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#1
Prioritize achievement of target 9c of the Sustainable Development Goals (SDGs) to: “significantly increase access to information and communications technology and strive to provide universal and affordable access to the internet in least developing countries by 2020” (United Nations, 2015)
#2
Facilitate purchase or rental of tablets for professional learners to incentivize online learning
#3
Develop public awareness campaigns aimed at educating people on the value of online learning and the impact it can potentially have on their lives and livelihoods
#4
Add accredited digital awareness, digital skills-building, and learning-to- learn modules to all existing CPD events, with online e-moderated version for those with MOOC and online learning experience
#5
Incentivize accredited CPD providers to learn how to make mobile-optimized MOOCs using low-cost approaches, including sourcing open educational resources (OERs) which can be freely re-used for local needs.
#6
Make recordings of relevant conferences available online – live streaming where possible or edited versions posted after the event
#7
Establish a MOOC Platform led/ outsourced by the professional board where all professionals in each sector can: - find and access relevant and accredited online courses with (or without) assessments- view webinars of live events or recordings of previous ones- easily search for information relevant to their profession- connect with a supportive community of peers, establish virtual peer mentoring and coaching relationships- engage in relevant policy discussions which are e-moderated and aimed at supporting policy implementation while providing a valuable feedback loop to policy makers for improved policy development.
#8
Institutionalize the use of e-portfolios to facilitate scaled up monitoring of compliance with CPD requirements and as a learning resources which documents each professional’s learning over a lifetime
#9
Build multi-stakeholder steering group under the leadership of professional board to ensure all CPD providers are engaged and coordinated in providing varied opportunities for professionals
#10
Build developing/ developed country partnerships between professional groups aimed at sharing resources and expertise, and building  vibrant multi-country communities of professionals which include a range of perspectives on challenges in making every day practice best practice

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Most MOOC platforms have the possibility to make announcements to members and upload calendars detailing events which are searchable by relevant criteria, making it possible to better manage and quickly disseminate information on CPD activities. Online courses may also be organized in directories and accessed by professionals with the relevant user sign in.

cMOOC platforms offer the possibility to design purpose-built discussion forums which can serve to act as a channel between governing bodies and professionals on the ground. Mis-information on policies may be avoided by clearly communicating on legislation and policies affecting the sector and inviting feedback to support better development of future policies through a channel which promotes greater buy-in and implementation.

Recommendations #7, #9

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Accreditation that bears consequences is key to ensuring compliance with CPD legislation, particularly in cultures which don’t have a tradition of voluntary professional learning. The developed country in this study described a system whereby each professional was responsible for their own CPD and was required to make a statement annually to confirm compliance. Random audits of a small percentage of the total professional group took place each year. This experience of implementing compulsory CPD is highly valuable for countries which are beginning to implement such legislation, though the system need to be adapted for countries such as the developing country in this study (and others), where it was suggested that a mechanism would be needed to monitor compliance for the legislation to succeed.

MOOC platforms are capable of scaled up assessment through machine-graded quizzes and other assessment types. Many are also capable of generating real-time analytics on individual progress of massive numbers of learners. Training would be required to ensure each professional understands how to be a self-directed learner using models and methods of reflective practice, recording their learning in reflective e-journals, which may be saved in individualized e-portfolios consolidating each professionals’ lifelong learning journey. Courses of this type have already been developed in the developed country, according to interviewee #4, and this experience could be invaluable in helping to make CPD legislation implementable

Recommendations #4, #7, #8, #9, #10

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#11 Consultative mechanism to engage with professional stakeholders

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#11 Consultative mechanism to engage with professional stakeholders

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In the case of the developing country in question, it was suggested that buy-in for new legislation making CPD compulsory was in question because of a feeling that a correct consultative process had not been followed to take on board the views of all affected stakeholders. This was flagged as a problem by one interviewee in the developed country also, who recommended a more inclusive process that would serve to build a better relationship between governing bodies and professionals on the ground, and lead to more implementable solutions and greater buy-in for change.

See Opportunity #10,#11

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# 10 Access to information on CPD opportunities

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# 10 Access to information on CPD opportunities

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While in the developed country questioned, it appeared that the governing board provided guidance to all professionals within the sector on how to access activities to meet CPD requirements, no such facility exists (at least not yet)  in the developing country, where it was claimed that there is no known way to easily find relevant opportunities.

See Opportunity #10, #11

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Where availability and affordability are not a major concern, as in the developed country of this study, an additional factor which may be considered key to success in implementing compulsory CPD may be linked to the degree to which a strong learning culture exists within a profession. In the case of the developed country in question, this was not a concern, but in the developing country, it would appear that no such culture has been built, such that unless a clear incentive is offered, it will be difficult to increase CPD activities.

See Opportunity #8, #9

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#8 Access to accredited courses for implementation of CPD legislation

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#8 Access to accredited courses for implementation of CPD legislation

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In the context of the current trend of making CPD compulsory for many professionals,  unless people have access to enough events needed to gain the required number of points, such laws are not easy to implement, and may instead have seriously negative consequences, as mentioned by interviewees #1 and #2, increasing stress levels of overworked professionals who are being asked to do something they see as impossible or lose their job; losing scarce professionals who find it practically impossible to comply; or even encouraging black market credits in order for people to meet requirements to sustain their livelihood.

See Opportunity #8, #9

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Findings from the survey revealed that digital versions of analogue CPD activities could be identified and positively evaluated according to the objectives of continuous professional development i.e. building knowledge and skills; improving workplace attitudes; building coping strategies to deal with change in the workplace; and improving workplace performance. Contributions to the discussion forum confirmed that low-cost techniques are capable of delivering MOOCs for this purpose. Technology tools are now available to overcome the challenges currently encountered in the analogue model to implementing affordable CPD for all who need it.

Many courses which are currently delivered using the costly class-based approach may be replaced by xMOOC style MOOCs developed using low-cost approaches to MOOC development,

Technology tools are available to make relevant conferences available online – live streaming where possible or posting edited versions after the event on a MOOC community platform.

It is possible to design community activities on cMOOC platforms, including purpose-built discussion forums, capable of carrying out the function of peer mentoring and coaching, which is currently not possible in many places

Recommendations #5, #6, #7, #9

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Training programmes that address all aspects of online learning may build technical skills and learning skills – not just training people to consume content, but to gain the skills and confidence to fully participate in learning communities.
Recommendations #4, #9

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Public awareness campaigns are widely used for behaviour change and can also be used for the purpose of changing peoples’ attitudes to online learning - educating people on its value and the potential impact it can have on their lives and livelihoods. Building positive attitudes and understanding of the value of online learning, could well even spark peoples’ willingness to learn the skills needed to use the tools, as illustrated by the example in the developed country: “even illiterate people use this social media because there’s a motive driving them - they are networking with people, seeing them far and there’s something they achieve from that - otherwise nobody would have gone on Facebook..”

Recommendations #3, #9

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Learning from the examples in the literature review where governments subsidized purchase of devices in a number of countries, it has been shown that it would be possible to invest in purchase or rental schemes to enable and incentivize professionals to engage in MOOCs and online learning – in an initiative which may well be more affordable and sustainable than subsidizing multiple multi-day workshops as found in the study.

Recommendation #2

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Findings revealed that where connectivity is currently poor and expensive, workarounds have been found for learning through offline modules, preloaded content on devices, use of communications channels that require low bandwidth, etc., but achievement of target 9c of the Sustainable Development Goals is key to making it easier for people to benefit from MOOCs without the struggle currently involved.

Recommendation #1

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#7 Affordability of external events and training

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#7 Affordability of external events and training

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The cost of providing enough class-based programmes/events in low-resource settings is considered to be simply impossible. The study found that this particularly applies to professionals in remote settings because of the time and cost of attending external events – individuals can’t afford to pay themselves, and the cost to government is prohibitive given the huge need for CPD.

See Opportunity #5, #6, #7

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Internal CPD, which may include mentoring and coaching activities, was claimed to be impossible in the majority of remote areas in the developing country, where professionals often work alone in isolated areas, and have no opportunity to connect with others for this type of activity.

See Opportunity #5, #6, #7

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#5 Access to relevant training courses and events

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#5 Access to relevant training courses and events

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Access to external CPD was a major concern in the developing country, where opportunities to attend external training events are limited for everyone in the country, but particularly for those living in remote areas who generally don’t have access to courses in their locality.

See Opportunity #5, #6, #7

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#4 Digital literacy and e-learning literacy skills

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#4 Digital literacy and e-learning literacy skills

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As seen in the discussion forum, and also from the literature review which found a 15% retention rate on MOOCs, efforts should be made to prepare people to not only know how to use the tools, but to be knowledgeable about the pedagogical value of participating in the various learning activities offered by MOOCs.

See Opportunity #4

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#3 Perception of MOOCs and online learning

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#3 Perception of MOOCs and online learning

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From the research, and as concluded also in the literature review, it would seem that attitudes are a considerable barrier for uptake of MOOCs and online learning. Results of the survey showed that the majority of people who have experienced MOOCs could see value in using them to gain meaningful learning experiences, but resistance to using technology for learning among people who had not used it for learning was reported to be high in the developing country - particularly among older people, and also reported to be the case in the developed country where professionals were widely using devices, but not for learning.

See Opportunity #3

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Affordability of devices was not widely reported as a major barrier – helped by the availability of cheap 3G enabled smartphones which have enabled less wealthy citizens in developing countries, as in the example, to get connected. While smartphones may be used for MOOCs, the small screen size and limited storage capabilities are not ideal, and tablets were recommended as a better option.

See Opportunity #2

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In order to fully benefit from MOOCs, it is clear that a number of elements must be in place. At the most basic level, this includes affordable infrastructure. This study found that infrastructure is already available and affordable in many parts of the world, but not yet everywhere.

See Opportunity #1