09. Pan-Commonwealth Forum 9 (PCF9), 2019

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Open Access
Academic Awards for Workplace Learning
(2019-09) Bhonde, Dinesh; Patil, Vijaya; Ajbani, Latika
Academic Awards for Workplace Learning By- 1. Dr. Dinesh Bhonde, Registrar, Yashwantrao Chavan Maharashtra Open University, Nashik (India) 2. Dr. Vijaya Patil, Associate Professor, Yashwantrao Chavan Maharashtra Open University, Nashik (India) 3. Dr. Latika Ajbani, Assistant Professor, Yashwantrao Chavan Maharashtra Open University, Nashik (India) Abstract: Workplace learning is acquiring knowledge and skill at the place of work that may be achieved by learning formally or informally from the coworkers or special initiatives like coaching, mentoring, training, workshops organized by the organizations. Various training such as induction, content updating etc are organized by the employers to add value in the work force. Workplace learning is conventionally viewed as a mean to improve knowledge, skill and attitude of the employee. According to (Collin, Sintonnen, Paloniemi, & Auvinen, July 2011)learning in the workplace is achieved by conventional work system. The knowledge is created at the workplace through learning and development. (Avis, 2010) // Yashwantrao Chavan Maharshatra Open University, Nashik (India), one of the mega Universities, has been practicing various educational experiences to achieve excellence through inclusive and sustainable education. A curriculum designed as per the need of the industry to develop required manpower through continuous workplace learning supported by regular teaching learning sessions and practical experience has a blend of academic as well as learn and earn process and has been successfully implemented by YCMOU in some industries. A complete undergraduate programme has been designed by YCMOU in collaboration with industries to award degree to the incumbent employees after successful completion. Continuous evaluation and term end examinations are conducted by University in the industry. The companies select higher secondary school passed candidates from villages for the programme, provide them employment and conduct teaching, online counseling along with learning material. After graduation these students are placed to higher position or seek employment in similar industry. This is a blended, inclusive, sustainable, workplace educational experience. er. This paper discusses workplace blended learning scenario and such various innovative programmes being offered at YCMOU.// Paper ID 216
Open Access
Accommodating Learners with Specific Learning Difficulties in Educational Settings: Problems and Solutions
(2019-09) Indrarathne, Bimali
Specific Learning Difficulties (SpLDs) such as dyslexia and ADHD are very common: it is estimated that 10% of the world population has some kind of learning difficulty. Due to the challenges learners with SpLDs face in the teaching-learning process, such learners may not achieve the expected educational goals. Therefore, it is important to make necessary changes in the teaching-learning process to accommodate those learners. For this, education systems should recognise the importance of inclusive practices at policy level and teacher educators and teachers should have thorough understanding of inclusive practices. However, teachers’ lack of knowledge on SpLDs, lack of teacher training programmes which address the issue and lack of sustainable policy on inclusive practices are some key issues that education systems face in accommodating learners with SpLDs. Recently a teacher-training programme on SpLDs and inclusive practices was conducted in Sri Lanka. Questionnaire and interview responses collected in this programme also highlighted the above issues in addition to other issues such as teachers’ negative attitudes towards SpLDs, institutional barriers such as rigid examination systems and negative socio-cultural ideology towards SpLDs (Indrarathne, 2019). The same programme was then extended to India where similar findings were visible. In this presentation, I will discuss these findings in detail by highlighting the barriers to implementing inclusive practices and discuss possible solutions. During the presentation, I will do a short task to raise participants’ awareness on the features of different types of SpLDs. The participants will also be asked to share their experiences of inclusive practices in their contexts. They will then work in groups to discuss possible solutions before having a whole group discussion on possible future challenges in implementing inclusive practices. // Paper ID 72
Open Access
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
Open Access
Achieving a Better Completion Rate in MOOCs Through a Blended Approach
(2019-09) Kannan, Kalpana; Parmar, Mahendra; Dixit, Sajjan; Deshmukh, Urmila
n the fast-changing globalised world, everyone needs to acquire new knowledge and skills continuously. Massive Open Online Courses (MOOCs) help achieve lifelong learning to a large number of people all over the world by providing the freedom and flexibility to learn anytime, anywhere, irrespective of age, gender, religion and ethnicity. Even though MOOCs are gaining popularity worldwide, there are some challenges. Low completion rate, lack of learner's motivation, the feeling of isolation and lack of interactivity in MOOCs are perceived as some of the challenges. To address these challenges, we experimented with blended MOOCs on IITBombayX ( https://iitbombayx.in ) MOOCs platform. The instructors made learning more engaging and interesting for learners through live audio-video interactions once a week. Learners could ask questions to the instructors using an internet-based video conferencing software called A-VIEW. These interactions could be heard and seen by all the learners located at different geographical locations in the country. Since all the learners join synchronously during the interaction sessions, they feel part of a larger peer group. In the last three years (2015-2018), more than 200,000 students and teachers have benefited from this blended approach. It helped improve the motivation levels and increased the completion rate to more than 80% in some of the MOOCs. The average completion rate for blended MOOCs was found to be 30%, which is much higher than the global average completion rate of 15%. In this paper, we explain how live interaction combined with online learning material made learning more engaging, entertaining and empowering to the learners.// Paper ID 38
Open Access
Acquiring Digital Education Leadership Capabilities through Heutagogy: A Case of C-DELTA Implementation at Makerere University
(2019-09) Kabugo, David; Kakeeto, David
Although the need for Digital Education Leadership (DEL) credentials is rising among educators at Higher Education Institutions (HEIs) in both developing and developed contexts, occupying this niche through conventional controlled instruction has not been a plausible solution in either contexts. On the other hand, self-determined learning (heutagogy) has a lot of potential, which remains under researched and underexploited. Using the Commonwealth Digital Education Training in Action (C-DELTA) implementation at Makerere University in Uganda as a case, this study sought analyse how self-determined learning mediated by Web 2.0 platform supported university lecturers to acquire DEL capabilities through self-determined learning. Using descriptive statistics and theory-driven thematic based analysis, educators’ web-based DEL learning artefacts (especially postings in the Online Discussion Forum) were analyzed and their discursive genres generated to augment meanings inferred from the descriptive statistic regarding lecturers’ (n=50)’s pre-test and post-test scores on DEL related learning assignments. DEL learning tasks were designed to cultivate educators’ capabilities to; a) Mobilize resources, C) Develop digital identities and c) Engage with networks. Results showed that the C-DELTA platform enabled a heutagogical approach by allowing educators to self-direct and determine their learning path and by enabling them to take an active rather than passive role in acquiring DEL skills. The key affordances of the C-DELTA platform that were identified include: interactivity, reflexivity, dialogue, and collaboration, information sharing, as well as promoting of educators’ autonomy on critical issues of DEL.// Paper ID 234
Open Access
Adaptive Project Design: Early Insights from Working On the Transformation of the Distance Education System in Myanmar
(2019-09) Gregson, Jon; Lane, Andy; Foster, Matthew
The manner in which a development project is designed and implemented can have a significant impact on the nature of the outcomes. There are few examples of international projects funded to support transformation of Higher Education systems in developing countries, so it is important to learn about the factors that emerge as significant and challenge wider assumptions about what works and what does not. This paper draws on insights from an inception period lasting several months followed by the first full implementation year of the Transformation through Innovation in Distance Education (or TIDE) project. This project, which runs from 1st February 2018 to 30th September 2021, aims at improving the quality and relevance of the distance education system in Myanmar which reaches over half a million students, and involves the participation of 34 Universities spread across the country. The paper discusses a range of unanticipated insights relating to: The opportunities and challenges faced working within a changing policy context Sustainability and use of human and financial resources Gender and characteristics of a rotation based staffing model The value of openness as an approach // Paper ID 121
Open Access
Adaptive Project Design: Early insights from working on the transformation of the Distance Education System in Myanmar
(2019-09) Gregson, Jon; Lane, Andy; Foster, Matthew
The manner in which a development project is designed and implemented can have a significant impact on the nature of the outcomes. There are few examples of international projects funded to support transformation of Higher Education systems in developing countries, so it is important to learn about the factors that emerge as significant and challenge wider assumptions about what works and what does not. This paper draws on insights from an inception period lasting several months followed by the first full implementation year of the Transformation through Innovation in Distance Education (or TIDE) project. This project, which runs from 1st February 2018 to 30th September 2021, aims at improving the quality and relevance of the distance education system in Myanmar which reaches over half a million students, and involves the participation of 34 Universities spread across the country. The paper discusses a range of unanticipated insights relating to: • The opportunities and challenges faced working within a changing policy context • Sustainability and use of human and financial resources • Gender and characteristics of a rotation based staffing model • The value of openness as an approach// Paper ID 121
Open Access
Adoption of C-DELTA Programme by Sri Lankan Teachers and Students
(2019-09) Karunanayaka, Shironica P; Weerakoon, W M S; Nawaratne, N M R K; Karunanayake, S; Careemdeen, J
The Commonwealth Digital Education Leadership Training in Action (C-DELTA) programme provides a framework for fostering digital learning for lifelong learning by developing leaders who can influence others to use digital technology appropriately and effectively for learning. The Faculty of Education at the Open University of Sri Lanka (OUSL) implemented an action research project, with the aim of promoting the adoption of C-DELTA among the teachers and students of secondary schools in Sri Lanka. It comprised an intervention designed to facilitate the adoption of C-DELTA in secondary schools, and evaluation of its impact on the teaching- learning process. A group of 41 participant teachers representing schools from the nine Provinces of Sri Lanka coordinated the implementation of C-DELTA in their schools. A variety of data collected using concept maps, questionnaires, focus group interviews, implementation reports, and logs recorded in the C-DELTA platform were analysed using both quantitative and qualitative methods. Findings revealed that while adoption of C-DELTA was a novel experience highly embraced by the participant teachers who were very motivated to implement it in their schools, various constraints have hindered its successful implementation. Despite facing challenges including inadequate ICT facilities, time constraints and limitation in English language competencies, 21 teachers who completed the project reflected that adoption of C-DELTA in the teaching-learning process has supported improving digital literacy among students and tea chers. For instance, concepts such as ‘digital foot print’ and ‘digital identity’ were found to be most effective in enacting changes in thinking and digital behaviour among both students and teachers. Overall, the implementation of C-DELTA has enhanced participant teachers’ digital education leadership skills, and provided them with an innovative avenue to promote digital education in their schools. // Paper ID 169
Open Access
Adoption of Semi-formal Mobile Processing Training for Enhanced Skill Acquisition in Girls and Women, Towards Employability, Better Livelihood and Inclusive Growth in Nigeria
(2019-09) Odunmbaku, Adiat A; Bakare-Aremu, Tunde A
Women and girls are most vulnerable in the society, most especially when considering the incidence of poverty. This follow a saying that, train a girl child and emancipate a Nation, if women or girls are well trained for commercial production purpose, a better livelihood and inclusive economic growth would be guaranteed, this is not because of their diligence but for their doggedness. A well-researched technique of production is necessary to replace the crude method inherited from older generation to enhance better productive delivery. In line with this assertion, this study empirically unleashed the willingness of women and girls in crude production of locust bean in the North-Central region of Nigeria to accept modern and more improved technique of production. This is made possible by using data collected from structured questionnaires and using both descriptive and analytical method of analysis. The study reveal that, the respondents are willing to accept new technique but at no cost of training. This study recommends that government, NGOs, development assistant partners, all have a big role to play in reducing the pain of poverty from these women and girls in Nigeria. // Paper ID 259
Open Access
Ageing Population Perceptions on Expected Learning Contents and Ageing-Centered Modes in the Six Geo-Political Zones of Nigeria
(2019-09) Ibrahim, Aminu K
The study adopted a descriptive, cross - sectional survey design. Randomization sampling technique was used to select 378 retirees from six State capitals in the six geo - political zones of Nigeria. The instrument for data collection was: Ageing Perceived and Expected Learning Contents and Modes Scale’ (APELCMS). The validity of the instrument was ensured through face and content validity and for the reliability, a pilot test was conducted and a test re - test was administered after three wee ks, yielded a correlation coefficient (r) of 0.811. Frequency count, percentage and t – test statistical method was used to analyse the data. Findings indicated that the mean age for the sampled from the six geo - political zones = 61.90 years, expected lear ning contents were, learning activities on demand and development for group with specific knowledge and abilities (59=15.61%), preventing security threat from neighbourhood and larger society (71=18.78%); modalities for starting a petty trading and skill a cquisitions for extra income (51=13.49%); diverse family and community roles (41=10.85%); ageing social and health care (65=17.19%); changes in legislations and policies (43=11.38%); unpaid careers and support institutions for the ageing group (41=10.85); coping with life after retirement (07=1.85), and the perceived ageing - centred learning modes indicated life - long open education and learning that provides for adult later life education (39=10.32%), technological innovations (59=15.61%), considers gender, culture and economic status (121=32.01%), government and non - government supports (119=31.48%) and life - long open education and learning that did not place complete priority on certificate and grade (40=10.58%). The finding also discovered a statistically s ignificant gender difference on the expected learning contents (t = 4.69 < 2.101) and statistically significant gender difference on ageing - cantered learning modes (t = 2.91< 1.957). Recommendations were made towards integration of individual ageing group perceived and expected learning contents and modes into the life - long open education and learning programmes in Nigeria and other similar areas. // Paper ID 52
Open Access
Alternative Learning Pathways: Participation of Girls in Education in Kajiado county, Kenya
(2019-09) Njue, Teresa
2015 deadline for achieving the Education For All (EFA) Goals of Education, revealed many countries were not on track to achieving the education targets rolled out in the Jomtien and reaffirmed in Dakar, Senegal in 2000. Today, the Sustainable Development Goal (SDG) 4: ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, is a roadmap to achieving the SDGs and ensuring that no one is left behind; especially girls and women. While the SDGs ensure prosperity for development for all, education has a multiplier effect on all other SDGs. The purpose of this study was to find out the participation of girls in education in Kajiado County. The study’s objective was to find out: the extent to which a school facilities, safe and protective school environment and distance enhances the participation of girls in public primary schools in Kajiado County. A descriptive survey research design for data collection was used. Simple and purposive sampling techniques sampled the respondents. Collected data was analyzed using SPSS software (Statistical Package for Social Sciences). The research findings revealed that a safe and protective school environment is fundamental for the holistic participation of girls in education while advocating for an enabling environment for lifelong learning that empowers people especially girls to allow them make life choices and increase their chances of employability to improve their livelihoods. The study concluded retention of girls at primary school has to be improved significantly to enhance their transition to secondary school and meaningful participation in higher education and particularly in TVET courses. It recommended the construction of facilities, establishment of more schools, better learner friendly school environment and establishment of innovative and specialized programs that increase participation of girls and women in education. The research findings will be valuable to the government, education stakeholders and education policy makers to inform and provide a basis for special focus on Women and Girls participation in education while contributing to sustainable development in the 21st century that is characterized by industrial revolution. // Paper ID 157
Open Access
Alternative Learning Platforms for Agri-Students through e-Mediation: An initiative of agMOOCs
(2019-09) Jirli, Basavaprabhu; Sarma, Birinchi Kumar; Singh, Abhishek
Agricultural education in India is offered through a network of 75 State Agricultural Universities, f ive Deemed Universities , four Central Universities with faculty of Agriculture, three Central Agricultural Universities and few privately owned colleges of agriculture affiliated to traditional sta te universities. Each Agricultural University has a number of constituent colleges. However, p aucity of quality faculty has remained an emerging issue. S pecialization of the faculty also matter s while imparting education. Providing q uality inputs to the learners spread over large geographical area demands e - Mediation. One such platform was created by Commonwealth of Learning (COL) and Indian Institute of Technology, Kanpur entitled “agMOOCs” in 2015 .The courses offered through the platform h a ve attracted participa nts from eve ry state of India and seven countries. The paper is a partial analysis of the efforts of agMOOC s in penetrating agricultural education system as an alternative platform for students of agriculture and allied sciences . More than tw o lakh learners have accessed courses so far . The feedback of learners is highly encouraging. So far the author s ha ve offered t hree courses in agMOOC s platform during 2017 and 2018 . The highest number of learners registered in a course was 48 84 . There is an increasing trend in number of registrations on the platform, which shows effectiveness of the course s and penetration among agricultural fraternity. Age of majority registered learners was up to 24 years (76 per cent). More than 65 per cent offered courses to enhance their knowledge. Home was the most preferred place of access (65 per cent). About 60 percent learners preferred the agMOOCs app to access course contents. Gender and preference of app are not independent of each other, Gender and age of participants are not independent, there was no association between range of learners and relevancy of quiz. There exists association between range of learners and pace of content delivery. //Paper ID 40
Open Access
An analysis of Heutagogical Practices Through Mobile Device Usage in a Teacher Training Programme in Malawi
(2019-09) Chimpololo, Andrew
Teacher education in Malawi is highly plagued by staffing challenges. According to the Malawi Education Sector Performance Report (MESPR), more than 60% of the teachers in secondary schools are unqualified (Ministry of Education Science and Technology [MoEST], 2015). The government of Malawi hires under-qualified and unqualified teachers to fill acute staffing gaps at the secondary school level (MoEST, 2015). Secondary school student-teachers are recruited either among fresh secondary school graduates or through upgrading schemes which target practicing, unqualified or under-qualified teachers who want to advance their qualifications. The staffing problem is further compounded by underfunding. A higher percentage of the 2014/15 budget appears to have been allocated to higher education (30% with about 12,000 learners) and secondary education (14% with about 761,000 learners) compared to basic education (53% with about 3,688,000 learners) although the overall allocation was insufficient (Nkhokwe, Ungapembe & Furukawa, 2017). The pupil-teacher ratio (PTR) at the secondary school level, which was 41:1 in 2015, is higher than the MoEST target of 20:1 (Index Mundi, 2017, sourced from the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics). The MoEST, through the National Education Sector Plan (NESP) for the 2008 – 2017 period, acknowledges that limited funding leads to inefficiencies that affect the quality of teacher education (MoEST, 2008). A poor learning environment in colleges impacts negatively on the preparation of teachers and demotivates potential student-teachers to enroll (see also Msiska et al., 2013). // Paper ID 286
Open Access
An Analysis of Intercultural Students' Self-Determination in Graduate Online Programmes: Implications for Praxis
(2019-09) Bissessar, Charmaine; Black, Debra; Boolaky, Mehraz
In this study, self-determination is considered to be the individual autonomy in the form of intrinsic motivation which propels the individual to work toward achieving a specific goal. The self-determination of online graduate students was studied in terms of the impact on autonomy, competence and relatedness to their persistence. Unique to this study was the assessment of the potential influence of socio-cultural factors with respect to self-determination. As most of the research regarding online university students’ persistence is generated from the US, Canada, UK and European countries assessing their own domestic populations, the global nature of this study provides a new perspective. Fifty-four online graduate students representing 26 countries (19 lesser developed economies and 7 developed economies) participated in the study. Collectivist versus individualistic cultures were equally represented. Self-determination Theory (SDT) was examined both in terms of the online classroom environment as well as overcoming life challenges for programme perseverance. A correlational matrix was used to test the null hypothesis formulated as ‘There is no statistical significance among the variables of autonomy, competence and relatedness with respect to a correlational matrix’. Results indicated that statistically significant correlations exist among the three variables, and thus the null hypothesis is rejected in these cases. With regards to the variables of autonomy and relatedness, a significant negative correlation exists. The findings indicate that the participants displayed strong internal locus of control, self-directed learning, competency and relatedness in attaining success within the online environment programmes. Thus, within the online environment, it is important for online lecturers to be aware of the different aspects of self-determination inherent in their students and how they can capitalize on them when posing critical thinking and problem-solving questions in the shared discussion forum. // Paper ID 12
Open Access
Application of Time Driven Activity Based Costing in Botswana Open University
(2019-09) Andalya, Eric; Lesetedi, Lesedi; Mohee, Romeela
Financial planning should be premised on the mission and vision of the University. To develop reasonable and accurate financial plans, the institution must balance the supply and demand sides of the financial resources, identifying the average cost of maintaining one student per annum. The costing units are measured in Time (practical hours for labour and non-labour factors). Human labour is the main resource of the University. The direct labour time spent to perform individual activities is used as a measure of activity amount and a basis for calculating costs. This paper reviews the application of Time Driven – Activity Based Costing BOU, as an alternative to the incremental method currently in use. It addresses two significant draw backs of incremental budgeting, the non-relationship between the budget and the organizational strategy and the imbalance between the demand and supply sides of the budget. From the experience at BOU University two conclusions can be made. At the Institutional level, time as primary cost driver allows allocating resource costs directly to objects. This enables management employ linear equations to explore variations in the demand for resource capacity for each variation in activity time. It facilitates calculation of program costs and variables important in management e.g. breakeven point of a program. At the national level, Government may consider funding specific activities based on actual budgets, recognizing that the University’s needs shift according to the dynamics in the higher education demand and advancement in technology, a key delivery mode at BOU. The state will know more accurately the actual cost for a student, the costs of infrastructure and equipment. Taking this approach, the State will be able to balance the increasing competing interests for public resources.// Paper ID 55
Open Access
Are Minimal Digital Technology-Enhanced Learning Devices, A Devil or Messiah to Perennial Problems in the Learning Institutions? A Case for Zambian Secondary Schools
(2019-09) Zulu, Charles
In 2014, the late Permanent Secretary in the Ministry of General Education in Zambia, Chishimba Nkosha pronounced that Information Communication and Technology (ICT) was a compulsory subject and examinable at Grade 9 although the subject was not going to be used for selection to Grade 10. This policy direction was pronounced in line with the revised curriculum. In November, 2015, several newspapers, mass media and the social media reported that thousands of children sitting for their Grade 9 ICT practical exams were forced to sit for their papers past midnight due to shortages of computers. The situation was further compounded by Zambia Electricity Supply Corporation Company’s load shedding as some schools did not have power from as early as 12.00 hours and power was only restored around 22.30 hours. Despite the pronouncement of making ICT as a compulsory subject at Grade 9, the presence and use of minimal technology enhanced-learning devices such as mobile phones in schools is a serious offence and that has led many learners to be expelled from school or being given force transfers. All public schools in Zambia debar the use of cell phones as they are perceived as distraction. Elsewhere, schools and universities are using these technologies to support learners and teachers.// In this paper, therefore, the theory of technology acceptance and various sub-themes have been discussed. The research is quantitative in nature and it is based on the understanding of the different approaches taken by different institutions on the topic of embracing technology-enhanced learning mobile devices in secondary schools. Literature of various studies which were undertaken, the benefits and challenges were investigated. // The research findings indicate that policy makers should consider introducing the use of mobile phones in secondary schools in order to enhance teacher-preparedness and learner-performance; provide technical and pedagogical support, and embark on ICT orientation meetings in order to enhance the understanding of the full potential of the minimal digital technology-enhanced learning mobile devices in education as opposed to perceiving them as distractions. Further, the government and cooperating partners in the education sector should consider investing in mobile learning. // Paper ID 192
Metadata only
Artificial Intelligence in Education: An Interview with Rose Luckin, Professor of Learner Centred Design, UCL Knowledge Lab
(2019-09)
This interview conducted by COL during PCF 9, explores how Artificial Intelligence (AI) is quickly moving into education, and not just in terms of technology that can support teaching and learning, but also in the way it is changing the nature of the world.
Open Access
Assessing Freshman ICT Literacy- A Case Study of UPNG Open College
(2019-09) Erapae, Tuai
Open Access
Assessing the Effectiveness of the Counselling Services at the Namibian College of Open Learning (NAMCOL)
(2019-09) Kloppers, L; Kavetuna, J; Nsinano, E
The Namibian College of Open Learning (NAMCOL), a state owned Open and Distance Learning (ODL) introduced counselling services as part of its learner support system in 2017. NAMCOL appointed counsellors in the northern, southern, central and northeastern regions to offer both individual and group counselling sessions. Each counsellor was assigned to one Block tuition centre. The academic tutoring and counselling sessions are offered during the school holidays. This study was conducted to assess the quality and effectiveness of the counselling services NAMCOL provides to its learners. // Focus group interviews was held with 9 learners during the tutorial sessions. Individual interview sessions was held with seven counsellors and three Head of Centres. Activity theory was used as a framework to analyse the collected data from the perspectives of the learners, counsellors and Head of Centres. // While the findings of the study showed that the learners who received counselling found the services helpful, a number of factors which hindered its effectiveness were identified. Firstly, not all the counsellors that were appointed were adequately qualified and trained to be professional counsellors. The counsellors were further not provided with a private office to conduct the counselling and that hindered learners from attending the sessions. Counselling sessions were allocated the same time slots as the classes which resulted in learners choosing to attend the classes instead of the counselling sessions. The limited time set aside for counselling prevented the counsellors from following-up with the learners to determine their progress after their first session. Some learners were not aware of the counselling sessions that were offered indicating that the marketing of the services was not adequate. A level of mistrust between learners and counsellors was identified. Learners indicated that unless they were reassured that what they shared would be kept in confidence, they would not be comfortable attending the sessions. A lack of understanding of the value of counselling and the cultural stigma of seeking counselling was also identified as a barrier to learners seeking counselling. // Since the psycho-social support that counselling provides is as critical as the academic support learners need to be successful, it is the recommendation of this study that NAMCOL provides regular counselling services to its learners and not just during the block tuition sessions. This study further recommends that learners be made aware of the counselling services that NAMCOL provides and the role counselling plays in their academic performance, appoint professional trained and experience counsellors, and allocate designated private spaces for the counselling session and ensure learners that information shared during a counselling session will be treated strictly confidential. // Paper ID 194
Open Access
Assessing the Needs of Industries to Enhance Graduate Employability - The Case of Mauritius
(2019-09) Gungea, Meera
The value of higher education and its relevance in sustaining global competitiveness are indisputable. However, while the achievement of formal degrees remains a priority, the employability of people depends a lot on skills they possess as well. In this competitive era, employers/industries demand cross-disciplinary intellectual skills and in-depth knowledge from graduates. The right people can easily integrate industries, and for this, they need to have both the right educational degree and skills required for that specific post/job. The underlying challenge is therefore, what employers think about the level and type of education being offered by higher educational institutions. // Graduate unemployment remains an alarming issue in many countries. Many graduates cannot find a job in their related field or as per their expectations (fulfilling job). While reasons why these graduates cannot be absorbed by the labour market are many, the most important concerns remain skills and attitudes (which graduates have or do not have) and the demand of the industry. For example, in one study, 96 percent of university presidents in the USA responded that they were adequately preparing graduates for the workforce; in contrast, only 33 percent of senior executives shared this opinion when asked about their views of university graduates (Bisoux, 2015). In another survey, 40 percent of employers in the US believe that there is a significant skills gap between graduates and entry-level requirements (McKinsey and Company, 2012). These findings are sad realities that can be avoided. Universities and other education institutions/ stakeholders have to be able or rather, be willing to respond to the changing market needs. Sustainable Development Goal (SDG) 4, which is about ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, is key to achieving the other SDGs. Hence, research on employability is of utmost significance to address SDG4, and ultimately, the other SDGs.// Paper ID 68