In Kurunduwatta village, Sri Lanka, Saroja transformed a small home garden into a thriving family enterprise.
Through training in sustainable agriculture, women’s rights, and community leadership, she gained new skills to grow a business, improve her family’s food security, respond to climate challenges and become a mentor to other women interested in agricultural entrepreneurship.
Saroja’s journey is supported through the Empowering Women and Girls (EWG) project, funded by Global Affairs Canada and implemented in Sri Lanka with the Women’s Development Centre.
How can future teachers learn from one another and use AI thoughtfully to create more inclusive classrooms?
COL’s new report introduces a co-creative mentoring model for pre-service teacher education. The model brings together traditional mentorship, peer learning, reflection, and AI-supported resource creation to equip future teachers with the digital and pedagogical skills to develop more equitable classroom practices.
Seychelles is taking another step towards expanding flexible, lifelong learning.
The Commonwealth of Learning (COL), in partnership with the Seychelles Institute of Teacher Education (SITE) and the University of Seychelles (UniSey), has launched a two-day workshop on the development of institutional micro-credentials policies and operational procedures aligned with the national micro-credentials framework.
The initiative will enable participating institutions to open new learning pathways for learners who may not be adequately served by longer, traditional qualifications. It will also help them respond to the emerging needs of employers and industry in a rapidly changing society; complement, rather than replace, existing academic programmes; and strengthen their role in providing lifelong learning and continuing professional development.
Opening the event, the Honourable David Pierre, Minister for Education and Human Resource Development, Seychelles, emphasised the importance of keeping quality at the centre of the country’s work on micro-credentials, with policies and procedures that are both nationally aligned and practical for institutions to implement. He also highlighted COL’s support to SITE and UniSey as part of the Ministry’s broader efforts to diversify learning opportunities, strengthen continuing professional development and build a skilled and productive workforce equipped to respond to Seychelles’ current and emerging needs.
The opening ceremony was also attended by the Honourable Kalsey Belle - Minister for Youth and Sports, Seychelles, along with senior government officials and representatives of the participating institutions.
Dr Evode Mukama, Adviser: Teacher Education at COL, commended SITE and UniSey for working together to advance the development, issuance and certification of micro-credentials in Seychelles. He also acknowledged the valuable role of the Seychelles Qualifications Authority (SQA) in providing guidance to ensure that micro-credentials meet standards for quality, credibility and recognition.
This work in Seychelles forms part of COL’s wider efforts to advance micro-credentials in the digital age and strengthen collaboration, knowledge sharing and connections across the Commonwealth.
In Kurunduwatta village, Sri Lanka, Saroja transformed a small home garden into a thriving family enterprise.
Through training in sustainable agriculture, women’s rights, and community leadership, she gained new skills to grow a business, improve her family’s food security,
How can future teachers learn from one another and use AI thoughtfully to create more inclusive classrooms?
COL’s new report introduces a co-creative mentoring model for pre-service teacher education. The model brings together traditional mentorship, peer learning, reflection,
Seychelles is taking another step towards expanding flexible, lifelong learning.
The Commonwealth of Learning (COL), in partnership with the Seychelles Institute of Teacher Education (SITE) and the University of Seychelles (UniSey), has launched a two-day workshop on the
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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