01. Research & Publications

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Open Access
Addressing the Learning Needs of Out-of-School Children and Youths through the Expansion of Open Schooling
(2020-12) Mays, Tony; Singh, Rajiv Kumar
At any one time, about 300 million children of school going age are not in school. Experience indicates that when schooling is disrupted, whether by a pandemic, a natural disaster or other reasons, not all children return to the classroom. In addition, most countries have growing numbers of young people who have not completed schooling, or not well enough to progress, and who find themselves neither in employment nor in further education and training. Open schooling can create learning opportunities for those not in school, those who left school and those who are in school but not learning effectively. // There is no single model for open schooling provision which might offer a complementary or alternative curriculum, or both. However, all models can benefit from greater use of open educational resources; open, distance and flexible methods and open educational practices. In this way it is possible to address issues of access, quality and affordability in a sustainable way. // Addressing the Learning Needs of Out-of-School Children and Youths through the Expansion of Open Schooling makes a case for open schooling to be an integral part of future-looking education systems that will be more resilient to changing contexts and needs. // The nine chapters in Part A of the book explore the need for and nature of open schooling as well as cross-cutting issues related to curriculum, open educational resources, technology enabled learning, monitoring and evaluation, finance, open and distance learning methods and open educational practices, as well as gender and policy. The first four chapters in Part B then explore open schooling practice in Africa, Asia, the Caribbean and the Pacific. In the final chapter, the editors summarise the key issues which policy and practice need to address. // This book offers guidelines and examples that will be of use to teachers, managers, policy-makers and education leaders interested to ensure that the education system meets the needs of all children and youths.
Open Access
A Baseline Study on Technology-Enabled Learning in the Commonwealth Pacific Island Countries: Report
(2015-11) Vaa, Leatuaolevao R
This report presents an overview of the developments related to technology-enabled learning in the nine Commonwealth countries of the Pacific as in June 2015. The author provides in-depth analyses of specific country covering ICT in education policies, specific projects, and integration of technology in different levels of education. It presents a summary view of the status of Commonwealth countries in the Pacific Island region.
Open Access
Book Review: Skills Development for Inclusive and Sustainable Growth in Developing Asia-Pacific
(2016) George, Nancy
This publication is a collection of articles compiled from papers presented at a forum convened by the Asia Development Bank in Manila in December 2011. The forum brought together a diverse group of international experts, CEOs of companies and institutions engaged in skills and workforce development, and representatives of multilateral agencies, government, and the private sector to address the challenges of skills development in South Asian and Pacific countries. The targets of the publication include educators, employers and policy makers in the developing Asia-Pacific countries. Available in Open Access at http://goo.gl/7dG56F
Open Access
Boys' Underachievement in Education: An Exploration in Selected Commonwealth Countries
(2006) Jha, Jyotsna; Kelleher, Fatimah; Johnson, Tina
Gender disparity in education has usually been experienced as disadvantaging girls. Although this continues to be the case in many places, the phenomenon of boys' underachievement - both in terms of participation and performance - has also become an issue in a number of countries. This book reviews the research on boys' underachievement and presents the arguments that have been put forward to understand its causes. The authors also present new studies from Australia, Jamaica, Lesotho and Samoa; and they use both the research and the evidence from the case studies to explore the causes and policy implications of this trend - the first time a truly cross-regional approach has been applied to the issue. Dr. Tony Sewell conducted the studies in the selected Commonwealth countries. This research was part of the 15th triennial Conference of Commonwealth Education Ministers (15CCEM, 2003) agenda and reports to 16CCEM (2006) on how open and distance learning methodologies can alleviate the problem of boys' education in circumstances where under-achievement is evident. This book will interest all education policy makers and analysts concerned to ensure gender equality in school education.
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
Connections (vol. 9, no. 2)
(2004-09) Wilson, Dave
COL newsletter published September 2004
Open Access
Developing Partnerships to Acquire Impact: The Role of Three Regional Centres’ Capacity Building Efforts for ODL Adoption in the Emerging World
(2021-07-20) Perris, Kirk; McGreal, Rory; Panda, Santosh
Partnerships are central to the awareness, implementation and development of open and distance learning (ODL). It is an attribute that is distinct in the higher education sector, where ODL has made a large footprint by dispelling the notion that university enrolment is reserved for a narrow and elite demographic. The Commonwealth of Learning (COL) operates to advance the uptake of ODL amongst the 54 member states of the Commonwealth. COL leverages its work through various channels, and the COL Regional Centres play a pivotal role as partners to COL and, in turn, to acquire new partners that may benefit from COL’s technical expertise. The Regional Centres, strategically located across the Commonwealth, engage primarily in capacity building for ODL. Their constituents include governments, institutions, and individual learners. This paper explores the role of COL Regional Centres to grow existing partnerships and to form new ones in the pursuit of ODL expansion. The formation of partnerships is understudied in the ODL space, yet it has been pivotal in augmenting the visibility and importance of ODL around the world. Drawing on data from an evaluation of three COL Regional Centres conducted at the end of 2019, and reporting on follow-up activities to the mid-point of 2021, this paper highlights how the RCs are achieving their mandate to engage partners and, in the process, have achieved short- and long-term outcomes since 2018. Findings provide insight into the effectiveness of RC activities, relative to the number of institutions and individuals reached, complemented with inputs from RC stakeholders, mostly comprised of RC staff. Recommendations are offered, with the paper positing that the role of the Regional Centres should continue and expand to other areas of the Commonwealth premised on their ability to build and sustain partnerships through capacity building efforts.
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
Emerging Trends in the Development of School Networking Initiatives
(2004) Naidoo, Vis; Ramzy, Heba
This collection of research and case studies provides snapshots of developments in school networking in seven regions of the world. Schoolnets can be defined as the entities that facilitate collaboration among schools and that use information and communications technologies (ICTs) for this and other educational purposes. Recent developments in ICTs (especially computers and Internet-related technologies) and their application to education and training have increasingly allowed learners to access information and knowledge from different sources. In many countries schoolnets as an organised entity do not exist, but the activities generally associated with school networking are being carried out. In the developed world, the school component of the education and training system has made massive strides to ensure that all learners have access to technology and information. In the developing world, access is much more difficult due to limitations with the technology and infrastructure and lack of good information resources and skilled teachers. Schoolnets in developing countries have also been driven by the need to support the attainment of quality education at both the primary and secondary levels of education. This book focuses on the variety of school networking models that have emerged in different regions and the resulting trends and issues that need to be considered in terms of supporting the learning, teaching, management and teacher training processes. Both policy-makers and educators will find this book useful. // Series formerly called "Perspectives on Teacher Education." Renamed to "Perspectives on Open and Distance Learning."
Open Access
An Evaluation of the Usefulness and Ease of Use of the Aptus Within the Samoan Education Context
(2017-11) Mow, Ioana T C; Temese, Edna; Mose, Mose N; Patu, Tara; Mauai, Elisapeta; Sinclair, Ioana; Lafaele, Fiafaitupe; Namulauulu, Joseph; Tanielu, Misioka; Soon, Agnes W; Chan, Vensal; Gaskell, Anne
This paper describes the findings of the first trial of the Aptus device within the National University of Samoa. The Aptus is a device that enables wireless access to valuable educational resources in the absence of electricity and the Internet. The goals of this research were to explore the acceptance of using the Aptus to access e-resources within the context of education in Samoa, with user acceptance measured by evaluating the ease of use and usefulness of the Aptus. The findings of the trial indicated very positive perceptions of students and teachers at the university in terms of ease of use and usefulness of the Aptus within educational settings. From the results of Phase 1, a strong recommendation is made to adopt the Aptus as a technology for providing access to quality educational resources within the National University of Samoa. The study also recommends the need for training of teachers on the use of the Aptus and its applications, such as Moodle.
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
Foundation Level Workplace Training Programmes
(2020-07-20) Alkema, Anne
This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees. // In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century.
Open Access
Future Proofing Higher Education in the Pacific with Open and Flexible Learning
(2018-12) Naidu, Som; Roberts, Keith J; Gaskell, Anne
Affordable access to higher education is a major challenge for small Pacific island nations. The University of the South Pacific which is owned and governed by twelve island nations in this region plays a special role in meeting this challenge. In its fiftieth year, a few recent developments at USP provide a useful case study for how this challenge can be addressed to provide affordable access to educational opportunity for residents of twelve Pacific Island nations in various stages of development. // The island nations served by the University of the South Pacific are spread over 33 million square kilometers of the Pacific, with several official languages and many more indigenous languages, and use seven distinct currencies. As USP celebrates its fiftieth year in 2018, it has embarked upon two specific initiatives that will enable the university to map out a pathway for the future of education for the next generation and within the context of current and new strategies for the design and implementation of meaningful education throughout the member nations. // These initiatives are the development of a flexible learning policy and an Open Education Resources policy. Taking pages from the fields of Technology, Education (Learning and Teaching), and Design, these two USP policies seek to “future proof” the university for the next generation and others after that. Being future proofed means being able to stand the test of time in the face of changing contexts and challenges. University policies are most effective when they are designed to withstand and accommodate prospective changes in the educational landscape. These policies reflect agreed-upon principles that will withstand social and political changes. This paper is a commentary on the content of these policy initiatives around flexible learning and open education practices, their values and principles.
Open Access
Gender Equality and Women’s Empowerment Capacity Building of Organisations and Individuals
(2022-11-21) Kuppuswami, Damodaram; Ferreira, Frances; Panda, Santosh
To ensure its partners have the capacity to implement gender responsive projects, COL introduced an online training programme on gender equality and women’s empowerment. This paper reports the methodology and results in measuring the efficacy of this online training at individual and organisational levels. The ability of individuals and organisations to plan and implement transformative actions with a gender perspective require adequate knowledge, skills and a change in attitudes. Given this need, the commonly used Knowledge, Attitude, Skills (KAS) model was used to measure the efficacy of this online training at individual and organisational levels by defining different dimensions of capacities with three learning domains — Cognitive, Affective, Psychomotor (Bloom’s Taxonomy). The baseline and the end line of KAS at the individual level on the six core gender capacities was established for comparison. Two questionnaires were designed to assess the learning achievements of the participants and to measure the efficacy of the training. An analysis of the study registers a clear trend of positive outcomes at the individual level regarding improved knowledge, attitudes and skills on gender equality that could be applied in their work. Furthermore, the paper reports that the organisations demonstrate an enabling environment for more gender equal policies, structures and practices and proposes ways to convert the success of this training by integrating it into the broader gender equality strategy of these organisations.
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
Guide to QA of ODFL Provision in the Pacific
(2023-08) Commonwealth of Learning (COL)
This guide to quality assurance of Open, Distance and Flexible Learning (ODFL) provision is intended to support Ministry of Education officials and teachers in the Pacific to roll out high quality distance education in their own contexts. Whilst expansion of ODFL has significantly increased participation in education, upholding the quality of provision cannot be overemphasised. The guide contains six units: (1) Understanding quality and quality assurance in ODFL; (2) Key components of quality in ODFL; (3) Implementing quality in ODFL; (4) Enhancing quality through policy; (5) ICT infrastructure and quality; and (6) optional readings. This guide was developed as part of the Partnership for Open, Distance and Flexible Learning in the Pacific Project, supported by Ministry of Foreign Affairs and Trade, New Zealand.
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
The Impact of Technology-Enabled Learning Implementation at the National University of Samoa
(2019-06) Chan Mow, Ioana
This is a research report on student learning and teacher pedagogical transformation at National University of Samoa after adoption of a technology-enabled learning framework and series of capacity building workshops.
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.

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