With a ten-year investment from New Zealand’s Ministry of Foreign Affairs and Trade (MFAT) in education, skills and resilient learning across the Pacific, the Commonwealth of Learning is launching the next phase of the Pacific Partnership for Open, Distance and Flexible Learning.
Running from 2026 to 2036, the partnership will work across Fiji, Kiribati, Marshall Islands, Naoero, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu and Vanuatu. COL’s regional centre, the Pacific Centre for Flexible and Open Learning for Development (PACFOLD), hosted at the University of the South Pacific, will serve as a key delivery partner.
After a successful first phase that saw more than 7,200 educators enrol in professional development, around 5,900 young people complete community-based skills training and more than 300 Pacific-contextualised open educational resources developed, the next phase will embed what works within Pacific institutions and systems to make flexible learning a recognised, sustainable part of education and skills delivery. Gender equality, disability and social inclusion, alongside climate-change education and resilience, will be integrated across every programme output.
The goal is long-term Pacific ownership, with recognised skills, stronger institutions and flexible learning systems that can continue reaching learners wherever they live, including when disruption strikes.
“The ultimate goal is to foster a true learning society, a nation where education does not terminate at graduation, where adults can re-enter education seamlessly, and where learning is recognised as a vital form of national security,” said His Excellency Danny Faure, former President of the Republic of Seychelles and Chair of the Board of Governors of the Commonwealth of Learning (COL), speaking at the University of Seychelles (UniSey) Anniversary Lecture 2026.
Delivering the keynote address on “Reimagining Higher Education for Island Futures,” COL’s Chair reflected on Seychelles’ journey in higher education and UniSey’s critical role in shaping national development. He set out three fundamental tests for universities across island states: to remain relevant, affordable and resilient amid rapid technological change, shifting labour markets, growing climate pressures and evolving learner needs.
Looking ahead, his keynote urged universities to consider how they can better connect learning with a fast-changing world of work, prepare students to use artificial intelligence critically and responsibly, and create more flexible pathways that allow people to return to education throughout their lives. He also called on small island states to think differently about scale, acknowledging size not as a constraint, but as an advantage that can bring agility, close networks and the local expertise needed to respond quickly.
What sparks a girl’s interest in science, and how does that interest grow into opportunity?
On 25 September 2026, COL’s partners in the WiSE project, Idara-e-Taleem-o-Aagahi (ITA) and Science Fuse, will host a webinar exploring the concept of Science Capital and how these ideas are being put into practice with young women in Pakistan through the Sayani Saheliyaan Project (SSTR).
Bringing together organisations and practitioners from across the Commonwealth, the session will create space to exchange perspectives and consider how everyday experiences with science can help strengthen opportunities for girls and young women.
With a ten-year investment from New Zealand’s Ministry of Foreign Affairs and Trade (MFAT) in education, skills and resilient learning across the Pacific, the Commonwealth of Learning is launching the next phase of the Pacific Partnership for Open, Distance and Flexible Learning.
“The ultimate goal is to foster a true learning society, a nation where education does not terminate at graduation, where adults can re-enter education seamlessly, and where learning is recognised as a vital form of national security,” said His Excellency Danny Faure, former
UPDATE: COL’s Introduction to Robotics course has reached its full capacity of 500 participants, and registration is now closed to help ensure a high-quality learning experience for everyone enrolled. We are encouraged by the level of interest and sincerely thank all those who
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
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