OAsis, COL's Open Access Repository

Welcome to OAsis, Commonwealth of Learning's online institutional repository
for learning resources and publications.

Recent Submissions

Item
Open Access
Programme Achievement 2023-24
(2024-06) Commonwealth of Learning (COL)
The Commonwealth of Learning Programme Achievement Report for 2023-2024 as presented to the Board of Governors.
Item
Open Access
Policies, Pedagogies and Technologies to Complement MOOCs for Teacher Professional Development
(2024-07) Traxler, John; Ogange, Betty; Commonwealth of Learning (COL)
This report explores innovative uses of digital technology to support and deliver teacher development in low-income countries and disadvantaged regions while utilising global MOOC provision. The report emphasizes flexibility, sustainability, and cultural sensitivity through social media, emerging pedagogies, and technological solutions. It addresses the challenges of delivering scalable, cost-effective solutions while working with diverse, hard-to-reach communities. Recommendations include the need to promote resilient, adaptable learning that avoids privileging already advantaged groups. Strategies include improving MOOC platforms, leveraging local technologies, and developing community-specific resources. The report, co-authored by Professor John Traxler and Dr Betty Ogange, underscores the need to decolonize the curriculum and emphasizes a gradual, inclusive approach to change. It aims to balance global digital resources with sustainable local practices, encouraging lifelong learning and professional development for teachers in underserved areas.
Item
Open Access
Policies and Practices in Open, Distance and Technology-Enabled Learning in Teacher Training in Kenya
(2024-07) Gacicio, Esther; Commonwealth of Learning (COL)
This report explores ODL policies and practices in pre-service and in-service teacher training for pre-primary, primary, secondary, and tertiary levels in Kenya. The report examines the vital role of education and training in achieving Kenya Vision 2030 in order to transform Kenya into a middle-income country. Various institutions and stakeholders, including the Ministry of Education (MoE) and the Teachers Service Commission (TSC), contributed to the report. It highlights challenges in the uptake of the Teacher Professional Development (TPD) programme and also discusses the establishment of the Open University of Kenya to promote Open, Distance, and E-Learning (ODeL) methods. Despite existing policies and frameworks, gaps remain in quality assurance, digital literacy, infrastructure, and support systems. This necessitates further policy interventions for the effective integration of ODL, TEL, OER, and MOOCs in teacher training.
Item
Open Access
Policies and Practices in Open, Distance and Technology-Enabled Learning in Teacher Training in Ghana
(2024-07) Danso, Humphrey; Commonwealth of Learning (COL)
This report is a review of the policies, frameworks, and resources for open and distance learning (ODL) in teacher development in Ghana. It is intended to inform national capacity building and policy development in open, distance and technology-enabled learning (TEL) in pre-service teacher training and in-service professional development. The study examined decision-making processes in teacher training and summarised key findings. The report identifies several issues, including inadequate policies and resources for ODL and TEL, lack of a blended learning policy in Colleges of Education and absence of a teacher qualification framework to support regional mobility, among others. Recommendations include formulation of ODL and TEL policies, providing necessary resources, creating a qualification framework with regional collaboration, increasing access to pre-service programs to meet teacher demand, and establishing an interactive teacher database for resource and data sharing.
Item
Open Access
Quality Assurance in Distance Education: The University Council of Jamaica’s Guides in Implementing the Distance Education Standards, 2022
(2024-07) Commonwealth of Learning (COL); University Council of Jamaica (UCJ)
To improve national capacity in implementing the Distance Education Standards (2022), COL supported the University Council of Jamaica (UCJ) in developing a two-part training toolkit – a Facilitator’s Guide and a Learner’s Guide – for use by higher education institutions to explore problems and to find solutions to quality assurance issues when delivering distance education programmes.