Reports

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Open Access
COL Review of Flexible Learning at the University of the South Pacific
(2015-11)
The University of the South Pacific (USP) requested the Commonwealth of Learning (COL) to lead an international panel to review the efficiency and effectiveness of its flexible learning (FL) education programmes. The panel was invited to review the overall strategic direction and operational effectiveness of FL at USP, the FL programmes and courses, the structures that support FL and the development and delivery of FL and to recommend steps that would deliver the university’s strategy and aspiration to be “internationally recognized as the region’s knowledge hub, and as one of the world’s leading universities in flexible and technology supported learning” (Strategic Plan 2013–2018, p. 20). The review of the Centre for Flexible Learning (CFL) was initiated by USP rather than by an external assessment or accreditation agency, demonstrating the leadership’s commitment to promoting transparency, engagement and an “ethos of continuous improvement” (Strategic Plan 2013–2018, p. 5). The panel was tasked with assessing strengths and gaps in existing practices and processes related to the coherence of the FL strategy and with providing the Vice Chancellor and the senior management team (SMT) with recommendations, commendations and affirmations of progress that can contribute to USP’s further development.
Open Access
Education Development Challenges and Potential for Flexible and Open Learning in Tuvalu for Department of Education, Ministry of Education Youth and Sports
(2016-03) Raturi, Shikha
The objective was to conduct a country study on the education development challenges and potential for flexible and open learning in Tuvalu in line with the national priorities given in the national development plan Te Kageeka II. The report gives a situational analysis of Tuvalu’s policy context and education challenges particularly in relation to TVET. Various forms of TVET in Tuvalu are studied and recommendations are made as to how COL can support flexible technical and vocational skills development.
Open Access
Evaluation of Training Outcomes in Vanuatu and Fiji
(2024-07) Commonwealth of Learning (COL)
Over the past two years, the Commonwealth of Learning (COL) has dedicated significant resources to enhance the practical skills of youth in the Pacific small island countries. This initiative, aimed at fostering economic opportunities and reducing unemployment, particularly among young women and youth with disabilities, has engaged over 2,600 participants, providing training in diverse areas such as business management, organic farming, and food processing. The evaluation of these training programmes was carried out during the first half of 2024 in Fiji and Vanuatu. It was conducted by TVET International Consulting Ltd. in collaboration with local communications consultants and provides valuable insights into the effectiveness of our efforts. Two key insights from the report are particularly noteworthy. Firstly, the quantitative surveys indicated high levels of satisfaction among trainees, with a significant number achieving employment or starting their own businesses. Secondly, the qualitative case studies highlighted personal stories of transformation, underscoring the training's impact on confidence, interpersonal skills, and career advancement.
Open Access
Evaluation Report on Three Regional Centres Established by the Commonwealth of Learning
(2020-12) McGreal, Rory
This evaluation report reflects on the activities of three Regional Centres (RCs) established by the Commonwealth of Learning (COL) and regional partners. Regional Centres engage in capacity building and expansion of Open and Distance Learning (ODL) in their respective regions, and to complement COL initiatives, particularly those relating to Technology Enabled Learning, Teacher Education, Technical/Vocational Education, and Higher Education. The RCs featured in this report include: the Regional Training and Research Institute for Open and Distance Learning (RETRIDOL), based in Nigeria; the Pacific Centre for Flexible and Open Learning for Development (PACFOLD), based in Fiji; and the Southern African Development Community Centre for Distance Education (SADC-CDE), based in Botswana.
Open Access
Field Trials of Aptus Prototype: An overview of results from 15 countries
(2014-07)
Aptus is a server with its own WiFi router. It can be deployed in areas with no access to grid electricity or data connectivity, and the users (with Tablets, smart phones or Laptops) can access several thousand Open Educational Resources of repute and quality- such as videos from Khan Academy, Wikipedia for Schools, Simple English Wikipedia) and Moodle 2.7 or Drupal 7 (a content management system). Aptus prototype was launched in Sep 2013. During the 7th Pan Commonwealth Forum (PCF) at Abuja, Nigerai (Dec 2013), a series of demonstrations were conducted with Aptus. In one, a market place event, about 120 individuals attended a demo and gave written expressions of interest in testing the prototype in their respective sites and locations. Aptus was also demonstrated in the UNESCO Mobile Learning week (Paris, Feb 2014) and drew a significant audience.
Open Access
Growing a Culture of Peace: A Case Study of the Matuaileoo Environment Trust Inc
(2016-11) Coghlan, Michael; Mead Richardson, Alison
In October 2016, COL conducted a case study of the non-government organisation Matuaileoo Environmental Trust Inc (METI) in Apia, Samoa. METI has partnered with COL since 2014 in the strengthening of their community development programme. // This case study investigate whether quality learning opportunities provided by METI have contributed to sustainable livelihoods of the people of Samoa. Data was gathered primarily through face-to-face structured interviews with both staff and learners at METI. The study found that METI has impacted learners in different ways, including aiding in the development of new skills, the adoption of new values and practices, and positively impacting the health of learners and their families. It also found that the Life Skills Coach training provided by COL was very crucial for the Central Training Team, but that further training in social media and instructional design may be required.
Open Access
ICT Use and Access in the Pacific: Emerging Perspectives
(2022-10) Commonwealth of Learning (COL)
New Zealand’s Ministry of Foreign Affairs and Trade has funded the Commonwealth of Learning (COL) to implement a project to contribute to enhanced capacity and efficiency of Pacific education sectors through greater use of innovative delivery mechanisms and technology. This report studies the use, accessibility, risks and opportunities for open distance and flexible learning (ODFL) in 9 Pacific Island countries (Fiji, Kiribati, Nauru, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, and Vanuatu). It seeks to gather insights from empirical analysis of survey-based responses of a group of broadly representative stakeholders from these countries including students, teachers and government officials who share their experience of using the internet and, in particular, ODFL technologies in the wake of the Covid-19 pandemic. The data analysis combines with secondary research and provide a recommendation that can strengthen ODFL opportunities in the Pacific.
Open Access
Impact of Technology-Enabled Learning on Student Learning Experiences and Teacher Pedagogic Practices at The University of Papua New Guinea
(2021) Sharma, Bibhya
This report details the implementation of blended learning at UPNG and explores the readiness of its students through their perceptions of, satisfaction with and attitudes towards blended learning. Additionally, the study reflects on the effectiveness of the training COL provided to the facilitators by capturing their perceptions of blended learning and their experiences while facilitating the blended courses. A student survey was carried out in all the blended courses offered by UPNG in the first half of the 2020 academic year. Results show that the students have a positive attitude towards blended learning and are ready to adopt this newly introduced mode of delivery at UPNG. The facilitators also described having positive teaching and learning experiences with blended learning and acknowledged the training they had received from COL.
Open Access
Improving the Efficacy of Mentorship with an Open Education Ecosystem
(2022-07) Commonwealth of Learning (COL)
New Zealand’s Ministry of Foreign Affairs and Trade has funded the Commonwealth of Learning (COL) to implement a project to contribute to enhanced capacity and efficiency of Pacific education sectors through greater use of innovative delivery mechanisms and technology. This report provides an improved mentorship model for the capacity development courses of the Partnership for Open Distance and Flexible Learning Project. This report highlights the need to nurture a Pacific regional ecosystem to realise sustainable solutions for the future and proposes the establishment of a ‘Collaborative OER Technology Community’ drawing on the success of ‘platform cooperativism’.
Open Access
Institutional Surveys on Open Educational Resources at Fiji National University
(2022-12) Prasad, Deepak
This report presents the findings of two surveys conducted at Fiji National University as preparation for the development of a policy for open educational resources (OER). Findings of the faculty survey indicates positive attitude towards sharing resources. The respondents were highly motivated to use and share resources but were suspicious about OER quality. The respondents also lacked confidence in their knowledge of intellectual property rights. This was ranked as the major barrier to OER adoption. Among other barriers were lack of incentives for developing OER and lack of ICT skills. Overall, respondents showed a positive attitude towards OER, recognising its benefits for teaching and learning. Results of the student survey shows they mostly had access to laptops and smartphones to access their course material and the Internet. Students reported primarily accessing the Internet at home. A significant number of students had no access to learning resources throughout the duration of their course. However, it was noted that some students were able to find alternatives to purchasing the textbooks. While some students’ decisions were not affected by the cost of the resources, others reportedly found it influenced their choice of courses. Although students showed positive opinions of OER and were eager to begin using these resources, an evident lack of awareness leads to the recommendation that OER awareness programmes be considered for students.
Open Access
Mid-term Evaluation and Management Response of the Partnership for Open, Distance and Flexible Learning (ODLF) in the Pacific
(2023-07) Commonwealth of Learning (COL)
The mid-term evaluation of the Partnership for ODFL in the Pacific Project was commissioned by the Commonwealth of Learning to examine the initial two years of the five-year activity. The evaluation was undertaken by Standard of Proof, the MFAT MERL panel, providing specialist services in monitoring, evaluation, measurement and research and analytics. The evaluation provided a summative and formative assessment of the efficiency, effectiveness, coherence and alignment, relevance, sustainable development outcomes, gender equality, and resilient development outcomes. The evaluation involved an extensive review of secondary data and small group or individual interviews with key partners, including COL, PACFOLD, MFAT, COL focal points, and NGO and TVET partner institutions.
Open Access
ODL and Workplace Learning TVET Programmes in New Zealand
(2019) Alkema, Anne; Neal, Terry
This report shares the findings of research seeking to understand the contribution and value of combining workplace-based learning with open and distance learning (ODL) and technology-enhanced learning (TEL) in technical and vocational education and training (TVET) in New Zealand. The research was conducted through three case studies focusing on adult teaching, carpentry, and health and well-being qualifications. The case studies are in Appendices One, Two and Three of this report. This thematic report draws on the findings from these case studies and describes the approaches these organisations use to ODL and workplace learning, the barriers and enablers, and the value of the approaches to the organisations, employers, learners and trainees/apprentices.
Open Access
Partnership for ODFL in the Pacific Report on Initial Consultation Process (February – March 2021): Online TVET Toolkit
(2021-03-30) Neal, Terry
New Zealand’s Ministry of Foreign Affairs and Trade has funded the Commonwealth of Learning (COL) to implement a project to contribute to enhanced capacity and efficiency of Pacific education sectors through greater use of innovative delivery mechanisms and technology. The first workstream within the second area of activity is professional development of technical and vocational education and training (TVET) providers/educators through an online toolkit. COL wanted to ensure that the toolkit focused on priority needs for the Pacific, and engage potential users early in the workstream. In early 2021, COL worked with COL Focal Points to identify representatives from six TVET stakeholder groups, facilitated virtual workshops for each stakeholder group, and surveyed stakeholders. This report outlines the feedback from this consultation phase.
Open Access
Report of the Baseline Study on Technology-Enabled Learning at the National University of Samoa
(2017-07) Mow, Ioana C
The report presents the status of technology-enabled learning at National University of Samoa (NUS). It is based on data collected from the teachers and students of NUS and also based on an infrastructure audit at the NUS. It reports the perceived skill levels, attitudes and perceptions of lecturers and students towards technology-enabled learning (TEL) at the NUS. The report was prepared to initiate the development of TEL policy and implementation of TEL at NUS.
Open Access
Report on Pacific TVET Toolkit Regional Practitioners’ Workshop
(2023-11) Commonwealth of Learning (COL)
This report provides a summary of proceedings and key messages from the Pacific TVET Toolkit Regional Practitioners Workshop in October 2023. A more detailed record of information outputs from the group discussions including photographs is also available. The recommendations in this report draw on all information and suggestions shared through the workshop discussions. As such, if any questions arise in relation to the impetus for recommendations, the more detailed record should be accessed.
Open Access
Report on the Baseline Study of Technology-Enabled Learning at the University of Papua New Guinea
(2019-07) Rangou, Janet B; Wohiemani, Jessica
The technology-enabled learning (TEL) initiative at the University of Papua New Guinea (UPNG) is supported by the Commonwealth of Learning (COL). Under a partnership agreement, COL supported UPNG in undertaking a systemic approach to ensure that TEL is integrated as an institutional activity through research, consultation, capacity building, and monitoring and evaluation. A baseline survey of the stakeholders was conducted as an essential part of the TEL initiative. // The UPNG TEL initiative is the first of its kind in the country. TEL brings exciting opportunities for UPNG. It is a privilege to be engaged in such a project and involved in the implementation of this TEL initiative. It is the way forward now and for the future. As UPNG moves out of traditional pedagogies and into emerging open, flexible learning pedagogies with TEL strategies, contextual challenges are evident. These challenges include being receptive to current traditional practices of learning creatively, and pursuing innovations through a culture of change. TEL has to be our passion and the way forward in the 21st century in UPNG’s higher education space. It promotes relevance and meaningful alignment with the changing landscape of practices in the modern work environment.
Open Access
Report on the MOOC on "Using Open Educational Resources for Online Learning an Introduction (OER4OL)"
(2020) Commonwealth of Learning
Report on the Using Open Educational Resources for Online Learning (OER4OL) MOOC developed and mediated in May/June 2020 for the Pacific Region.
Open Access
Status of ICT in Education in Fiji
(2024-10) Sharma, Bibhya
This report presents insights from an empirical analysis of survey-based responses from teachers and relevant stakeholders on the availability and use of digital tools and resources, existing ICT strategies and policies, and training and development provided to students, teachers, and management. Analysis of the data gathered from the survey shows that many schools in Fiji have access to digital tools such as devices, the Internet, and computer labs. There is also lack of digital tools and resources, appropriate training for students and staff. Stable Internet connection remains a persistent challenge for most rural, remote, and even urban schools in Fiji. Despite these challenges, teachers in many schools promote and encourage using ICT tools for learning. The study recommends that an ICT in education policy is needed for the education sector in Fiji to guide seamlessly integration of digital tools and resources in teaching and learning.
Open Access
The Impact of Blended Learning at the Fiji National University
(2022-11) Prasad, Deepak
Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use of blended learning and its impact on student learning experiences and academic achievement. Students’ attitudes towards blended learning and the relationship between blended learning and students’ grades were examined. The results of the survey indicated that the majority (84%–93%) of the students perceived blended learning positively, with most (89%–92%) reporting that their teachers played a positive role in their learning and took an interest in their learning. A comparison of the students’ grades between blended and non-blended learning courses showed mixed results: a difference in the grades was noted in six courses (40%) but in nine other courses (60%), there was no significant difference. Overall, students had a positive opinion of the blended learning environment as it provided them with opportunities to learn when, where and at a pace that suited them.
Open Access
Value for Money Review and Social Return on Investment Analysis
(2016-11) Du Vivier, Ed
Between 2012 and 2015, COL provided financial support and other inputs for a range of processes and activities that were intended to promote the establishment of new open schooling programmes in Vanuatu and Belize, amongst several other countries. This report is an ex post value for money review of these activities, providing an overview of the review process and summarising its findings.