Open and Distance Learning for Sustainable Development

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dispersed enrollment, making best use of the limited number of teachers available and dealing with culture, religion and political considerations (COL, 1999). HIV/AIDS Education and Management: Contributions from NOUN While offering curative care to AIDS patients seem to be a distant reality in the absence of a vaccine, evolving various strategies to prevent and control the unabated spread of this pandemic is desirable and possible. For this, immediate and effective response in new programme areas through teaching, research and extension is required. It is in this context that the role of the National Open University of Nigeria (NOUN) assumes much importance. Situated in the School of Science and Technology, NOUN introduced a Post Graduate Diploma (PGD) HIV/AIDS Education and Management course to provide the much needed and timely support towards HIV education in Nigeria. Taking cues from its forerunners like the Indira Gandhi National Open University, IGNOU, with a programme on 'HIV/AIDS and Family Education' and National Teachers’ Institute, Nigeria, (NTI) amongst many, the programme: HIV/AIDS education and management is skillfully and professionally designed with the following courses: 293 • Basics of HIV/AIDS • Basics of Family Education • Alcohol, Drug and HIV/AIDS • Disease, Illness and Society • Basic Anatomy and Physiology of Human Body • Communication and Counselling in HIV/AIDS • Clinical and Diagnostic and Therapeutic Services on HIV/AIDS • Management and Care of HIV/AIDS • Human Behaviour in Illness • Economics of HIV/AIDS • Legal and Ethical Issues in HIV/AIDS • Global Initiatives on HIV/AIDS • Primary Health Care and HIV/AIDS • Biostatistics Basics of HIV/AIDS introduces the students to the concepts of HIV and AIDS, the evolution, origin, theories and spread of HIV, developing global epidemic of HIV/AIDS. It also provides information on the biology of HIV/AIDS. This course further highlights HIV transmission modes; symptoms and diagnosis. The last two modules look at comprehensive HIV prevention and management strategies. Basics of Family Education traces the role of the family towards health education. Alcohol, Drug and HIV/AIDS expose learners to the relationship between the aforementioned variables. The course, Disease, Illness and Society as the name implies introduces learners to different conceptualisations of disease, illness and effects on society. Further more, the course: Basic Anatomy and Physiology of the Human Body enables students understand basic concepts in anatomy and physiology which include, the human skin, skeletal system, the nervous system, endocrine system, reproductory system, circulatory system and so on. The course: Communication and Counselling in HIV/AIDS is divided into six modules and 23 study units. It introduces the students to concepts of communication, approaches to HIV counselling, counselling process, pre and post test counselling, counselling skills and styles, stigma and discrimination, etc. Clinical and Diagnostic Therapeutic Services on HIV/AIDS is broken into 4 modules and 12 study units. It introduces the students to basics of HIV/AIDS, types and structure of HIV, HIV modes of transmission as well as replications in HIV. It further highlights clinical manifestations of HIV as well as several assessment techniques. Furthermore, it equips students with classical diagnostic methods of HIV and various management techniques.
The course: Management and Care of HIV/AIDS is a very rich course that exposes students to basic concepts of HIV/AIDS, psychological management of HIV/AIDS, nutritional management techniques as well as chemotherapeutic management measures. It also deals with HIV palliative care, patient adherence and treatment support. The course: Human behaviour in Illness, introduce the learners to concepts of illness behaviour. Specifically, it entails concepts like, human behaviour, health, disease, models of illness, and illness and mind-body relationship. It also reviewed the changing patterns of illness, but anchored on the stages of illness behaviour namely: symptom experience, assumption of the sick role, medical care contact, dependent patient role and recovery/rehabilitation stages. Economics of HIV/AIDS is broken into 24 study units. It introduces the students to concepts of health and the health continuum, STIs and their relationship to HIV/AIDS, prevalence of HIV/AIDS in Nigeria, peer education, economic implications of HIV/AIDS, HIV/AIDS programmes in the work place, evaluations and interventions of HIV/AIDS, etc. Primary Health Care and HIV/AIDS introduces students to health concepts and prerequisites, concepts of primary health care, health promotions, general analysis of health care services and evaluations, health education, etc. Legal and Ethical Issues in HIV/AIDS highlights inherent ethical and legal issues in management of HIV+ individuals. The course Global Initiatives on HIV/AIDS introduces students to global trend, research and funding associated with the curbing of HIV. Lastly, in Biostatistics, students are exposed to applications of statistics to a wide range of topics in biology and health. Suffice to note that course writing and development entails systematic and articulated stages, which is briefly outlined in the next segment. Stages of Course Material Development Course Material development is a critical activity in NOUN as well as other ODL institutions. Guidelines are presented below: 294 1. Pre-planning Need Assessment Stage 2. Design (Planning Stage) 3. Development Stage 4. Production Stage 5. Review Stage Pre-planning stage consists of in-house preparation of the academic unit or schools to mount a programme and the determination of relevant courses for the programme. This entails market survey and need assessment for academic programme, preparation of outline programme proposals (OPP) and Detail Programme Proposal (DPP), approval of OPP and DPP and selection of course writers, editors, eLearning, content developers, etc. Course material design stage comprises finalisation of course syllabus, determination of course delivery mode, identification and purchase of possible adaptable materials, writers and editors’ workshop. Course material development (authoring) stage includes the following: authoring of course material manuscript, collection of course material manuscript (in electronic and printed version), editing of course material by (in-house or external) content experts, correction of manuscript by writers, obtaining copyright permission (where necessary) and proof reading of manuscript by academic unit. Course material production stage entails proof reading and house style editing, copy editing, effecting corrections and formatting of manuscript, final checking by instructional designer and printing of course material. Revision stage becomes necessary to update course material contents due to review of curriculum, new trends and practices. This stage thus involves the original course writer, except if they are not available, and providers (for adaptable courses).
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2 nd Lagos, Nigeria A C D E C o n f
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Prof. Babatunde Ipaye (Chair, Plann
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Page Foreword i Contents ii - xi CO
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Increasing Teacher Quantity and Qua
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Role of Open / Distance Learning in
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Facilitating the Learning of Wildli
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Ibadan Open Digital Village (IODIV)
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THINKING OPEN AND DISTANCE LEARNING
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inaugurating at the time from exter
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country would be changed for good a
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Introduction 7 ELEARNING ON THE FAR
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There is a major omission in that d
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There are now close to a hundred of
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2008. We have already done face to
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affordable by students, parents, go
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their communities with no vocationa
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operating grants. A similarly sized
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• Innovation: In North America un
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mercantile investment tools exploit
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THE CHALLENGE OF THE MILLENNIUM DEV
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Quite clearly ODL practices have a
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Distance learning methods can be us
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We should not forget the strength o
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Introduction It is indeed a great p
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estructuring efforts will be geared
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37 Table 4: Internet Penetration in
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Given that ODL is a relatively new
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globalised and competitive world, h
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43 • The sharing of experiences t
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References Arbo, P., & Benneworth,
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Well functioning teacher education
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49 • The possibility of achieving
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51 • Education or professional st
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getting teacher-students to engage
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Thus, if the intention is to prepar
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over 3 three years Trained 1,200 Te
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Purpose-driven programme design inf
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We would argue the need for site-ba
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63 • How will we know whether we
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Robinson, B. & Latchem, C. Eds. (20
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pattern emerging, they need to anal
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Language and National Development N
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These programmes exist in many univ
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Survey Research; Introspection and
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The point made here is that univers
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77 access to French, the language o
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vehicular cross border languages or
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References Bamgbose, A. (1991). Lan
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83 SUSTAINABLE DEVELOPMENT FROM INT
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85 • Romania - National Centre fo
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87 Consumption and Production Patte
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the structure to coordinate nationa
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conservation in protected areas and
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mind the colonial and historical le
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involved in the evaluation of cours
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staff and students to information a
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otherwise open and distance learnin
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We agree with Okolie (2003) that th
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means of education to become member
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REFERENCES Adekanmbi, G. (2000). A
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Gravett, S. (2004). Teaching and le
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109 SUB THEME I OPEN & DISTANCE LEA
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Definition of Social Emotional Lear
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1988). The learners in developmenta
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Table 1 Proportional Sampling of Pr
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Confidence 752 4.11 0.91 Independen
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References Association for Childhoo
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QUALITY ASSURANCE IN OPEN AND DISTA
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Concept of Quality Assurance Qualit
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The vision of the National Open Uni
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(e) To provide forum where individu
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AN APPRAISAL OF THE IMPLEMENTATION
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e mo v e d in s p a c e a n d /o r
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T h e o r e t ica l Framework T h e
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h a v e th e larg e s t n u mb e r
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T a b l e 2 : C o mparison o f A d
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I t e m S /N f r o m r e s u l ts i
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141 p o p u l a t io n a d e q u a
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I t e m S /N S p e c if ic a lly, r
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D iscussio n F i v e r e s e a r c
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R e f e r e n c e s A ya d i, Fe l
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traders, unqualified medical worker
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Table 1: Mean, Standard Deviation a
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From table 2 above, it is observed
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ape, drug abuse and in unhealthy se
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Introduction Education has become o
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The Early Childhood Education progr
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In a bid to deliver quality educati
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(a) Self-assessment: These are assi
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OPEN AND DISTANCE LEARNING (ODL) AN
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Most of the ODL programmes at the U
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Director but the basic admission le
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THE USE OF AN ONLINE LEARNING SYSTE
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online education, also called dista
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Program Knowledge Performance Learn
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DEED618: College Teaching (CRN# 301
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Dreamweaver, etc. Providing additio
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Table 2 - Ten Largest Distance-lear
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USA Today, April 33, 2008: 6D. Wrig
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systems such as water, and land and
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Teachers face a widening range of d
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189 ii. gender: It is difficult to
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191 Robinson, B. and Colin, L. (200
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University of United Kingdom (OUUK)
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to lack of potential for sustainabi
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elements are: leadership, governmen
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Education for Sustainability Sustai
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The National Teachers’ Institute,
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- The Federal Government directive
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References: Adeagbo, Sen (2004). Co
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Introduction Distance learning is a
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This undeniable huge number of illi
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210 At the level of M.A Urdu in th
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Siddique, H.M. (2004). Distance Lea
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Annexure-3:Table 3 Gender Wise, Lev
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Annexure -8:Table 8 Gender Wise, Le
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9 Education Teacher Pakistan educat
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INCREASING TEACHER QUANTITY AND QUA
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teacher ratios very high (for insta
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Teacher Education in Kenya and Expe
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Postgraduate Diploma in Education (
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228 AN APPRAISAL OF ODL MODEL FOR P
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I n d i s c u s s in g th e po t e
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P u r p o s e of th e s t u d y T h
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D a t a a n a l y s i s B o th q u
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I t e m S / N T a b l e 3 C o m p a
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T a b l e 5 R a t i n g o f a d e q
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l e c t u r e s r e gu l a r l y an
Page 257 and 258: Figure 1 Summary of panel’s repor
Page 259 and 260: 244 a d e q u a t e f e e d b a c k
Page 261 and 262: G a b r ie l , A . ( 20 0 0 ) . E -
Page 263 and 264: Introduction In the recent past, th
Page 265 and 266: compromise the time and attention t
Page 267 and 268: The students reported that they had
Page 269 and 270: TRAINING OF DEVELOPERS OF DISTANCE
Page 271 and 272: putting in place the SOLACE. Indeed
Page 273 and 274: Although according to data in the r
Page 275 and 276: clear policy which addresses a vari
Page 277 and 278: Republic of Kenya. (1998). Master P
Page 279 and 280: system, namely making learning flex
Page 281 and 282: Type 1 Literacy development interve
Page 283 and 284: 268 the Adult Literacy Classroom. A
Page 285 and 286: AGRICULTURE AND THE MILLENNIUM DEVE
Page 287 and 288: Developing a global partnership for
Page 289 and 290: farmer in the Hambantota region saw
Page 291 and 292: 276 RECONSTRUCTING MASCULINITY AND
Page 293 and 294: power. Power then becomes a weapon
Page 295 and 296: annunciated by the superpowers. P.
Page 297 and 298: 24. I refer to potentially inhibito
Page 299 and 300: means that the propositions employe
Page 301 and 302: Dignity: Human dignity, pursuit of
Page 303 and 304: sound philosophical foundation to i
Page 305 and 306: 290 INNOVATIVE METHOD OF HIV/AIDS E
Page 307: To be certain, the treatment situat
Page 311 and 312: Aderinoye, R. and Ojokheta, K. (200
Page 313 and 314: This paper explores how the curricu
Page 315 and 316: 300 indirectly by serving as guides
Page 317 and 318: 302 iv. Rehabilitation and empowerm
Page 319 and 320: FROM EMPOWERMENT TO TRANSFORMATION:
Page 321 and 322: conception of power according to Pa
Page 323 and 324: in education. Plagiarising the work
Page 325 and 326: In Osiki (2007b), it was opined tha
Page 327 and 328: and caprices of any “military gen
Page 329 and 330: Osiki, J.O. (2007 b). Empowering Di
Page 331 and 332: INCORPORATING RELATIONSHIP MARKETIN
Page 333 and 334: strategic planning, work process, t
Page 335 and 336: Position Held Frequency Percent Cle
Page 337 and 338: Most of the customer care given to
Page 339 and 340: Bbuye, J. (2005) “Distance Educat
Page 341 and 342: INCREASING NUMBER OF OLDER PERSONS
Page 343 and 344: of ageing (Omotayo, 2006: 105-107).
Page 345 and 346: Second Semester 017Theory of Ageing
Page 347 and 348: OPEN AND DISTANCE LEARNING: SUCCESS
Page 349 and 350: opportunities. This is in keeping w
Page 351 and 352: External problems Energy related pr
Page 353 and 354: References Adebayo, A. M. (2007a).
Page 355 and 356: Conceptual issues Open and Ffexible
Page 357 and 358: Table 1. Applications and admission
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from the epidemic to share their ex
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Jegede, O.J. (2003). Taking the dis
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The foreign learning and teaching s
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The song accompaniment for GST 101
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McLuhan, M. (1964). Understanding t
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Introduction Open and Distance Lear
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It includes all the activities aime
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358 contact, less formal methods ar
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360 Training Objective Even though
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1. Technical competency 362 Technic
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2. Training logistics 364 The curri
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Rao, M.K. (1999). A Critical Analys
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vulgarisation agricole et d’ensei
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Open Learning system has emerged as
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For the physically challenged child
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Introduction/historical background
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Academic Manpower in NOUN The Natio
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THE ROLE OF NATIONAL OPEN UNIVERSIT
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New venture creation and developmen
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Education is the most important ins
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Mode of Course Delivery Full time a
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Significantly, standards and benchm
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Osei, B., Baah-Nuakoh, A., Tutu, K.
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Introduction The success of every n
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S/N 1 Significance Generally, the m
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and infant mortality. 17 ODL method
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needed information. Assessment acco
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Abstract 398 ROLE OF OPEN AND DISTA
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Studies show that, it is as effecti
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The programme was introduced to tak
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This method allows learners to plan
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demand for providing quality teache
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Convenience with Family and other S
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(49.0%) agreed and 153 (51.0%) disa
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Hypothesis 2 Occupational status of
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Recommendations Open and distance l
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National Teachers’ Institute. (20
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418 Can human beings live long? Can
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17 - 19). Hence, the number of wome
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Ohaegbulem, M. O. (2007). Awareness
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Introduction The population growth
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However, the ubiquity of ICTs today
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428 • Religion Various religious
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Conclusion 430 o Promoting synergis
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Abstract 432 WOMEN EMPOWERMENT AND
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Data collection We conducted in-dep
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ecause she spent most of the time a
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financially well off and he preferr
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References Chaudry, P. (1995) Women
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University of Nigeria en vue de met
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36 Zamfara 1,630,344 1,629,502 3,25
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446 Total Population of Female in N
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Table1.3 Total number of admitted s
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ODL if the government can put in pl
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452 SUB THEME III CAPACITY BUILDING
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Course Structure of DPE Programme T
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Regarding counselling sessions not
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BLOGGING AT UNIVERSITY AS A CASE ST
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in the past 12 months (i.e., up to
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The purpose of the blog should be m
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Tables 3 and 4 show samples of blog
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Staff are presumably well grounded
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Appendix I - Modelling for a pedago
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that bear on its ability to satisfy
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quality control and accrediting age
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Further, the characteristics of sof
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Duncan, W. J. (1978). Organizationa
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The Policy of the National Open Uni
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those measures is arguable 6 . But
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Much of the official attitude (legi
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fit to live a law abiding life upon
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educational or vocational training
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OPEN DISTANCE LEARNING (ODL) AS STR
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imprisoned along with convicted cri
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References Heather Menzies Venettee
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Mots clés: développement de resou
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Results and Findings The National O
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The respondents thus identified tha
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systematic programme of continuous
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Introduction Training as related to
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There is therefore the need to prep
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• the time lag between learning s
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508 SUB THEME IV Quality Assurance
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Project Goal The goal of the projec
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512 students who cannot afford coll
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514 Table 2 Notional Budget Item Am
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Introduction Course materials are v
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content and construct validity; and
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Table 4 Percentage of learners’ r
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Discussion Research Question 1 Are
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Findings The following were the fin
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CHALLENGES OF QUALITY ASSURANCE IN
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materials (printed texts, video, au
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Introduction In order to create an
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COUNSELLING AS A COMMUNICATION STRA
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In Open and Distance Education, the
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As earlier mentioned, effort is bei
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Conclusion In this paper, the write
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Introduction Open and distance educ
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542 5. There is openness with regar
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etrieval and dissemination of infor
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546 teaching. It is a well designed
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References Akpan. C.P. & Esirah, E.
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FACILITATING THE LEARNING OF WILDLI
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‘graduate attributes’. However
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The subject is broken into three mo
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Assessment of Forum Participation T
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An additional tool is that of chat
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Gilmer, P. (1999). Developing a dis
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Introduction 562 PERSONNEL MANAGEME
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564 • The Managers co-ordinate th
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566 • They produce comprehensive,
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568 (i) Administrators: Administrat
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570 (v) Universities in Canada and
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References 572 (iv) Finally, it is
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professional development, the need
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576 o Portfolios: collection of lea
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we need is to train our people on t
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Introduction Distance Education is
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Methodology The research design was
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disagreed. Those who disagreed said
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There is no system of tracking and
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Venkaiah, V. (1995). Quality Assura
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calculated before the completion of
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commitment to completion; previous
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5. Did you withdraw because of prob
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596 • All staff of the university
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Introduction 598 STRENGTHENING AFRI
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Human resources development A key e
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Project co-ordination meetings Proj
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Open and Distance education as prac
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606 2 The unique position of the st
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OPEN AND DISTANCE EDUCATION: A STRA
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Using Nigeria as an example to show
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Definition of Terms Open Learning:
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(Juma, 2003). Examples of these are
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Financing Education worldwide is fu
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THE ROLE OF THE NATIONAL OPEN UNIVE
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NOUN’s Vision and Mission Specifi
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Academic support services 622 Acade
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With enhanced quality education, th
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626 SUB THEME V COLLABORATION AND P
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Technologies de l’Information et
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Collaboration The importance attach
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- Self Assessment Exercises (SAEs)
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BEYOND BRICKS, MORTAR AND UNIVERSIT
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inability for many students to comp
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The small post-secondary sector is
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Gaining entry to a university often
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642 • Intranet or Local area netw
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Aigbokhan, B; Imahe, O.J. & Ailemen
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Abstract 646 ENHANCE COHESIVE STREN
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school running is fully displayed i
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week to receive individual tutorial
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International research is a process
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The technical assistance activity w
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different research fields, help pro
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seulement à l’aide de CD ROMs, m
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Abstract OPPORTUNITIES FOR KNOWLEDG
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offered only in public universities
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20. Teofilo Kisanji University (TEK
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References Chabaan, M.A. (1996). En
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training, certificate education and
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Conclusion In the course of providi
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672 EDUCATION, ICT AND THE USE OF M
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In 1998 researchers at the Massachu
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• Confidence could be built among
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Introduction Elearning has the pote
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Internet Usage Statistics: 450,000
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The implementation of the e-learnin
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Communication technologies used in
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Acknowledgement I am grateful to my
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The pillars are; education, governa
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The project started up in Ghana and
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INSTRUCTIONAL SCAFFOLDING: AN EXPER
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Reminder messages were sent 3 days
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elsewhere, designing text messages
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INTERNET VIRTUAL CLASSROOMS IN DEVE
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The challenges of IVC deployment in
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702 M-LEARNING: AN EMERGING TREND I
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Short Message service (S.M.S) - ava
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With the system problems as: - Qual
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THE CONCEPT OF “LEARNING- FIELDS
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Above all, such learning has to imp
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As mentioned earlier above, the tea
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Considering the contents of learnin
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Figure 3 An exemplary learning fiel
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when the situation calls for them.
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Abstract 720 TECHNOLOGICAL AND PEDA
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een produced that can effectively r
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Determining levels of granularity W
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Once each core element of the class
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Figure 8 - Design Challenge: Ensuri
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TEACHING TECHNICAL COURSES THROUGH
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Academic Sessions (A) It is worthy
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This percentage of the left-over is
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E-education, in the personalised we
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According to (Michael 2002, 1993-20
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740 teaching. (Eric Document Reprod
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Introduction The concept of videoco
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evaluation program at higher instit
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est of an organisation. Precisely,
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748 Design & Develop Content Articu
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Students’ Projects Supervision (S
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knowledge of both tacit and explici
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Introduction Education Policy in an
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Therefore, in consonance with the N
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758 • Policy Ideas and Thoughts (
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eveal that a wide gap exist in this
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BARRIERS TO THE USE OF INFORMATION
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Literature Review John Daniel (2006
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Methodology The subjects for the re
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In table 6, respondents identify th
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73.1% (63.3% and 9.8%) for cost of
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772 Anniversary Conference, 23 Augu
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774
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Open and Distance Learning for Sustainable Development

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