07. Pan-Commonwealth Forum 7 (PCF7), 2013
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Browsing 07. Pan-Commonwealth Forum 7 (PCF7), 2013 by Subject "Capacity Building"
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PublicationCapacity building in HIV/AIDS care in Anti Retroviral Therapy Centre through Open and Distance Learning( 2013-11)India has the third largest number of people living with HIV/AIDS. As per HIV Sentinel Surveillance 2008-09, there are an estimated 23.9 lakh people living with HIV/AIDS in India in 2009. Currently nearly 9.6 lakh patients registered for Anti Retroviral Therapy (ART) and 2,70,000 eligible patients are on treatment at 346 ART Centres. National AIDS Control Organization (NACO), Govt. of India has nearly 346 ART centres with 650 Link ART Centers and 250 Community Care Centres which are being scaled up further. About 2000 trained doctors would be needed to these facilities. The qualification for Senior Medical Officer (SMO) ART centers is MD while for Medical Officer it is MBBS. It is planned that MBBS doctors with PG Diploma in HIV Medicine shall be considered for the post of SMO at ART centers. The PG Diploma in HIV Medicine will help to standardize HIV Medicine training and also help to bridge the gap in trained man power for ART centre. There are two doctors in each Anti-Retroviral Therapy (ART) facility, One doctor in each Community Care Centre and one doctor as In-charge of link ART centre (ICTC) are directly involved in patient care and are potential candidates for one-year training programme in ‘HIV Medicine’. // With the above background School of Health Sciences (SOHS), Indira Gandhi National Open University (IGNOU) has developed a one year programme on HIV Medicine for MBBS doctors, which will be offered through Open and Distance Learning (ODL) mode in collaboration with National AIDS Control Organization (NACO), Ministry of Health and Family Welfare (MOHFW), Govt. of India with the objectives of imbibe comprehensive knowledge on basic of HIV as related to details of management of HIV/AIDS in tertiary care set up, management all complications as well as opportunistic infections due to HIV/AIDS at time of need; and recognize and handle emergencies related to HIV/AIDS and its complication and take bedside decision for management whenever is required. // Centre of Excellence (COE) as designated by NACO had been identified as training centre for this programme. Master trainer as designated by NACO has been identified as academic counselors for this programme. All necessary skills have been incorporated in this training programme so that the successful candidate can manage independently ART centre of NACO. There are 28 days (in 4 contact session) training in the COE for hands on skill training and 30 days training in the ART centre. This programme comprised of 36 credits (1credit = 30 study hours), which is divided into 4 theory and 2 practical courses. All learners have been provided a total of 20 block/module having 76 units/chapters along with 3 practical log books as learning materials in this programme. Besides, live interactive teleconference and interactive radio counseling also been integrated as teaching learning methods in this programe. A total 120 learners have been enrolled in 6 COEs in 2012. // Paper ID: 172 -
PublicationCapacity Building in Trainers of Technical Vocational Education and Training at the Namibian College of Open Learning (NAMCOL)( 2013-11)The Namibian College of Open Learning is a state-supported institution of learning with the key focus of providing educational opportunities to adults and out-of-school youth. Its programmes focus has traditionally be on Secondary Education programmes, however as part of its diversification strategy, it implemented a range of Professional and Vocational education programmes. // At the beginning of 2013, the College introduced the following TVET courses developed by the Namibia Training Authority (NTA): Automotive Mechanics, Welding and Fabrication, Plumbing and Pipefitting and Office Administration. These courses are registered at levels 1-3 on the National Qualifications Framework (NQF). // Traditionally, TVET courses have only been offered through the contact mode of study in Namibia and hence there is resistance in some education circles in offering TVET through ODL. As such it was necessary to build capacity in the TVET trainers, particularly in Assessor and Facilitator training to lay the platform to address the challenges the College face in offering TVET through ODL. The training would form the basis of re-orientating trainers to be more efficient with trainees during contact sessions, hence the trainees would need less contact time and can study through ODL. Online facilitation should also be implemented to bring TVET in line with academic programmes where the use of ICTs is implemented. // The College partnered with the Commonwealth of Learning (COL), to facilitate these trainings. Fifteen (15) TVET trainers were trained over a period of 13 days. // The study captures the knowledge, skills and experiences of the trainers before and after the training. A questionnaire was developed and administered to collect data before and after the training, while focus group discussions and interviews were also conducted with the participants. The study found that most of the trainers had knowledge of assessment and facilitation in conventional schools, but did not know that it was so different for TVET. // Paper ID: 260
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PublicationCapacity building of academic staff in the integration of ICT and OER in teacher education programs at the Open University of Sri Lanka( 2013-11)Growing interest in promoting Education for All (Dakar, 2000), open access to educational resources, and the economic imperatives for adopting greater use of open educational resources (OER) (UNESCO 2012 declaration) is necessitating the need for educators to refocus their attention on the integration of OER and ICTs in learning and teaching. ICTs enable educators gain access to a wide variety of teaching-learning materials available as OER that can be freely accessed, reused, revised, re-mixed and re-distributed (UNESCO, 2012). While ICT can be used to harness the benefits of OER more efficiently, effective use of OER can be best realized through systematic course design and integrating appropriate OER in the learning and teaching transactions. // A comprehensive program of work is being undertaken in the Faculty of Education at the Open University of Sri Lanka, in partnership with the Commonwealth of Learning to build the capacity of its teaching staff. During a period of six months in 2013, thirty teacher educators have been engaged in designing five teacher education courses, with ICT and OER integration. This paper describes this work including reporting on what kind of capacity has been built in individuals and to what extent; what factors facilitated this kind and level of capacity building; what challenges were faced and how these can be addressed; and what are the impacts of this capacity building on their professional development. // Interpretative Phenomenological Analysis (IPA) is used as the methodology for examining participants’ ‘lived experiences’ during this process. This method explores in great detail how participants are making sense of their personal and social world (Smith & Osborne, 2007). Qualitative data is gathered through a series of concept mapping exercises and studying the changes over time, combined with individual narratives and focus group interviews. // Preliminary analysis of data revealed significant changes in participants’ development of understanding around key concepts on OER and their relationships, remarkable capacity building in ‘learning-centered’ course design, identifying and integrating OER, and confidence in applying their new knowledge and skills. The ‘compulsion’ induced by the project activities with targets, continuous facilitation, team work, motivation and satisfaction were clearly the facilitating factors. Even though challenges such as selecting relevant and quality OER and effective integration, technical skill limitations and time constraints were present, the participants’ motivation in finding solutions to overcome these were prominent. This capacity building experience has visibly impacted on participants’ professional development as teacher educators and their ability and confidence in the effective integration of ICT and OER in future course design activities, in a ‘learning-centered’ manner. // Paper ID: 77
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PublicationCapacity building of agriculture extension officers and farmers in ICT skills to minimize the digital divide and construct a sustainable social learning capital capable of using ICT for knowledge acquisition and sharing( 2013-11)Traditionally majority of the rural farming community in Sri Lanka rely on agriculture extension officers for advice, guidance and training opportunities on crop cultivation, particularly due to government assistance schemes in agriculture. Ongoing COL-L3F project implemented by the Open University of Sri Lanka (OUSL) recognized that it was an essential pre-requisite to develop ICT skills in the officers involved with agri-extension services to establish a sustainable ICT based knowledge acquisition system in farming community. Preliminary survey revealed that 37 % of 175 officers who underwent training had prior exposure to ICT, whereas only 22% of them used it in extension services. Although 26% had an exposure to the internet, less than 10% used it for knowledge acquisition. Farming community had no prior knowledge in ICT. A programme was developed by OUSL to train 175 officers involved in agri-extension service in the Department of Export Agriculture along with some farmers from the farming community. The programme consists of a ‘bridge course’ in ICT, custom made modules on application of ICT in agriculture, knowledge acquisition through ODL and use of OER was offered by OUSL. Results of the summative assessments, quantitative and qualitative studies conducted by means of a questionnaire and interviews revealed that 80% of officers (140 ) have successfully completed the examinations and qualified for OUSL certificate on computer literacy. Sixty-six percent of them have planned ICT based activities for extension service. Sixty percent claimed that their ICT literacy level increased at least to ‘average level’ from ‘unfamiliar’ or ‘new comer’ status. Eighteen percent stated that they are at the level of ‘adaptation’ or ‘creative application’ on applying ICT in agriculture. Many have acquired skills in ODL and use of OER for knowledge acquisition. Motivated by the programme, farmers are in the process of building an IT resource center in the village. // Paper ID: 427
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PublicationCapacity Building of the mid-level executives through BBA programme of BOU: Efficacy and Efficiency Issues( 2013-11)In the present wave of rapid technological innovations, changing market conditions and the emergence of a knowledge-based society, it is almost impossible for a country or economy to keep itself separated from the rest of the world. As a result, every country faces a wide range of challenges arises from the global changes. A wide reservoir of human capital can work as the safeguard for a nation in absorbing the shocks from rapidly growing trend in globalization. However, it is very difficult for the resource-poor developing countries like Bangladesh to form human capital rapidly with the traditional education and training arrangements. Here, the role of Open and Distance Learning (ODL) is very crucial. Open and distance learning allows the nations to offer education and training to all sections of the population including hard-to-reach people. Bangladesh Open University (BOU) offers a number of the academic programmes including the business education programmes. Among 22 formal programmes of BOU, Bachelor of Business Administration (BBA) programme is one of the popular business education programmes started in 2005. Mostly working executives enroll themselves in the programme. BBA program is very much crucial for scaling up the performance of the busy mid-level executives. However, it has not been tried yet to evaluate the role of BBA program in capacity building of the people engaged in emerging business sector of Bangladesh. Earnestly, it has been felt to evaluate the effectiveness and efficiency issues of the BBA Program of BOU in terms of capacity building of the mid-level executives in Bangladesh. This study has been intended to emphasize on the following issues: Effectiveness of the BBA programme of BOU Efficiency issues of the BBA programme of BOU compared to that of the on-campus universities Scope of ICT integration into BBA for enhancing the performance/effectiveness of the programme Potentials of ICT integration into BBA for accelerating the female participation into the programme // Paper ID: 297
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PublicationCapacity Building to Mainstream ODL Management at the Bangladesh Open University( 2013-11)Bangladesh Open University (BOU) runs educational programmes ranging from certificate to master degree under open and distance learning (ODL) mode where self-learning materials (SLMs), radio-TV broadcasts (RTBs), and tutorials support services (TSS) are extensively used. The University was established in 1992 as ‘BOU Establishment Project’ under the loan arrangement from the Asian Development Bank and during the project period it trained most of the newly appointed academic and support staff; but it has been very minimal after the University gone under the government revenue budget in 2000. BOU analysed the institutional landscape for using and adapting existing ODL model – or creating new ones – to promote three aspects (SLM, RTB, & TSS) of the programme delivery as noted in the beginning which are critical for the ODL development. BOU has two types of employees – academic & support staff and contractors (writers, editors, illustrators, media persons, and tutors) – and they require the capacity to build good governance of distance education with many organisations in a partnership manner. Recently, the University developed a model of capacity building to train its in-house staff and contactors with a view to develop a quality culture for promoting ODL delivery at the BOU. This paper explores the capacity building policy and practice in fields of ODL and also examines the strategic importance of inter-organisational relationships what develops the partnership in distance education and provides tools for promoting institutional development through capacity building. The current administration invests resources especially in digital content development; open educational recourses (OER) and learners’ support services field which will have sustainable impact on ODL growth at the BOU and help enhance the credibility of ODL systems in the emerging context. This paper discusses the model of capacity building to mainstream ODL management at the BOU which as tremendous impacts on creating a culture of quality. // Paper ID: 212
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PublicationCapacity Development Through Open And Distance Learning: A Case Study Of National Open University Of Nigeria’s Environmental Science And Resource Management Programme( 2013-11)This study revealed how environmental education was communicated to a variety of people through Open and Distance Learning (ODL through the programme environmental science and resource management offered at the degree level at the School of Science and Technology of the National Open University of Nigeria. This opportunity provided learners with the ability to continue their education build capacity and brought about social justice, with the aim of contributing to social awareness and create opportunities in social life. Questionnaires were administered on 150 learners who registered with the university across the six geo-political zones of Nigeria. The aim of the study was to determine the accessibility and relevance of the programme to registered learners from various six geo-political locations using also their demographic characteristics. The results of the study indicated various benefits, including: the positive perceptions of open and distance learning by the respondents which resulted from their improved access to education; the availability of course materials, the open system of admission where students can register at any time of the year; at their convenience; the flexibility of study, the ability to develop skills and capacity and the potential of open learning to provide new employment opportunities, enhance career prospects and work place promotion were some of the benefits indicated by the respondents in their questionnaires. Through open learning, environmental awareness and accessibility to homes and communities is increased. This would consequently encourage the management of natural resources for the future by the promotion of technological advancement in environmental management, sound data collection and analysis. Thus, communication of environmental data would further improve the chances of mitigating future environmental challenges and encourage exchange of solutions between nations. // Paper ID: 233
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PublicationDeveloping a capacity-building Programme for training of Primary School Headmasters the use of ICT in Primary Schools in Mauritius( 2013-11)This paper presents a learning framework for the training of Headmasters, as adult learners, in the use of ICT as a tool in management in Primary Schools in Mauritius. The introduction of ICT in Management and Education is a new measure adopted by the Ministry of Education and Human Resources to ensure that Educational Institutions in Mauritius are not left behind in fostering a knowledge-facilitated society. // Paper ID: 51
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PublicationLife Skill Integration In Personal Contact Programmes: Feedback Analysis Of Capacity Building Workshops For Tutors( 2013-11)For achieving sustainable development, education is the pre-requisite. Due to a number of barriers, formal education is not accessible to all. Reaching education to those who are discriminated against on the basis of socio-economic background, gender and abilities will make sustainable development more achievable. // It is with this principle of inclusive education; NIOS caters to the educational aspirations of out of school people through printed self-learning material and a limited number of contact classes. 76% of NIOS learners are in the vulnerable stage of adolescence and early youth. It is a time to develop their independent identity, find a vocation and prepare for marriage. Adolescence is the time when an individual gets equipped with life skills to be able to negotiate stressful or otherwise life experiences in a positive manner. Accepting the challenge of transacting Life Skills Education (LSE) through open distance education NIOS started the process of life skill integration in the curriculum of selected subjects at secondary level. // In order to maximize the benefit of life skills enrichment in the study materials for empowerment in learners, NIOS under its Adolescence Education Programme supported by UNFPA has designed an intense three day residential capacity building initiative for tutors: Effective Personal Contact Programmes (PCPs). The workshop trains the tutors in transacting the lessons with situations that most of the learners can relate to and encourages them to practice life skills enriched content through a participative and collaborative mode during the Personal Contact Programmes. In an innovative pilot the workshops test-organized for approximately 200 tutors. This paper details the methodology of the workshops and presents the result of the feedback received after the workshops were conducted. // Paper ID: 315
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PublicationTechnology leadership and ICT use: Strategies for Capacity Building for ICT integration( 2013-11)Technology leadership is a fairly new concept in school leadership focus. It has become a concern for study in recent times, in tandem with the pedagogical change of integrating ICT in teaching and learning especially in the developed nations. However, few such studies have been done in Africa. A number of studies in the developed countries have advanced descriptive approaches on how Educators should go about the using of ICT in education. Teachers, therefore, need to have prerequisite skills to integrate ICT in teaching and learning and school leaders have a role in enabling the effective use of ICTs. This study aimed at investigating how school leaders help build capacities of teachers to be able to effectively integrate ICT in their teaching and learning, at school level, in a public secondary school in Kenya. Using a qualitative case study approach, five school leaders involved in the capacity building, were purposively sampled for interviews, four teachers were engaged in a Focus Group Discussion and two teachers were observed engaged in classroom practice. Further data was obtained by analysing official school documents. The data analysed indicate the school leaders facilitated increased access to ICT facilities to the teachers and supported them, alongside training, to enable them explore various ways of integrating ICT in teaching and learning. // Paper ID: 228