Reports

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Open Access
Boys' Underperformance in Education: Revisiting the Issue in the Commonwealth
(2017-11) Jha, Jyotsna; Menon, Niveditha; Chatterjee, Debanita; Cameron, Lesley
Every child, regardless of gender, has the right to an education that offers not only academic learning but also training in the skills they will need to be successful in their particular environment. However, as recent statistics indicate, a significant percentage of children are still unable to access good quality education and so are denied its associated benefits. While a majority of these children are girls, concerns about boys’ underperformance in schools have also been raised. This report follows up on a 2006 report that addressed the factors that are crucial to understanding boys’ underperformance in Commonwealth countries (Jha & Kelleher, 2006), and aims to: document the changes in participation and performance of boys in Commonwealth countries since 2006, examine factors that continue to contribute to boys’ underperformance, and summarise lessons learned from various interventions in different countries during the past ten years.
Open Access
Commonwealth Digital Education Leadership Training in Action: An Evaluation
(2019-12) Brown, Cheryl
The aim of C-DELTA was to develop participants’ digital literacy, knowledge of digital education and ability to lead and implement digital education initiatives in their various contexts. To achieve this, and its overall goal of assisting people to become lifelong learners, the programme needed to be accessible and applicable to a diverse group of participants across the Commonwealth. // This report presents an evaluation of C-DELTA conducted in June and July 2019 that included a desktop review, and a review of and reflection on implementation programmes, participant platform data and experiences. The evaluation foregrounds a number of positive outcomes, including (i) the unique open licence (CC BY-SA) nature of the course, making it available for anyone to join free of cost, (ii) dispersion of the course materials beyond the source platform, (iii) implementation in seven countries through different partners with different degrees of impact, (iv) case studies of success stories from two countries, (v) measurable improvement in digital education skills and (vi) a measure to index countries with different levels of digital education skills. Recommendations include a range of suggestions for expansion, such as establishing a C-DELTA community of practice, offering the course as a MOOC, simplifying and translating assessment items and expanding interactive elements through OER adaption.
Open Access
Consultant's Report: Hybrid Systems for Delivery of Online Learning Services: An Architectural Perspective
(2020-11) Agrawal, Ashish
The COVID-19 pandemic has severely disrupted the education sector worldwide. There is a need to build a hybrid system that facilitates learning services through multiple networks. As the characteristics and availability of these networks vary with country, a universal design for a hybrid system will not work. Thus, designing a hybrid system demands a systematic approach that can work across communication networks to harness their capabilities and meet the expectations. This report highlights the importance of quality aspects of a learning system in the design process. To help the architects, the report presents five new quality attributes – pervasiveness, affordability, learning availability, educator capacity, and learnability - and tools to ensure these qualities in the system. The report also presents a reference architecture to build hybrid learning systems.
Open Access
Curriculum for Digital Education Leadership: A Concept Paper
(2016-11) Brown, Cheryl; Czerniewicz, Laura; Huang, Cheng-Wen; Mayisela, Tabisa
The Commonwealth Digital Education Leadership Training in Action (C-DELTA) is a long-term programme of COL to promote a digital education environment in Commonwealth Member Nations. This concept paper proposes a holistic approach to conceptualising digital education leadership. The C-DELTA programme will provide a framework for fostering digital learning, and will develop skilled citizens for lifelong learning.
Open Access
An Education Forum at Future CHOGMs? Outcomes from the Consultation Process
(2017-01) Wright, Alex
The Commonwealth of Learning (COL) has undertaken a consultation process to study the possibility of organising an Education Forum at future Commonwealth Heads of Government Meetings (CHOGMs), in keeping with the request received from Heads of Government in the Malta CHOGM communique. Taking into account the balance of opinion expressed during consultations, COL proposes that the Commonwealth Secretariat and Government of the United Kingdom actively consider the establishment of an Education Forum as part of the CHOGM to be held in the United Kingdom in 2018. COL notes that for an Education Forum to be viable financial contributions would need to be secured from the host government and/or other partners, and steps taken to ensure that an Education Forum complements rather than competes with the Conference of Commonwealth Education Ministers (CCEM).
Open Access
GIRLS Inspire Final Report: Preventing Child, Early and Forced Marriage (CEFM) Through Open, Distance and Technology-Based Education
(2019-07-12) Ferreira, Frances
This is the final report to Global Affairs Canada (GAC) on the three-year GIRLS Inspire–CEFM project, which concluded on 31 March 2019. It provides an evidence-based narrative of progress made towards the achievement of each of the expected outcomes and outputs identified in the Logic Model and the Performance Measurement Framework (PMF). It also provides data for each indicator as per the collection frequency identified in the PMF, as well as for activities undertaken, results, lessons learned, best practices, challenges and limitations, and it offers mitigation strategies where relevant. COL and its partners have documented the project’s evolution since its inception. It is envisaged that this report will be an important instrument to inform the scaling up or replication of projects such as this.
Open Access
The Impact of the Commonwealth of Learning, 2006–2015: Value Through Learning for Development
(2015-05) Murgatroyd, Stephen; Tully, Janet
The environment in which COL is operating is fast changing and challenging. Learning and education are seen as critical to the achievement of national development goals, yet learning and education are themselves changing in response to new technology and greater knowledge of education effectiveness and efficiency. A strong focus on return on investment is leading to new models for the design, development, deployment, delivery and recognition of learning. New competitors for COL’s position in this market for ideas and opportunity are emerging, both from other development agencies and from the private sector. COL remains well positioned for now, but needs to respond to the changes and challenges with boldness and ambition.
Open Access
Learners’ Access to Educational Materials in Select Institutions within the Commonwealth
(2019-12) Paskevicius, Michael
The purpose of this report is to assess students’ access to educational materials in select institutions within Commonwealth countries. The report starts with a review of the existing literature on problems and barriers to students’ access to educational materials, including textbooks. The review is used to develop a research study and appropriate questionnaire tools to undertake a survey of students in select institutions. Quantitative and qualitative approaches are then used to analyse the data. The findings indicate that learners are now engaging with a complex ecosystem of learning materials, both print and digital, in a multitude of differing forms and formats, with various terms of use and durations of sustained access. Furthermore, the results show that learners are not acutely aware of open educational resources (OER) and in some cases conflate OER with online knowledge resources, indicating that much more work needs to be done to educate learners about OER, where to find them, and how they can be used. // Keywords: open educational resources, learning materials, access to education
Open Access
Mid-term Outcome Evaluation of Technology-Enabled Learning Initiative
(2018-07) Mukhopadhyay, Marmar
Technology-Enabled Learning of SYP 2015-21 comprises four projects sequenced in macro-meso-micro continuum from Pan-Commonwealth to national to institutional to course levels. This mid-term evaluation indicates a very successful management of the projects achieving eight out of eleven targets, exceeding the targets on three items; and only three targets where the project is in progress. Shortfall in the three are minimal that would be filled within a short span of time. // By its intention, Technology-Enabled Learning for quality improvement in education, developing employability, and livelihood leading to sustainable development is an outstanding innovation. Innovations in social sector take time to mature and bear fruit. COL’s TEL project has long term implications though it’s a time bound project.
Open Access
Open Educational Resources in the Commonwealth 2016
(2016-11) Phalachandra, Bhandigadi; Abeywardena, Ishan S; Mishra, Sanjaya; Abeywardena, Ishan S
This study was conducted as part of the OER for Skills Development project of COL, supported by The William and Flora Hewlett Foundation. The objective of the study was to collect baseline data from Commonwealth institutions with respect to the development, use and reuse of OER; the availability of support; and challenges faced in fostering the use of OER. Six research questions were formed, after reviewing previous studies, to analyse the status of OER in the Commonwealth, based on four recommendations of the 2012 Paris OER Declaration.
Open Access
Open Educational Resources in the Commonwealth 2021
(2022-02) Commonwealth of Learning
The present report is the outcome of a study on the status of OER in the Commonwealth conducted in late 2021. Considering the importance of OER in the context of the challenges posed by Covid-19, the findings shall be useful for Member States and educational institutions to mainstream OER. The overall objective is to help countries across the Commonwealth understand the status of OER and develop strategies and action plans for the implementation of the 2019 UNESCO Recommendation on OER.
Open Access
Open Universities in the Commonwealth: At a Glance
(2017-08) Mishra, Sanjaya
In the absence of comparative data about open universities, the current impact of ODL institutions is not clear. To develop a database of open universities in the Commonwealth, COL initiated a survey. The present report is based on the responses of 27 open universities that responded to our questionnaire.
Open Access
Open Universities in the Commonwealth: At a Glance (2nd ed.)
(2023-01) Olivier, Jako
This report provides an overview of the nature of open universities derived from the responses from 28 open universities in the Commonwealth. The data not only provide a snapshot of the nature of OUs, but also show some evidence of the influence of the Covid-19 pandemic on open universities where institutions had to move all their learning and activities online. Furthermore, this report is a follow-up from the work done in the Open Universities in the Commonwealth: At a Glance (2017).
Open Access
Policies, Pedagogies and Technologies to Complement MOOCs for Teacher Professional Development
(2024-07) Traxler, John; Ogange, Betty; Commonwealth of Learning (COL)
This report explores innovative uses of digital technology to support and deliver teacher development in low-income countries and disadvantaged regions while utilising global MOOC provision. The report emphasizes flexibility, sustainability, and cultural sensitivity through social media, emerging pedagogies, and technological solutions. It addresses the challenges of delivering scalable, cost-effective solutions while working with diverse, hard-to-reach communities. Recommendations include the need to promote resilient, adaptable learning that avoids privileging already advantaged groups. Strategies include improving MOOC platforms, leveraging local technologies, and developing community-specific resources. The report, co-authored by Professor John Traxler and Dr Betty Ogange, underscores the need to decolonize the curriculum and emphasizes a gradual, inclusive approach to change. It aims to balance global digital resources with sustainable local practices, encouraging lifelong learning and professional development for teachers in underserved areas.
Open Access
Policy and Practice of Artificial Intelligence in Teaching and Learning at Post-secondary Educational Institutions in the Commonwealth
(2024-05) Paskevicius, Michael
The report presents the findings of a survey about the use of AI in teaching and learning amongst post-secondary educational institutions in the Commonwealth. It indicates a clear need for policies to guide the acceptable and ethical use of AI among faculty, staff and learners. Furthermore, all stakeholders need training and development to navigate the use of AI in teaching and learning.
Open Access
Policy Brief on Youth not in Education, Employment or Training
(2024-10) Thomson, Ann
Addressing Youth not in Employment, Education, or Training (YNEET) is a critical policy issue because of serious economic consequences such as lost productivity, social exclusion, permanent skill loss and inter-generational poverty. Current policies do not adequately address YNEET because they fail to identify at-risk youth and often do not reach young women and marginalised youth. There is a lack of coordination among stakeholders that hinders effective support and a focus on short-term outcomes over long-term solutions. This policy brief examines pathways to skilling and education for Youth NEET in the Commonwealth and provides recommendations for policies that will reduce inequality, improve health and well-being and increase youth civic engagement, especially for women, girls and persons with disabilities.
Open Access
Policy Brief: Addressing Gendered Consequences of COVID-19 in Education and Training
(2020-11) Salasan Consulting Inc.; Ferreira, Frances
This policy brief provides evidence about the effects of COVID-19 on girls and women in COL’s priority sectors of Education and Training. Urgent action is required from Commonwealth Ministries of Education and Women’s Affairs to advance their commitment to gender equality and women’s empowerment through policies that mitigate the gendered impacts of COVID-19. Based on lessons from a rapid literature review and COL’s own experience, this brief makes recommendations for effective action to find ways to enhance the learning outcomes of girls and women during the pandemic and to ensure that they continue their education by integrating gender equality into education and training policies and programmes in both COVID-19 response and recovery planning.
Open Access
Policy Brief: Creating New Opportunities for Women and Girls: Enhancing Women's and Girls' Success in Technical and Vocational Education
(2020-12) Salasan Consulting Inc.; Ferreira, Frances
The empowerment of women and girls through Technical and Vocational Education and Training (TVET) gives them an opportunity to acquire job-related skills for meaningful employment, a key contribution to poverty reduction. Governments are therefore, acting to improve women’s and girls’ enrolment in TVET courses, which have been primarily male-dominated. However, there are multiple barriers to women’s and girls’ access to TVET, including negative attitudes about TVET, financial constraints, and a male-oriented perspective in pedagogy, curricula, and learning materials. Based on lessons from a rapid literature review and COL’s own experience, this policy brief makes recommendations for increasing women’s and girls’ participation rates in employment-related skills training as well as gender-responsive approaches to improve women’s and girls’ retention and success in TVET.
Open Access
Policy Brief: Leveraging MOOCs for Teacher Development in Low-Income Countries and Disadvantaged Regions
(2021-11) Traxler, John; Ogange, Betty; Commonwealth of Learning
This policy brief looks at open digital distance learning and the potential of massive open online courses to deliver and support teacher development in low-income countries and disadvantaged regions. It addresses the particular barriers faced by teachers and their communities and proposes options to help overcome their challenges. Recommendations cover areas of local, national and global policy.
Open Access
Preventing Child, Early and Forced Marriage (CEFM) Through Open, Distance and Technology-Based Education: Progress Report #3
(2017-06-30) Ferreira, Frances
Driven by the Government of Canada’s strong efforts to end child, early and forced marriage (CEFM), COL launched GIRLS Inspire in 2016. This project is funded by Global Affairs Canada (GAC) and is implemented in Bangladesh, Mozambique, Pakistan and Tanzania. // This report provides a systematic overview of the project’s activities undertaken over the past year as well as an assessment of its achievements so far. According to the evidence provided by partners and verified by COL, the project is on track. Where relevant, actual data are provided to substantiate progress made towards the achievement of the stated results in the project’s Performance Measurement Framework.