Open and Distance Learning for Sustainable Development

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30 • Where many divides and disparities already exist what is the role for new technologies where they may further isolate and exclude those living in remote and isolated communities? Serious questions of equity arise. Open and Distance Learning and the future What is critical are issues of scaleability and sustainability of any ODL initiatives. ODL can provide a realistic strategy for addressing issues of education, capacity building, and health care but it is not the only solution and will not address the challenges on its own. Distance Learning can be an ideal educational approach in situations where practitioners are committed to existing heavy workloads, live in geographically distributed areas and are unable to travel to study centres or take time off work to attend training courses. There are real advantages that can accrue from embedding learning in the workplace whether it’s for in-service training or practitioners or the initial education and training of health care and education professionals. If we are to successfully scale up, taking successful programs or policies and adapt and sustain them across different locations and time then we need to have a solid evidence base. We need to know what does and doesn’t work, and in what conditions. We have to recognise that we need different approaches to curriculum design where we begin with practice and allow theory to follow. Designers of open learning have serious responsibility for curriculum design that recognises the realities of situations in which learners are living and working and the urgency of the need for training in what matters now. Existing bricks and mortar universities will not be able to meet the educational needs of the 21 st century. Professional education and training for teachers, healthcare workers and other professionals will increasingly occur in the workplace. Workplace-based education and training will need to be practice-based and focused on improving the day-to-day work of the learner involved, it cannot mimic the slow pace of a conventional on-campus university degree. It is not my intention to argue a case for either print-based ODL or the increasing use of new technologies. Certainly a print-based approach has the capacity for greater reach at potentially lower costs but we should not ignore the possibilities offered by ICT and the critical role that these play in building the skills and capabilities necessary to operate successfully in a global environment. The increase in availability of Open Education Resources (OER) provides abundance of course and subject materials on which ODL programs can be based. We must develop approaches that exploit these resources. New technologies and new forms of communication offer more than a glimmer of hope, they have the potential to transform professional learning and there is a need for a greater recognition of the urgency of this by policy makers. Science, our ingenuity, imagination have brought us to a place where we have other means to deliver and support education. Cyber mules in Venezuela take laptops and projectors into remote mountain schools while the Digital Study Hall project in India distributes DVDs via motorbike. We must learn to share our knowledge, technology and insights into learning to ensure that we do reach the people who need an education that is relevant to their needs and the world of today. For it is education that powers sustainable development, assists in preventing and treating disease, and is fundamental to the continuation of our planet. In developing countries, but also increasingly in less developed countries, technology has undoubtedly been a major cause of the dramatic change in the education landscape. The Internet on its own has been dramatic, but as other technologies have developed we now live in a world where ‘merchants in Zambia use mobile phones for banking; farmers in Senegal use them to monitor process; health workers in South Africa use them to update health records while visiting patients’ we realise that it is the mobile phone ‘that now seems most likely to carry the dream of the personal computer to its conclusion.’ (The Economist July 29, 2006)
We should not forget the strength of the human spirit and will to improve the human condition. Open and Distance Learning approaches can provide clear direction and strategies that we can employ to deliver the education and training that will empower people to improve their condition. Government social policies play a critical role in the eradication of poverty - we need to maintain the pressure on governments to act, to implement policies of social investment that support greater access to education and change contexts to support more training and education in areas of need. But we need more than an increase in investment – we must be sure that we are improving the quality of performance – of teaching, of health care and all forms of professional practice across the board, and pockets of exclusion are eradicated. Bibliography Commission for Africa (2005). Our Common Interest. www.commissionforafrica.org. Foxley, A. (2004). Successes and failures in poverty eradication: Chile. Paper presented at Scaling Up Poverty Reduction, A Global Learning Process and Conference, Shanghai, May 2004. Leach, J. ( 2005). DEEP IMPACT: an investigation of the use of information and communication technologies for teacher education in the global south. London, Department for International development (DFID), Researching the Issues Series. Moon, B. (2007). The global teacher crisis – meeting the challenge through new technologies and new modes of teaching and learning. Keynote presentation to the 12 th Cambridge International Conference on Open and Distance Learning. Cambridge, UK. September 28, 2007. Traxler, J. & Leach, J. (2006). Innovative and sustainable mobile learning in Africa. Fourth International Workshop on Wireless, Mobile and Ubiquitous Technology in Education. UNESCO (2005). Education for all: The quality imperative. United Nations (2007). The Millenium Development Goals Report. http://www.un.org/millenniumgoals/pdf/mdg2007.pdf Zachariah, A., Grant, J. et al. (2004). Distance learning for priority health problems: A continuing education approach to service development in HIV care in India. European Commission evaluation report. Grant number IND/B76211/IB/1999/0379. 31
Page 1 and 2: 2 nd Lagos, Nigeria A C D E C o n f
Page 3 and 4: Prof. Babatunde Ipaye (Chair, Plann
Page 5 and 6: Page Foreword i Contents ii - xi CO
Page 7 and 8: Increasing Teacher Quantity and Qua
Page 9 and 10: Role of Open / Distance Learning in
Page 11 and 12: Facilitating the Learning of Wildli
Page 13 and 14: Ibadan Open Digital Village (IODIV)
Page 15 and 16: THINKING OPEN AND DISTANCE LEARNING
Page 17 and 18: inaugurating at the time from exter
Page 19 and 20: country would be changed for good a
Page 21 and 22: Introduction 7 ELEARNING ON THE FAR
Page 23 and 24: There is a major omission in that d
Page 25 and 26: There are now close to a hundred of
Page 27 and 28: 2008. We have already done face to
Page 29 and 30: affordable by students, parents, go
Page 31 and 32: their communities with no vocationa
Page 33 and 34: operating grants. A similarly sized
Page 35 and 36: • Innovation: In North America un
Page 37 and 38: mercantile investment tools exploit
Page 39 and 40: THE CHALLENGE OF THE MILLENNIUM DEV
Page 41 and 42: Quite clearly ODL practices have a
Page 43: Distance learning methods can be us
Page 47 and 48: Introduction It is indeed a great p
Page 49 and 50: estructuring efforts will be geared
Page 51 and 52: 37 Table 4: Internet Penetration in
Page 53 and 54: Given that ODL is a relatively new
Page 55 and 56: globalised and competitive world, h
Page 57 and 58: 43 • The sharing of experiences t
Page 59 and 60: References Arbo, P., & Benneworth,
Page 61 and 62: Well functioning teacher education
Page 63 and 64: 49 • The possibility of achieving
Page 65 and 66: 51 • Education or professional st
Page 67 and 68: getting teacher-students to engage
Page 69 and 70: Thus, if the intention is to prepar
Page 71 and 72: over 3 three years Trained 1,200 Te
Page 73 and 74: Purpose-driven programme design inf
Page 75 and 76: We would argue the need for site-ba
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Page 79 and 80: Robinson, B. & Latchem, C. Eds. (20
Page 81 and 82: pattern emerging, they need to anal
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Page 85 and 86: These programmes exist in many univ
Page 87 and 88: Survey Research; Introspection and
Page 89 and 90: The point made here is that univers
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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
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Figure 1 Summary of panel’s repor
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244 a d e q u a t e f e e d b a c k
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G a b r ie l , A . ( 20 0 0 ) . E -
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Introduction In the recent past, th
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compromise the time and attention t
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The students reported that they had
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TRAINING OF DEVELOPERS OF DISTANCE
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putting in place the SOLACE. Indeed
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Although according to data in the r
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clear policy which addresses a vari
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Republic of Kenya. (1998). Master P
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system, namely making learning flex
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Type 1 Literacy development interve
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268 the Adult Literacy Classroom. A
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AGRICULTURE AND THE MILLENNIUM DEVE
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Developing a global partnership for
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farmer in the Hambantota region saw
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276 RECONSTRUCTING MASCULINITY AND
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power. Power then becomes a weapon
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annunciated by the superpowers. P.
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24. I refer to potentially inhibito
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means that the propositions employe
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Dignity: Human dignity, pursuit of
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sound philosophical foundation to i
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290 INNOVATIVE METHOD OF HIV/AIDS E
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To be certain, the treatment situat
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The course: Management and Care of
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Aderinoye, R. and Ojokheta, K. (200
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This paper explores how the curricu
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300 indirectly by serving as guides
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302 iv. Rehabilitation and empowerm
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FROM EMPOWERMENT TO TRANSFORMATION:
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conception of power according to Pa
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in education. Plagiarising the work
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In Osiki (2007b), it was opined tha
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and caprices of any “military gen
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Osiki, J.O. (2007 b). Empowering Di
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INCORPORATING RELATIONSHIP MARKETIN
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strategic planning, work process, t
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Position Held Frequency Percent Cle
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Most of the customer care given to
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Bbuye, J. (2005) “Distance Educat
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INCREASING NUMBER OF OLDER PERSONS
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of ageing (Omotayo, 2006: 105-107).
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Second Semester 017Theory of Ageing
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OPEN AND DISTANCE LEARNING: SUCCESS
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opportunities. This is in keeping w
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External problems Energy related pr
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References Adebayo, A. M. (2007a).
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Conceptual issues Open and Ffexible
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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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