Earlier this week, the Honourable Haruna Iddrisu, Minister of Education, Ghana, received Professor Jane-Frances Agbu, Adviser: Higher Education at the Commonwealth of Learning (COL), and a Ghanaian delegation comprising Professor Samuel A. Atintono, Principal of Accra College of Education and COL Focal Point for Ghana; Dr Joshua Mallet, former Director of CENDLOS and former COL staff member; and Mr John Dadzie-Mensah, Director of Policy, Planning and Research at the Ghana Tertiary Education Commission (GTEC).
The meeting, also attended by the Honourable Dr Clement Apaak, Deputy Minister of Education, and other senior officials, provided an overview of COL's work in higher education, teacher education, technical and vocational education and training, and open schooling.
A significant outcome was the formal presentation of the Business Model Report for the proposed Ghana Open University. The Minister welcomed the initiative, reaffirmed the government's commitment to expanding higher education opportunities for underserved populations, and constituted a seven-member committee to review the business model and advance plans for establishing the university.
Alongside these discussions, COL is facilitating a workshop in collaboration with GTEC to strengthen the capacity of assessors, accreditation officers and tertiary education stakeholders to support quality assurance in open and distance learning (ODL).
Together, these developments mark progress towards strengthening Ghana's higher education system and expanding opportunities for lifelong learning.
Nigeria is advancing national guidelines to help universities offer flexible, skills-focused learning through micro-credentials. At a recent meeting organised by the National Universities Commission (NUC) in collaboration with COL, Professor Abdullahi Yusufu Ribadu, Executive Secretary, NUC, emphasised the role of micro-credentials in expanding access to education, supporting skills development and strengthening links between higher education and the world of work.
Building on the National Micro-Credentials Framework developed with COL’s earlier support, the guidelines, once approved, will provide universities with clear standards for designing, delivering and recognising micro-credentials that meet quality requirements, respond to industry needs and support lifelong learning.
As water scarcity becomes a growing challenge, how can conservation, innovation and technology help protect water resources and build a more resilient future for Caribbean communities?
Tune in tomorrow, 20 October at 7 p.m. ECT, for “Water Conservation,” the fourth youth-led webinar in COL’s Pan-Caribbean Youth Robotics Innovation Project for Blue-Green Resilience and Prosperity.
André Mason, a member of the project’s selected youth cohort, will present alongside fellow team members to explore how policies and emerging technologies can support more sustainable water management across the Caribbean.
Earlier this week, the Honourable Haruna Iddrisu, Minister of Education, Ghana, received Professor Jane-Frances Agbu, Adviser: Higher Education at the Commonwealth of Learning (COL), and a Ghanaian delegation comprising Professor Samuel A. Atintono, Principal of Accra College of
Nigeria is advancing national guidelines to help universities offer flexible, skills-focused learning through micro-credentials. At a recent meeting organised by the National Universities Commission (NUC) in collaboration with COL, Professor Abdullahi Yusufu Ribadu, Executive
As water scarcity becomes a growing challenge, how can conservation, innovation and technology help protect water resources and build a more resilient future for Caribbean communities?
Tune in tomorrow, 20 October at 7 p.m. ECT, for “Water Conservation,” the fourth youth-led
Research on women’s access to STEM education points to progress. But are those gains translating into equal opportunities to build careers and lead?
COL’s Women in STEM initiative (WiSE) is examining the gaps behind this question, bringing together researchers, policymakers and civil society to develop solutions that expand opportunities for women across STEM education, employment and leadership.
At a recent workshop in Kuala Lumpur, Malaysia, stakeholders from Brunei, India, Malaysia, Pakistan, The Gambia and Uganda discussed barriers, shared lessons on more inclusive policy and practice, and identified practical actions to help more women participate, progress and lead in STEM.
Rwanda’s higher education and teacher training institutions are taking important steps towards the responsible and effective use of artificial intelligence (AI). Through a collaboration between the Commonwealth of Learning (COL), the Higher Education Council (HEC) and the University of Rwanda (UR), representatives from nine higher education and teacher training institutions have come together in Kigali, Rwanda, for a three-day session to develop and strengthen institutional AI policies and guidelines.
The initiative aims to establish a coherent, future-ready framework that enables institutions to harness AI to improve the quality of education, foster innovation and promote ethical practices. The policies are being developed in alignment with national guidance from HEC as well as regional frameworks from the Inter-University Council for East Africa.
Opening the event, Dr Olivier Habimana, Head of the Department of Digitalisation and Research at HEC, highlighted the importance of clear AI policies and other institutional measures to support the effective integration of AI in education. In his welcoming remarks, Professor Florien Nsanganwimana, Principal of the College of Education at the University of Rwanda, emphasised the critical role of teachers in preparing learners for an AI-enabled future, noting the importance of AI literacy and ethics in supporting students.
This activity forms part of COL’s broader work in AI for Teacher Education work across Sub-Saharan Africa and the Caribbean. It reflects our commitment to promoting shared learning, locally relevant and collaborative solutions, open educational resources, and the responsible and sustainable integration of AI across education systems.
“Our task is not simply to put AI tools in teachers’ hands, but to strengthen their agency to decide when, why and how AI can improve teaching and learning,” says Dr Betty Ogange, Education Specialist: Teacher Education at the Commonwealth of Learning.
As AI becomes an increasingly integral part of education, responsible integration must begin with teacher education and professional development. This means embedding AI literacy, ethics, critical thinking and inclusive practices into teacher education policies, curricula and assessment.
Our latest story looks at how South Africa is translating AI literacy into practical action across teacher education. Read more at the news link in our bio. #ArtificialIntelligence #TeacherEducation #AILiteracy #Teachers #InclusiveEducation #SouthAfrica @highereduza @universityofpretoria @university_of_cape_town
5
0
This error message is only visible to WordPress admins
Error: There is no connected business account for the user .
