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    Inclusive Design for Learning: Creating Flexible and Adaptable Content with Learners

    Globally, children with disabilities are disadvantaged in the school environment. They are also disproportionately represented among out-of-school children. COL’s new publication provides a means to address this crisis of exclusion of persons with identified and unidentified disabilities.
  • Assistive Technologies: Inclusive Teaching Guidelines for Educators

    This guide describes how educators can use assistive technologies to promote an inclusive environment that accommodates the different ways learners assimilate information and learn. It introduces them to a range of assistive technologies that address individual learners’ needs and help them overcome the barriers they face.
  • Strategies for Blended TVET in Response to COVID-19

    Due to COVID-19, there is increasing pressure on governments, educational institutions, workplaces and community groups to adopt distance and online learning to ensure the continuity and upscaling of skills development while keeping communities safe. This new publication outlines the benefits and challenges of blended TVET and introduces post-COVID-19 models and strategies.
  • Keeping the doors of learning open COVID-19

    In these unprecedented times, ODL can support learning in the non-formal and informal sectors, as well as the formal education sector. See this curated list of resources for policymakers, school and college administrators, teachers, parents and learners that will assist with student learning during the closure of educational institutions.
  • Report to Commonwealth Education Ministers: from Response to Resilience

    This brief to Ministers of Education provides examples of how governments and institutions made it possible for people to continue their education during the COVID-19 pandemic and identifies factors that contributed to success.

  • Technology-Enabled Learning: Policy, Pedagogy and Practice

    This publication aims to help policy makers and education leaders re-think existing models of education and training in the post-COVID-19 world. It showcases some of the most successful examples of developing policy, improving pedagogy and supporting institutional practice.