Technology-Enabled Learning in the Commonwealth Caribbean Countries: A Baseline Study

Abstract

This baseline study of technology-enabled learning (TEL) in the 12 Caribbean countries of the Commonwealth included the review of published reports, unpublished studies and other available documentation in print and online, as well as consultation with Commonwealth of Learning Focal Points, ministry personnel in the respective states, and others actively or recently involved in implementing, supporting or studying TEL in the Commonwealth Caribbean. All of the 12 countries use information technology to support their communications systems, and most have an established and fairly recent information and communication technology (ICT) policy. However, only five of the countries have developed a separate ICT in Education policy to address the integration of ICT in the curriculum, although two other countries have incorporated an ICT in Education policy directly into their ICT policy, so could also be said to have an articulated ICT in Education policy. Policies addressing the use of open educational resources (OERs) and open licensing are very few in these countries, and the available documentation suggests a general lack of awareness about open licensing. Both to increase the use of ICTs in education and to promote the development of OERs and open licensing, countries have identified the increased need for training of teacher trainers, teachers and policy developers in these skill areas.