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- ItemOpen AccessPolicy Brief on Youth not in Education, Employment or Training(2024-10) Thomson, AnnAddressing Youth not in Employment, Education, or Training (YNEET) is a critical policy issue because of serious economic consequences such as lost productivity, social exclusion, permanent skill loss and inter-generational poverty. Current policies do not adequately address YNEET because they fail to identify at-risk youth and often do not reach young women and marginalised youth. There is a lack of coordination among stakeholders that hinders effective support and a focus on short-term outcomes over long-term solutions. This policy brief examines pathways to skilling and education for Youth NEET in the Commonwealth and provides recommendations for policies that will reduce inequality, improve health and well-being and increase youth civic engagement, especially for women, girls and persons with disabilities.
- ItemOpen AccessStatus of ICT in Education in Fiji(2024-10) Sharma, BibhyaThis report presents insights from an empirical analysis of survey-based responses from teachers and relevant stakeholders on the availability and use of digital tools and resources, existing ICT strategies and policies, and training and development provided to students, teachers, and management. Analysis of the data gathered from the survey shows that many schools in Fiji have access to digital tools such as devices, the Internet, and computer labs. There is also lack of digital tools and resources, appropriate training for students and staff. Stable Internet connection remains a persistent challenge for most rural, remote, and even urban schools in Fiji. Despite these challenges, teachers in many schools promote and encourage using ICT tools for learning. The study recommends that an ICT in education policy is needed for the education sector in Fiji to guide seamlessly integration of digital tools and resources in teaching and learning.
- ItemOpen AccessDirectory of Open and Distance Learning Institutions and Programmes in West Africa(2024-08) Regional Training and Research Institute for Distance and Open Learning (RETRIDOL); Commonwealth of Learning (COL)Background - Over the past two decades, Open and Distance Learning (ODL) in West Africa has experienced significant growth. The establishment of the National Open University of Nigeria (NOUN) marked a pivotal moment, leading to the emergence of numerous ODL higher education institutions. This expansion reflects broader acceptance and recognition of flexible learning modalities. However, a critical gap exists in the absence of a comprehensive directory cataloguing institutions providing ODL programmes in the West African sub-region. This deficiency hinders easy access to vital information about available opportunities for prospective students, educators, and policymakers. As distance education continues to gain traction across the region, there is an urgent need to address this gap by developing a comprehensive and up-to-date directory of ODL institutions and programmes. Objectives - The primary aim of this initiative is to develop a comprehensive and up-to-date directory of ODL institutions and programmes in the West African sub-region. The objectives include to: -Compile a comprehensive listing (meta-data) of ODL institutions operating within the West Africa sub-region -Document various programmes and courses, including levels of education (undergraduate, postgraduate, and professional development), accreditation status, and other relevant details. Scope - The directory covers ODL institutions across six commonwealth West African countries – Cameroon, Ghana, Nigeria, Sierra Leone, The Gambia and Togo.
- ItemOpen AccessDirectory of Open and Distance Learning Institutions and Programmes in the SADC Region, 2024(2024-09) Commonwealth of Learning (COL); Southern African Development Community Centre for Distance Education (SADC-CDE)With the support of COL, the SADC-CDE office in Gaborone, Botswana developed this Directory for Open Distance Learning (ODL) in the SADC region with a view to opening access to all aspiring ODL learners across the SADC region and beyond. The directory is intended to provide information on ODL institutions within the region, in terms of the country, programmes offered and their levels, institutions offering the programmes, language of instruction, as well as websites and other links where further information on the programmes could be accessed. This is the first attempt at developing a directory of such nature, thus, it is possible that the report may not adequately portray the actual picture on the ground. Nonetheless, it is hoped that the directory will be a step in the right direction, in terms of opening learning opportunities to individuals who may want to extend their education beyond conventional institutions. The directory will go a long way towards cutting expenses for those who would have otherwise travelled physically to member states to enquire about available ODL opportunities. Most importantly, it would enhance the drive towards regional integration and cooperation in education amongst the member states. This report serves as a baseline for future reports and directories of Open and Distance Learning institutions within the SADC region.
- ItemOpen AccessMicro-Credentials as Catalysts for Supporting Strategic Development Goals in Education in the Commonwealth Caribbean, 2024(2024-08) McGreal, Rory; Commonwealth of Learning (COL); the Caribbean Examinations Council (CXC)The Commonwealth of Learning (COL) and the Caribbean Examinations Council (CXC®) spearheaded an initiative to explore the integration of micro-credentials (MCs) in the Caribbean region’s educational infrastructure. The initiative comprises five phases – research, analysis, policy support, regulation capacity building, and education system integration – to enable the education ecosystem in the region to introduce and standardise the adoption of MCs in the secondary and post-secondary levels. This report covers Phase 1 of the project, the scoping study, which explores the adoption and potential impact of MCs across several Commonwealth Caribbean countries, with a focus on their application in democratising education and enhancing regional development. MCs offer a promising avenue for supporting educational goals in the Commonwealth Caribbean by providing flexible, targeted learning opportunities aligned with specific skills and contemporary needs. Effective implementation will require collaborative efforts to overcome existing barriers and fully harness the potential of MCs to transform the Caribbean region’s educational landscape.