Reports

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Browsing Reports by Region "Global"

Now showing 1 - 8 of 8
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    Open Access
    Doctoral Study and Research Degrees: Online and Distance Programmes
    (2018-05) Tait, Alan; Mohee, Romeela
    This policy brief outlines current online doctoral and research degree programmes, providing an overview of their structures and recommendations to universities and regulatory bodies who are seeking to offer them online. // The information and data in this policy brief is based on the report on the "Status of Research and Engineering Programmes Offered Online" (Link: http://hdl.handle.net/11599/3050).
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    Open Access
    Engineering Education: Online and Distance Programmes
    (2018-05) Tait, Alan; Mohee, Romeela
    This policy brief outlines current online engineering programmes and their structures, and provides recommendations to universities and regulatory bodies who are seeking to offer this programme online. // The information and data in this policy brief is based on the report on the "Status of Research and Engineering Programmes Offered Online" .
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    Open Access
    Gender and ICT: Meta-Analysis and Systematic Review
    (2018-10) Borokhovski, Eugene; Pickup, David; El Saadi, Lina; Rabah, Jihan; Tamim, Rana M
    This publication addresses the intersection of gender and information and communication technologies (ICT) as reflected in the primary research literature and in educational practices and policies of the Commonwealth, the USA and Scandinavian countries. It summarises outcomes of two large-scale systematic reviews, namely: a meta-analysis of empirical research on gender-based differences in perception and actual use of ICT in education; and a systematic review of policy documents that address issues and solutions related to gender and ICT.
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    Open Access
    Open Educational Resources: From Commitment to Action
    (2017-09) Commonwealth of Learning
    Three documents have been developed in the framework of the 2nd World OER Congress. The two documents: Open Educational Resources: From Commitment to Action and the Open Educational Resources: Global Report 2017 provide the outcomes of the six regional consultations and global surveys conducted prior to the 2nd World OER Congress. The third document, Ljubljana OER Action Plan 2017, will be the outcome document of the 2nd World OER Congress and is based on the outputs of the regional consultations, a global online consultation of the document in the months leading up to the Congress and the deliberations of the 2nd World OER Congress. All three documents are complementary and provide a framework for both understanding the current status of OER worldwide and identifying concrete actions to mainstream OER to achieve SDG4.
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    Open Access
    Open Educational Resources: Global Report 2017
    (2017-09) Commonwealth of Learning
    Three documents have been developed in the framework of the 2nd World OER Congress. The two documents: Open Educational Resources: From Commitment to Action and the Open Educational Resources: Global Report 2017 provide the outcomes of the six regional consultations and global surveys conducted prior to the 2nd World OER Congress. The third document, Ljubljana OER Action Plan 2017, will be the outcome document of the 2nd World OER Congress and is based on the outputs of the regional consultations, a global online consultation of the document in the months leading up to the Congress and the deliberations of the 2nd World OER Congress. All three documents are complementary and provide a framework for both understanding the current status of OER worldwide and identifying concrete actions to mainstream OER to achieve SDG4.
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    Status of Research and Engineering Programmes Offered Online
    (2018-05) Mohee, Romeela
    Through a comparison of 11 case studies of higher education institutions, this report highlights the current status of research and engineering degrees offered online. In addition to providing a broad analysis of the programmes, recommendations are also put forth for those institutions considering this mode of delivery.
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    Open Access
    Understanding Open Educational Resources
    (2015-08) Butcher, Neil; Moore, Andrew; Mishra, Sanjaya
    The fact that you are reading this lesson suggests that you have heard of open educational resources (OER). Currently, there is a lot of buzz about OER. Some see them as totally revolutionising how we bring learning materials into our education system and use them, while others see OER from a more pragmatic perspective. Before we start looking at OER, including their origin, benefits and challenges, it is important to consider the problems that we are facing today in education. While these problems range, in different countries, from lack of access to poor quality, there is a common thread in most: low availability of good-quality educational materials. Although learning materials are available, the cost of access in many locations is very high and increases each year. For example, the cost of college textbooks in the United States increased 82 per cent between 2002 and 2013— three times the rate of inflation.1 According to the College Board, in the 2014–15 academic year, students in the USA spent about USD 1200 each on textbooks.2 Another study indicated that 65 per cent of U.S. students do not buy textbooks due to prohibitive costs, despite being concerned about grades.3 Is this not alarming? While there are many other reasons to support OER, the cost issue is a primary factor in their growing popularity amongst students and teachers.
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    Virtual Conference on Skills for a Resilient Youth: Virtual Conference Report
    (2020-07-15) Neal, Terry
    The Commonwealth of Learning collaborated with UNESCO-UNEVOC to organise a virtual conference on skills for resilient youth to mark World Youth Skills Day on 15 July 2020. The conference was held several months into the COVID 19 pandemic and aimed to assess the impacts of the pandemic in different country contexts, share good practices from how TVET institutions were responding, gain insights from the private sector about how they were affected, understand the perspective of young people, and reflect on how TVET systems might respond. This report summarises the key findings from the virtual conference.