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. Through a collaboration between the Commonwealth of Learning, the Higher Education Council (HEC) and the University of Rwanda, 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, Prof 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.
More than 60 stakeholders from Cameroon, Ghana, Nigeria, Sierra Leone, The Gambia and Togo came together for a recent COL-supported workshop led by the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL), hosted at the National Open University of Nigeria.
Focused on quality assurance mechanisms for emerging issues in ODL across West Africa, the session examined how quality assurance can respond to changes shaping open and distance learning, including artificial intelligence, micro-credentials, open educational resources, cross-border provision and the evolving needs of diverse learners.
Watch RETRIDOL's video to hear from participating stakeholders on what institutions and regulators can do to strengthen quality assurance across the region.
Rwanda’s higher education and teacher training institutions are taking important steps towards the responsible and effective use of artificial intelligence. Through a collaboration between the Commonwealth of Learning, the Higher Education Council (HEC) and the University of
More than 60 stakeholders from Cameroon, Ghana, Nigeria, Sierra Leone, The Gambia and Togo came together for a recent COL-supported workshop led by the Regional Training and Research Institute for Distance and Open Learning (RETRIDOL), hosted at the National Open University of
As AI becomes part of everyday life in higher education, institutions are left to grapple with how new tools can support learners without compromising ethics, accuracy, or accessibility.
COL’s new publication, Conversational Agents in Education: Context and Case Studies of Practice in Tertiary Education, by Sara de Freitas and Denise Whitelock of The Open University, UK, examines how conversational agents can support teaching, learning and student services when used responsibly. Drawing on research and case studies from UK higher education, the report explores their potential to reduce routine workloads, personalise support and improve access to timely information, while addressing key risks such as bias, inaccuracy and the need for regular evaluation.
Learn more at the news link in our bio. #AIinEducation #HigherEducation #DigitalLearning #EdTech #ResponsibleAI @theopenuniversity
Micro-credentials can help people build skills and strengthen livelihoods, but only when learners, institutions, and employers can trust and recognise them. Without clear national frameworks, they can remain stuck in institutional silos, making it harder for learners to transfer credits, build towards larger qualifications, or demonstrate value to employers.
With COL support and under the active leadership of the Honourable Dr Harini Amarasuriya, Prime Minister and Minister of Education, Higher Education and Vocational Education, Sri Lanka, and COL Board Member, Sri Lanka’s emerging national framework offers a practical example for other Commonwealth countries seeking to make micro-credentials trusted, inclusive, and portable.
Read more at the news link in our bio. #MicroCredentials #LifelongLearning #SkillsDevelopment #HigherEducation #TVET
As AI continues to reshape higher education, how can institutions ensure that open learning remains inclusive, equitable, and accessible?
A new publication examines the status of Open Educational Resources (OER) policies and practices in West African higher education, with analysis of OER awareness, policy development, adoption challenges, institutional familiarity with AI tools, and the integration of AI into OER practices. Read the full publication at the link in our bio. #HigherEducation #EducationPolicy #OER #AIinEducation #WestAfrica @openuniversitynigeria
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