Category Archives: Commonwealth Scholarships

MAOT Commonwealth Distance Learning Scholarships – 2025 entry

Commonwealth Scholarships, MAOT, scholarships

Do you have a serious interest in online teaching, technology-enhanced learning and educational technology?

Would you like to gain a Master’s degree with one of the UK’s leading providers of digital education, for study commencing in February 2025? Are you a citizen of one of the following developing Commonwealth countries, a refugee from one of the following countries, or a British Protected Person?

Bangladesh, Belize, Botswana, Cameroon, Dominica, Eswatini, Fiji, Gabon, Ghana, Grenada, Guyana, India, Jamaica, Kenya, Kiribati, Lesotho, Malawi, Malaysia, Maldives, Mauritius, Montserrat, Mozambique, Namibia, Nauru, Nigeria, Pakistan, Papua New Guinea, Rwanda, Saint Helena, Saint Lucia, Saint Vincent and the Grenadines, Samoa, Sierra Leone, Solomon Islands, South Africa, Sri Lanka, Tanzania, The Gambia, Togo, Tonga, Tuvalu, Uganda, Vanuatu, Zambia

Are you permanently resident in one of the above countries?

The Open University’s Institute of Educational Technology (IET) has been awarded 10 fully funded Commonwealth Distance Learning Scholarships for citizens of developing Commonwealth countries who wish to study IET’s Masters in Online Teaching (MAOT). We are pleased to invite applications for these scholarships.

The closing date for applications is 16.00 (GMT) on 28 March 2024.

These Scholarships are funded by the UK Foreign, Commonwealth & Development Office (FCDO) and are intended to contribute to the development needs of Commonwealth countries by enabling talented and motivated individuals to access training and skills required for sustainable development by undertaking part-time Masters study with UK universities while remaining in their home countries.

Intended beneficiaries

High-quality candidates from eligible low and middle-income Commonwealth countries who wish to access training not available in their home countries, who wish or need to remain in their home country while they study, and who have the potential to enhance the development of their home countries with the knowledge and leadership skills they acquire.

About the Masters in Online Teaching

The Open University’s Masters in Online Teaching (MAOT) is studied entirely online. The MAOT develops skills in the theory-informed design of technology-enhanced, blended and online learning. The MAOT is designed to address educational inequity in all its forms and, as such, is relevant to achieving inclusive, high quality, equitable blended and online education. The Commonwealth Distance Learning Scholarships are for three years’ part-time distance learning, commencing in February 2025. The scholarships will cover the full cost of tuition fees but no other expenses.

It is likely that Commonwealth Distance Learning Scholarship holders will study the following modules, in the order stated. However, there may be some variation in the exact content offered.

Stage 1 – February-October 2025:

Stage 2 – October 2025 – September 2026
60 credits from either four of the following 15-credit microcredentials, currently presented three times annually:

  • Online teaching: Evaluating and improving courses.
  • Teacher development: Embedding mental health in the curriculum.
  • Online teaching: Accessibility and inclusive learning.
  • Online teaching: Embedding social, race and gender-related equity.
  • Online teaching: Addressing the climate emergency (first presentation date to be confirmed).

Or one 60-credit postgraduate module chosen from:

  • Social justice, equity and equality: inclusive practice for all.
  • Exploring educational leadership: values, context and strategy.
  • Learning and teaching: educating the next generation.

Stage 3 – October 2025 – May 2026:

Who can apply?
To be eligible for a Commonwealth Distance Learning Scholarship to study the Masters in Online and Distance Education you must:

  • Be a citizen of, or have been granted refugee status by one of the eligible developing Commonwealth countries listed above, or be a British protected person; and
  • Be permanently in one of the eligible developing Commonwealth countries listed above; and
  • Hold a first degree of at least upper second class (2:1) standard. A lower qualification and sufficient relevant experience may be considered in certain cases; and
  • Be unable to afford to study the programme without this scholarship.

You will also need access to a computer with reliable broadband internet access. You do not need to be working in technology-enhanced learning but you should be interested in developing expertise in this area.

General conditions for the Scholarships are available here: https://cscuk.fcdo.gov.uk/scholarships/commonwealth-distance-learning-scholarships-candidates/.

How to apply

MAODE graduate nominated for Global Teacher Prize

Commonwealth Scholarships, community of practice, MAOT, research, success stories

Our very own Masters in Online and Distance Education graduate, Stephanie Akinwoya from Nigeria, has been nominated as one of the 50 best teachers in the world in 2023!

A posed portrait photo of Stephanie Akinwoya

Stephanie studied for the MAODE while working as a Physics teacher in her native Nigeria, graduating from the MAODE in 2021. She was supported to study the MAODE as one of our Commonwealth Scholarship holders. Upon graduation Stephanie won a place as an Atlantic Fellow at London School of Economics in 2022 and became a 2022 Fellow of the prestigious Fulbright Teacher Excellence Achievement Program. She has since been awarded a PhD scholarship at The Open University and arrived in the UK just one month ago to begin her research doctorate.

Stephanie’s interest in education stemmed from watching her mother’s total dedication and passion as a Chemistry teacher – an interest that eventually resulted in Stephanie becoming a Physics teacher. Seeing her mother explain abstract concepts simply – through their connection to ordinary life – ignited a passion in Stephanie for the sciences and the teaching profession. Her teaching journey started as an undergraduate student, volunteering to teach Physics and Mathematics at rural schools that lacked teachers. Teaching in these communities made her realise how many students (especially female students) have a phobia for STEM subjects or courses. This experience strengthened her resolve to address the gender disparity in STEM and ignite a passion for the sciences in all her students.

To ignite students’ curiosity and sustain their interest in learning, Stephanie employed a student-centred approach – using bitesize explainer videos, animations, hands-on activities, edutech tools and gamification to encourage mastery of concepts. She also started her Girls-Pro-STEM initiative in 2018 to generate interest in STEM amongst girls in public secondary schools. As part of this initiative, Stephanie has partnered with international organisations to provide training, support and mentorship to over 200 girls, many of whom have gone on to represent their school in national and international competitions. Stephanie’s is the first public school to win first prize in the Agbami Chevron Innovative STEM Project Competition (for building a smart self-powered house), and over 80% of her students have gained admission to tertiary institutions. After losing one of her students to suicide in 2020, and seeing how others struggled with their mental health (which is often seen as a taboo subject), Stephanie also created a platform called “Safe Space” as part of her MAODE study which has been used by over 200 students to access help on mental health issues.

Everyone at IET is delighted to hear about Stephanie’s nomination for this Global Teacher Award and wishes her every success with her PhD!

 

 

Uganda: Barriers to Open Practice in Teacher Professional Development – paper by two former MAODE students

Commonwealth Scholarships, community of practice, MAOT, research

Two of the graduates of our Masters in Online and Distance Education have published a paper entitled “An Assessment of Factors Hindering Educators in Primary and Secondary Education from Utilizing Open Education Resources, Open-Source Tools, And MOOCS in Professional Development and Practice in Kampala District, Uganda”.

These students, both participants in the Commonwealth Scholarship programme, have researched why Teacher Professional Development in their region of Kampala under-utilises the available Open Educational Resources, Open Source tools and MOOCs that could potentially transform knowledge of technology-enhanced education.

Their findings make for a very interesting read. The paper is published under a Creative Commons licence and can be accessed here: https://www.researchgate.net/publication/370299673_An_Assessment_of_Factors_Hindering_Educators_in_Primary_and_Secondary_Education_from_Utilizing_Open_Education_Resources_Open-Source_Tools_And_MOOCS_in_Professional_Development_and_Practice_in_Kampala_ 

Photo of Moses Mwebaze
Moses Mwebaze Mukisa, Head of Online and Distance eLearning at Avance International University, Uganda
Photo of Charles William Zulu
Charles William Zulu, Learning and Innovation Adviser, VVOB Education for Development, Zambia

Global community led by award-winning MAODE student

Commonwealth Scholarships, community of practice, MAOT, scholarships, success stories

Since 2018 The Open University’s Institute of Educational Technology (IET) has hosted Commonwealth Distance Learning Scholarships for citizens of low- and middle-income Commonwealth countries to study IET’s Masters programme, fully funded. Pakistan-based Munir Moosa Sewani was in the first cohort of Commonwealth Scholars, commencing his study of IET’s Masters in Online and Distance Education (MAODE) in 2018. Since then Munir has led numerous initiatives in his home country, and beyond, intended to support social justice and educational equity, drawing on the knowledge and skills he gained from studying the MAODE.

In March 2023 Munir was awarded The British Council’s UK Alumni Award for Pakistan in the Social Action Category as recognition for his socioecoethical model of human rights education in addition to Munir’s leadership of the Global Forum for Teacher Educators (GFTE), which he created and runs voluntarily.

Photo of Munir Moosa

The GFTE now has over 22,000 members from over 65 countries around the globe. As Director of the GFTE Munir brings the community together online for regular knowledge-sharing activities, utilising crowdsourcing and his socioecoethical vision to build capacity and advance techniques that utilise technology in the most effective ways in education settings around the world. The forum also works to enhance access to education for elderly citizens and to increase drug literacy around the globe.

Recently, the GFTE 2023 International Symposium brought together a range of keynote speakers and educator stories to create an event that attracted over 3500 attendees. IET’s own Associate Director (Curriculum) and Qualifications Director Dr Leigh-Anne Perryman, and Associate Lecturer Dr Simon Ball, were both honoured to be invited as keynote speakers, alongside the distinguished guest speaker Jennifer Hancock, founder of Humanist Learning Systems. In addition Rosa Zubizaretta and Dr Patricia Omidian spoke together on “From Conflict to Creative Collaboration: Tips for Teachers”. A range of vignettes from educators around the globe were presented to highlight the passion and commitment of teachers to making their profession better at every turn. The event was extremely well received with many hundreds of positive comments from audience members.

Everyone at IET would like to congratulate Munir on his British Council award, and we wish the Global Forum for Teacher Educators every success as it grows and strengthens.

Commonwealth Scholarships available for Masters in Online Teaching

Commonwealth Scholarships, MAOT, scholarships

Do you have a serious interest in online teaching, technology-enhanced learning and educational technology?

Would you like to gain a Master’s degree with one of the UK’s leading providers of digital teaching and learning, for study commencing in February 2024? Are you a citizen of one of the following developing Commonwealth countries, a refugee from one of the following countries, or a British Protected Person?

Bangladesh, Belize, Botswana, Cameroon, Dominica, Eswatini, Fiji, Gabon, The Gambia, Ghana, Grenada, Guyana, India, Jamaica, Kenya, Kiribati, Lesotho, Malawi, Malaysia, Maldives, Mauritius, Montserrat, Mozambique, Namibia, Nauru, Nigeria, Pakistan, Papua New Guinea, Rwanda, Saint Helena, Saint Lucia, Saint Vincent and the Grenadines, Samoa, Sierra Leone, Solomon Islands, South Africa, Sri Lanka, Tanzania, Togo, Tonga, Tuvalu, Uganda, Vanuatu, Zambia

Are you permanently resident in one of the above countries?

The Open University’s Institute of Educational Technology (IET) has been awarded 10 fully funded Commonwealth Distance Learning Scholarships for citizens of developing Commonwealth countries who wish to study IET’s Masters in Online Teaching (MAOT). We are pleased to invite applications for these scholarships.

The closing date for applications is 16.00 (GMT) on 28 March 2023.

These Scholarships are funded by the UK Foreign, Commonwealth & Development Office (FCDO) and are intended to contribute to the development needs of Commonwealth countries by enabling talented and motivated individuals to access training and skills required for sustainable development by undertaking part-time Masters study with UK universities while remaining in their home countries.

Intended beneficiaries

High-quality candidates from eligible low and middle-income Commonwealth countries who wish to access training not available in their home countries, who wish or need to remain in their home country while they study, and who have the potential to enhance the development of their home countries with the knowledge and leadership skills they acquire.

About the Masters in Online Teaching

The Open University’s Masters in Online Teaching (MAOT) is studied entirely online. The MAOT develops skills in the theory-informed design of technology-enhanced, blended and online learning and is designed to address educational inequity in all its forms and, as such, is relevant to achieving inclusive, high quality, equitable blended and online education. The Commonwealth Distance Learning Scholarships are for three years’ part-time distance learning, commencing in February 2024. The scholarships will cover the full cost of tuition fees but no other expenses.

It is likely that Commonwealth Distance Learning Scholarship holders will study the following modules, in the order stated. However, there may be some variation in the exact content offered.

Stage 1 – February-October 2024:

Stage 2 – October 2024 – September 2025:
60 credits from either four of the following 15-credit microcredentials, currently presented three times annually:

  • HZFM882 Online teaching: Evaluating and improving courses.
  • HZFM883 Teacher development: Embedding mental health in the curriculum.
  • HZFM884 Online teaching: Accessibility and inclusive learning.
  • HZFM885 Online teaching: Embedding social, race and gender-related equity.
  • HZFM889 Online teaching: Addressing the climate emergency (first presentation date to be confirmed).

Or one 60-credit postgraduate module chosen from:

  • EE845 Social justice, equity and equality: inclusive practice for all.
  • EE842 Exploring educational leadership: values, context and strategy.
  • EE830 Learning and teaching: educating the next generation.

Stage 3 – October 2025 – May 2026:

  • Compulsory module H890 Research and scholarship in digital education. This module develops skills in critically evaluating and conducting digital education-related research and scholarship and is suitable preparation for future doctoral study.

Who can apply?
To be eligible for a Commonwealth Distance Learning Scholarship to study the Masters in Online and Distance Education you must:

  • Be a citizen of, or have been granted refugee status by one of the eligible developing Commonwealth countries listed above, or be a British protected person; and
  • Be permanently in one of the eligible developing Commonwealth countries listed above; and
  • Hold a first degree of at least upper second class (2:1) standard. A lower qualification and sufficient relevant experience may be considered in certain cases; and
  • Be unable to afford to study the programme without this scholarship.

You will also need access to a computer with reliable broadband internet access. You do not need to be working in technology-enhanced learning but you should be interested in developing expertise in this area.

General conditions for the Scholarships are available here: https://cscuk.fcdo.gov.uk/scholarships/commonwealth-distance-learning-scholarships-candidates/.

How to apply