Partnerships, Innovation Build Healthy Communities

NEWS FROM THE COMMONWEALTH OF LEARNING FEBRUARY 2012 vol.17, no. 1

COL Learning for Development

4 PARTNERSHIPS, INNOVATION BUILD HEALTHY COMMUNITIES

COL IN ACTION: COL emphasises programmes that are local, collabo- • The Kenya Community Media Network, working FOSTERING GOVERNMENTAL rative and participatory. Radio and mobile phones are with Farm Radio International, picked up COL’s SUPPORT FOR OER the primary vehicles used, supported by face-to-face training module on Integrating Mobile Telephony discussions and efforts by community partners to and carried out a workshop for media and com- encourage participants to adopt healthy practices pro- munity development groups in Nairobi, Kenya in 8 moted in the learning programmes. November. More than 700 people, almost half of them women, • Staff from the Caribbean Institute of Media and IN FOCUS: have taken part in COL-sponsored training related to Communication (CARIMAC) in Jamaica worked MEASURING THE IMPACT OF the design and delivery of community learning pro- with the Ministry of Health and local stakeholders LIFELONG LEARNING FOR FARMERS grammes during the current Three-Year Plan, 2009- to design a community learning programme about 2012. The programmes are based on strong maternal health in Dangriga, Belize. partnerships, particularly at the local level. A total of CONTINUED ON PAGE 2 13 48 community groups in 10 countries are harnessing the potential of non-formal open and distance learn- EVENTS: ing (ODL) to promote healthy communities. ASHA KANWAR APPOINTED INTEGRATING ICT IN HIGHER Most recently, in September 2011, participants EDUCATION from 14 Commonwealth countries took part in a PRESIDENT OF COL meeting of community learning partners in Cape Professor Asha Kanwar, one of the world’s leading Town, South Africa. In addition to sharing best prac- advocates for learning for development, and cur- tices and mapping out future plans for COL’s Healthy 16 rent Vice President of COL, has been appointed Communities initiative, the partners made impor- President and Chief Executive Officer. She suc- ED-TECH NEWS: tant connections that are already leading to greater TABLETS TRANSFORM ceeds Sir John Daniel, whose term as COL’s Presi- “south-south” co-operation. eREADER MARKET dent ends on 31 May. The week-long Cape Town meeting focused on the Dr. Kanwar has over 30 years of experience in use of media for non-formal learning about commu- NEWS.....2 teaching, research and administration. In addition nity health and development, particularly in resource- to the several books, research papers and articles COL PARTNERS. . . .12 poor settings. to her credit, she has made significant contribu- EDITORIAL. . . .12 Increasingly, COL’s Healthy Community partners tions to gender studies, especially the impact of PEOPLE. . . .13 – national and regional media, health and develop- distance education on the lives of Asian women. ment groups – are collaborating among themselves, CONTINUED ON PAGE 2 NEW RESOURCES. . . .15 sharing resources and best practices. NEWS

PARTNERSHIPS, INNOVATION BUILD HEALTHY COMMUNITIES CONTINUED FROM COVER

• The Media and Training Centre for Health in South Africa is The growing presence of mobile phones is proving to be a game working with the Health and Social Development Association of changer for educational broadcasting and community learning pro- Sierra Leone to design a community learning programme about grammes, as it is in other fields, providing increasing alternatives for water and sanitation in Kailahun District. interactivity and vastly improving marketing and assessment. • Maraa, a media and arts collective based in Bangalore, India, and the Regional Media Centre of the Secretariat of the Pacific ONLINE COMMUNITY LEARNING TOOLKIT Community collaborated with the World Association of Community Delegates at the Cape Town workshop provided input for an Online Radio Broadcasters (AMARC) to run a “training of trainers” Community Learning Toolkit, which will help media and com- workshop on developing participatory learning programme in munity groups develop participatory learning programmes. The Bangkok in December. Toolkit will walk groups through the steps of the programme development process, outlining best practices from existing programmes. COMBINING RADIO AND mLEARNING The beta version of the Online Toolkit was launched at the end Educational broadcasting on local radio has several distinct advan- of 2011 and will be freely available on COL’s website later this year. tages over face-to-face learning including: COL and its partners are also collaborating with Farm Radio In- • Accessibility: Learners only need access to a radio and don’t need ternational Canada to develop a distance training course on develop- to travel to physical learning centres. Audio lessons overcome ing regular farm radio programmes for rural communities. Aimed at literacy challenges, and well-produced radio is a hugely popular radio broadcasters in sub-Saharan Africa, the 10-week course will be and engaging medium. open for registration in April with a start date in July 2012. • Opportunities for participation: Community groups and individu- Find information about COL’s Healthy Communities als can be involved in designing and delivering learning content, programmes, reports, articles and other resources at which builds capacity and ensures relevance for a local audience. www.col.org/HealthyCommunities and www.facebook. • Affordability: Community radio can communicate with a large com/COL.HealthyCommunities. The beta version of number of people at a relatively low cost and build local capacity the Online Community Learning Toolkit is at in communication for development and education. http://clptoolkit.pbworks.com.

ASHA KANWAR APPOINTED PRESIDENT OF COL CONTINUED FROM COVER

She is also a recipient of several awards and fellowships, including learning at UNESCO’s Regional Office for Education in Africa the International Council for Distance Education (ICDE) Prize (BREDA) in Dakar, Senegal. of Excellence. “I am very pleased that Asha will succeed me,” said Sir John “I am delighted by the Board’s appointment of Professor Kan- Daniel. “In her years at COL, as Specialist for Higher Education war as President of our organisation,” noted the Honourable and, since 2006, as Vice President, she has made an immense con- Burchell Whiteman, O.J., Chair of COL’s tribution, bringing greater focus to our Board of Governors. “With her profound programme and inspiring many more gov- knowledge and rich experience of open ernments to support COL financially. I am and distance learning and her vision for delighted that COL will have a woman as COL in the medium term, I expect that president for the first time.” she will take COL to a new level through “COL is a unique organisation which a process of significant and sustainable has the ability to respond to the needs of a evolutionary change. Her personal attri- wide range of stakeholders,” said Professor butes and her international profile should Kanwar, “from the Batwa community in prove to be valuable assets.” the forests of Uganda, the rural women in Professor Kanwar joined COL in 2003 Malawi, goat herders in India, construction as Education Specialist, Higher Educa- workers in Nauru, out of school youth in tion, and became Vice President in 2006. Jamaica to ministries and tertiary institu- Her current role includes specific respon- tions across the Commonwealth. Being sibility for stakeholder engagement and programme direction. relevant to such a diverse constituency and delivering on results is Earlier, she was Director of the School of Humanities at the In- both a challenge and an opportunity that I look forward to.” dira Gandhi National Open University (India) and was Pro-Vice Former Presidents include Tan Sri Dato’ Emeritus Professor Chancellor of the University from 1999 to 2000. Prior to joining Gajaraj Dhanarajan (1995–2004) and Professor James Maraj COL, she worked in Africa as a consultant in open and distance (1989–1995). www.col.org/akanwar

2 CONNECTIONS COMMONWEALTH OF LEARNING NEWS AUSTRALIA FOCAL POINTS MEETINGS REJOINS COL CONTRIBUTE TO NEW THREE-YEAR PLAN Australia has rejoined COL as a major fund- COL met with its Focal Points ing partner. The announcement was made by in Asia and the Pacific in Sep- Australia’s then Foreign Minister, the Hon- tember and November 2011 ourable Kevin Rudd, at the Commonwealth respectively. In addition to Heads of Government Meeting (CHOGM) sharing details of COL’s work in Perth, Australia in October. COL’s core in the region and through- funding is provided through contributions out the Commonwealth, the from Commonwealth member states. In meetings gathered input from 2010-2011, 44 of the Commonwealth’s 54 Focal Points to help guide countries provided funding to COL, with COL’s next Three-Year Plan, six countries – Canada, India, New Zealand, 2012-2015. Nigeria, South Africa and the United King- The Asia Focal Points Meet- dom – designated as major funders. ing took place at Wawasan www.col.org/AustraliaRejoins Open University (WOU) in Penang, Malaysia from 25-27 September. Co-hosted by WOU and the COL Honorary Advisors – Dr. Caroline Ministry of Higher Education, the meeting Seelig and Ms. Jenny Williams. brought together representatives from COL COL held Focal Point meetings in all COL RIM and its regional agency, the Commonwealth four regions of focus for the Common- Educational Media Centre for Asia (CEM- wealth in 2011. These meetings make a SUPPORTS QA IN CA), with Focal Points from Brunei Darus- valuable contribution to COL’s relationships salam, India, Malaysia, Maldives, Pakistan with key individuals in member states while EIGHT UNIVERSITIES and Sri Lanka. The discussions included also offering each country the opportunity recognition of CEMCA’s contributions in to identify their needs and priorities in the COL’s Review and Improvement Model community radio, quality assurance, open areas of COL’s mission. (COL RIM) for effective quality audits in schools, higher education and training for A draft Three-Year Plan, 2012-2015 was higher education institutions is being used people with special needs. submitted to COL Board members and to support quality assurance (QA) in eight Seven of 10 Pacific countries were repre- Focal Points, and was made available for Commonwealth universities. sented at the Pacific Focal Points Meeting comment through the COL website, in The National Institute of Health and So- in Auckland, New Zealand from 1-3 No- December and January. Feedback will cial Studies, Seychelles completed its COL vember. The meeting was co-hosted by The help craft the final version, which will be RIM implementation in November. The Open Polytechnic of New Zealand and the approved by COL’s Board at its June meeting University of Guyana and Seychelles Insti- Wellington Institute of Technology. The and presented to Commonwealth Education tute of Management have both completed meeting was enhanced by the participation Ministers at their triennial conference in the last phase of the COL RIM process, the of COL’s Board Chair, the Hon. Burchell Mauritius in August. final verification visit. The COL RIM imple- Whiteman, the Board member for New www.col.org/FocalPoints mentations in Seychelles and Guyana were Zealand, Dr. Linda Sissons, and two local www.col.org/Draft3YP funded by the Commonwealth Secretariat. The COL RIM process has started at two Indian universities: Symbiosis International University and Yashwantrao Chavan Maha- COMMONWEALTH EXECUTIVE rashtra Open University (YCMOU). The University of Lesotho and two state MBA/MPA PROGRAMMES UPDATED open universities in India (Uttarakhand COL’s Commonwealth Executive Masters in Penang, Malaysia in November brought Open University, Dehradun and Vardhaman of Business Administration (CEMBA) and together 20 tutors from seven countries to Mahaveer Open University, Kota) are in the Masters of Public Administration (CEMPA) focus on teaching using case studies. In ad- planning stages and will start their COL programmes contribute to building the skills dition to familiarising participants with the RIM audits in 2012. COL plans to support of business and government professionals in case method of teaching, the workshop pro- the introduction of COL RIM at several developing countries. The CEMBA/MPA vided training in how to develop effective more Commonwealth universities in 2012. programmes are offered by nine partner in- teaching strategies and using case studies The COL RIM package, consisting of stitutions across the Commonwealth. for assessment. a conceptual framework and handbook, is Several courses in both programmes have Participants were given workshop materi- freely available from COL. been rewritten and updated. In addition, als and encouraged to cascade training to www.col.org/COL-RIM COL is helping to improve learner support. other tutors upon their return home. A workshop at Wawasan Open University www.col.org/cemba

FEBRUARY 2012 3 COL IN ACTION FOSTERING GOVERNMENTAL CEMCA DRIVES SUPPORT FOR OER COMMUNITY RADIO GROWTH IN INDIA

A national advertising campaign has created renewed interest in community radio in India. COL’s regional agency, the Common- wealth Educational Media Centre for Asia (CEMCA), is responding to hundreds of phone calls and Internet inquiries as a result of ads in more than 40 national and regional newspapers in December and February. The number of community radio stations in India has risen from 13 in 2007 to 125 in 2011. The Government of India has received more than 900 additional applications, of which some 350 have been approved. But last year there was a sudden drop in the number of applications. Many potential applicants were deterred by the THE REGIONAL POLICY FORUM IN BARBADOS IN JANUARY BROUGHT TOGETHER EDUCATORS FROM ACROSS THE CARIBBEAN complex licensing process. As the preferred partner for the Govern- COL and UNESCO have embarked on a inventory of government policies and inten- ment of India’s Ministry of Information major initiative to encourage more govern- tions concerning OER and open access. and Broadcasting for its community radio ments to adopt policies that encourage open The partners are also hosting six Regional outreach activities since 2007, CEMCA educational resources (OER). “Fostering Policy Forums. The first was held in established a Community Radio Facilitation Governmental Support for OER Interna- Barbados in January. It was followed by Centre (CCFC) last year. Funded by the tionally” seeks to increase understanding Africa in February and then Latin America in Ford Foundation, CCFC acts as a “one- by governments of the significance of OER March, Europe, Asia and the Pacific in April stop shop” for information and resources and gather support for the principle that the and the Arab region in May. The Regional about navigating the community radio li- products of publicly funded work should Policy Forums are profiling local in- censing process and establishing a successful carry open licenses. stitutions and individuals who are using community radio station. This new initiative builds on awareness- OER to make a difference. Government CCFC’s goal is to support at least 100 raising work in a previous partnership with officials have an opportunity to discuss applicants in launching new community UNESCO, “Taking OER beyond the OER OER policies and provide input for a radio stations in the next two years while Community”. Launched in 2010, that effort joint declaration on OER. The project also helping existing community radio sought to increase understanding of OER will culminate in the presentation of stations build a solid infrastructure and by educational decision makers and qual- that declaration, known as the Paris develop capacity in radio production skills. ity assurance experts so as to promote their Declaration, at UNESCO’s World OER www.ccfcindia.net wider use. It focused on higher education Congress in June 2012. www.cronlineindia.net institutions – universities located in Africa, Drafting of the Paris Declaration is being www.mib.nic.in Asia and the Pacific. guided by an International Advisory and Li- www.cemca.org Current activities related to “Fostering aison Group. This group, which held its first Governmental Support for OER Interna- meeting in Paris in December 2011, is com- tionally” include surveying governments prised of representatives from UNESCO’s worldwide, hosting regional meetings and electoral groups, several non-governmental NEW COL VIDEOS organising a World OER Congress in June organisations (including Creative Commons Among the increasing number of COL 2012. and OER Africa) and intergovernmental videos available is a new series featuring in- Both COL and UNESCO are conduct- organisations (such as the Organisation for terviews with international experts conduct- ing surveys with their member states that Economic Co-operation and Development). ed during the Asian Association of Open will form the basis of a comprehensive University (AAOU) annual conference 2011 www.col.org/oercongress in Penang, Malaysia in September 2011 and www.col.org/blog156 a series prepared for Open Education Week, 5–10 March 2012. A speech about the initiative presented to the Creative Commons Global Summit in Warsaw, Poland by Ms. Stamenka Uvalic´ -T r u m b i c´ and COL President Sir John Daniel, September 2011: www.col.org/ www.col.org/videos speeches11

4 CONNECTIONS COMMONWEALTH OF LEARNING COL IN ACTION EXPANDING TVET IN THE PACIFIC

COL’s Skills Development initiative is leading several activities in the Pacific region aimed at expanding technical and vocational education and training (TVET) through the use of flexible learning approaches.

ACCESSING FLEXIBLE LEARNING OPPORTUNITIES ODL BROADENS REACH OF TRAINING FOR WOMEN COL commissioned a study about national policy and The Secretariat for the Pacific Community (SPC) has been providing skills implementation of open and distance learning (ODL) training to 30 Pacific women each year since 1963 through a seven-month and use of information and communication technol- full-time Certificate in Community Development programme. COL is ogy (ICT) in TVET in the Pacific. Conducted by The working with SPC to convert this to an open and distance learning (ODL) Open Polytechnic of New Zealand, the study examined programme, which will expand its reach to more women and to men as well. opportunities for flexible learning approaches to TVET Three workshops facilitated by COL in 2011 introduced staff at SPC’s in nine Commonwealth Pacific countries. Community Education Training Centre (CETC) to ODL principles and While almost all countries identified TVET as an practices. CETC staff and partners examined the use of different educa- important part of their education strategies and there tion media and technology, quality assurance, the use of open educational are regional policies about open and flexible TVET, resources (OER) and developing a pilot programme. Along with their part- there seems to be little activity related to these poli- ners from the Vanuatu Rural Development & Training Centres Association cies, the study found. The report suggests possible (VRDTCA), the CETC team has also been trained in distance learning actions COL can take to support flexible TVET in course writing, assessment and tutor training. the region, including several initiatives already being CETC and VRDTCA will launch their pilot ODL programme in two implemented in Africa, such as leadership training, as- centres in Vanuatu in 2012 to widen access to skills training in community sistance with ICT infrastructure and capacity building development work. The plan is to roll out the programme to other Pacific in ODL course development. nations. National institutions that partner with CETC will also develop COL is circulating this report among Pacific part- capacity in ODL skills training. ners for input before finalising plans to support flexible approaches to TVET in the region. It is also available on the COL website. www.col.org/SkillsDevelopment www.col.org/consultancies

CONCRETE RESULTS IN NAURU Like many Pacific island nations, Nauru has a pressing need for skills training. Only 11 per cent of males and 15 per cent of females complete secondary education. Traditional skills, such as building traditional dwell- ings, are being lost as the nation focuses on modernisation. A recent Skills Development initiative that implemented two of COL’s Basic Trades courses produced dramatic results in Nauru. The Ministry of Education provided support for the training programme, which included the “Literacy for the Basic Trades” and “Working with Concrete” courses. More than 200 learners between the ages of 16 and 35 enrolled in the programme, which ran from April to June 2011. More than three-quarters of them completed both • Community bus stands, In addition, several old houses were courses. • A pig sty, repaired. As part of their training, learners par- • A school tuck shop base, Nauru now has 167 young people who ticipated in a number of community projects • A church bell hut, are qualified to work with concrete as a re- aimed at alleviating overcrowded housing sult of this training initiative. • A barbeque stand for the community and inadequate infrastructure on the island. hall, and The Ministry of Education has expressed The projects included building: interest in providing another Basic Trades • A foundation for a community meeting • A community playground, course, “Working with Timber”, to expand venue. • A community water tank base and shower, skills development in Nauru.

FEBRUARY 2012 5 COL IN ACTION MOBILES IN LEARNING: LEADERSHIP FOR HIGHER AVOIDING “WALLED GARDENS” EDUCATION IN SMALL STATES By Dr. Venkataraman Balaji Director, Technology & Knowledge Management

There have been some challenges to achieving the full results of the Education for All campaign, not least of which is the recent economic crisis affecting many countries. One promising development, however, is in the fact that there are now over 5.3 billion mobile telephone subscribers in the world, compared to less than one billion six years ago. Mobile telephony is a great opportunity to expand access to education, especially in the developing world. Indeed, mobile learning may alter traditional approaches to education. UNESCO convened a Mobile Learning week in December 2011 to review developments and possibilities in mobile learning, and to initi- ate conversations among various stakeholders. Two key events were

the expert group meeting and a conference on new advances in mobile THE 12-DAY VUSSC WORKSHOP WAS HELD AT THE NATIONAL INSTITUTE OF EDUCATION learning. The latter event included a marketplace for invited partners (NIE) INTERNATIONAL IN SINGAPORE FROM 17 NOVEMBER TO 2 DECEMBER 2011 to demonstrate their products or platforms for mobile learning. Improving educational leadership in higher education institutions The expert reviews covered the standard UNESCO regions, in small states of the Commonwealth was the focus of a workshop based on inputs from questionnaire-based surveys. Mobile technol- hosted by COL and the Singapore Ministry of Foreign Affairs. The ogy is dynamic, and several countries are actively pursuing many workshop is an initiative of the Virtual University for Small States development goals using this technology so a comprehensive syn- of the Commonwealth (VUSSC) to build capacity among tertiary thesis was not easy to achieve. Unfortunately several large develop- education providers in its 33 member states. The Singapore Minis- ing countries that have done significant work in the use of mobile try of Foreign Affairs has hosted some ten VUSSC-related activities technology for both formal and informal education and develop- since 2005. ment did not participate in the survey. At the Singapore workshop, 23 senior level educators represent- What emerged from the meetings is the importance of weaving the ing 16 small states explored current issues, policies and technolo- open part of the Web space and the open parts of mobile technology gies affecting the management of educational institutions. Their together to develop sustainable and affordable mobile learning solu- discussions culminated in the creation of a set of educational leader- tions. The phenomenal growth in the use of mobile technology has ship training materials. The eLearning materials will be published been spearheaded by innovations in the for-profit sector, facilitated by on the VUSSC and COL websites as open educational resources far-sighted public policies in many countries. To harness mobile tech- (OER) for use and adaptation by individuals and institutions. nology specifically for expanding access to education, however, means This event marks another first for VUSSC and was one of its that affordability and sustainability should be important criteria in most ambitious workshops ever. The educational leadership pro- project design. This is why solutions that are not tied to one set of gramme will consist of six courses with two exit points – at the handheld devices (ordinary or smart-phones, tablets or eReaders) or post-graduate certificate level and at the Master’s degree level. bound to particular carriers are important. VUSSC is a network of small countries committed to the col- To judge by the UNESCO marketplace, not many developers are laborative development of free content resources for use in an coming forward with such solutions. Sir Tim Berners-Lee, writ- educational context. It is led by a Management Committee with ing on the occasion of the 20th anniversary of the invention of the representation from all regions of the Commonwealth, with sup- web, pointed out that the openness of the web architecture, the key port from COL. The VUSSC website is a gateway to information factor in driving its exceptional growth, was coming under threat that provides access to free online learning materials that have been with many “walled gardens” appearing in the web space, preventing developed by and for small states of the Commonwealth. The web- open access unless a user subscribed to a service. His warning also site also features an eLearning platform that provides participating applies to the mobile learning space. countries and institutions with access to (currently) seven eLearning COL was represented at these events and the Learning through programmes that they can offer with the support of COL. Interactive Voice Educational System (LIVES) software was dem- The National University of Samoa (NUS) has started to use the onstrated, generating much interest. LIVES is a mobile learning VUSSC Diploma in Agriculture programme that was developed in software application developed at the University of British Colum- Maldives in March 2010. After some contextualisation, NUS has bia in partnership with COL. It was one of the small number of integrated elements of the programme into its Diploma in Teacher applications that was built entirely on the open aspect of Web space Education for learners who want to become agricultural teachers. and the open aspects of mobile technology. For more information about accessing VUSSC programmes, con- http://lives.cs.ubc.ca tact Mr. John Lesperance, COL’s Education Specialist, VUSSC at [email protected]. “Is Mobile Technology Serving Development www.vussc.org Needs?” on COL’s blog: www.col.org/blog157

6 CONNECTIONS COMMONWEALTH OF LEARNING COL IN ACTION EXTENDING OPEN SCHOOLING ACROSS THE PACIFIC

Each country took part in exercises in objective setting, identifying activities for each objective, costing the activities and determining monitoring strategies. Par- ticipants confirmed their commitment to open schooling as an essential investment to provide “second chance” education to students who have dropped out of formal schooling – either to gain secondary school qualifications or to learn skills that will lead to employment. “Our partners in the South Pacific compared establishing open schools to making a tapa cloth,” said Ms. Frances Ferreira, COL Education Specialist, Open School- ing. “It is a long and arduous process that THE NEW OPEN SCHOOL IN KIRIBATI involves pounding the inner bark of the COL’s Pacific Island Open Schooling Project Planning is also underway for a new open mulberry tree until it becomes flat, before is supporting the expansion of open school- school in Solomon Islands to serve out-of- being joined together. When the islanders ing in the Pacific region and currently in- school youths. Training for school managers thonk (beat) the tapa mallet, the sound of cludes the establishment of three new open and enrolment of students is commencing beating mallets creates a concert. Kiribati, schools. All three open schools – in Kiribati, in 2012. Solomon Islands, and Tonga have started Solomon Islands and Tonga – are focusing The new open schools are phase two of the open schooling rhythm and we are con- on providing “second-chance” education COL’s three-phase Pacific Island Open fident that the beat will be heard across the for school dropouts and unemployed youth. Schooling Project. The first phase, a region.” Local University of the South Pacific (USP) study on “Open Schooling as a Strategy The Pacific Islands Forum Secretariat is campuses are leading implementation of the for Second-Chance Education in the also helping to provide guidance for the new open schools. Pacific”, explored the need and potential expansion of the open schooling initiatives. The Kiribati Open School officially of open schooling in 11 Pacific nations. “The support and leadership of USP opened in September 2011 and operates The third phase, region-wide expansion of in the project is appreciated,” explained through two centres. There are currently open schools, moved forward with a re- Mr. Filipe Jitoko, Social Policy Advisor, 68 students working towards their Kiribati gional open schooling forum in November. Pacific Islands Forum Secretariat. “The National Certificate. Representatives from USP and Mi istries partnership with COL brings international The Tonga Open School is providing of Education in nine Pacific countries took standing to the initiative and support for Maths and English courses. The 26 stu- part in the forum at the USP Campus in capacity building at country levels. The dents enrolled in the open school include Nuku’alofa, Kingdom of Tonga. Pacific Islands Forum Secretariat will con- current students and students sitting for Participants learned about the experiences tinue to provide the linkages and ensure examinations, employed young people who of establishing open schools in Kiribati, that the outcomes support the education want to improve their qualifications and un- Solomon Islands and Tonga, with additional and social goals of countries and its overall employed young people. The Tonga Open input from COL about other experiences in impact on regional efforts.” School operates out of Tonga College. the Commonwealth. OPEN SCHOOLING EXPANDS IN THE CARIBBEAN COL is continuing its support of the Faculty members from the National Open School of Trinidad & Tobago University of Belize also attend- (NOSTT), which it helped to launch in 2007. ed the workshop in Port of Spain. Ms. Frances Ferreira, COL Education Spe- The University is developing a pro- cialist, Open Schooling conducted a moni- posal to establish an open school in toring and evaluation workshop for NOSTT Belize and COL has committed to pro- staff members in September 2011. Participants viding ongoing support. learned about further integrating technolo- COL is also assisting with a new gy in their work and were introduced to the open school in The Bahamas. Ms. OPEN SCHOOLING WORKSHOP AT NOSTT IN PORT OF SPAIN OpenSchoolingConnect online platform. They Ferreira conducted an open schooling developed monitoring and evaluation frame- workshop in September that included repre- pals and district officers. Workshop participants works for different sections of NOSTT using a sentatives from the Ministry of Education and refined the draft proposal and developed an ac- results-based management framework. The College of The Bahamas, school princi- tion plan for establishing an open school.

FEBRUARY 2012 7 IN FOCUS

MEASURING THE IMPACT OF LIFELONG LEARNING FOR FARMERS

COL’s Lifelong Learning for Farmers (L3 THE VIDIYAL EXPERIENCE Tamil Nadu Veterinary and Animal Sciences Farmers) programme was introduced in COL began working with VIDIYAL, a University (TANUVAS) is a source of up-to- India in 2004 and has since been launched non-governmental organisation in the date information about goat rearing. in communities in Africa, Asia, the southern part of India, in 2008. VIDIYAL Caribbean and the Pacific. COL recently has worked with a federation of women’s mLEARNING AND GOAT REARING commissioned a longitudinal study about self-help groups called Vidivelli for more This L3 Farmers initiative was launched in the impact of an L3 Farmers initiative in than 20 years. the Theni district in 2009. In common with Tamil Nadu, India. That study, summarised In response to interest from Vidivelli most L3 Farmers programmes, it involved below, reveals how L3 Farmers has dra- members, VIDIYAL launched a L3 Farm- a heavy emphasis on participation, self-di- matically improved livelihoods while also ers programme around goat and sheep rected learning and use of technology – in altering attitudes, social relationships and husbandry. Some 300 women joined the this case, the mobile phone. The following household dynamics. initiative. An initial study revealed that this activities were undertaken: group represented “the poorest of the poor”. • Needs assessment: VIDIYAL conducted a EXPANDING LEARNING THROUGH TECHNOLOGY • Literacy levels are low: many participants Learning Needs Analysis and discovered A large scale expansion of learning is re- have no school education and illiteracy is the women wanted to understand the quired to achieve the Millennium Devel- prevalent even among those who attended business skills in goat rearing. opment Goals. However, conventional primary school. • Training: VIDIYAL developed multime- face-to-face learning cannot address the • Incomes are low: the mean family income dia materials in local languages to provide massive learning needs that exist. There are is far below the World Bank recommend- training in how to conduct a value chain not enough schools or teachers to meet the ed level of $US 1.25 per day per person. analysis and develop a business proposal growing demand for learning – and there • Women in this district are disempow- for goat-rearing enterprises. probably never will be. ered: limited access to property and • Business planning: Over the course of One solution is the use of open and dis- employment opportunities, and domestic a year, the women conducted market tance learning (ODL) to expand learning. In- violence hinder the status of women. feasibility studies and business and credit creasingly, information and communication While there was strong traditional knowl- plans. technology (ICT) is being used to “reach edge of goat rearing, modern methods • Obtaining loans: The Indian Overseas the unreached” and facilitate learning among were largely unknown in the district. Vidi- Bank granted Vidivelli’s proposal for farmers, landless labourers and marginalised velli members expressed interest in learning loans totalling Rs. 12 million (about $US individuals, regardless of literacy levels. about rearing techniques, as well as how to 270,000) for 300 women. The credit was L3 Farmers is based on a web of partner- run a profitable business enterprise. used to buy nine female goats, one buck ships that brings together farmers, research/ VIDIYAL works with three key partners in and one mobile phone for each member. educational institutions, ICT providers and this L3 Farmers initiative. The Indian Over- The credit and legal ownership of the as- banks. The various stakeholders are ac- seas Bank, a major public sector bank in In- sets are in the names of the women; the tive participants in a “win-win” situation. dia, agreed to support enterprise loans to the management and marketing decisions are Knowledge empowerment leads to liveli- self-help group members. Iffco Kisan Sanchar made jointly through monthly Vividelli hood security. This is truly “Learning for Ltd. (IKSL) is a mobile phone service pro- meetings. Now, more than $US 1 mil- Development”. vider that serves farming communities. lion in loans from commercial banks and

8 CONNECTIONS COMMONWEALTH OF LEARNING IN FOCUS

L3 FARMERS AROUND THE COMMONWEALTH

COL is expanding the reach and impact of L3 Farmers in every region of the Commonwealth. The focus is on establishing programmes that can be self- sustaining. • Sri Lanka: Introduced in 2008, L3 Farmers in Sri Lanka has a slightly different model: national universities implement L3 Farmers in villages of their choice. Learning programmes $US 1.68 million worth of savings and surprised that a poor, illiterate woman could about tissue culture, banana cultiva- credit within the self-help groups support talk knowledgeably about such issues. tion and mushroom farming are help- agricultural enterprises. The incident triggered a debate about ing farmers move beyond traditional • mLearning: VIDIYAL entered into an empowerment. Since the mobile phones farming methods to improve their agreement with IKSL to send regular au- were being purchased by women, pro- livelihoods. dio messages to the women on their mobile gramme organisers decided to explore • Jamaica: The Ministry of Agriculture phones. The audio messages, each lasting control of these mobile phones at the and Fisheries’ extension agency, the about 60 seconds, were developed in household level. The process of empower- Rural Agricultural Development consultation with Tamil Nadu Veterinary ment and the impact of L3 Farmers on the Authority (RADA), has introduced and Animal Sciences University. quality of goats were both evaluated in the mobile learning. Farmers receive text • Sharing of experiences: Individual learn- longitudinal study. messages that provide weather advi- ing is augmented by monthly meetings The illiterate and semi-illiterate women sories and other useful information. where Vividelli members discuss enter- taking part in L3 Farmers are challenging • Kenya: L3 Farmers partners in Kenya prise issues. Thus, L3 Farmers involves existing social traditions. VIDIYAL was include a self-help farming organisa- both horizontal and vertical transfer of originally concerned that mobile phones tion, a community banking coopera- knowledge, with a focus on self-directed could be commandeered by other family tive and a community resource centre. learning. members, in accordance with habitual gen- After receiving training in savings der inequities. In fact, a substantial number and loans, poultry keeping and man- IMPROVING LIVELIHOODS of women keep the phone in their custody. agement, women farmers apply for Participation in L3 Farmers has resulted in Their husbands and other male family mem- loans and establish profitable poultry improvements in the quality of the goats bers seek permission from the women be- enterprises. being reared and has improved incomes sig- fore using the phone. • Uganda: L3 Farmers is supporting nificantly. L3 Farmers participants had an 1,000 people in the country’s south- average income per flock that was 80 per ANYWHERE, ANY TIME LEARNING west who are involved in potato and cent more than non-L3 Farmers farmers due The women find mobile phone-based train- sorghum farming. L3 Farmers has to factors such as shorter kidding intervals, ing to be accessible and helpful. Said one also attracted the interest of people in a greater number of kids born, more goats participant, Ms. Peria Jakkamal, “Whether I the Batwa community who live in the sold and lower mortality rates. am in the kitchen or managing the grazing forest and collect honey there. Farmers The first group of 320 women repaid 90 goats in the pastureland, I am able to listen have access to information on obtaining percent of their five-year loans, with inter- to the messages, which are very useful.” credit, loan management, pest control, est, within three years. Most of them have Most family members support this learning, market development and farming purchased a small piece of land, often in and the women share the content with their practices through radio programmes, the woman’s name. In a patriarchal soci- husbands and others in the household. mobile phones and a website. ety where land titling is strongly oriented The women receive three to five audio • Mauritius: Lifelong Learning for towards males, this is a notable trend. The messages a day. Their growing empower- Farmers in Mauritius focuses on purchase of household infrastructure such as ment is also reflected in delivery of these strengthening women’s empower- gas stoves has enabled women to spend less messages. The lessons were originally ment and farmers’ access to markets. time on tasks such as gathering wood for voiced by male staff at VIDIYAL. During Partners are developing learning ma- fuel and more time managing their business. a monthly Vividelli meeting, participants terials on legal literacy and business Learning has also led to empowerment. argued that the voice of women should be planning. Learning involves different One woman’s questioning spirit was an in- used. And now they are. media, including DVDs and text mes- spiration for the L3 Farmers participants in In addition to goat rearing, the women sages. Courses such as Good Agricul- the Theni district. A bank official reported have been learning about governance and tural Practice have been developed that a woman challenged him about the legal rights. Now, when villagers are taken to address the issue of sustainable difference between the prescribed interest to the police station, family members have agriculture. rate from the Reserve Bank of India and started to approach the Vividelli members the rates offered by local banks. He was to discuss their legal rights. CONTINUED ON PAGE 10

FEBRUARY 2012 9 COL IN ACTION “TEACHING WITH TECHNOLOGY FOR INSTITIUTIONAL LEADERS”

and communication technol- stronger stakeholder relationships that might ogy (ICT) for teaching and help sustain development where needed. learning held in Johannes- The workshop revealed a need for consid- burg, South Africa in October erable work to be conducted among educa- 2011. Ten Deans of Education tion faculties in Southern African teacher or their representatives from education institutions. The next activities teacher education institutions will take place within faculties of education from Lesotho, Namibia and for these institutions according to institu- South Africa attended. tional plans they created. This will include: The purpose of the work- • Establishing a shared vision for the shop was to develop an un- faculty/institution, LEADERS FROM SOUTHERN AFRICAN TEACHER EDUCATION INSTITUTIONS derstanding among leaders • Building professional development plans ATTENDED THE WORKSHOP AT THE SCHOOL OF TECHNOLOGY AND of teacher education institu- for all staff and students, INNOVATION CENTRE IN NEWTOWN JOHANNESBURG tions of the role of technology • Developing a greater understanding of “Teaching with Technology for Institutional in the lives of teachers and learners, the the role of technology in education, and Leaders” is a new COL initiative that helps consequences this has for teacher prepara- • Building strong stakeholder relationships teacher education institutions to understand tion, and the range of existing materials and to sustain development. and apply the compelling advantages of using resources that assist with this objective. Dele- COL will continue to host institutional technology in the classroom and throughout gates learned how to establish a shared vision workshops and support individual teacher their organisation. The first activity was a within each institution and how to create education institutions in their efforts to two-day workshop for teacher education in- professional development plans for both integrate ICT into teaching and learning. stitutional leaders on the use of information staff and students. The workshop has built

COMMONWEALTH CONNECTS PORTAL FEATURES OER DIRECTORY

COL has contributed an OER Directory to August 2011, COL developed a collection • the National Programme on Technology the Commonwealth Connects Portal (C2P), of educational terms called EduTags. The Enhance Learning (NPTEL), India, and a Commonwealth Secretariat initiative that EduTags describe the curricular value of an • the UK Open University. helps individuals and communities make OER more closely and accurately. This set The topics mainly relate to engineering connections and discuss issues related to of terms was derived from standard educa- and technology, physical sciences, manage- governance, development and youth. C2P tional practices across Commonwealth ed- ment studies and the English language, was launched by Commonwealth Secretary- ucational institutions. Currently comprised with a small number of courses in agricul- General Mr. Kamalesh Sharma during the of 27 terms, the EduTags set can be refined ture, veterinary sciences and medicine. The 2011 Commonwealth Heads of Govern- and expanded. directory can be searched (using EduTags) ment Meeting in Perth, Australia. The COL’s OER directory service for C2P for specific educational values such as “as- online portal includes a directory service currently describes more than 1,200 full signments”, “junior UG” etc. It can also be developed by COL for open educational courses mostly at the college/university searched for specific topics or using names resources (OER) at the post-secondary level. level. The courses are from different insti- of countries or institutions. It is built on The value of an OER depends on its tutions across the Commonwealth. Non- DSpace, a popular open source repository educational relevance. Aspiring users want Commonwealth sources will be added in software that is in use in over 800 universi- to know how an OER might fit the cur- 2012. The principal sources are: ties globally. riculum requirement in a given context. • Indira Gandhi National Open University www.commonwealthconnects.org The COL directory service addresses this (IGNOU), India, http://doer.col.org interest. Based on expert advice through • the National Open University of Nigeria www.col.org/blog158 an international consultation held in (NOUN),

MEASURING THE IMPACT OF LIFELONG LEARNING FOR FARMERS CONTINUED FROM PAGE 9 THE CHALLENGE OF SELF-REPLICATION borrowers – mostly women – linked to eight promote the programme in other commu- The experience in the Theni district shows banks have become lifelong learners. nities. While there has been some success, how L3 Farmers can enable illiterate, One of COL’s objectives for L3 Farm- COL’s study finds that these organisations marginalised women to acquire credit, manage ers is self-replication – where stakeholders need to enhance their investments in mobil- an enterprise, make profit and accumulate (banks, mobile phone companies and ed- ising communities and are hesitant to make assets in their own name. At present, 7,000 ucational institutions) are motivated to investments in this area. www.col.org/ProgEvals_09-12

10 CONNECTIONS COMMONWEALTH OF LEARNING COL IN ACTION FLEXIBLE SKILLS DEVELOPMENT IN AFRICA

COL’s Flexible Skills Development programme is helping African institutions expand the reach and effectiveness of technical and vocational education and training (TVET). Recent activities include building capacity in multimedia content development and supporting reform objectives in the TVET system. NEW MEDIA IN MASSAILAND COMPETENCY-BASED A workshop held at Maasai Technical Training The workshop was supported by Kenya’s EDUCATION Institute in Kenya brought together 25 TVET Ministry of Higher Education, Science and educators from The Gambia, Ghana, Kenya, Technology. Professor Crispus M. Kiamba, AND TRAINING Nigeria, Tanzania and Zambia to develop skills Permanent Secretary, officiated at the opening IN KENYA and create audio and video learning materials on and Professor Harry Kaane, Permanent Secre- subjects from electrical engineering to the bird- tary, presented the awards at the closing. The Ministry of Higher Educa- life of Maasailand using freely available software. As well as sharing their new skills with col- tion, Science and Technology in Workshop participants learned how to identify leagues in their own institutions, workshop Kenya recently requested support existing audio and video open educational re- participants are continuing to practice their for TVET stakeholders in compe- sources (OER) to incorporate into their own ma- skills and provide feedback to each other tency-based education and train- terials. The participants started their discussions through the Flexible Skills Development online ing (CBET). CBET focuses on what electronically before attending the workshop in Community Learning Network in a special students can do (their competency) a special learning resource on the COL Moodle group for people interested in audio and video. as a result of learning, which is im- platform, which also continues to provide them “Special thanks to COL for organising the portant for jobs linked to TVET. with training resources to cascade their new workshop on audio- and video-based TVET This important reform is supported skills to colleagues in their own institution. learning materials, which has transformed our by COL’s Flexible Skills Develop- At the end of the workshop, the participants teaching standards,” said workshop participant ment programme. held an award ceremony where Mr. Anthony Ms. Ya Awa Njie. “This group will help us Thirty stakeholders including Macharia of Coast Institute of Technology greatly to interact and exchange experiences on curriculum developers, National (Kenya) was recognised for creating the most what we learned during the workshop.” Examinations Council, quality as- creative and innovative video. The best audio “I feel this is the way for TVET institutions,” surance officers, industry associa- recording was jointly awarded to Ms. Ya Awa said Ms. Rose Kiiru of Thika Teacher Training tions and institutional heads met at Njie of The Gambia Technical Training Insti- Institute in Kenya. “The goal of producing our the Kenya Institute of Education in tute for her audio on electricity conductivity and own locally generated audio and video clips is Nairobi in December to develop an Ms. Freda Murugi of Maasai Technical Training achievable to all, but it calls for commitment understanding of the issues involved Institute who created a video on table laying and dedication in transforming our traditional in introducing CBET and how this for hospitality management. The award for the way of delivering TVET teaching and learning will impact the national TVET sys- best overall video went to Mr. Ebenezer Kofouie materials. We must embrace the use of ICT”. tem. The report can be viewed at www.col.org/SkillsDevelopment from Koforidua Polytechnic (Ghana) for his http://flexibleskillsdevelopment.ning.com video on thermodynamics.

OER FOR TVET TEACHER TRAINING

TVET benefits from a multimedia approach because of the need to develop psychomotor skills alongside cognitive and affective learning. COL’s partners in TVET teacher education for Flexible Skills Development are collaborating to develop new training resources to help teachers make use of educational media and technology. The team met at a workshop hosted at the Botswana College of Distance and Open Learning (BOCODOL) in Gaborone in December. In addition to moving forward with their writing and peer review of learning materials, the teacher educators benefited from the excellent ODL library facilities at the college. The new teacher training materials will be available as self-instructional OER in 2012.

FEBRUARY 2012 11 FROM EDITORIAL EVENTSOUR PARTNERS A U.S. WITHDRAWAL OER ASIA WEBSITE LAUNCHED

FROM UNESCO WOULD Wawasan Open University’s Insti- in the Asian region. The site currently tute of Research and Innovation has offers an OER Training Toolkit to sup- HURT HIGHER EDUCATION launched a new website dedicated to port self-directed learning about how the use of open educational resources OER can support teaching and learn- By Sir John Daniel in Asia. OER Asia serves as a forum for ing, and an OER Asia Survey. the sharing of information, opinions, http://oerasia.org On September 12, 2002, speaking at the United knowledge and resources about OER Nations to mark the first anniversary of the 9/11 terrorist attacks, U.S. President George W. Bush announced that the United States would rejoin the United Nations Educational, Scientific, and Cul- tural Organization (UNESCO). The United States had quit UNESCO in 1984 to protest the restric- tions on press freedom inherent in the controver- sial New World Information and Communication OERu PIONEERS MEET IN Order. That issue, however, had disappeared with the Berlin Wall and a return to the cultural and educational organisation was overdue. I was then NEW ZEALAND serving as UNESCO’s assistant director-general for By Wayne Mackintosh, Director, OER Foundation education and we were delighted. Today I am dismayed that the United States has Twenty-two senior education lead- The OERu partners are motivated now stopped its financial contributions to UNESCO ers and decision-makers from the by a clear commitment to providing again – and believe it could hamper American uni- OERu anchor partners and repre- more affordable education to those versities’ ability to interact with their counterparts sentatives from UNESCO and COL, learners currently excluded from the overseas. U.S. lawmakers are angered with the representing six countries and four formal education system in a finan- UNESCO vote to admit Palestine, and unless there continents, convened face-to-face in cially sustainable way. Drawing on is a change of heart in Washington, the United States Dunedin, New Zealand in Novem- the depth of collective experience in will have to withdraw fully from UNESCO after a ber for the inaugural OERu (Open open learning, technology-mediated two-year grace period. Educational Resources University) pedagogies and recognition of prior Both the United States and UNESCO lose by planning meeting. Responding to an learning within the OERu network, this second divorce. It again breaks the silver thread open invitation, an additional 148 the participants were able to cov- that links the founding ideals of the United States individuals from 41 countries regis- er considerable ground in achiev- with those of the United Nations. Just as Eleanor tered as virtual participants to assist ing their planning objectives. The Roosevelt helped to draft the Universal Declara- the meeting in charting more afford- partners have now agreed on the in- tion of Human Rights, so the American poet and able and sustainable post-secondary augural credential and commenced Librarian of Congress, Archibald MacLeish, con- education alternatives. planning for the prototype course(s) tributed the most lapidary sentence to UNESCO’s The Dunedin meeting brought to be trialed in 2012. constitution: “Since wars begin in the minds of together representatives from 12 The OERu anchor partners have men, it is in the minds of men that the defences of founding anchor partner institutions affirmed that the model is a low peace must be constructed.” comprising colleges, polytechnics cost, low risk but high impact inno- The first American withdrawal from UNESCO and universities from Africa, Asia, vation partnership because: partner in 1984 took place in a different world. Economic North America and the Pacific. The institutions do not need to invest and cultural power is now more dispersed and the founding partners will be recorded new money; recurrent costs for pro- pace of change has increased, notably in higher in history as the pioneers contribut- viding assessment and credentialing education, where the United States is a powerhouse ing to opening education to provide services will be recouped on a fee- of innovation. It would be tragic for the country to free learning opportunities for all for-service basis (or alternate revenue be absent from key discussions of the new dynamics students worldwide using courses sources); and partners will reduce of the global knowledge society, some of which will based solely on OER combined with the capital costs of course develop- take place at UNESCO. As soft power grows in im- pathways for OER learners to achieve ment by reusing existing OER. portance, UNESCO, for all its frustrating inertia, credible credentials in the formal remains a vital forum for most of the world’s states. post-secondary sector.

Read the full article by COL President Sir John Daniel, which Five things you should know about the OER university was published as a guest blog by network plan: http://tinyurl.com/OERu-5things The Chronicle of Higher Education UNESCO-COL Chair in OER, Dr. Rory McGreal discusses http://tinyurl.com/Chronicle- plans for OERu: http://tinyurl.com/McGreal-OERu withdrawal

12 CONNECTIONS COMMONWEALTH OF LEARNING PEOPLE EVENTS STAFF NEWS THE BEST OF BOTH WORLDS: COL President Sir John Daniel has DUAL-MODE INSTITUTIONS been elected Chair of the United World Colleges (UWC) International Coun- Part of COL’s work in the higher education sector involves sup- cil and International Board. UWC porting institutions in making the transition to “dual mode” – (www.uwc.com) is known for its early providing both face-to-face and distance learning. leadership in developing the Inter- The National Law University in Jodhpur, India seeks to meet national Baccalaureate programme. growing demand by offering law courses through open and dis- Sir John will succeed Mr. Tim Toyne Sewell tance learning (ODL). COL hosted a workshop at the National as Chair in January 2013 and will serve on Law University in November to build capacity in ODL and sup- the UWC Council during 2012. port their efforts to adopt dual-mode programme delivery. Fac- Sir John has also been appointed Chair of the Advisory Board ulty members and course writers attended the four-day workshop, for CIBT Education Group Inc., an education management which provided an introduction to ODL including instructional company whose subsidiaries include Sprott-Shaw Community design, learner support and relevant technologies. Participants College, Sprott-Shaw Degree College, CIBT School of Business developed a model unit of self-instructional materials including China and King George International College. He has been learning objectives, activities and assessment. named Education Master with the Beijing DeTao Masters Academy and has also been appointed to the Advisory Boards of Taylor’s University, Malaysia and Hamdan bin Mohammed eUniversity, UPCOMING EVENTS Dubai. Critical Women: Women as Agents of Change through Higher Education Sir John will complete his term as COL President and CEO Co-organised by the Association of Commonwealth Universities and the on 31 May 2012. University of Kelaniya, Sri Lanka www.col.org/jdaniel 6–8 March 2012, Cinnamon Grand Hotel, Colombo, Sri Lanka Dr. Nutan Bharati has been appointed www.acu.ac.uk/conferences/gender_2012 Programme Officer – Education at the Commonwealth Educational Media Centre for Asia (CEMCA), New Delhi. Dr. Bharati 2012 Distance Education Association of New Zealand Conference started her career as a research scientist Shift Happens – Resilience, Relevance and Reform with the Consortium for Educational 11–13 April 2012, Wellington, New Zealand Communication and later joined the Faculty http://tinyurl.com/deanz2012 of Education, University of Delhi as a lec- turer. In the recent years, she has been Seventh Pan-Commonwealth Forum on Open Learning (PCF7) working as an Assistant Professor with the November 2013, National Open University of Nigeria, Abuja School of Distance Learning at the NMIMS University and as an Expert with MKCL, Pune. Most recently, Dr. Bharati was Co-hosted by COL and the Federal Ministry of Education Associate Professor with NIIT Ltd., New Delhi. www.col.org/PCF7 INTEGRATING ICT IN HIGHER EDUCATION COL is collaborating with SNDT Women’s • Enable faculty University Mumbai, India to train teach- members to cre- ers on the integration of information and ate and dissemi- communication technology (ICT) in higher nate learning re- education. The training programme has two sources. phases. In the first phase, 400 Master Train- The Master Trainers ers from across India were trained at work- learned how to create shops in Juhu, Mumbai and Pune. and share learning re- The objectives of this first phase were to: sources, create a learn- • Train mentors/trainers who will train ing community of teachers in integrating ICT in teaching, ICT users and prepare learning and evaluation processes, a plan of action for in- • Disseminate skills on the use of collabora- tegrating ICT in their tive and co-operative teaching learning teaching activities. strategies, The second phase • Engender co-operative and collaborative of the programme, which began in January ing the ability of post-secondary teachers to learning processes through the use of ICT 2012, will see the Master Trainers providing harness the potential of ICT in teaching and tools among faculty members, and training to 4,400 teachers, vastly expand- learning.

FEBRUARY 2012 13 EVENTS MULTIMEDIA FOR OPEN UNIVERSITIES ARE TRANSFORMING ASIA OPEN SCHOOLS

COL helps open schools enhance learning by introducing multimedia learning materials. The use of video can add value to existing print-based materials and increase learner engagement. A multimedia content development workshop hosted by COL in Tanzania in October launched the creation of 12 multimedia learning resources in five subjects. Workshop participants learned how to create effective learning materials in audio and video formats. Supported by a COL consultant from Namibia, participants are writing scripts and producing videos and radio programmes that incorporate story telling about subjects such as the solar system for a geography Open universities are flourishing in Asia. Representatives from COL and its regional course and calculating measurements used In countries such as Malaysia, up to half of agency, the Commonwealth Educational Me- in building furniture for a math course. working adults are involved in open and dis- dia Centre for Asia (CEMCA), took part in tance learning. Transforming Asia through the conference. COL President Sir John Dan- ODL” was the theme of the 25th annu- iel gave the keynote address. Vice President al conference of the Asian Association of Professor Asha Kanwar and staff members Open Universities (AAOU) in September took part in workshop presentations about 2011. Hosted by Wawasan Open University open educational resources (OER), quality in Penang, Malaysia, the AAOU conference assurance and the Virtual University for Small drew 350 delegates from across Asia. States of the Commonwealth (VUSSC).

The Tanzania initiative builds on ex- SHARING LEADERSHIP WISDOM perience gained from a multimedia con- Enhancing the leadership skills of university resources,” said COL Education Specialist, tent development project at the Namibian leaders was the focus of a three-day work- Higher Education, Professor Madhulika College of Open Learning (NAMCOL) shop at the Indian Institute of Management Kaushik. “Academic leaders are expected in 2008-2009. This resulted in the cre- (IIM) Kozhikode, India. Seventeen heads to create visions, inspire commitment and ation of 16 video lessons that were made of universities took part in the leadership transform ways of thinking while managing available on national television, in learn- workshop, which covered themes such as academic values and operational efficiencies ing centres across Namibia, at NAMCOL sources of power and influence for institu- – it’s a tall order indeed.” bookshops and online. Those videos and a tional leaders, emotional intelligence and The leadership workshop was the first manual about the NAMCOL experience, leadership styles. step in developing an online programme on “Implementing a Multimedia Content “Higher education institutions today are Leadership in Higher Education Institu- Development Strategy in Open Schooling” faced with a daunting challenge emerging tions in the Commonwealth. are freely available on COL’s website. from burgeoning demand and diminishing www.col.org/OpenSchooling IMPROVING SCHOOL MANAGEMENT IN WEST AFRICA COL has provided professional development • Disseminating innovative knowledge and Training has taken place with head teach- training to more than 150 head teachers skills on school management, ers and principals through teacher training and principals in West Africa through a • Providing a forum for the exchange of institutions in each country. partnership with teacher training institu- ideas and experiences of managing pri- This initiative began with the develop- tions in The Gambia, Ghana, Nigeria and mary and secondary schools, and ment of course materials and training of 35 Sierra Leone. The programme will enhance • Providing an opportunity for continuing Master Trainers in November 2010. Train- head teachers’ professional skills and effec- professional development. ing workshops are continuing in 2012 in all tiveness by: four countries.

14 CONNECTIONS COMMONWEALTH OF LEARNING NEW RESOURCES COL AND THE MDGs LONGITUDINAL

COL has released a revised brochure about its contribu- STUDIES ASSESS tion to achievement of the Millennium Development Goals (MDGs). The Honourable Burchell Whiteman, OJ, Chair of COL’s Board of Governors, and COL President Sir John COL’S WORK Daniel presented Learning for Development: COL and the Ten studies com- Millennium Development Goals to Foreign Ministers at the missioned by Commonwealth Heads of Government Meeting (CHOGM) COL to assess in Perth in November 2011, along with an overview of COL’s the impact of work. The Foreign Ministers also received preliminary ver- its programmes sions of COL’s Country Reports for 2009-2012, which will have been com- be presented to Commonwealth Education Ministers when pleted and are they meet in Mauritius in August. available on COL and the MDGs brochure: www.col.org/MDG COL’s website. Overview of COL’s work for CHOGM: www.col.org/ The longitudinal chogm11 studies examine activities in all areas of COL’s work and evaluate how well outcomes have been met. The findings from these studies are included in an external evaluation of the QA FOR NON-FORMAL EDUCATION current Three-Year Plan, 2009-2012, which is also available online. “A Quality Assurance Toolkit for Open and Distance Non-formal Education” www.col.org/ProgEvals_09-12 By Colin Latchem www.col.org/consultancies

Non-formal education takes place both within and outside educational institutions. It caters to all ages and spans adult literacy, basic education, life skills, work skills and health promotion. This new COL publication explores quality assurance in non-formal education with an emphasis on evaluation programme outcomes, outputs and impacts. It examines approaches to quality assurance that are needed in non-formal FEBRUARY 2012 | VOLUME 17, NUMBER 1 education and introduces a rigorous but simple quality assurance framework. Connections is published by the Commonwealth of Learning. www.col.org/QAToolkit_NF COL is an international organisation created by Common- wealth Heads of Government to encourage the development and sharing of open learning/distance education knowledge, resources and technologies. Chair: The Honourable Burchell Whiteman, O.J. ICT IN AGRICULTURE President & CEO: Sir John Daniel Unless otherwise stated, items appearing in The World Bank has released “ICT in Agriculture: Connect- Connections may be reproduced. Acknowledgement ing Smallholders to Knowledge, Networks, and Institutions” should be made to the Commonwealth of Learning. as an e-Sourcebook. The book’s 15 modules explore various Further details on any news item that appears in aspects of information and communication technology (ICT) Connections may be obtained by contacting COL’s in agriculture, ranging from gender equity and governance Communications Department, or by visiting our website. to infrastructure and innovation. COL’s Lifelong Learning Descriptions of products are provided for information only for Farmers programme and the Virtual Academy for the and do not constitute endorsement by COL. Semi-Arid Tropics, which has received support from COL, are profiled in Module 6, “ICTs as Enablers of Agricultural COMMONWEALTH OF LEARNING Innovation Systems”. 1055 West Hastings, Suite 1200 The e-Sourcebook can be downloaded as single PDF or by Vancouver, BC V6E 2E9 Canada chapter. TEL: +1.604.775.8200 | FAX: +1.604.775.8210 E-MAIL: [email protected] | WEB: www.col.org To download the book: http://tinyurl.com/ Editor-in-chief: Dave Wilson ICTinAg Managing editor: Karen Speirs To download individual chapters: www. Layout: Denise Tremblay ictinagriculture.org/ictinag/node/105

FEBRUARY 2012 15 TABLETS TRANSFORM eREADER MARKET

The ability to purchase the different ver- 2. Slightly more expensive: Colour dedi- sions of tablets and eReaders varies from cated eReaders using back-lit LCD country to country. screens (e.g., Amazon Kindle Fire and There are four main types of electronic Nook Color) devices for reading: 3. Expensive: Colour dedicated eReaders 1. Cheaper: Black and white dedicated using E-ink technology (e.g., Ectaco eReaders using E-ink, front-lit technology Jetbook) (e.g., Amazon Kindle, Sony Reader Wi-Fi 4. Most expensive: Tablets (e.g., Apple iPad and Kobo Wi-Fi) and Samsung Galaxy)

Tablets eReader LCD display: brighter, but can be hard on the E-ink technology: resembles printed paper, refresh eyes after longer periods of use slower and appear in black and white In the February 2010 issue of Connections, we wrote an article about eReaders. A lot Back-lit LCD can be difficult to see in bright Front-lit displays (black & white) are better for has changed since then, not the least being sunlight outdoor use the introduction of the iPad (which we cor- Do not run other applications, other than limited Run other applications rectly stated would have a dramatic impact web-access on the eReader market). Only some (such as Kindle Fire, Nook Color and Use colour The biggest impact of the introduction Ectaco Jetbook) are available with colour displays of the iPad tablet was on the cost of dedi- Colour eReaders are more expensive than black cated eReaders. The costs of eReaders had More expensive than dedicated eReaders to drop significantly in order to compete and white against the multi-tasking iPad and other Usually include camera Does not include a camera tablets that came to market inspired by the popularity of the iPad. The Nook from Barnes & Noble is still The biggest challenge for users of eReaders is still the availability of content. If you wish being produced, but it is facing strong com- to read the latest bestseller or mainstream fiction and non-fiction, you can usually find it – petition from the Amazon Kindle (various for a price. However, for non-mainstream topics, such as distance education, publications in versions, with the latest being the Kindle an eReader format can be difficult to find. Fire) and Apple’s iPad. Also, there are ru- The University of the West Indies Press recently published five e-books for Kindle cus- mours that Google will launch a tablet in tomers, but they may need to be converted for other eReaders. Other university presses, March or April 2012 that will be aimed at including Athabasca University Press, are publishing e-books in open source ePub formats, the eReader market and compete with the but they may need to be converted for Kindles. As they say, “there’s an app for that”, but Kindle. Samsung’s Galaxy tab is touted as you should consider compatibility with e-book formats when choosing an eReader. more of a laptop replacement rather than an eReader, rather like the iPad. A January 2012 report from the Wall Street Journal about competition in In North America, other dedicated the eReader market: http://tinyurl.com/wsj-B-N eReaders still available are from Sony and Which eReader Should You Buy? http://tinyurl.com/buying-eReader Kobo.

YOUTUBE FOR TEACHERS

The online video sharing website YouTube content, YouTube Teachers enables users suggestions and training on how to create has introduced a new service for educa- to customise their own channel, allowing educational videos. tors. In addition to providing access to tens students to view videos or make and up- www.YouTube.com/Teachers of thousands of videos with educational load their own. The site includes lesson plan

16 CONNECTIONS COMMONWEALTH OF LEARNING