Browsing by Region "Caribbean and Americas"
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Publication14CCEM - COL's submission to the Commonwealth's High Level Review Group( 2000-11)A group of 10 Heads of Government are reviewing the Commonwealth with a view to making it stronger and more relevant to current needs. The group, known as the High Level Review Group (HLRG), was formed during the 1999 Commonwealth Heads of Government Meeting in South Africa to come up with ways of enabling the Commonwealth to address existing and new challenges. // The group will report to the October 2001 Commonwealth Heads of Government Meeting in Brisbane, Australia. // HLRG requested a submission from The Commonwealth of Learning, which was prepared with contributions from several eminent persons. The submission which follows was endorsed by COL's Board of Governors and Commonwealth Ministers of Education when they met in Halifax in November 2000. -
Publication14CCEM - Education for our Common Future - The Halifax Statement on Education in the Commonwealth( 2000-11)We, Commonwealth Ministers of Education, at our 14th Triennial Conference in Halifax, Canada, having reflected on education co-operation in the Commonwealth over the past many decades, and the challenges we face at the beginning of a new century, and based on our shared ideals and guiding principles as set out in the Commonwealth Harare Declaration of 1991, agreed on the following:
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Publication14th Conference of Commonwealth Education Ministers (14CCEM), Halifax, Nova Scotia, Canada, 26–30 November 2000 - Communiqué( 2000-11)The following summary of the content and outcomes of the conference is provided by the Commonwealth Secretariat on behalf of Ministers of Education.
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PublicationA Blended Approach to Emergency Medicine Training: Developing an Integrated Curriculum for Mature Learners( 2006-10)PCF4 // In January 2005, a blended approach using various educational technologies was adopted for the new MSc programme in Emergency Medicine at the St. Augustine campus of the University of the West Indies. This part-time programme was developed in response to the needs for specialist training in Trinidad and Tobago. Modalities for course delivery included traditional didactic lectures and tutorials, and more contemporary and interactive learning approaches of problem-based learning, journal clubs, computer-based tutorials, case-based training exercises and case presentations. Clinical skills training included using simulated patients. This paper describes the blended approach to learning adopted for this course, and explores the following themes from the candidates’ perspectives: the educational experience; relevance of materials presented; scope of information presented and applicability to current practice. Overall, candidates found the methods and materials accessible and acceptable. Areas for improvement include the better integration of skills training with real clinical practice and ensuring that all candidates are comfortable with the IT systems. The modular course format is ideally suited to distance learning, and may provide a solution to Emergency Medicine training in smaller countries that can neither support formal full-time residency programmes, nor allow their doctors to leave their posts to pursue graduate training. // Paper ID 140
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PublicationA 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)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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PublicationA Modular Approach to Educational Technology Professional Development Among Post-Secondary Educators in Alberta, Canada( 1999-03)PCF1 // Working paper presented by Michael Szabo, Mohamed Ally, William Fricker, Richard Poon, and Clayton R Wright, at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
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PublicationAcademic Objectives, Occupational Preparation and the Learning Process: Strategies and Policies for the Future( 2004-07)PCF3 // Working paper presented by H Ian Macdonand at the Pan-Commonwealth Forum on Open Learning (PCF3) in Dunedin, New Zealand.
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PublicationAchieving Development Goals in Belize and Barbados via the Mexican EDUSAT model( 2006-10)PCF4 // The presenter will examine how the tiny and recently independent country of Belize is working toward achieving global development through collaboration with regional territories. The Presenter will show how achievements have been made within the context of the Millennium Goals. Goal 8 of the Millennium Goals aims to “develop a global partnership through development.” In line with this development goal, Target 18 outlines the strategy to bring to fruition Goal 8: “In co-operation with the private sector, make available the benefits of new technologies, especially information and communications” (United Nations). // Presenter will show how various sectors have benefited from this partnerships involving new technologies that center on information and communication. The presenter will use personal professional experience as Project Coordinator of the “Regional Satellite-Delivered Distance Education for Teacher Training and Human Development in Rural Areas” sponsored by the Organizations of American States to show how technology can effectively cross borders. This project allowed for small territories to participate in the actual establishment of a system designed to move developing countries toward closing the gaps between those who have and those who do not in the areas of technology, education, and knowledge transfer through education-based technological access via satellite and Internet. // Paper ID 362
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PublicationAddressing Health MDGs with ODL( 2006-10)PCF4 // The Millennium Development Goals (MDGs) underpin COL’s past three year plan (2003-2006) and current (2006-2009) with three of the Goals focused on health (reduction of infant mortality, improvement of maternal health, and combating HIV/AIDS, malaria and other diseases). COL’s partnership with the World Health Organization has identified key players, mainly in-country non-governmental organisations who are addressing the health concerns of disadvantaged groups. COL’s has worked with these organizations by providing audio and video production digital technology and accompanying training, towards creating content to reach greater numbers of people with appropriate health information in the linguistic and cultural context of the targeted group(s). Delivery of training has been in the form of radio, television and village cinema events (projector, screen, generator and DVDs that the NGO has created in the form of skits). // COL’s health activities have been implemented in Sri Lanka, South Africa, Swaziland, The Gambia, Tanzania, Sierra Leone, Papua New Guinea, Solomon Islands Guyana and Barbados. // This is one effort of many that are taking place in different countries that have been severely affected by HIV/AIDS across all sectors of society. The session will discuss examples of how health training has addressed the MDGs. // Paper ID 434
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PublicationAddressing the Learning Needs of Out-of-School Children and Youths through the Expansion of Open Schooling( 2020-12)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.
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PublicationAgile Learning: Infusing Agility in an Online( 2022-09)PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // The Fourth Industrial Revolution (4IR) has crossed its inflection point and is becoming a reality. Several industry leaders and organizations are advocating for a reform in education and training systems, among others, because of the recent advances in 4IR technologies and the accelerated adoption of these technologies in the industry. This places a particularly critical demand on the future workforce – be agile. Students are expected to adapt to the increased human-machine symbiosis anticipated in emerging employment types. Agility is the means of adaptation. Similar to how several key industries in general are reshaping themselves to be agile organizations, academic institutions are also expected to infuse agility in its operations, specifically in preparing learners to be lifelong learners. That is, learners are to reskill themselves to accommodate the changing workplace. To succeed, students need to master several competencies including 1) the ability to marry intelligent computing to their work, 2) to track and measure their workplace productivity, 3) to connect technology, data and human literacies in a globalized context, 4) to nurture cognitive and metacognitive capacities (e.g., self-regulation, critical thinking), and 5) to be agile. While it is quite possible to introduce the philosophy and the application of agility in a theoretical manner, an alternative is to let the students practice agility as part of their coursework. Courses can be designed to subject the learning outcomes, study tasks, and associated activities to agile methods. Athabasca University is currently in the process of converting two of its online courses, a graduate course and an undergraduate course, to an agile learning pedagogy. This workshop, with live demonstrations, will detail the process of transformation of a constructivist online content to agile content. It further offers a suite of metrics to measure the impact of agile learning. // Paper ID 6183
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PublicationAgricultural Extension Agents' Use of Learning-Based Extension Methods in Trinidad and Tobago( 2020-07-20)Agricultural extension agents are highly credited for their roles of providing advice to farmers and supporting their learning and decision-making to improve livelihoods. The use of appropriate methods to promote learning in developing countries, including Trinidad and Tobago, has often been highlighted as a development priority. Nevertheless, agricultural extension agents encounter difficulties in applying new competencies. Understanding and utilising appropriate methods based on farmers’ learning needs is critical. This study sought to investigate extension agents’ use of learning-based extension methods. A survey was conducted with 106 extension agents. Descriptive statistics and logistic regression analysis were used to analyse data. The findings show that male agents prefer Plant Clinics and Farmer Field School learning methods. Social influence and networking among organisations had a significant influence on the use of Discovery Based Learning methods. The positive influence of social pressure motivated the agents. The study recommends supporting facilitative conditions through a coordinated programme and to focus on farmers’ learning as a critical consideration for improving the use and impact of learning-based methods.
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PublicationAn Assessment of the Transition to Virtual Learning in the OECS( 2022-09)PCR10 Sub-theme: Building Resilience // This project employed a descriptive survey design to understand the characteristics of education systems and practitioners in the OECS in the application of virtual teaching as a response to the Covid-19 pandemic. The findings outline some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, as well as the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs. // This paper places emphasis on the importance of teachers’ online pedagogical skills and technological skills as essentials to the successful implementation of technological interventions. It also explores the question of what constitutes an effective VLE and applied a technology matrix to evaluate the effectiveness of e-platforms employed during the transition to online instruction in the OECS. Broadly, this research presents a snapshot of what the experience has been in the OECS region with the rapid transition to online learning. Generally, the findings reveal that as was the case with many other countries the education systems of the OECS were inadequately poised to transition smoothly to online learning. // Paper ID 3130
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PublicationAn Examination of Issues of Equity during the Pandemic: Global Perspectives( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion [POSTER] // This poster presentation will be based on a review of articles in the book Emergency Remote Learning, Teaching and Leading: Global Perspectives. The poster presentation will entail a discussion of issues in equity among students from teachers’ perspectives. The participants are from Trinidad, Grenada, Greece, and Ghana. The presenter will discuss the similarities experienced by students in each context as well as the differences. The chapters are qualitative and quantitative in nature with 17 teachers in Greece to 265 students in Ghana. The sampling methods are different for each chapter and these will be presented in a chart. The findings include such issues as emotional, behavioural, technical, and issues in competencies in Ghana. In Trinidad and Grenada, the issues were (1) the digital divide; (2) attendance (3) parental involvement; (4) students’ motivation or lack thereof. In Greece, there were similar issues with students’ attendance, their online skills and their lack of motivation. The findings of these studies will add to the extant literature. // Paper ID 9376
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PublicationAntigua and Barbuda 2015-2018: Country Report( 2018)Summarises COL’s activities and captures what was achieved during 2015-2018 in Antigua and Barbuda. This country report is an excerpt from the volume "COL in the Commonwealth: 2015-2018 Country Reports" .
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PublicationAntigua and Barbuda 2015-2021: Country Report( 2021)COL in the Commonwealth: 2015–2021 summarises COL’s activities over the last several years, detailing its achievements in each Member State and across the Commonwealth. The report describes not only how COL has addressed country needs in education and training but also how its work supports the priorities of its development partners: Australia, Canada, New Zealand and the United Kingdom.
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PublicationAntigua and Barbuda 2018-2020 Highlights( 2020)The report provides an overview of key COL activities and programmes in 2018-2020.
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PublicationAssessment of Competencies in Digital Learning: All About Change( 2020-11-10)Delivered by Terry Neal, Education Specialist: Technical and Vocational Skills Development (TVSD), Commonwealth of Learning at a webinar THE IMPACT OF COVID-19 ON TVET DELIVERY. ICT Enabled Technical and Vocational Education and Training Delivery: Educational Continuity and Resilience in the TVET Sector in CARICOM member States on Tuesday 10 November, 2020. Terry’s presentation Assessment of competencies in digital learning: All about change stresses the importance of considering how to support people to change when introducing digital learning, and describes COL’s experience supporting change in three African TVET projects.
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PublicationAudio Teleconferencing in the Commonwealth Caribbean: Possibilities and Challenges in the Context of the University of the West Indies Distance Education Centre (Uwidec)( 2004-07)PCF3 // Teleconferencing in the Caribbean revolves around the University of the West Indies (UWI). Being a regional University, it caters to the higher educational needs of 16 countries in the Caribbean. It has been offering courses through the teleconference system since 1982. However, the network has been undergoing various changes and remains robust. This paper attempts to provide a compendious account of the genesis, status and prospects of this teleconferencing network and advances it as a medium for widening UWI’s reach throughout the region.
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PublicationThe Bahamas 2015-2018: Country Report( 2018)Summarises COL’s activities and captures what was achieved during 2015-2018 in The Bahamas. This country report is an excerpt from the volume "COL in the Commonwealth: 2015-2018 Country Reports" .