Lifelong Learning for Farmers (L3F) was conceived by COL as a systems intervention rather than a conventional training programme. Piloted in 2004, it embedded learning within farmers’ economic and social realities by linking knowledge with credit systems, community institutions, and local decision-making. Over two decades, L3F demonstrated that when human capital is intentionally connected with social and financial capital, learning translates into tangible outcomes—higher incomes, stronger women’s agency, and improved financial resilience.

by Dr. Sridhar Chimalakonda, Associate Professor & Head, Department of Computer Science & Engineering Indian Institute of Technology Tirupati, on behalf of COL-CEMCA

This literature review synthesises global evidence on game-based learning (GBL) and gamification in education, drawing from 30+ systematic reviews and meta-analyses published between 2012 and 2025. The review directly supports the United Nations Sustainable Development Goal 4 (SDG 4) – ensuring inclusive and equitable quality education while addressing India’s National Education Policy (NEP) 2020 objectives for experiential, play-based, and technology-integrated learning.

by Dr B. Shadrach, Director, COL-CEMCA,  for further discussion with the ministries of education and other stakeholders in Commonwealth Asia.

The Teacher Competency Framework for Inclusive Education is a strategic initiative designed to assist Commonwealth governments and institutions in leveraging technologies to improve and expand learning for sustainable development. This framework aims to standardise the professional expectations for teachers working in diverse classrooms, ensuring that students with disabilities are effectively mainstreamed into the educational system.

The Ministry of Information and Broadcasting (MIB), Government of India, in partnership with the Commonwealth Educational Media Centre for Asia (CEMCA), organised the Community Radio Awareness Workshop in Itanagar with several interactive and engaging sessions. The workshop was supported by Rajiv Gandhi Central University. It aimed to raise awareness and foster the development of Community Radio stations (CRS), drawing over fifty participants, including representatives from various organisations across Arunachal Pradesh, Assam, Nagaland, Meghalaya and Manipur.

by Ms. Rashmi Mehra on behalf of COL-CEMCA

Young people across the Commonwealth represent an enormous demographic opportunity. With over 60% of the population in many Commonwealth countries under the age of 30, the scale of this demographic dividend is unparalleled. However, education and skilling systems remain outdated, rigid, and misaligned with the needs and aspirations of these youth. This White Paper by the Commonwealth Educational Media Centre for Asia (CEMCA) presents a compelling case for reimagining educational media and distance learning to better serve the aspirations of new-age learners. It synthesises evidence from major global reports (UNESCO, World Bank, ILO, OECD, UNICEF) to identify actionable strategies that promote flexibility, employability, and inclusion.

by Mr. Nitin Paul and Ms. Monica Sharma

The Commonwealth Educational Media Centre for Asia (CEMCA), serving as the regional centre for the Commonwealth of Learning, organised two-day Community Radio (CR) Awareness workshops in Agartala, Tripura, India, from 29-30 August 2024 and in Ranchi, Jharkhand from 11-12 February 2025. Both workshops were conducted in collaboration with the Ministry of Information and Broadcasting (MIB, Government of India). The primary aim of the workshops was to introduce participants to the concept of community radio and equip them with the necessary knowledge to establish their own community radio stations.

by Mr. T Khalid, Consultant, COL-CEMCA, Dr. B Shadrach, Director, COL-CEMCA and Dr. R C Srivastava, Consultant, COL-CEMCA

This report synthesises key findings and strategic insights from the Teacher in the Loop AI Cohort 2.0- National Bootcamp conducted in New Delhi, India, facilitated by the Regional Asian Centre of the Commonwealth of Learning (COL), The Commonwealth Educational Media Centre for Asia (CEMCA) in collaboration with the Central Board of Secondary Education (CBSE), Council for the Indian School Certificate Examinations (CISCE) and State Council of Educational Research and Training Haryana (SCERT). 

by Dr. Sayantan Mandal, Sheriya Sareen, Adina Ara, Pradhan, Shubham Choudhary, Priyanka and Avantika Bakshi

The report summarises key deliverables on Teacher Professional Development (TPD) for Artificial Intelligence in Higher Education (AIHE) in India, including understanding TPDs, policy analysis, best practices, and empirical insights from Ladakh. It provides suggestions for AI-TPDs in rural and remote contexts, aligning with NEP 2020’s vision for quality and inclusivity in teaching and learning through technology.

by Dr. P. Chitra

Tamil Nadu Open University (TNOU), in its continued pursuit to enhance academic innovation and align with national digital education goals, organised a workshop titled “Online Content Creation for Micro-Credentials” from 9th June to 11th June at Tamil Nadu Open University for the academic staff members. This initiative was held in collaboration with the Commonwealth Educational Media Centre for Asia

The Commonwealth Educational Media Centre for Asia (COL-CEMCA), in collaboration with the Embassy of Israel, convened a colloquium on Artificial Intelligence in Higher Education Institutions on 4 June 2025 at the Dr Ambedkar International Centre, New Delhi. The event brought together vice chancellors (VCs) and faculty members of state and national open universities, AI experts, and practitioners to deliberate on the potential, challenges, and ethical dimensions of AI in the education sector.

This Stakeholder Mapping Report has been developed to support the Commonwealth Educational Media
Centre for Asia (CEMCA) in advancing blended Technical and Vocational Education and Training (TVET) in
Bangladesh. The report aims to identify key stakeholders, assess their roles, levels of influence, and
engagement, and propose strategies to foster coordinated efforts toward developing a policy roadmap
for blended TVET and micro-credentialing in the country.

The training programme aimed to equip vocational educators with 21st-century skills, empowering them to lead change in classrooms and beyond. The programme sought to foster innovative teaching practices, enhance employability outcomes, and support educators’ professional growth, aligning with NEP 2020. Expected outcomes included educators demonstrating digital proficiency, applying industry-aligned methodologies, improving student engagement, and fostering lifelong learning, ultimately transforming vocational education in India.