Browsing by Region "Africa"

Now showing 1 - 20 of 1209
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    21st Century Skills for Sustainable Development
    (2020-12-04) Mays, Tony
    Presented by Dr Tony Mays, Education Specialist: Open Schooling at the Distance Education Association of Southern Africa (DEASA) 2020 Virtual Conference on 4 December 2020.
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    A Case Study in Sharing Materials in Namibia - Launching the University of Namibia’s First External Degree: The Costs of Sharing
    (1999-03) Dodds, Tony
    PCF1 // Working paper presented by Tony Dodds at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
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    A Case Study of Collaboration in HIV& AIDS Policy and Practice: Awareness and Training in Caribbean and African Communities through the Global Development Learning Network
    (2008-09) Bartley, Jeanette M; George, Nancy
    PCF5 Sub-theme: Health // Between 2003 and 2005, The University of Technology, Jamaica hosted a series of global development dialogues on issues related to HIV and AIDS among African and Caribbean countries including Ghana, Kenya, Uganda, Tanzania, St. Lucia, Barbados and Jamaica. These dialogues were facilitated through interactive videoconferencing using the World Bank’s Global Development Learning Network (GDLN). // In discrete development dialogues, participants shared country perspectives on issues ranging as widely as national strategies for HIV education, gender and HIV, policy development, stigma and discrimination, and strategies for caring for AIDS orphans. This case study will explore the lessons learnt in facilitating these global videoconferencing dialogues, celebrate the successes and identify the challenges of the experiences of participants and presenters shared across the various cultures. // Since the phenomenon of using development dialogues for sharing knowledge and experience across cultures for teaching and learning, peer mentoring, consultation, advice and guidance, feedback and facilitating communities of practice in relation to HIV and AIDS, the recommendations in this presentation will be of interest to future organizers and facilitators of HIV and AIDS development dialogues. Beyond the process issues, the paper will highlight the outcomes and better practices adopted. // Paper ID 521
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    A Contribution Towards Innovating Continuing Professional Development in African Higher Education Institutions
    (2022-09) Lelliott, Tony; Butcher, Neil; Glennie, Jenny
    PCF10 Sub-theme: Fostering Lifelong Learning // Traditional approaches to Continuing Professional Development (CPD) prevalent at many African universities are dominated by face-to-face workshops that take academic staff away from their normal duties. Staff often find it difficult to implement what they learn in such events once they are back in their normal teaching environment. This is exacerbated by several obstacles to staff participation identified in literature on CPD. These include lack of time, resistance to moving away from traditional teaching practices, and that innovative teaching practices are often not a requirement for appointment or for career progression in Higher Education Institutions (Inamorato dos Santos et al. 2019). One possible strategy to alleviate some of these challenges is to provide short, online tutorials that engage participants in authentic learning tasks that can be done individually or collaboratively in their own time, while they are in the workplace. // From 2019 to 2021, OER Africa delivered a series of CPD pilot activities at African universities to introduce more innovative approaches to, through the design and delivery of modular and flexible ‘learning pathways’ (LPs) available at https://bit.ly/2NVj3P5. The LPs discussed in the paper focus on finding and adapting Open Educational Resources, and Open Access Publishing; each consists of several learning activities designed to be accessible on a variety of digital devices. Pilots were implemented via introductory video conferencing, and participants then worked through an online learning pathway over two weeks. Thereafter, an online feedback session was held and data was collected via pre- and post-activity surveys. Findings indicate that the LPs were well-received, showing statistically significant change between baseline and endline tests, suggesting that learning did indeed occur. There was also self-reported evidence for participants using the content of the LPs with their own colleagues and designing better courses for their students. This paper summarizes the development of the LPs and the findings from the pilot evaluation, and discusses implications for CPD policies and processes at HEIs in Africa. // Paper ID 2999
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    A Critical Assessment of Learner Support Services Provided by the Zimbabwe Open University
    (1999-03) Benza, Timothy E S; Chitsika, Ruben; Mvere, Farai S; Nyakupinda, Darlington; Mugadzaweta, Julius G
    PCF1 // Working paper presented by Timothy E. S. Benza, Ruben Chitsika, Farai S. Mvere, Darlington Nyakupinda, and Julius G. Mugadzaweta, at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
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    A Glimpse into Resources in Aid of Library and Information Service for the Emerging Distance Education: A Case of Botswana.
    (2008-09) Oladokun, Olugbade Samuel
    PCF5 Sub-theme: Cross-cutting Themes // Distance education is not a recent phenomenon in Botswana. From the training of teachers to training and re-training of nurses and floating of other secondary and tertiary level courses, distance education in the country has come of age. The buildup of upgrading enrolled nurses (EN) to registered nursing (RN) by distance delivery system was a new fillip added to the venture in recent past. // In Botswana today, education is made available by distance mode to several individuals including the politicians, political and economic refugees, those affected by conflicts and also asylum seekers, among others. Thus in consonance with the belief that this learning mode can contribute to social stability and improve livelihood, training and knowledge is taken to the marginalized, isolated and underprivileged. Some examples can be seen in the efforts of such institutions as Botswana College of Distance and Open Learning (BOCODOL), as well as the cross-border institutions. Consequent upon the emerging expansion of using open and distance learning in a range of situations and the opportunities it offers for all categories of people to improve themselves socially, politically and economically or widen access to learning opportunities, this paper notes the dispersal of distance learners in the country and taps into untapped resources that could be exploited to strengthen distance education. // As necessary ingredients to quality learning, the essential role of libraries in this form of education is discussed. The paper also takes a glimpse into a range of available resources that can be utilized to provide library and information resources and services to the emerging distance learners in Botswana. Discussed in the paper also are the application of appropriate technologies such as the liberalized telecommunications services including mobile telephony; the products of the licensed internet service providers (ISPs), private telecommunications networks (PTNs), as well as other ICT resources. // Paper ID 668
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    A Livelihood Enhancement Community based Distance Learning Pprogramme
    (2006-10) Kere, Jennipher
    PCF4 // This paper seeks to explore the impact of a non-fromal distance education programme on the learning and livelihood of the women in the fishing industry on the beaches of Lake Victoria and markets in slum dwellings. // The programme widely broadcasts through radio to a general audience. However, the primary target audience uses audio and print materials in organized learning groups facilitated by women selected from the groups, and trained to facilitate learning sessions when and where they choose. They use relatively cheap and easy to handle appropriate technology- solar powered audio-cassette players. // Through user designed series of radio/audio programmes covering a wide range of subjects that include Business Management, Health, HIV/AIDS, Reproductive Health, Mother&Child Health and Women's Rights, the women have improved their income and make savings, diversified their income generation activities and improved their health practices. Thus decreasing their vulnerability to common diseases and HIV/AIDS through poverty prompted casual sexual relations, a contributing factor to high prevalence rates. // The fishermen, who do not normally volunteer to paarticipate in learning activities, are now seeking to participate because they haave been inspired by the positive progress the women are making in their businesses and general development. // Paper ID 107
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    A model of ODL to Address Educational Needs of Health Workers in Africa
    (2006-10) Dixey, Rachael
    PCF4 // Achieving development goals in health is confounded by shortage of health care staff in poorer countries due to migration to richer countries, and to HIV. Zambia for example has a 48% shortfall of nurses; 2000 Zambian nurses work in the UK alone. Retention is problematic – salaries are low, conditions poor, and professional updating is lacking. Health workers attending overseas universities may be less likely to return home. One response is to improve course provision and professional updating opportunities in-country. Leeds Metropolitan University, with funding from the Commonwealth Scholarships Commission under their distance learning initiative, runs a tailor-made MSc Public Health (Environmental Health and Health Promotion) in Zambia, for nurse tutors, clinical officers and environmental health workers. Using locally relevant curricula, with community-based, student centred, problem-solving approaches, retention may be improved. Greater cost-effectiveness and wider participation are achieved. The paper will discuss how the course is delivered in Zambia, how the partnership developed such as to enable effective delivery of the course, and how sustainable learning can be achieved in a developing country in partnership with a UK University. // Paper ID 114
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    A Novel Competency Framework for Effective Mentoring
    (2022-09) Ramkissoon, Bhima; Baichoo, Radha Rani; Bholoa, Ajeevsing; Sider, Steve
    PCF10 Sub-theme: Inspiring Innovations [POSTER] // Mentoring is important for learner success. Effective mentoring requires the acquisition of specific and adequate competencies (knowledge, skills and dispositions) for mentors to perform their roles towards their mentees in a confident, coherent and consistent manner. However, our experiences have shown the existence of skills gaps and divergent mentoring practices across schools in the Mauritian context. // To address the shortcomings, we designed and developed a novel competency framework for mentoring that is part of a micro-credential for online learning and as capacity building initiative. The framework seeks to bring a shift in the way mentoring is practiced in Mauritius, with focus on reciprocal learning. // The mentoring competency framework (MCF) consists of four professional domains underpinned by six key drivers, namely, research, rethink, respond, re-align, revisit and reflect, which we consider as critical elements to inform effective mentoring practices. This poster describes each domain of the MCF. The first domain, Professional Identity, focuses on a commitment of mentors to engage with theories on mentoring and reflection on mentoring practices. The second one, Professional Knowledge and Skills, lays emphasis on subject-specific competencies. The third and fourth domains are Professional Relationships and Dispositions which highlight the importance of collaboration, communication, problem-solving, values and ethics. // Paper ID 9197
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    A Phase-Wise Approach to Build Resilience in the Higher Education Sector: A Small Island State Perspective
    (2022-09) Durbarry, Anjusha; Mohee, Romeela
    PCF10 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
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    A Radio Scriptwriting Competition: Training African Radio Broadcasters to Create and Exchange Programs on Climate Change Adaptation for Farmers
    (2008-09) Perkins, Kevin; McKay, Blythe
    PCF5 Sub-theme: Livelihoods // The focus of the paper will be a case study, based on preliminary results, on the effectiveness of a radio scriptwriting competition as a means of providing African broadcasters with training on how to create high quality radio programs on climate change strategies for farmers. The paper will detail how African broadcasters are increasingly accessing the Internet for information and learning opportunities and will also highlight how on-line or distance coaching can play a vital role in developing broadcasters’ scriptwriting skills so that they in turn can create radio programs that promote learning amongst their listeners. // Paper ID 469
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    A Study on the Innovative Applications of Technology in the Skills in Demand Project for Equity and Inclusion – A Case Study of Luanshya Technical and Business College in Zambia
    (2022-09) Simpemba, Ethel Kalumba; Miyoba, Phillip
    PCF10 Sub-theme: Promoting Equity and Inclusion // In 2019, the Commonwealth of Learning (CoL) invited proposals for participation in the Skills in Demand (SID) project. The model of the project involved the identification of skills that are in demand and partnerships were encouraged between training institutions and industry partner who met the criteria. Luanshya Technical and Business College (LTBC) partnered with the Nakadoli Furniture Cooperative (NFC) on the Copperbelt Province in Kitwe and submitted its proposal which was successful. This was followed by a visit by the then CoL Education Specialist Mrs. Terry Neal who visited LTBC and the NFC to appreciate the existing situation. Mrs. Neal also conducted a project design workshop where the problems to be solved were identified, skills to be developed were determined, learner’s personas were established and the learner journey was mapped out. The project plan was then drawn which also identified the stakeholders who would be critical to the success of the project. // A contribution agreement was drawn between the CoL and LTBC for the implementation of the project. The project is funded by the CoL with LTBC as the implementers in conjunction with master craftsperson’s from the NFC. The project involved a number of factors that promote inclusive learning using basic technology such as the mobile phones and laptops as well as the Raspberry pi, a gadget which provides free internet access for the Moodle lessons uploaded on in. LTBC is developing the open education resources for the CoL while CoL has provided the Moodle platform, consultants, the raspberry Pi and other support services to LTBC. LTBC was responsible for the recruitment and enrollment of ten (10) master craftsperson’s and 50 apprentices to participate in the work base training at the NFC. // The main outcomes of the project covered a range of areas including inclusive access and use of technology for all participants in the project. It also aims to promote gender inclusion and equity in technical skills training especially for the women and youth. The baseline study that was conducted revealed that most of the would-be participants in the project live below the poverty line. The is the hope of LTBC and the CoL that the Skills in Demand Project will result into reduced poverty through increased sales revenues, increased household income, reduced gender discrimination in the furniture industry, increased employment especially after graduation as well as increased registration of businesses for youths and women. // Paper ID 3922
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    A University Open Learning Course Focusing on Academic Reading and Writing
    (2002-07) Van Wyk, A
    PCF2 // Central to university access is language proficiency in the chosen medium of instruction (Blue 1993:5, Johns 1993:274). Thus, effective language support could mean the difference between success or failure at tertiary level. This paper outlines a programme for the teaching of English academic language skills within the context of an open learning programme which aims to redress past inequities at tertiary level in South Africa. // The English language course is taught within the context of the Career Preparation Programme (CPP) which provides an alternative access route to tertiary and higher education for out-of-school and out-of-work young adults who possess a matriculation certificate, but fail to meet the entrance requirements of tertiary institutions (Strydom 1996:5). The planning phases of the programme involved lengthy negotiations with local community leaders and leaders in education in the Free State region. These negotiations were aimed at discovering the educational needs of the regional community so as to ensure that the university addressed these needs. The process was recorded in a working document compiled by the (then) head of the Interim Management Committee of the University of the Free State (Strydom 1996:11). This process of consultation in the Free State region proved so successful that it led to the formation of a representative board who would determine policy and take management decisions regarding co-operative initiatives and resultant programmes. The driving force behind the effort was to provide learners with open access to tertiary institutions of their choice, whether it be university, technikon or technical college. The establishment of this bridging programme was preceded by a pilot study which was aimed at researching the feasibility and viability of an OL programme in rural areas. The project was undertaken by the South African Institute for Distance Education. //
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    Academic Standards of Extension and Satellite Programmes of Nigerian Universities: Management and Control
    (1999-03) Ali, Anthony
    PCF1 // Working paper presented by Anthony Ali at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
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    Accelerating Sustainable Development through Flexible Learning: Re-Orienting Entrepreneurship Education
    (2016-11) Rono, Agnes J; Tarno, Edwin; Abdi, Tiony K
    One approach to enhancing entrepreneurial activity and enterprise growth in developing countries is to create an ‘enterprise culture’. To achieve a widespread enterprise culture in the long run, education and training programs in Kenya and in other developing countries need to integrate business, technology and entrepreneurship for self employment into the curriculum. Also, given the widely accepted notion that entrepreneurial ventures are the key to innovation, productivity, and effective competition; the question of whether entrepreneurship can be taught is obsolete. The teaming mass of unemployed youths in the country and the global economic crisis has increased the urgency for countries to identify new sources of growth and develop a sustainable path to economic success. This urgent need for re-orientation calls for a revolution in the system of education that we run as a nation. This study used extant literature reviews and actual observations. Data was collected from academic papers, reports, the media as well as personal education and experience in the field. Data was analyzed in a systematically come about entrepreneurship education and training and then examined the flexible learning and teaching approaches giving recommendations on policy priorities. The paper argues that flexible and open learning is the perspective the entrepreneurship educators should adopt to not only leverage on accessible, flexible and student-fit content and learning, but also life-long availability of content for nascent and practicing entrepreneurs to learn and relearn relevant skills for creation, management, growth and innovation of competitive business ventures. Along with this, it recommends a strategic model and strong government commitment to information and communication technology (ICT) as one of several critical elements needed to accelerate entrepreneurship. We also address both benefits and challenges to anticipate when using flexible learning in entrepreneurship education and training. // Paper ID 184
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    Acceptance Speech at the Convocation of the University of Swaziland
    (2016-10-15) Kanwar, Asha
    Acceptance speech by Professor Asha Kanwar, President and CEO, Commonwealth of Learning, upon receiving an Honorary Doctorate of Education from the University of Swaziland on 15 October 2016.
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    Access and Inclusion Through Open Education Resources in Botswana
    (2016-11) Modesto, Stanslaus T
    This Paper investigates the implementation of Open Education Resources (OER) in education as a much-talked-about problem that is not much in evidence in practice among institutions in developing countries. Inspiration for this paper was drawn from the initiative by the Virtual University for Small States of the Commonwealth (VUSSC), a Commonwealth organization that, among other objectives, gives guidance about OER. The Paper shares initiatives by the Botswana College of Distance and Open Learning (BOCODOL) by answering these questions: i. How has the institution gone about the uptake of OER in the Botswana education context? ii. What challenges have been faced in the educational initiative? iii. What impact has the initiative of offering OER programmes had? // To answer the research questions, documents on enrolment over the past four years were analysed, and these yielded quantitative data, showing statistics of enrolment by gender and the demand for the programmes. The sequential explanatory design was used, starting with quantitative data on enrolment statistics, followed by qualitative data derived from interviews of key stakeholders, namely, students, lecturers, and government officials. Some of the findings were that there is a high demand for the new programmes, with more females than males enrolled, and that the College was unable to meet demand due to under-funding. This led to a number of conclusions and observations including lessons learnt. These included researched evidence on how BOCODOL leverages on OER under guidance of the VUSSC, as well as showing that despite constraints, the effort yields positive results. This is a recommendation that comparable institutions in the small states of the Commonwealth could emulate. // Paper ID 34
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    Access and Success in Learning: Technologies for Scaling up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana
    (2010-11) Essel, Rebecca; Owusu-Boateng, William
    In recent years, in the field of education and training, there is an increasing world-wide interest in students opting to read open and distance learning programmes and also stakeholders expanding their infrastructure and distance learning programmes. The terms open and distance learning (ODL) represent approaches that focus on opening access to education and freeing learners from the constraints of time and place and offering flexible learning opportunities to individuals/groups of learners (UNESCO, 1997). The distant learner sees ODL as a way of increasing access, flexibility and combination to work and education or a more learner-centered approach, with new ways of interaction. According to (UNESCO 2002) report on trends, policy and strategy considerations, the term ‘distance learning is used as a synonym for the more comprehensive and precise term distance education’. The main aim of distance education is to create wide opportunities for learners to study regardless of their geographic, socioeconomic conditions or other constraints. Distance learning would usually have the learners become responsible for what and how they learn, and who to ask for help.
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    Access to Justice
    (2022-11-25) Kanwar, Asha
    Presented by Professor Asha Kanwar, COL President & CEO at the Commonwealth Law Ministers Meeting (CLLM) in Mauritius, on 25 November 2022.
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    Access to Learning for Development: Mobile Technologies and Distance Learners in the Mountains of Lesotho
    (2008) Kolosoa, L. C.
    PCF5: Cross-Cutting Theme // Goal 8 of the Millennium Development Goals (MDG) identifies the advantages of new technologies, especially Information and Communications Technologies (ICTs). Lesotho together with other countries of the world is committed to procurement and utilisation of ICTs. The government recognises the crucial role that ICTs play in accelerating development in general and in education service provision in particular. At the same time, Lesotho acknowledges how ICTs can be used to support access to quality education necessary for sustainable economic development. This paper explores both tutor and student perspectives on the use of mobile technologies available to distance learners for support in the mountains of Lesotho. The study identifies maximum utilisation of mobile technologies by the tutors in the provision of learner feedback and counselling. Majority of the learners in the mountains of Lesotho prefer mobile phone over other means of communications as it seems reliable and convenient in terms of availability and cost effectiveness. The study highlights a number of infrastructural and geographical problems encountered by learners and tutors that impede effective use of technology to access learning and support. The papers recommends upgrading of infrastructural facilities such as electricity, roads and telecommunication lines necessary for tutors and learners to adequately exploit the use of mobile technologies in the distance learning context, and at the same time alleviate the obstacles to the application of technologies arising from underdevelopment itself. // Paper ID 134