The Kenya Vision 2030 provides the blueprint of Kenya’s journey to meet the Sustainable Development Goals (SDGs). It aims to transform Kenya into an industrialising, middle-income country providing a high quality of life to all citizens by 2030. A major support to the Kenyan government to deliver its commitment under SDG4 is establishing the National Open University of Kenya (NOUK) to ensure inclusive, equitable and quality higher education for all.
This presentation reports on the Open University’s work in progress (under the Skills for Prosperity Project) to co-develop a NOUK model Options Paper and a relevant roadmap for Kenya. It specifically discusses the type of challenges and problems a NOUK can address and outlines a range of Open University models that have successfully addressed the discussed challenges. The models include Open Entry Distance, Open Distance, Hybrid, Micro-credentials and Catalyst models. Additionally, the strength, weaknesses, opportunities, and threats related to each model will be briefly reviewed.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Elearning @ UoM: Past, Present and the FutureM I Santally
A presentation highlighting the progress at the UoM and the plan for the future. It describes the actions being explored by the UoM management to achieve its strategic goals of internationalisation and opening access.
The function of microcredentials for the Open UniversityRobert Farrow
This presentation explores the reasons for adopting and developing microcredentials, and whether they currently satisfy those intentions. This draws on the development of microcedentials at the UK Open University and the experience of the European Microcredential Consortium project.
As with many educational technology developments, the hype and rhetoric sometimes outstrips the reality of implementation. MOOCs, learning analytics, artificial intelligence and blockchain have all seen intense periods of projected possible benefits, before settling into a narrower range of actual usage and recognised benefits. Microcredentials are perhaps still in the initial phase of being a development without an evidence base of practical use to support their claims, but some clear intentions from institutions are emerging and initial evidence regarding their take up by learners suggests avenues for their continued deployment.
It should be noted that development of microcredentials is not a zero cost game. They are costly to develop, often requiring different sets of expertise and tools. There is also an associated opportunity cost in developing them, for the time and resource they demand is effort that could be used on other initiatives. So in adopting them, institutions need to be asking two fundamental questions: “Are microcredentials worth this cost?” and “Do microcredentials represent the best way to realise these aims?”
This presentation will explore the answers to these questions, drawing on the experience of the OU in developing a range of microcredentials for the FutureLearn platform and the Erasmus+ EMC project which is examining the adoption of microcredentials for work based learning.
https://i-he2021.exordo.com/programme/presentation/254
Elearning @ UoM: Past, Present and the FutureM I Santally
A presentation highlighting the progress at the UoM and the plan for the future. It describes the actions being explored by the UoM management to achieve its strategic goals of internationalisation and opening access.
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
Exploring the Great Chances of Partnerships for Distance Learning Programstexila123
Texila American University (TAU) has an extensive list of collaborative programs and is always keen to expand that list. If you would like to be our next Learning Management Center (LMC), contact us and enjoy our fresh approach
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
On urgent needs for a revised quality agenda. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
Christine Wihak - The challenge of non-formal learningEAEA2015
Christine Wihak, the director of the prior learning assessment and recognition centre at the Thompson University, Canada, was invited at the AVA expert seminar as key-note speaker.
Digital Capability: How digitally capable are we?BlackboardEMEA
Is the implementation of Blackboard/Collaborate/et cetera hampered by staff and students’ IT skills? Users struggle to make the most of Blackboard without basic digital capabilities such as file management, knowing what a browser is, not to mention wider capabilities such as creating and uploading videos, understanding file size issues, or utilising their mobiles and the list goes on.
During 2014 the UCISA User Skills Group undertook their inaugural Digital Capabilities Survey and followed up with several case studies. Their research shows:
• What strategic approaches universities are taking to support staff and students with their digital capabilities
• What universities are doing to address these skills for their staff and students
• How the sector is defining digital capabilities
• What universities are doing with BYO
Educators and large-scale online teaching: What free-flowing discussions in M...Fereshte Goshtasbpour
This talk will present the findings of a study on educators’ contributions to the discussion areas of FutureLearn MOOCs. It will specifically discuss the reasons that inhibit educators’ contributions to foster deep learning in discussions. Drawing on the Community of Inquiry framework, it will explain why educators’ social, pedagogical and cognitive contributions only encourage surface learning and what modifications to educators’ activities are required to support learning in MOOCs. The talk will cover the mixed research design and findings about the frequency and type of educators’ contributions as well as the way and extent to which learner engaged with them.
Summary of the study: https://www.bera.ac.uk/blog/exploring-instructors-contributions-to-massive-open-online-courses
Relevant paper: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12787
Changing current practice to meet the needs of learners and societyJisc
A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College.
Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis.
Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever?
This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.
Exploring the Great Chances of Partnerships for Distance Learning Programstexila123
Texila American University (TAU) has an extensive list of collaborative programs and is always keen to expand that list. If you would like to be our next Learning Management Center (LMC), contact us and enjoy our fresh approach
The presentation gives an overview of the ECBCheck Initiative for quality of e-learning programmes consisting of a community of practice, a self-assessment tool and a certification label.
On urgent needs for a revised quality agenda. Improving the quality of teaching in educational institutions through the introduction of new educational programs, modern pedagogy, and smart-technologies in the educational process. Technical Assistance mission, MHSSE, NEO; HERE and YTIT, Uzbekistan 18-19 November 2019.
Christine Wihak - The challenge of non-formal learningEAEA2015
Christine Wihak, the director of the prior learning assessment and recognition centre at the Thompson University, Canada, was invited at the AVA expert seminar as key-note speaker.
Digital Capability: How digitally capable are we?BlackboardEMEA
Is the implementation of Blackboard/Collaborate/et cetera hampered by staff and students’ IT skills? Users struggle to make the most of Blackboard without basic digital capabilities such as file management, knowing what a browser is, not to mention wider capabilities such as creating and uploading videos, understanding file size issues, or utilising their mobiles and the list goes on.
During 2014 the UCISA User Skills Group undertook their inaugural Digital Capabilities Survey and followed up with several case studies. Their research shows:
• What strategic approaches universities are taking to support staff and students with their digital capabilities
• What universities are doing to address these skills for their staff and students
• How the sector is defining digital capabilities
• What universities are doing with BYO
Similar to Open University Models: Towards Enhancing Inclusive, Equitable and Quality Higher Education in Kenya (20)
Educators and large-scale online teaching: What free-flowing discussions in M...Fereshte Goshtasbpour
This talk will present the findings of a study on educators’ contributions to the discussion areas of FutureLearn MOOCs. It will specifically discuss the reasons that inhibit educators’ contributions to foster deep learning in discussions. Drawing on the Community of Inquiry framework, it will explain why educators’ social, pedagogical and cognitive contributions only encourage surface learning and what modifications to educators’ activities are required to support learning in MOOCs. The talk will cover the mixed research design and findings about the frequency and type of educators’ contributions as well as the way and extent to which learner engaged with them.
Summary of the study: https://www.bera.ac.uk/blog/exploring-instructors-contributions-to-massive-open-online-courses
Relevant paper: https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12787
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
2012-2022: The Decade of the MOOC (Massive Open Online Courses)Fereshte Goshtasbpour
Katy Jordan, University of Lancaster (UK) and Fereshte Goshtasbpour, The Open University (UK)
In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this presentation, we report the findings from a paper that brought together articles published about MOOCs in the Journal of Interactive Media in Education (JIME) over the past ten years. First, the presentation provides an overview of major events and trends in relation to MOOCs over the past ten years. Then it takes a closer look at the 25 papers published in JIME arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.
Jordan, K. and Goshtasbpour, F., 2022. JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC. Journal of Interactive Media in Education, 2022(1), p.1.DOI: https://doi.org/10.5334/jime.757
Skills for Prosperity Kenya: Adapting OER for More Sustainable Online Course ...Fereshte Goshtasbpour
EDEN Research Workshop
This poster focuses on the journey of one open educational resources (OER) and how it has been repurposed during the Covid-19 pandemic within a variety of contexts. In particular, it focuses on reuse within the Kenyan context and as part of a wider digital education skills initiative: Skills for Prosperity Kenya. The poster will be of interest to practitioners, anyone with an interest in open education, and adapting OER for online course development and delivery in a short time or to meet urgent and unanticipated teaching needs. It also shares some strategies to make OER accessible and inclusive particularly for technologically low-resourced contexts.
Keywords:
Digital Education, Inclusion, Open Educational Resources, Global South, Covid-19
Adapting OER: Addressing the Challenges of Reuse When Designing for HE Capaci...Fereshte Goshtasbpour
Changes in learning and teaching due to COVID-19 have prompted higher education (HE) institutions to develop strategies and skills related to technology-supported education, creating development opportunities that help staff teach and support students in online or blended situations. Using open educational resources (OER) meant training could be developed and localised quickly. However, there has been little research into the use of OER to meet urgent, unanticipated teaching needs. This paper provides a critical reflective account of learning design for the use of OER in a national capacity development initiative in Kenya as part of the Foreign, Commonwealth and Development Office (FCDO) funded Skills for Prosperity Kenya project. Development of this OER was led by The Open University in partnership with 37 Kenyan universities. The initiative was designed to develop the knowledge and skills of educators, educational leaders, and support staff. The contribution of this paper is that it identifies challenges encountered when adapting OER for use in a technologically low-resourced context, showing how these can be addressed successfully at different learning design stages. Challenges were identified using the 7Cs of Learning Design (Conole, 2014): conceptualise, create, communicate, collaborate, consider, combine and consolidate. The paper concludes with recommendations for design practice and creating and remixing OER.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Open University Models: Towards Enhancing Inclusive, Equitable and Quality Higher Education in Kenya
1. Work together. Learn together. Grow together.
Implemented by:
Add Ukaid/UK Government,
Embassy or HMG logo
Add partner logo
Denise Whitelock, Andrew Law, Rebecca Ferguson, Simon Cross, Fereshte
Goshtasbpour, Olivier Biard
Open University Models: Towards Enhancing
Inclusive, Equitable and Quality Higher
Education in Kenya
2. 2
Acknowledgement
• Denise Whitelock (PI)
• Andrew Law (NOUK lead – creator of this presentation)
• Rebecca Ferguson
• Simon Cross
• Beck Pitts
• Olivier Biard
3. 3
Background
Skills for Prosperity (Kenya) project:
• Funder: Funded by Foreign, Commonwealth and Development Office (FCDO)
• Duration: 2020-2023
• Aim: To enhance and scale Online Distance Learning (ODL) as a key route to improving access to
higher education in Kenya
• OU role: IET and IDO are providing technical assistance in the form of advisory support and
training to facilitate the acceleration of ODL
• Project strands: 1) Advisory support to plan for establishing the National Open University of Kenya
(NOUK)/ University Digital Online Learning
2) Capacity development of 320 key staff in existing public universities
• Stakeholders: the Government of Kenya (the State Department for University Education and Research)
and all 37 public universities
4. 4
Background
OU advisory support to plan for establishing NOUK or University Digital Online Learning model
explore and make recommendations for an appropriate model for setting up an NOUK
(Co-develop NOUK Options Paper )
Co-development workshops, focus-groups and meeting with key stakeholders
Co-development workshops
• Which priority challenge is the proposed NOUK addressing (scale, quality, inclusion, access, etc.)?
• Which model of NOUK provides the optimal solution to the priority challenge?
5. 5
Categorisation of challenges (first workshop)
MORE ENROLMENTS
Question – in what:
• In specific curriculum areas?
MORE INCLUSION
• Women
BETTER LEARNING
Digitally enabled learning - but how:
• By developing a new degree
awarding university?
BETTER OUTCOMES
But how:
• New curriculum areas e.g. new
quals in STEM /Employment skills
focus
BETTER OUTCOMES
But how:
• New curriculum approaches e.g.
Competency based
BETTER OUTCOMES
But how:
• New relations with industry
aligned with e.g. Competency
based curriculum
BETTER LEARNING
Digitally enabled learning - but how:
• By enhancing existing capability ?
BETTER LEARNING
Digitally enabled learning - but how:
• By developing institute/centre of
excellence to stimulate sector?
More education
• More enrolments
MORE ENROLMENTS
Question – in what:
• At specific qual levels (UG, PG)
MORE ENROLMENTS
Question – in what:
• For professional development
(CPD)
MORE INCLUSION
• Disabled
MORE INCLUSION
• Rural /Geographically distant
MORE INCLUSION
• Time constrained (Part time)
MORE INCLUSION
• Cost constrained?
More education
• More inclusion
More effective education
• Better provision
More effective education
• Better outcomes
MORE INCLUSION
• Those without qualifications
6. 6
Which type of Open University?
Catalyst
Open Distance
Open Entry Distance Micro-credential
Hybrid
There are a range of models that have been set up to successfully
address the outlined issues.
Can award degrees
7. 7
An institution focussed on delivering learning experiences to
students on scale. Providing qualifications at undergraduate and
post graduate level. Using distance learning approaches. With open
entry (no conditions for entry based on qualifications).
Open Entry Model – Overview
OU UK Open University UK 1969 OU Israel Open University Israel 1974
Primary Aim Inclusion through openness Inclusion through openness
Entry Requirements None (for UG) None (for UG)
UG Quals Over 200 qualifications. Certificates,
diplomas, micro-credentials, short
courses, open learn courses, degrees.
More than 600 courses.
PG Quals Masters – not open
Postgraduate diplomas, Doctorates
Masters – not open.
No doctorates
Main Mode (online, blended, f2f) Online Self-study books – downloadable
8. 8
Strength Weakness
• ENROLMENTS (potential for massive scale)
• INCLUSION: would allow greater access to learning for those
currently excluded on basis of qualification, geography, time,
gender, disability or income)
• EXPERIENCE (digital enabled capability) – while not necessarily
solely digital in mode – would be a substantial move into digital
delivery for Kenya
• OUTCOMES (qualifications) Awards degrees and delivers CPD
• ALL: Direct control – establishing an institution with dedicated
team, systems and quality control process in place to deliver
specific objectives for scale, inclusion, capacity and outcomes
• ALL: Direct control over quality and curriculum through
organization objectives and design
• OUTCOMES: Completion rates can be a challenge to maintain
(probably via focus on quality of dedicated course design and learner
support)
• OUTCOMES: Some counties do not recognize online degrees
• EXPERIENCE: Reputation and brand will need to be established
INCLUSION: Equity if delivered with online only (it might be necessary
to consider how those with mobile only or limited access can learn –
maybe via 'blended' options?
• OTHER: Investment – requires public or private investment to
establish
Opportunity Threat
• ALL: Unmet need amongst excluded (in Kenya)
• ALL: Could indirectly stimulate (though competition and
stimulation of market) other HEIs to adopt move to more flexible,
online and distance learning.
• OTHER: Potentially a supplier to Kenya and wider region
• OTHER: Some protection against local alternative to global
competitors
• OTHER: Builds capacity to supply to international micro-credential
platforms
• OTHER: Competition Growth of traditional HEI provision of online,
distance offer (nationally and internationally)
• OTHER: Threat to Kenyan perspective and needs - globalised
knowledge weakens local perspective (does not reflect local needs)
Open Entry Model – SWOT
9. 9
An institution focussed on delivering learning experiences
to students on scale. Providing qualifications at
undergraduate and post graduate level. As with Open
Entry model, but with conditional entry. Can be offline
and online or blend. May have research activity as well.
Open Distance Model
Examples
• National OUs : IGNOU, UNED, UNISA NOUN,
• HEI consortium model Australia (OUA)
• African Virtual University: AVU
10. 10
Open Distance Model - SWOT
Strength Weakness
• ENROLMENTS (potential for significant scale) – in principle can deliver
learning on a massive scale
• INCLUSION- would allow greater access to learning for those currently
excluded on basis of geography, time, gender, disability or income)
• EXPERIENCE (digital enabled capability) while not necessarily solely digital
in mode – would be a substantial move into digital delivery for Kenya
• OUTCOMES (Qualifications) Awards degrees and delivers CPD
• ALL: Direct control – establishing an institution with dedicated team,
systems and quality control process in place to deliver specific objectives for
scale, inclusion, capacity and outcomes
• ALL: Direct control over quality and curriculum through organization
objectives and design
• EXPERIENCE(Completion) rates can still be a challenge to
maintain (probably via focus on quality of learner support)
• EXPERIENCE (Reputation) and brand will need to be
established (probably via relentless focus on quality and
employability)
• INCLUSION (Equity) if delivered with online only (it might be
necessary to consider how those with mobile only or limited
access can learn – maybe via 'blended' options?
• OTHER: Investment – requires public or private investment
to establish
• OUTCOMES: Some counties do not recognize online degrees
Opportunity Threat
• ALL (Unmet need) amongst some excluded (in Kenya)
• ALL: Could indirectly stimulate (though competition and stimulation of
market) other HEIs to adopt move to more flexible, online and distance
learning.
• ALL: Could directly stimulate/support other HEIs (licensing content and/or
systems) into other traditional HEIs starting hybrid models
• OTHER: Potentially a supplier to Kenya and wider region
• OTHER: Some protection against local alternative to global competitors
• OTHER: Builds capacity to supply to international micro-credential platforms
• OTHER: Competition Growth of traditional HEI provision of
online, distance offer (nationally and internationally)
• OTHER: Threat to Kenyan perspective and needs - globalised
knowledge weakens local perspective (does not reflect local
needs)
11. 11
Traditional university with a parallel distance learning
offer option. Will be both offline and online.
Examples
• University of Laval, Canada
• Penn State, US
• Phoenix, US
• Open University of Hong Kong
Hybrid Model
+
12. 12
Hybrid Model – SWOT
Strength Weakness
• ENROLMENTS: Moderate scale –some more enrolments dependent
on HEI commitment
• INCLUSION (meets some aspects of inclusion) – could allow greater
access to learning for those currently excluded on basis of geography,
time, gender, and maybe disability and income
• EXPERIENCE (should be digital enabled) – while not necessarily solely
digital in mode – would be a substantial move into digital delivery for
Kenya, though dependent on the commitment of the HEIs involved
and the capabilities of their teams and separate systems
• OUTCOMES (qualifications)- Awards degrees and potentially CPD
• OTHER: Investment Potentially lower central investment compared to
Open Entry or Open Models
• OUTCOMES ( Completion) rates can still be a challenge to maintain
INCLUSION (Equity) if delivered with online only (it might be necessary to
consider how those with mobile only or limited access can learn)
• EXPERIENCE (Quality) – There is no centre of/critical mass of excellence, no
critical mass of dedicated teams
• EXPERIENCE (Curriculum) may not be designed for quality distance offer or
redesigned for competency-based outcomes
• ALL: Indirect control - May prove difficult to ensure it meets objectives or
meets quality requirements
• OTHER: Investment – requires HEI (and possibly some public investment) to
develop, may require multiple delivery systems (one for each HEI) and
multiple independent teams
• OUTCOMES: Some counties do not recognize online degrees
Opportunity Threat
• EXPERIENCE: Builds capacity to supply to international micro-
credential platforms
• EXPERIENCE: Curriculum: Possibly (if HEIs invests in curriculum
development) opportunity to design new focused curriculum
(competency based and perhaps STEM focused)
• ALL: Unmet need amongst some excluded (in Kenya)
• OTHER: Potentially a supplier to Kenya and wider region
• OTHER: Some protection against local alternative to global
competitors
• OTHER: Competition Growth of traditional HEI provision of online, distance
offer (nationally and internationally)
• OTHER: Threat to Kenyan perspective and needs - globalised knowledge
weakens local perspective (does not reflect local needs)
13. 13
The exploitation of an existing open (no entry
requirements) digital online platform offering small
course components that may potentially contribute to
part of a qualification (at a traditional university) or an
enhancement to existing qualifications/ competencies.
(continuing professional development).
Examples
• Major platforms that could be used Coursera, EdX, FutureLearn ,
Getsmarter (not qual credit)
• OER based: OERu, Saylor.org
Micro-credential Model
14. 14
Micro-credential Model - SWOT
Strength Weakness
• ENROLMENTS: Scale – in principle could deliver some
increase in enrolments
• INCLUSION: Focus on some aspects of inclusion –
could allow greater access to learning for those
currently excluded on basis of qualification,
geography, time, gender, and maybe disability and
income)
• EXPERIENCE: Focus on digital enabled – solely digital
in mode
• OTHER: Investment - Lower central investment
required
• EXPERIENCE: Completion rates can still be a challenge to maintain, especially without
dedicated learner support
• INCLUSION: Equity will exclude many of those currently excluded by being online available
online
• EQUITY: Global platforms tend to serve the well-educated and confident learner – no specific
support for low confidence
• EXPERIENCE: Very limited range of curriculum coverage
• OTHER Investment – will require HEI investment to develop Kenyan focused offer
• OTHER: Indirect control over quality, outcome, experience
• OTHER: Very US focused (little Kenyan focus)
• OTHER: Does not award degrees directly
• OTHER: Introducing international competition
• OTHER: Fees: shared with platform provider
Opportunity Threat
• EXPERIENCE: Curriculum: Possibly (if HEIs invests in
curriculum development) opportunity to design new
focused curriculum (competency based and perhaps
STEM focused)
• EXPERIENCE: Industry relations: Possibly (if
HEIs commit) an opportunity to build new industry
relations from inception
• ALL: Unmet need amongst some excluded (in Kenya)
• OTHER: Some protection against local alternative to
global competitors
• OTHER: Competition Growth of traditional HEI provision of online, distance offer (nationally
and internationally)
• OTHER: Competition: Presence of Kenya HEIs maybe swamped by other international HEIs
• OTHER: Threat to Kenyan perspective and needs - globalised knowledge weakens local
perspective (does not reflect local needs)
15. 15
A staff and organisational development institute focussed
on encouraging and aiding/capacity building in other HEIs.
Not focussed on directly delivering qualifications to
students on scale. May also support/enable online service
delivery.
Examples
• University based: IET, BLE, STRIDE
• Public: JISC, COL
• Private enablers: Pearsons, OES, Coursera
Catalyst Model
16. 16
Catalyst Model - SWOT
Strength Weakness
• OTHER: Can support any model
• OTHER: Requires modest investment
• ENROLMENTS: This could be slow to have an impact (on scale,
inclusion, capability or quality of learning)
• EXPERIENCE: Does not have direct role in delivery – requires significant
commitment and motivation from traditional HEIs
• OUTCOMES: Does not have degree awarding powers
• ALL: Maybe difficult to build critical mass of expertise quickly
Opportunity Threat
• OTHER: Could become Kenyan and region centre
of excellence
• OTHER: Competition there are other international providers (public
and private) which traditional HEIs may opt to use
18. 18
Pathways to models
Catalyst
Open Distance Open Entry Distance
Micro-credentials
(on existing international platforms)
Hybrid
**becomes
generates
generates
Catalyst
*SHARE
*Potential to co-develop courses and possibly systems of
delivery. Presenting independently, setting own fees
**Once established, could consider some courses
becoming open entry
19. 19
Next steps
• 2-3 Further workshops to jointly find the best solution for Kenya
• Outline paper with options and recommendations
• Government of Kenya decide on model
• Co-develop the NOUK roadmap
20. Work together. Learn together. Grow together.
Implemented by:
Add Ukaid/UK Government,
Embassy or HMG logo
Add partner logo
Thank you!
Editor's Notes
Collaborative work with the State Department for University Education and Research