implementing a Quality Assurance Institutional Review Tool for Blended Learning(2021-01) Mohee, Romeela; Perris, KirkThis guide and tool has been designed to support higher education institutions to review, or audit, their readiness to offer blended learning courses. Users of the guide and tool will benchmark their institution’s status with blended learning across a range of categories that includes policy, infrastructure, partnerships, learner support, professional development of staff, and others. The guide and tool is comprised of survey and on-site review templates, and as an OER carrying a CC BY-SA 4.0 license, the guide and tool can be modified to suit an institution’s own needs. The guide portion of the publication provides users with a step-by-step roadmap to execute the review - including forming a QA team, proposed timelines, and gathering and analysing data. The final report of the tool serves to demonstrate to senior management or other factions of an institution, an evidence-based document that includes an improvement plan to be subsequently implemented to ameliorate disparities. The guide and tool can be used iteratively as blended learning provision matures and as a means to further a culture of quality assurance in a given institution.
- ItemOpen AccessA Guide to Integrating Employability in Higher Education Institutions: The Commonwealth of Learning's Employability Model(2019-08) Mohee, RomeelaA Guide to Integrating Employability in Higher Education Institutions is designed to support the implementation of the Commonwealth of Learning’s Employability Model in higher education institutions. The guide helps higher education institutions to develop employability strategies and teams to carefully consider how diverse practices — throughout the academic journey — can help students comprehensively develop valued, transferable and useful employability traits and characteristics.
- ItemOpen AccessInnovations in Higher Education: Re-Imagining Learning(2018-07-13) Kanwar, Asha; Mohee, RomeelaPresented by Professor Asha Kanwar, President & CEO, Commonwealth of Learning, at the 17th Annual Association of Caribbean Higher Education Administrators (ACHEA) Conference, 13 July 2018. Co-written with Professor Romeela Mohee, Education Specialist: Higher Education, Commonwealth of Learning.
- ItemOpen AccessMOOC: Introduction to Sustainable Development in Business(2020) Mohee, Romeela; Chadeea, T; Doomun, RThe aim of this course is to introduce you to SDGs and discuss issues related to sustainable development in business. This course is intended for professionals in the field of sustainability, NGOs and university students. This course does not require any prior exposure to sustainable development or business, but the awareness of environmental issues and implications for trade, consumption and production is desirable.
- ItemOpen AccessPartnership for Enhanced Blended Learning: Quality Assurance Workshop(2018-04-17) Perris, Kirk; Mohee, RomeelaPresented by Professor Romeela Mohee, Education Specialist: Higher Education, COL, and Dr Kirk Perris, Adviser: Education, COL, at a quality assurance workshop (as part of the Partnership for Enhanced and Blended Learning (PEBL) project), Nairobi, Kenya, 17-20 April 2018.
- ItemOpen AccessPioneering MOOC in the Mauritius Context: Lessons Learnt and Observations: the Case of the Open University of Mauritius(2022-09) Mohee, Romeela; Desha, Cheryl; Rampersad, Rubina Devi; Chadeea, Tomal; Doomun, Rubeena; Sukon, Kaviraj SPCF10 Sub-theme: Inspiring Innovations // The Open University of Mauritius (OUM) pioneered the design and delivery of a MOOC, ‘Sustainable Development in Business’ in 2019, in collaboration with the Commonwealth of Learning (COL), as part of COL’s strategy for “increasing access to learners on environmental awareness”. This MOOC facilitated access to SDG materials to a global audience where participants would learn from each other: challenges, lessons and good practice. There were two intakes in 2020 and 2021 as the world was battling against Covid-19. With more than 13,000 registered participants in the four runs of the MOOC (May 2019, November 2019, June 2020, and April 2021), this highly successful MOOC has been a learning experience for the local team. This paper aims to explore the challenges and lessons learnt at the different stages: conception and design of the MOOC bearing in mind cultural diversity, marketing, managing multidisciplinary teams from different institutions, using the mooKIT platform and using feedback to review the MOOC. Being the first-ever Mauritian-led MOOC with predominantly Mauritian learners, this paper contributes to the literature on the lived experiences of the collaborators in developing and facilitating the MOOC. It is hoped that the lessons learnt will empower other institutions embarking on MOOCs to build impactful MOOCs. // Paper ID 4680
- ItemOpen AccessQuality Assurance in Blended Learning(2020-03) Mohee, Romeela; Nokuthula, VilakatiThe Quality Assurance in Blended Learning online course intends to contribute towards building capacity in QA specifically for blended learning programmes in higher education. It is intended for experienced Quality Assurance (QA) practitioners in higher education institutions, higher education academics, learning designers and specialists from Quality Assurance agencies.
- ItemOpen AccessQuality Assurance in Blended Learning: Designing Blended Learning Programs(2018-04-18) Mohee, RomeelaPresented by Professor Romeela Mohee, Education Specialist: Higher Education, COL, at a quality assurance workshop (as part of the Partnership for Enhanced and Blended Learning (PEBL) project), Nairobi, Kenya, 17-20 April 2018.
- ItemOpen AccessQuality Assurance in Blended Learning: Standards and Rubrics(2018-04-19) Mohee, RomeelaPresented by Professor Romeela Mohee, Education Specialist: Higher Education, COL, at a quality assurance workshop (as part of the Partnership for Enhanced and Blended Learning (PEBL) project), Nairobi, Kenya, 17-20 April 2018.
- ItemOpen AccessQuality Assurance in Higher Education in Africa: Enhancing the Quality of Higher Education(2020-03) Mohee, Romeela; Mhlanga, EThis Quality Assurance in Higher Education in Africa online course provides an insight of how to tackle the challenges and address the changes from a quality assurance perspective. It also shows how to conduct internal quality reviews and develop QA improvement plans. It is intended for experienced Quality Assurance (QA) practitioners in higher education institutions, higher education academics, learning designers and specialists from Quality Assurance agencies.
- ItemOpen AccessQuality Assurance in Higher Education: Definitions and Trends(2018-04-17) Mohee, RomeelaPresented by Professor Romeela Mohee, Education Specialist: Higher Education, COL, at a quality assurance workshop (as part of the Partnership for Enhanced and Blended Learning (PEBL) project), Nairobi, Kenya, 17-20 April 2018.
- ItemOpen AccessQuality Assurance Rubric for Blended Learning(2020) Perris, Kirk; Mohee, RomeelaThis innovative tool has been designed to support individuals and institutions in the development of blended learning courses. It covers eight categories and supporting quality elements that can be used to benchmark the features of a blended learning course against a set of qualifiers. The Rubric should be used iteratively and throughout the design and subsequent delivery of a blended learning course. As an OER under a CC-BY-SA 4.0 license, the Rubric may be modified, etc. to suit local needs and contexts.
- ItemOpen AccessQuality Assurance Tools(2018-04-17) Mohee, Romeela
- ItemOpen AccessRole of Blended Learning in Higher Education: Celebrating 50 Years of Academic Progress, University of Eswatini(2018-09-17) Mohee, Romeela; Ortlieb, KaylaPresented by Professor Romeela Mohee, Education Specialist: Higher Education, Commonwealth of Learning, at a public lecture at the University of Eswatini, Kwaluseni, Eswatini, 17 September 2018. Co-written with Ms Kayla Ortlieb, Programme Assistant, COL.
- ItemOpen AccessThe Role of Technology as a Facilitator in the Implementation of Quality Assurance Practices for the Future of Transnational Education(2019-10-22) Mohee, Romeela; Wittfoth, AnnegretDelivered by Professor Romeela Mohee, Education Specialist: Higher Education, Commonwealth of Learning, at the Caribbean Area Network for Quality Assurance in Tertiary Education (CANQATE), 22-25 October 2019, Grenada.