Browsing by Subject "Accreditation"

Now showing 1 - 20 of 32
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    Accreditation of Prior Learning within the Lifelong Learning Discourse: Exploring the Drivers for Change at the University of Mauritius
    (2019-09) Rampersad, Rubina D; Ittea, Reena
    prominence as a key skill to cope with the changing environment. When we discuss about lifelong learning, recognising prior learning and experience of prospective learners gathers great resonance as practitioners acknowledge the other routes to acquiring knowledge.// The Strategic Plan of the University of Mauritius (2015 to 2020) and the Vision and Strategic Orientations of the University of Mauritius (2018) also endorse APL though ventures in that direction remain timid. In fact, the very academic profile of the students admitted in traditional programmes, especially at undergraduate level, is not creating the urgency to adopt APL. Students are fresh secondary school leavers who compete to secure a seat at the UoM. With free tertiary education since 2019, competition to secure a seat at the UoM is even more strife.// This study explores, using exploratory research and multi-lenses approach, the motivations of the private sector to engage in APL and lifelong learning as well as demographic trends in Mauritius. The study reveals that despite the fact that on the supply-side of APL, the momentum has not been exploited fully, the drivers for APL and lifelong learning are present. The demographic trends show an ageing population calling for the need to address now a different profile of learners: learners with prior learning and experience who may not all satisfy existing and conventional entry requirements but who need to engage in lifelong learning and retraining to remain productive. The interviews carried out and current projects in the pipeline at the UoM reveal that the private sector has already embarked on the process of retraining and reskilling of its existing personnel and are supportive of APL and lifelong learning. The findings thus point towards new opportunities for the UoM in terms of new target audience, and innovative practices through APL. // It is hoped that through this study, the UoM will be in a better position to expand its APL ventures and bring about the necessary paradigm shift in its admission procedures, teaching approaches and assessment methods to better accommodate and tap prior learning and experience of the lifelong learners. // Paper ID 105
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    Acquiring Accreditation in Distance Learning
    (2007) Kilfoil, Wendy R
    In the higher education community, distance education (DE) has been perceived as not being as good as contact education or as a last resort. Actually, it is just a different way of delivering education and is often the first choice of the working adult. However, the perception of inferior quality means that DE needs to show it is at least as good as contact education, and can meet the same rigorous academic standards.
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    An Anthology of "Best Practices" in Teacher Education
    (2007-08) Lakshmi, T K S; Rama, K; Hendrikz, Johan
    Quality Assurance in the education sector is one of the major initiatives of the Commonwealth of Learning (COL) in its Three-Year Plan for 2006-09. To achieve the outcome of enhanced quality at all levels of education, COL has been focusing its attention on quality assurance in higher education and teacher education. We are proud of our association with the National Assessment and Accreditation Council (NAAC) of India in recent years, which has built capacity in quality assurance among personnel at all levels of the system. The partnership has also led to development of a quality assurance framework and resource materials for assessing and assuring the quality of higher education and teacher education institutions.Lakshmi, T. K. S. Rama, K. Hendrikz, Johan
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    The Changing Faces of Virtual Education
    (2001) Farrell, Glen M
    This study is a report on some of the major developments that are influencing the evolution of virtual education. It examines not only the nature of these developments, but also the implications for the use of virtual education models, particularly in developing countries. It follows up on our first volume The Development of Virtual Education: A Global Perspective. Since the release of that report in 1999, numerous other publications have made their appearance, each contributing in a significant way to the increased level of activity in the field. This second volume is not an attempt to describe what is happening in the world of virtual education, but more about where, why and how virtual education is happening. By continuing to monitor developments, we hope to capture major trends, identify critical challenges and consider emerging opportunities as technologies improve, access to those technologies increase and skills to apply them are enhanced
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    COL Quality Assurance Workshop Report
    (2008) South African Institute for Distance Education (SAIDE)
    This document is a report of the Commonwealth of Learning workshop that was run by the South African Institute for Distance Education ((SAIDE) for Open Schools within Commonwealth countries. The workshop took place at Kopanong Hotel in East Rand, Johannesburg from 8 ‐ 12th   September 2008 and it focused on quality assurance in open schools. The rationale of the week‐long workshop was two‐fold: (i) to promote understanding of the salient quality assurance issues and concepts amongst the workshop participants and (ii) to provide delegates an opportunity to participate in the initial stages of the development of a quality assurance toolkit that is relevant and adaptable to open schools in different contexts within Commonwealth countries. Such a participatory approach was deemed to be important as it would not only enrich the toolkit through sharing of ideas on open schooling and quality assurance, it would also enhance ownership of the end product by the participants who are the end users of the toolkit. 
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    Commonwealth of Learning: Governance & Accreditation
    (2015-09-10) Kanwar, Asha
    Presented at the 32nd Induction Programme for Commonwealth Diplomats on 10 September 2015 held at Farnham Castle, Surrey, UK by Professor Asha Kanwar, President & CEO, Commonwealth of Learning.
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    Education for a Digital World: Advice, Guidelines and Effective Practice from Around Globe
    (2008) Hirtz, Sandy; Hirtz, Sandy; Harper, David G
    Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development. Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities. Education for a Digital World is an indispensable guide, resource, textbook and manual for policymakers and practitioners in developing and developed countries. // NOTE: This first edition of the book is only available in electronic form - please see links to the right. A second edition has been published. Please see: http://collaborativebook.wikispaces.com/How+to+Obtain+Books for information on the 2nd Edition of this book, Education for a Digital World 2.0 (2011). Print copies are available for order from Open School BC. The 2nd edition is not published by either COL or BCcampus. // Content includes: Part 1: The Impact of Instructional Technologies // Part 2: Preparing Online Courses // Part 3: Implementing Technology // Part 4: E-learning in Action // Part 5: Engagement and Communication
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    Exploring the Business Case for Open Educational Resources
    (2012) Butcher, Neil; Hoosen, Sarah
    The Open Educational Resource (OER) movement, which began at the turn of the millennium, was motivated by the ideal that knowledge is the common wealth of humankind and should be freely shared. Most institutions that decided to implement the ideal by creating OER relied on donor funding, notably from the William and Flora Hewlett Foundation, which has demonstrated an admirable combination of consistency and flexibility in funding the OER movement around the world. As the OER movement took off, however, questions about its sustainability became increasingly pressing because it could not continue to rely indefinitely on donor funding. Institutions and governments began to review the economics of OER in order to determine whether there was a business case for investing in their production and use. It is against this background that I am delighted to welcome this preliminary version of an essay by Neil Butcher and Sarah Hoosen on The Business Case for Open Educational Resources. It was commissioned by the Commonwealth of Learning as an input to the World OER Congress organized by UNESCO in June 2012. This first version is a work in progress that will be refined and finalised in the light of experiences and results presented at the Congress. The authors do an excellent job of situating the contribution of OER in the wider context of the challenges facing education at all levels in an era of economic stringency. They relate OER to the realities of the teaching-learning process, arguing that greater reliance on resource-based learning, rather than large-group teaching, will be essential if wider access to education of quality is to be achieved. Creating high-quality learning resources ab initio is expensive, but Neil Butcher and Sarah Hoosen present compelling evidence that using OER can reduce this cost substantially. They also present some startling analyses of the economics of textbook production, which again show that systematic processes of investing in OER can create huge savings for governments and students. The commercial publishing industry can play a part in this process. The 2012 World OER Congress will greatly increase awareness of the potential of OER amongst governments and institutions. If this awareness is to lead to greater reliance on OER, then those who develop and use OER will need to be confident of the economic and business case for so doing. The authors have provided a solid basis for debating the business case in a variety of settings. I invite readers to take the debate forward and point the authors to any additional sources of data that might enrich the paper so that the post-Congress version of this report can reflect an even wider understanding of how to use OER to expand and improve education while cutting its cost. Sir John Daniel, Project Director, Fostering Governmental Support for OER Internationally
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    The Facilitation of the Transfer of Learning Materials Manual
    (1999) Swales, Christine
    This manual provides practical advice to producers and users in selling, transferring, purchasing and acquiring materials. It is designed to facilitate the inter-institutional negotiation processes between producers and users and to identify the roles that COL may play in specific transfer and accreditation situations. Issues addressed include: types of transfer arrangements; copyright and intellectual property; adaptation and translation; costs, pricing, and remuneration; quality; and accreditation
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    The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning
    (2021-07-20) Brown, Mark; Nic Giolla Mhichíl, Mairéad; Beirne, Elaine; Mac Lochlainn, Conchúr; Panda, Santosh
    This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.
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    Guidelines for Open Educational Resources (OER) in Higher Education
    (2011)
    Open educational resources (OER) are materials used to support education that may be freely accessed, reused, modified and shared. These Guidelines outline key issues and make suggestions for integrating OER into higher education. Their purpose is to encourage decision makers in governments and institutions to invest in the systematic production, adaptation and use of OER and to bring them into the mainstream of higher education in order to improve the quality of curricula and teaching and to reduce costs. // French version accessible at http://hdl.handle.net/11599/610
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    Guidelines for Quality Assurance and Accreditation of MOOCs
    (2016-07)
    Massive open online courses (MOOCs) have emerged as an educational innovation with the potential to increase access to and improve the quality of education. Different stakeholders in education view MOOCs from different perspectives. However, there are common questions related to the quality of these courses and to the granting of equivalent credits. This document provides a set of guidelines designed to support decision making about the sorts of quality measures that are appropriate in different contexts. These MOOC Quality Guidelines can be used by governments, accreditation agencies, institutions and learners with an interest in developing, running, accrediting or participating in MOOCs, to improve quality assurance (QA) and accreditation.
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    Handbook for the Commonwealth of Learning Review and Improvement Model (COL RIM)
    (2014-06) George, Nancy; Donovan, Caroline; Plimmer, Geoff; Schmidt, Alison; Gatsha, Godson; Clarke-Okah, Willie
    The COL RIM is for the use of management teams in post-secondary institutions. It specifically targets higher education decision makers at the institutional level. Any post-secondary education and training institution in the Commonwealth can implement the COL RIM. Participation is entirely voluntary, and there are no high-stakes consequences. Any outcomes of the review process are owned by the institution, and it is up to the institution to share information with its stakeholders. The model is suitable for institutions of all types and sizes. Originally published, 2010; first revision, 2014
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    Institutional Collaboration in Distance Education Development and Delivery
    (2003) Sharma, Chandra B; Chaudhary, Sohanvir S
    Education institutions worldwide are experiencing funding cuts, even as global demand for training in new skills and for professional upgrading increases. Providing courses and programmes at a distance is one of the proven ways institutions meet higher learning and training demands, yet coming up with the funding and resources for both traditional as well as distance education (DE) services remains a concern. In response to this challenge, many education institutions are sharing their financial, administrative and infrastructure burden with others on a local, national, regional and global level. This document offers some guidelines for institutional collaboration, particularly for developing and delivering DE
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    Models for Open and Distance Learning: Globalisation, Education and Distance Education
    (2003) Hawkridge, David
    The purpose of this paper, prepared for the Commonwealth of Learning (COL), is to support an informed dialogue on international, regional, national and institutional policy on globalisation and education, by looking particularly at crossborder distance education and training, which to date operates almost entirely at the post-secondary level. The paper is based on a desk study of the published literature and Web documentation. It identifies the key issues facing policy makers and sets out policy questions in the context of current negotiations regarding the General Agreement on Trade in Services (GATS)
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    Open and Distance Learning Quality Assurance in Commonwealth Universities: A Report and Recommendations for QA and Accreditation Agencies and Higher Education Institutions
    (2016-02) Latchem, Colin
    The issue of quality in open and distance learning (ODL) remains a major concern. Inadequate quality assurance (QA) measures, policies and systems render the credibility of ODL provision questionable. The Commonwealth of Learning (COL) is at the forefront of promoting quality ODL and over the years has developed several toolkits, guidelines and monographs, as well as a microsite of web links on QA, to help Commonwealth countries benefit from credible and qualitatively comparable ODL models. COL’s Review and Improvement Model (COL RIM) has assisted at least 13 institutions with integrating QA into their systems and processes. As quality is a matter of continuous relevance, COL commissioned a study to investigate the state of QA in open higher education institutions in the Commonwealth. This report offers some key insights and findings on how QA is currently being practiced in open universities in the Commonwealth, from the perspectives of policy makers, leaders and practitioners in open and distance education institutions. The lessons show that whilst the importance of QA is accepted as a strategic value by all, the standards of practice, criteria and measures differ considerably. There is also a growing concern over QA in new forms of teaching and learning, including eLearning, open educational resources and massive open online courses.
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    Open Badges as Credentials in Open Education Systems: Case Studies from Greece and Europe
    (2019-03) Papadimitriou, Sofia T; Niari, Maria I
    Open Badges are digital representations of achievements or skills which describe the framework, significance, and outcomes of a learning procedure based on specific criteria. The Open Badges’ collection can be used by its holder as a virtual CV of skills and qualifications. The practice of development, issue, and use of badges is connected with gamification elements, as badges are seen as incentives towards positive behavior and are powerful pedagogical tools. Furthermore, the use of Open Badges could become an alternative certification system for skills and knowledge acquired in online, blended and other informal learning environments and systems. In this article, we present case studies in which Open Badges have been used as credentials for educational practices in pilot educational systems, either in non-formal or informal learning systems, with specific emphasis on open learning environments. Key insights from these case studies highlight the extended use of Open Badges and stress the need for a common evaluation and accreditation system in open online learning environments.
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    Quality Assurance in Higher Education: Selected Case Studies
    (1997) Tait, Alan
    This publication marks the first collection to emerge from the work of the COL/ICDE quality assurance research group, chaired jointly by Jocelyn Calvert (Deakin University) and Alan Tait (UK Open University). It consists of a set of case studies of quality assurance practices in distance teaching universities, along with an introductory chapter by the editor. These case studies represent a significant addition to existing work in the field, particularly at a time when universities in many parts of the world and distance teaching universities, both new and established, are placing great emphasis on reviewing and, where necessary, revising what they do in accordance with established practices and principles of quality assurance. (88 pages) // Series formerly called "Perspectives on Teacher Education." Renamed to "Perspectives on Open and Distance Learning."
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    Quality Assurance in Higher Education: Symposium Papers
    (1994) Deshpande, Prakash M; Mugridge, Ian
    This collection of essays is part of two approaches to dealing with the issue of quality assurance in distance education. The first approach arises from the agreement on research signed at the sixteenth world congress of the International Council on Distance Education (ICDE), held in Bangkok in Novemeber, 1992, by ICDE and The Commonwealth of Learning (COL). This agreement set up a mechanism under which the two organisations could begin to approach jointly a matter contained in the mandate of each, the encouragement of research in distanced education. The second approach is a more focussed one aimed at work in a particular country. // Series formerly called "Perspectives on Teacher Education." Renamed to "Perspectives on Open and Distance Learning."
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    Quality Assurance in Open and Distance Learning
    (2005) Kirkpatrick, Denise
    Assuring the quality of education provision is a fundamental aspect of gaining and maintaining credibility for programmes, institutions and national systems of higher education worldwide. Despite a long and generally successful track record, open and distance learning (ODL) is still required to prove that the quality of student learning is at least equivalent to face-to-face teaching. A comprehensive quality assurance (QA) system can help accomplish this. QA is designed to prove and improve the quality of an institution’s methods, and educational products and outcomes. In ODL this includes developing and producing learning materials, academic programmes, services and support, as well as standards of student learning.