1. Godson Gatsha, PhD. Education Specialist, Higher Education HIGHER EDUCATION 2015-2018

3. COL’s Strategic Goals  Quality education for all Commonwealth citizens  Human resource development in the Commonwealth  Harnessing ODL and technologies to achieve development goals

4. COL Priorities  Girls and Women  Open Educational Resources  Skills development

5. COL’s PROGRAMMES – OVERVIEW

6. Education  Open Schooling  Teacher Education  Higher Education  Virtual University for Small States of the Commonwealth (VUSSC)

7. Livelihoods  Technical and Vocational Skills Development  Lifelong Learning for Farmers  Technology Enabled Learning

8. Cross-cutting theme  Gender equality

9. HIGHER EDUCATION OUTCOME & PI By applying innovative ODL and technology models, more higher education institutions establish strong ODL policies and systems, produce gender-responsive learning resources, and ensure that more learners complete quality learning programmes that address industry and national development needs. 1.200,000 learners complete quality learning programmes that meet industry and national needs. 2.30 higher education institutions develop policies and systems that contribute to increased access to quality learning. 3.30 higher education institutions develop gender-responsive learning resources and improved curricula that address industry and national needs.

10. Higher Education COL works with commonwealth governments and institutions to:  promote greater access to higher education  improve the quality of education system COL supports policy makers, institutions and leaders in HE to harness the potential of ODL in order to :  cope with the increasing demand for higher education, rising costs and diminishing public funding  maintain high quality levels of providing higher education

11. HIGHER EDUCATION ACTIVITIES  Capacity Building  Quality Assurance  Course and Materials Development  RETRIDOL  COL Chairs

12. DEEP ENGAGEMENT

13. Selected for deeper engagement Botswana + Kenya + Rwanda + Papua New Guinea Capacity Building | Quality Assurance | Course & Resource Materials Development

14. BOTSWANA  National ODL Policy & implementation strategy formulation  Information, Education & Communication Strategy formulation  Harmonisation of the NQF & TQF  Development of a Learner support model  Draft National ODL Policies  Internationally harmonised NQF  Information, Education & Communication Strategy  Learner support and tutoring model ActivitiesOutput

15. KENYA  Study – status of ODL in Kenya  National ODL policy & strategy formulation  Capacity building in designing & facilitating e-learning  Information, Education & Communication Strategy (IEC) formulation  Development of sustainable financing model for ODeL in HE  Conversion of content to digital instructional Materials  ODL status report  National Policy & implementation strategy  At least 50 practitioners trained e-learning  IEC Strategy  Financing Model  Digital instructional materials ActivityOutput

16. RWANDA  National ODeL policy & strategy formulation  Formulation of the ODeL M&E & QA Policy Framework  Capacity building in course development for programmes delivered through ODeL  IEC strategy formulation  Developing a National Framework for MOOCs & OER  Developing an institutional Digital Library Framework  ODL status report  National Policy & implementation strategy  At least 50 practitioners trained e-learning  IEC Strategy  Financing Model  Digital instructional materials ActivityOutput

17. PAPUA NEW GUINEA  Institutional ODL Policy formulation & implementation strategy  Information, Education & Communication Strategy formulation  Commonwealth of Learning Review and Improvement Model (COL-RIM Quality Assurance Self Review Approach)  Institutional ODL Policy  IEC strategy  COL-RIM implemented ActivityOutput

18. AFRICA

19. CAMEROON  Study – status of ODL  Institutional ODL Policy formulation  Institutional Quality Assurance Policies in ODL formulation & implementation  Capacity building of in various ODL components e.g. ODL policy, research etc.  ODL status report  Institutional ODL Policy  COL-RIM training and implementation undertaken  Policy makers & practitioners/academics trained in various components of ODL ActivityOutput

20. MAURITIUS  Developing a Quality Code  Training academics in learner support, authoring distance course materials, in optimum use of the Moodle platform especially in course development & delivery  Developing a digital library  Quality Code developed  Academic trained in learner support, materials development & use of moodle  Digital library developed ActivityOutput

21. RETRIDOL: NIGERIA, GHANA West Africa  Training of academics in key components of ODL including research, leadership etc.  Call for journal articles, reviewing & publication  Regional & National ODL Policy & implementation strategy formulation  Regional ODL community of practice  At least 100 academics trained in key components of ODL  At least 1 ODL journal published annually;  ODL policies & implementation strategy produced  Regional ODL community of practice established ActivityOutput

22. LESOTHO  COL-RIM follow up  Quality Assurance Policy implementation  ODL Policy implementation  Support the development of materials for facilitating academics on how to effectively teach at university level  COL-RIM follow up monitoring report  Implementation report  Materials for teaching developed ActivityOutput

23. ASIA

24. BANGLADESH  Development of context based Master Tutor Training  Support Master Tutor training  Follow up on COL-RIM implementation  Institutional QA policy development  Master Tutor Training manual developed  Report on Master Tutor training  Report on COL-RIM monitoring follow up  QA policy developed ActivityOutput

25. MALDIVES  National ODL Policy formulation  Academic staff training in designing & facilitating e- learning, adapting, adopting & using OER  National ODL policy developed  Academic staff trained in designing and facilitating e- learning courses and adapting, adopting & using OER ActivityOutput

26. PAKISTAN  Support developing the National ODL policy  Support of institutional QA policy  National ODL policy developed  Institutional QA policy developed ActivityOutput

27. SRI LANKA  COL-RIM follow up  Development of institutional QA policy  COL-RIM monitoring follow up report  Institutional QA policy developed ActivityOutput

28. BRUNEI  Facilitate Scholarship application for 2016 intake  Application submitted ActivityOutput

29. Malaysia  Support training of Master Tutor Trainers  Support ODL practitioners study the MIDT  Support Leadership retreat knowledge & experiences exchange round table  Master Tutors trained  MIDT learners supported  VCs leadership round table report ActivityOutput

30. CARIBBEAN

31. GRENADA  Institutional ODL policy finalisation  National ODL Policy formulation  Institutional ODL policy completed  National ODL policy developed ActivityOutput

32. PAN COMMONWEALTH

33. Higher Education o Contributing to sustainable economic Growth o Institutional development (courses, materials, quality) o National and institutional policy

34. 11 CEMBA/MPA CONSORTIUM MEMBERS  Update and revise CEMBA/MPA course content using OER  Develop gender cases for CEMBA/MPA  22 CEMBA/MPA module content updated using OER  11 HEIs have gender-responsive CEMBA/MPA course content ActivitiesOutput Guyana, Jamaica, Cayman Island Sri Lanka, Bangladesh, Pakistan, Malaysia Mauritius, Botswana, Ghana, Nigeria

35. COUNTRIES HOSTING COL CHAIR Barbados, Canada, Nigeria, Tanzania, New Zealand, Malawi  Research studies commissioned and conducted  Conduct ODL/OER capacity building workshops  At least 1 ODL or OER focused research study produced by each Chair  At least 1 ODL/OER capacity building activity conducted Activity Output

36. LEGISLATIVE DRAFTING Pacific and Canada  Supporting training in Legislative Drafting  Legal practitioners trained in Legislative Drafting ActivitiesOutput

37. THANK YOU