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Scaling Up Teacher Continuous Professional Development (CPD) Using Open and Distance Learning (ODL): A Case Study of Five Selected Schools in Maun, Botswana
Abstract
This paper investigates the potential for scaling teacher Continuous Professional Development (CPD) using Open and Distance Learning (ODL) modules aimed at enhancing digital literacy in Botswana. As technology becomes increasingly integrated into education, there is a growing need to ensure that teachers remain current, effective, and relevant. Traditional CPD models often face limitations in accessibility, scalability, and flexibility. This study explores how ODL can bridge these gaps, especially for teachers in remote regions, by providing high-quality, accessible professional development resources. Using a mixed-methods approach, the study captures teacher perceptions and experiences with digital platforms and ODL in Maun, a district selected for its strategic relevance and recent partnerships supporting national CPD initiatives supported by the Commonwealth of Learning (COL).
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 9446
Country
Botswana
Region
Africa
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Adobe PDF, 382.1 KB
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)