Literatura científica selecionada sobre o tema "Commonwealth Education Fund – The Gambia"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Commonwealth Education Fund – The Gambia".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Commonwealth Education Fund – The Gambia"
1
Sowe, Samba. "Promoting Research and Innovation Funding as a Catalyst for Socio-Economic Development: Perspectives from The Gambia". European Journal of Contemporary Education and E-Learning 2, n.º 1 (1 de janeiro de 2024): 162–69. http://dx.doi.org/10.59324/ejceel.2024.2(1).13.
Texto completo da fonteResumo:
Rapid developing economies rely on research and development activities to support sectoral development and productivity. Universities and Research and development institution are niches of innovation and entrepreneurship growth and development (Herron & Wolfe, 2021).They continue to provide skills and competencies towards the introduction of products and processes as well as providing structures for promoting employability, job creation, and commercialization avenues. At the industry and start-ups, the drive to create jobs and businesses remain critical in the overall socio-economic drive of developing economies (Stenberg & Westerlund, 2008).To support the promotion of research, innovation, entrepreneurship, and commercialization, countries globally are introducing research and innovation funds that will be used to promote innovation, entrepreneurship, creativity, and creation of new ventures.The Gambia, cognizant of this new innovative drive, is introducing a National Research and Innovation Fund in line with the Ministry of Higher Education Strategic Plan and its corresponding sector financing strategy (MoHERST, 2023).Critically analyzing best practices, this paper seeks to discuss on the role, modalities of implementation, and impact of a research and innovation fund towards sectoral development as well as the overall socio-economic development of The Gambia.
2
Arley, Brian. "Island Watch: The New Front Line in Torres Strait Island Telecommunications". Media International Australia 88, n.º 1 (agosto de 1998): 57–66. http://dx.doi.org/10.1177/1329878x9808800109.
Texto completo da fonteResumo:
This article explores a unique Networking the Nation Remote Telecommunications Infrastructure Fund $8 million funding application made by the Torres Strait Islanders Media Association Inc (TISMA). The purpose is to install and operate state-of-the-art telecommunication infrastructure on each inhabited Torres Strait Island to enhance the services and operations of the 27 Commonwealth and state government agencies operating in this region and to better meet the education, employment, training, socio-economic, cultural and linguistic needs of the region's inhabitants and to increase production, promotion and revenue-generation of their local cultural industries.
3
Kerr, Frances, Israel Abebrese Sefah, Darius Obeng Essah, Alison Cockburn, Daniel Afriyie, Joyce Mahungu, Mariyam Mirfenderesky et al. "Practical Pharmacist-Led Interventions to Improve Antimicrobial Stewardship in Ghana, Tanzania, Uganda and Zambia". Pharmacy 9, n.º 3 (8 de julho de 2021): 124. http://dx.doi.org/10.3390/pharmacy9030124.
Texto completo da fonteResumo:
The World Health Organisation (WHO) and others have identified, as a priority, the need to improve antimicrobial stewardship (AMS) interventions as part of the effort to tackle antimicrobial resistance (AMR). An international health partnership model, the Commonwealth Partnerships for Antimicrobial Stewardship (CwPAMS) programme, was established between selected countries in Africa (Ghana, Tanzania, Zambia and Uganda) and the UK to support AMS. This was funded by UK aid under the Fleming Fund and managed by the Commonwealth Pharmacists Association (CPA) and Tropical Health and Education Trust (THET). The primary aims were to develop local AMS teams and generate antimicrobial consumption surveillance data, quality improvement initiatives, infection prevention and control (IPC) and education/training to reduce AMR. Education and training were key components in achieving this, with pharmacists taking a lead role in developing and leading AMS interventions. Pharmacist-led interventions in Ghana improved access to national antimicrobial prescribing guidelines via the CwPAMS mobile app and improved compliance with policy from 18% to 70% initially for patients with pneumonia in one outpatient clinic. Capacity development on AMS and IPC were achieved in both Tanzania and Zambia, and a train-the-trainer model on the local production of alcohol hand rub in Uganda and Zambia. The model of pharmacy health partnerships has been identified as a model with great potential to be used in other low and middle income countries (LMICs) to support tackling AMR.
4
N. D. Nsiegbe, Lasbrey. "Education Policy in Developing Countries: Addressing the Challenge of Managing Overseas Scholarship Programs through Performance Measurement". Economics, Law and Policy 5, n.º 1 (19 de maio de 2022): p1. http://dx.doi.org/10.22158/elp.v5n1p1.
Texto completo da fonteResumo:
Education and development–whether personal, social, economic or technological–are inextricably bound. In recognition of this, governments, societies and private organizations commit huge financial resources to the funding of education. However, funding for students’ higher education through scholarships suffers a huge disadvantage against funding for higher education institutions. This is more so in developing countries that are even in need of high quality education obtainable in the developed economies through overseas scholarship schemes for deserving candidates. Governments and Sponsoring organizations such as Nigeria’s Tertiary Education Trust Fund (TETFUND), World Bank’s Overseas Scholarships for Developing Countries, America’s USAID, United Nations’ UNESCO or the Commonwealth Scholarship Programs therefore need to deploy performance assessment mechanisms to effectively and regularly monitor the performances of the beneficiaries of the overseas scholarship schemes throughout the course duration of their studies with a view to recalling back home any under-performing candidate(s) to avoid wasted resources.The deliverables of this Research Paper, therefore, include:1) The Nsiegbe Performance Assessment Model for Overseas Scholarship Schemes.2) A Performance Measurement Formula, known as, The Nsiegbe Formula for Scholarship Schemes Performance Measurement. 3) A Student Performance Assessment Plan.
5
Rrisica, Patricia Markham, Charles B. Eaton, Sheldon Levy e Alicia Monroe. "Self-esteem, race and/or ethnicity, income, education, and the use of preventive health services in women: The Commonwealth Fund Women's Health Survey". Clinical Journal of Women's Health 1, n.º 3 (junho de 2001): 139–48. http://dx.doi.org/10.1053/cjwh.2001.25509.
Texto completo da fonte
6
Usselman, Melvyn C., e Christopher J. Willis. "Chemistry at The University of Western Ontario – A brief history". Canadian Journal of Chemistry 93, n.º 1 (janeiro de 2015): 1–6. http://dx.doi.org/10.1139/cjc-2014-0305.
Texto completo da fonteResumo:
A brief institutional history of the Department of Chemistry at the University of Western Ontario in London, Ontario, from the founding of the university in 1878 until modern times is presented. After its beginnings as a subject taught to medical students, chemistry began to achieve independent status with the construction of a dedicated sciences building in 1924. Growth remained slow until government began to fund university education, and science studies, more generously in the 1950s. Emphasis on research and knowledge creation followed and major funding for infrastructure and senior faculty followed in the 1960s, when Western mined commonwealth sources for researchers of exceptional potential. The arrival of the baby boom generation in the late 1960s forced another expansion of chemistry faculty and staff. Later in the 20th century, a number of specialized and interdisciplinary chemical subspecialties, such as the Centre for Chemical Physics, the Canadian Synchrotron Radiation Facility in Madison, Wisconsin, Surface Science Western, and Interface Science Western, were created under the direction of several visionary chemists. An evolution of investigative interests continues in the 21st century, together with a departmental commitment to outstanding teaching and postuniversity career preparation for its students. After producing its first publication in 1915, the department published its 6000th in 2012, signaling a strong century of growth.
7
VERBYTSKA, POLINA. "PECULIARITIES OF WOMEN'S EDUCATIONAL INSTITUTIONS ESTABLISHMENT IN GALICIA ON THE EXAMPLE OF BEREZHANY TEACHER'S SEMINARY". Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, n.º 1 (7 de julho de 2021): 192–98. http://dx.doi.org/10.25128/2415-3605.21.1.23.
Texto completo da fonteResumo:
The study, based on archival sources and scientific publications, identifies a number of issues related to the history of the formation of women's educational institutions in Galicia in the early twentieth century. Coverage of the peculiarities of the formation and development of women's seminaries for teacher training in Ukraine as a part of the Austro-Hungarian Empire and the Second Polish-Lithuanian Commonwealth is considered on the example of the State Women's Teachers' Seminary in Berezhany. It has been found that the introduction of new educational institutions – men's and women's teachers' seminaries had been based on the Austrian state school law of 1869, which introduced significant changes in the process of teacher training. From the results of the article it has been identified that women's educational institutions had been created in the Austro-Hungarian Empire to provide public (primary) schools with teachers and aimed at professional self-realization of women. The research focuses on the women's teacher's seminary in Berezhany which was opened in 1910/1911. The article analyzes archival documents from the collection of the Central State Historical Archive of Ukraine in L’viv, in particular the materials of the fund № 179 "Curator of the L’viv School District", case 1111 "Case of transfer of premises in Senyavsky Castle in Berezhany by the local city community for a women's seminary". Based on the documents of the case on the transfer of the Senyavsky Castle in Berezhany by the local city community for the women's seminary, the content of the official correspondence of state and local authorities regarding the location and financing of the women's teacher's seminary in Berezhany during 1913-1926 has been revealed. It has been found that before the war, the magistrate of Berezhany had handed over a house and 1 ½ of morgue - land in the center to the needs of the seminary, but the construction of the seminary building had not been started due to the war. On March 5, 1915, the Ministry of Religion and Education in Vienna granted the Berezhany community an annual subvention of 6,000 kroons as donations to a house on a needs of a teachers' seminary. The war made it impossible to further pay that subvention in the school years from 1914/1915 to 1918/1919. Therefore, the school regional council, expressing a request to the magistrate of Berezhany, appealed to the Ministry of the Second Polish-Lithuanian Commonwealth to support the commitment of the Ministry of Finance regarding the annual subvention payment for 1919 and 1920. The Polish government refused any legal obligations to the Berezhany community to pay debts. subventions for the years 1914-1919 instead of the Austrian government. In the case of the seminary in Berezhany, the curator of the Lviv school district, in a letter dated January 4, 1923, proposed to accept the gift of the castle in Berezhany proposed by Mr. Yakub Potocki for the use of the teacher's seminary, which was rejected by the Ministry of Education of the Second Polish-Lithuanian Commonwealth, based on a careful analysis of the condition of the monument. As a result of an agreement with the Ministry of Finance, the Ministry of Religion and Education decided to distribute the community of Berezhany the amount of 20,000 Polish marks for the needs of the teachers' seminary. The article reveals that the historical experience of the formation and development of women’s education in Galicia on the example of the Berezhany Teachers’ Seminary as an important asset of Ukrainian science and education.
8
Zhulynskiy, Mykola. "NATIONAL EDUCATION IS THE MAIN GUARANTEE OF ESTABLISHING NATIONAL ELITE". Scientific bulletin of KRHPA, n.º 11 (2019): 89–94. http://dx.doi.org/10.37835/2410-2075-2019-11-9.
Texto completo da fonteResumo:
In the article, the scientist focuses on the goal of education – the formation of a leading strata of the Ukrainian people – intellectuals, the national elite. The article states that the national character is formed only by the national school. The purpose of education is defined - formation of the leading layer of the Ukrainian people - intellectuals, national elites. It is noted that a conscious volyn political elite was formed. In a systematic analysis of archival sources, the author notes that in the State Archives of Ternopil region (fund 351) you can learn about the teachers of the gymnasium: the director and teacher of Latin Sergey Ulianovich Milyashkevich, professor of general history, geography and Latin Andrei Kutsa, professor of Ukrainian language and literature Victor Gnazhevsky , teachers of religion (Yuriy Ivanitsky), natural sciences and arithmetic (Luka Skibinetsky), manual labor, calligraphy and drawing (Vasyl Doroshenko), French and German; (Katerina Milyashkevich), teacher of mathematics. Physics and Chemistry (Vasyl Kavun). Describing the preconditions for the emergence of Ukrainian gymnasiums in Volyn, the author notes that at that time in the late 1920's Volyn voivodship operated 1144 schools, of which 390 were late saturdays, 750 Polish and only 4 schools with Ukrainian language education. The state program of assimilation of national minorities (the Ukrainian minority in the Second Common Polish Commonwealth was the second largest national group after the Poles, accounting for about 15% of the total population) in Volhynia was through compulsory school education in the spirit of the Propolis ideology. At the same time, Ukrainians sought to uphold the right to open schools with their native language of instruction even in those areas where they were quantitatively prevailing. This was guaranteed to the Ukrainians by the Polish Constitution of 1921. (Articles 110-111), but in reality it was extremely difficult to achieve this. Even the opening of a Ukrainian private school required a lot of effort - only with the permission of the minister of religion and public education. Kremenets Gymnasium, as well as Lutsk, as well as Rivne (arose thanks to the "Enlightenment" of 1923), nourished the native language, professed Orthodox traditions, revered outstanding national figures, leaders of the nation. It is from this angle that the role of the Ukrainian Gymnasium in Kremenets is shown, along with similar gymnasia in Lutsk and Vinnitsa in the formation of the secular and spiritual national consciousness of the Ukrainian intelligentsia, who later worked on asserting the statehood, including in the UPA ranks, for the development of the Ukrainian national culture.
9
Brandish, C., N. Kamere, A. Iqbal, H. Rosado e V. Rutter. "Views and experiences of volunteers for the Commonwealth Partnerships for Antimicrobial Stewardship Extension Programme". International Journal of Pharmacy Practice 31, Supplement_2 (30 de novembro de 2023): ii10—ii11. http://dx.doi.org/10.1093/ijpp/riad074.012.
Texto completo da fonteResumo:
Abstract Introduction Antimicrobial resistance (AMR) is a global public health issue, which can be addressed through improved antimicrobial stewardship (AMS) knowledge and practice. The CwPAMS programme, launched in 2019, is funded by the UK aid Fleming Fund and managed by Commonwealth Pharmacists Association (CPA) and Tropical Health and Education Trust (THET).1,2,3 It expanded in 2021 to support 14 health partnerships to enhance AMS capacity by leveraging UK expertise between the UK and 8 Commonwealth countries: Ghana, Kenya, Malawi, Nigeria, Sierra Leone, Tanzania, Uganda, Zambia. CwPAMS was supported by UK and LMIC volunteers. Aim The aim of this study was to explore views and experiences of volunteers who took part in the CwPAMS Extension Programme. Methods A cross-sectional survey was developed using Survey Monkey by CPA internal AMS experts and programme managers. The questions explored the key benefits to health organisations and professionals, including the development of AMS skills and competencies, barriers to AMS, and personal/professional development opportunities. Open-ended questions were included to gather further insights into volunteers' views and experiences of volunteering and participating in CwPAMS. The survey was emailed to the 14 health partnerships who took part in the CwPAMS programme between October 2021-May 2022 to be disseminated to all volunteers. Data were collected between 14 April-1 June 2022, transferred to Microsoft Excel and analysed thematically, with frequency counting where appropriate. As it was an internal CPA programme evaluation, no ethical approval was required. Results A total of 83 survey responses were received. The majority respondents were female (60%) and were pharmacists (54%). Volunteers recognised the programme’s positive impact on a personal/professional and organisational level, by fostering knowledge exchange and enhancing AMS practices. Amongst volunteers, 87% noted that their organisation had benefited through their participation in CwPAMS, with 72% stating they had increased AMS capacity in their team. Volunteers highlighted several areas where they applied their newly acquired skills and experiences from their participation in CwPAMS. The most frequently mentioned impactful areas were: 1) Leadership and project management: Volunteers reported improved competencies in establishing local expertise in AMS and infection management, strengthening stakeholder and partnership engagement and improved confidence in project leadership, monitoring, and evaluation. 2) Use of new tools (digital/virtual) for training and AMS use 3) Mentoring, teaching and sharing their knowledge and experiences to support others in their professional development. In addition, volunteers reported they had the opportunity to network and form international partnerships, fostering multidisciplinary collaborations. They also experienced personal development by acquiring leadership, communication, problem-solving, grant application writing, and project management skills. Discussion/Conclusion CwPAMS offers volunteers within health partnerships a distinct opportunity for personal and professional growth, while simultaneously improving AMS related healthcare practices in their organisations. We will continue to expand upon the achievements of the programme by enhancing volunteer experiences, such as the Africa Leadership Fellowship-AMS offering as part of CwPAMS 2, to upskill and enable pharmacists in LMICs to develop leadership roles. Additionally, we aim to strengthen the evaluation of CwPAMS to showcase its impact to the UK and LMICs, respectively. References 1. Commonwealth Pharmacists Association – CwPAMS: Commonwealth Partnerships for Antimicrobial Stewardship. Available at: https://commonwealthpharmacy.org/cwpams (accessed 3 June 2023). 2. Ashiru-Oredope D, Langford BJ, Bonaconsa C, et al. Global collaborations in antimicrobial stewardship: All hands on deck. Antimicrob Steward Healthc Epidemiol, 2023; 3(1): e66. DOI: 10.1017/ash.2023.122. 3. Brandish C, Garraghan F, Ng BY, et al. Assessing the Impact of a Global Health Fellowship on Pharmacists' Leadership Skills and Consideration of Benefits to the National Health Service (NHS) in the United Kingdom. Healthcare (Basel) 2021; 9(7):890. DOI: 10.3390/healthcare9070890.
10
Kosiakina, A. "The Russian Approach to the Soft Power Concept". Analysis and Forecasting. IMEMO Journal, n.º 2 (2022): 63–75. http://dx.doi.org/10.20542/afij-2022-2-63-75.
Texto completo da fonteResumo:
The article is devoted to a comprehensive study of the Russian ‘soft power’ policy. The author gives her view on the ‘soft power’ phenomenon and practices and draws the line between related concepts of ‘soft power’ and ‘public diplomacy’, all while explaining the reasons for the special interest of the Russian central authorities in the concept for the last two decades, which is embodied in doctrinal documents on foreign affairs. Distinctive features of the country’s understanding of ‘soft power’ and its politics are highlighted.The institutional approach and organizational theory are widely used in the article. With their help, the activities of the main ‘soft power’ institutions functioning in Russian Federation, such as Rossotrudnichestvo (The Federal Agency for the Commonwealth of Independent States Affairs, Compatriots Living Abroad, and International Humanitarian Cooperation), Russkiy Mir Foundation and the Gorchakov Fund are analyzed.The author comes to the conclusion that the lack of a clear formal distribution of responsibilities between departments leads to interdepartmental inconsistency and even competition and significantly reduces the undoubted positive effect of their work.Besides, the article pays special attention to the tools and resources of the Russian ‘soft power’ policy. Apart from traditional tools like language, education, cultural and historical heritage, such new ones that have intensified or appeared due to COVID-19 pandemic are as follows: humanitarian aid and ‘vaccine diplomacy’. And finally, the author gives a forecast on Russian ‘soft power’ in connection with the events on the territory of Ukraine and comes to the conclusion that in the coming years it will be difficult to create an image of an attractive country abroad.
Teses / dissertações sobre o assunto "Commonwealth Education Fund – The Gambia"
1
Mullins, Foney G. "A History of the Literary Fund as a Funding Source for Free Public Education in the Commonwealth of Virginia". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27303.
Texto completo da fonteResumo:
The purpose of this study was to present an historical analysis of the function of the Literary Fund of Virginia as it pertained to public school funding. The major questions central to this study were: (a) How has the Literary Fund addressed the funding needs of the Virginia public schools? (b) What significant changes have occurred in the apportionment of Literary Fund revenue? and (c) What are the future trends of the Literary Fund?
The political and social circumstances that prevailed in Virginia, prior to this funding initiative, were examined to determine what effects they had on its development. Primary documents also were examined to ascertain pertinent information for completion of this study. These included: House and Senate Journals; The Acts of the General Assembly; Virginia School Reports; Virginia Second Auditor Reports of the Literary Fund; Annual Reports of the Superintendent of Public Instruction; and the Code of Virginia. Secondary sources were used to provide background information about the historical events that helped shape the development and perpetuation of the Literary Fund.
Various government officials and a former Superintendent of Public Instruction were interviewed through use of a protocol. The purpose of these interviews was to gain insight on the likely future of the Literary Fund. Their answers to questions were analyzed to determine if consistent themes could be identified. These interviews, along with historical data collected, were examined in order to provide recommendations for future consideration by the Commonwealth of Virginia relative to the use of Literary Fund revenue.Ed. D.
Livros sobre o assunto "Commonwealth Education Fund – The Gambia"
1
Gambia, Commonwealth Education Fund-The. Strategic plan 2004-2006. The Gambia]: Commonwealth Education Fund--The Gambia, 2004.
Encontre o texto completo da fonte
2
Co-operation, Commonwealth Fund for Technical. Commonwealth skills for the 1990s. London: Commonwealth Fund for Technical Co-operation, 1991.
Encontre o texto completo da fonte
3
Commonwealth Fund for Technical Co-operation. Commonwealth skills for the 1990s. London: Commonwealth Fund for Technical Co-operation, 1993.
Encontre o texto completo da fonte
4
Commonwealth Fund for Technical Co-operation., ed. Commonwealth skills for the 1990s. London: Commonwealth Fund for Technical Co-operation, 1991.
Encontre o texto completo da fonte
5
Commonwealth Fund for Technical Co-operation., ed. Commonwealth skills for the 1990s. London: Commonwealth Fund for Technical Co-operation, 1989.
Encontre o texto completo da fonte
6
Susan, Abrams, ed. For the welfare of mankind: The Commonwealth Fund and American medicine. Baltimore: Johns Hopkins University Press, 1986.
Encontre o texto completo da fonte
7
Commonwealth Fund. Task Force on Academic Health Centers. Training tomorrow's doctors: The medical education mission of academic health centers : a report of the Commonwealth Fund Task Force on Academic Health Centers. New York: Commonwealth Fund, 2002.
Encontre o texto completo da fonte
8
An African education: Stories of challenge and triumph in establishing the Salikenni Scholarship Fund in the Gambia. Amherst, Massachusetts: White River Press, 2014.
Encontre o texto completo da fonte
9
Government of the Gambia and United Nations Children's Fund: Programme of cooperation, 1992-1996 : master plan of operations. [Gambia: Govt. of the Gambia, 1992.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Commonwealth Education Fund – The Gambia"
1
Bloom, Samuel W. "Becoming a Profession". In The Word as Scalpel, 181–214. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195072327.003.0010.
Texto completo da fonteResumo:
Abstract Medical sociology, to establish itself, required conditions of intellectual interest, of social demand, of sponsorship, and of resources. Although the federal government, particularly NIMH, was instrumental in the professional development of medical sociology, private foundations prepared the way—especially in training, in introducing the social sciences into medical education, and in directly stimulating and supporting professional organization. Both before and after federal agencies became involved, private foundations continued to play a vital function. The Commonwealth Fund, the Milbank Memorial Fund, and the Rockefeller Foundations deserve special mention, but the Russell Sage Foundation played the most singular role. It set directions of research, recruited already established social scientists, and trained a cadre of sociologists who were to be among the most influential of the early medical sociologists.
2
Karpf, Juanita. "An International Megahit". In From Biblical Book to Musical Megahit, 199–226. University Press of Mississippi, 2023. http://dx.doi.org/10.14325/mississippi/9781496845740.003.0009.
Texto completo da fonteResumo:
By 1870, the Esther score had traveled north to Canada and then overseas to British Commonwealth nations and territories, and to Africa and Asia. Not-surprisingly, English-speaking regions were particularly enthusiastic participants in the international Esther vogue. As might be expected, performances not only served charitable fund-raising causes, but they also served as persuasive missionary vehicles. Esther became identified as an agency for the temperance movement, along with the international spread of music education and music literacy. Arguably, the most noteworthy of African productions took place in 1930 in Angola where hundreds of singers performed the work out-of-doors to thousands of enthusiastic onlookers. Several surviving photographs document the immensity of this production and the ways a rural population adapted the score for a performance on a hillside.
Trabalhos de conferências sobre o assunto "Commonwealth Education Fund – The Gambia"
1
Mallinson, Brenda. "Building Online Education Capacity during a Pandemic - from Concept to Action in Developing Regions". In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4780.
Texto completo da fonteResumo:
This paper describes a learning journey which started with a COL-supported webinar series addressing ‘Learning Design leading to Sensitisation for Online Course Development using OER’. The webinar OER materials were hosted on Moodle and required participants to complete a series of related online activities interspersed between the synchronous sessions. The high-level output of this stage was the drafting of an institutional, faculty, or departmental action plan to propagate deeper understanding and new skills at an institutional level. The second stage was the refinement of these Action Plans using a Results-Based Management approach, with the third stage being the COL-supported implementation of these plans. // In a COL collaboration with the Southern African Development Community Centre for Distance Education (SADC-CDE), the first cohort of 39 participants were drawn from four educational institutions: College of Open Schooling (COS) at Botswana Open University (BOU); Institute for Adult Education (IAE) in Tanzania; Lesotho Distance Teaching Centre (LDTC); and Namibia College of Open Learning (NAMCOL). COS BOU, LDTC, and NAMCOL continued this journey through to the final (3rd) implementation stage. // A revised webinar programme was repeated for the West African Sub-region (WASR) under a COL collaboration with the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL). This involved 39 participants from Cameroon, Ghana, Sierra Leone, and the Gambia, drawn from educational institutions and national education ministries. Although this cohort did not progress to the 2nd stage of action plan refinement supported by COL, intentions were to refine plans at a national level for the WASR States. // Throughout the webinar series regular online reflections were encouraged using the Moodle blog, and a final reflection based on the Brookfield Critical Incident Questionnaire was undertaken at the conclusion of each cohort experience. Useful feedback was obtained indicating factors that sparked engagement and what constituted challenges for each cohort. // Finally, findings relating to the two cohorts’ engagement and experience of their journeys are presented, and achievements of participating institutions and countries with reference to their goals and plans are recognised. Lessons learned by the project leader and collaborators are identified, and potential improvements suggested. The projects took place during the Covid-19 pandemic within which all participating institutions and the facilitator were in lockdown in their home countries (2020/2021) and experienced associated challenges.
2
Ofulue, Christine, Johnson Opateye, Samuel Awolumate, Felix Kayode Olakulehin, Adewale Adesina, Bibian Ugoala, A'Rmiyau Yabo, Oluwaseun Philip Oluyide e Solomn Ojedeji. "Developing a Research Agenda for Resilient Systems and Innovative Practices in ODeL: Findings from a National Study". In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4693.
Texto completo da fonteResumo:
The Covid-19 pandemic brought to light huge gaps in education systems globally. Many African countries were unable to respond quickly to the impact of the pandemic. Additionally, in Nigeria, insurgency and insecurity are daily realities that have equally disrupted schools, forcing them to shut down. As a result, many institutions adopted emergency, remote teaching and learning approaches, recognising the potential of open, distance and eLearning (ODeL) to mitigate the disruptions and therefore contribute to building resilience. However, many of these interventions lack appropriate ODeL design and pedagogical features. A Tertiary Education Trust Fund (TETFund), National Research Fund (NRF)-sponsored project titled "Setting an Agenda for Research into Open, Distance, and eLearning in the Global South: Nigeria as a Case Study" set out to identify gaps, priority areas, and research trends to inform ODeL policy, and guide practice in the context of the various challenges. The project harnesses the value of research relating to policy, pedagogy, and practice in ODeL. The main objective of this paper is to investigate key areas of ODeL that should receive greater attention in research and thereby offer insights on the possible implications for building resilient educational systems and promoting innovative practices. A two-phased, mixed-method data collection process was implemented with quantitative data obtained through a preliminary online survey of 382 ODeL practitioners from higher education institutions in Nigeria. Qualitative data was obtained through a follow-up interview with a purposively selected group of 26 ODeL experts. The study reveals a commonality of views among the expert group about the key areas for research such as learner support, ICT, and instructional delivery. The opinions of the sample expert group confirmed the responses of the general population. The study also reveals emerging categories of previously unclassified research priority areas that are common to the African context. Research into these key areas can contribute significantly to building resilient education systems and promoting innovative practices.