Open and Distance Learning for Sustainable Development

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the joint ILO/UNESCO Committee of Experts concerning Teaching Personnel. Milton Keynes:OUUK. Hopper, T. & Sanford, K. (2004). Representing Multiple Perspectives of Self-as-Teacher: School Integrated Teacher Education and Self-Study. Teacher Education Quarterly, Spring (2004), 57-74. Jeeroburkhan, M. F., Muganda, C. K., Mays, T., Holomisa, T. & Posthuma, B. (2006). Case Studies of Teacher Education Programmes Run by DEOL in Selected sub-Saharan African Countries – Prepared for the ADEA Working Group on Distance Education and Open Learning. Unpublished. Le Grange, L. (2005). The ‘idea of engagement’ and ‘the African University in the 21 st century’: Some reflections. South African Journal of Higher Education (SAJHE) 19 (Special Issue), (2005). 1208-1219 Leibowitz, B. L., Booi, K., Daniels, S., Loots, A., Richards, R. and van Deventer, I. (2005). The use of educational biographies to inform teaching and learning in an African University. South African Journal of Higher Education (SAJHE) 19 (Special Issue), 2005. 1220-1237. Lewin, K. (2004). ThePre-Sevice Training of Teachers – Does it meet its objective and can it be improved? – Background paper prepared for the Education for All Global Monitoring Report, (2005), UNESCO. Mattson, E. (2004). Distance Education for Primary Teacher Training – Case Studies of Student Support Systems from sub-Saharan Africa. Report for the Department of International Development: Contract Number ED2002/01. Cambridge:International Research Foundation for Open Learning (IRFOL). Mays, T. 2004. From policy to practice: an evaluation of the Unisa National Professional Diploma in Education from the perspective of social critical theory. MEd dissertation. Unisa. Unpublished. Mays, T. (2005). Costing distance education and open learning in sub-Saharan Africa. Open Learning, 20(3). 211-225 Moll, I. 2003. What is a Learning-Centred Learning Centre? Key Questions for Distance Education. Johannesburg:SAIDE. Moon, B. (2006). Research analysis: A global overview of current policies and programmes for teachers and teacher education – Prepared for the joint ILO/UNESCO Committee of Experts concerning Teaching Personnel. Milton Keynes:OUUK. Morrison, L. & Pitfield, M. (2006). Flexibility in initial teacher education: implications for pedagogy and practice. Journal of Education for Teaching, 32(2), May 2006, 185- 196. New Economic Plan for African Development (NEPAD). C. (2006). Teacher training and teacher development through open and distance learning in Africa, Chapter 1 of a Draft Report. Pretoria:NEPAD. Oliveira, J. B. & Orivel, F. The costs of distance education for training teachers. In Robinson, B. & Latchem, C. Eds. (2003). Teacher Education Through Open and Distance Learning. World review of distance education and open learning Volume 3. London/New York:RoutledgeFalmer/COL. 212-233. Perraton, H. (2000). Open and distance learning in the developing world. London:Routledge. Prabhu, N. S. 1990. There is no best method – why? TESOL Quarterly, 24(2), 117-133. Republic of South Africa (RSA). (2000). Norms and Standards for Educators. Government Gazette No. 20844, February, 2000. Pretoria:Government Printer. Republic of South Africa (RSA). (2007). The National Policy Framework for Teacher Education and Development in South Africa. Government Gazette, 26 April 2007, No. 29832. Pretoria:Government Printer. Robinson, B. (2003). 10. Evaluation, research and quality in Robinson, B. & Latchem, C. Eds. (2003). Teacher Education Through Open and Distance Learning. World review of distance education and open learning Volume 3. London/New York:RoutledgeFalmer/COL. 193-211 64
Robinson, B. & Latchem, C. Eds. (2003). Teacher Education Through Open and Distance Learning. World review of distance education and open learning Volume 3. London/New York:RoutledgeFalmer/COL. Sayed, Y. 2006. Mapping Regional Teacher Education Initiatives in Africa: Critical Policy Challenges. A survey undertaken on behalf of NEPAD. Pretoria:NEPAD Education Desk. Sharma, R. C. (2005). Open learning in India: evolution, diversification and reaching out. Open Learning, 20(3). 227-241. Slattery, P. (2006). Curriculum Development in the Postmodern Era. Second Edition. New York/Abingdon:Routledge, Taylor & Francis Group, LLC. Smith, I., Brisard, E. & Menter, I. (2006). Models of partnership developments in initial teacher education in the four components of the United Kingdom: recent trends and current challenges. Journal of Education for Teaching, 32(2), May 2006, 147-164. South African Institute for Distance Education (SAIDE). (2001). Teacher Education in Rural Areas. Report prepared for the Kellogg Foundation. Joahannesburg:SAIDE. South African Institute for Distance Education (SAIDE). (2006). A Distance Education Evaluation of the Kigali Institute of Education Distance Training Programme, undertaken by Tony Mays and Christine Randell, Final Report. Joahannesburg:SAIDE. South African Institute for Distance Education (SAIDE). (2008). SAIDE Open Educational Resources Project. Teaching and Learning Mathematics in Diverse Classrooms. Pilot Version. May 2008. Johannesburg: SAIDE. South African Universities Vice-Chancellor’s Association (SAUVCA). (2003). Learning delivery models in Higher Education in South Africa. SAUVCA Occasional Paper, July 2003. Pretoria: SAUVCA. Tabulawa, R. (1997). Pedagogical Classroom Practice and the Social Context: The Case of Botswana. International Journal of Educational Development, 17(2), 189-204. Taylor, N. & Vinjevold, P. Eds. (1999). Getting learning right: report of the President’s Education Initiative Research Project. Johannesburg: Joint Education Trust. Teacher Education in Sub-Saharan Africa (TESSA). c.(2007). TESSA Teacher Educator Guidance. Unpublished draft document. Welch, T. & Reed, Y. Eds. (2005). Designing and Delivering Distance Education: Quality Criteria and Case Studies from South Africa. Johannesburg: Nadeosa. Welch, T. (2007). A Teacher education Curriculum for Distance Learning. Paper presented at the Unisa Teacher Education conference at Unisa, Pretoria on 2 nd April, 2007. Woolfolk, A. (2007). Educational Psychology. Tenth Edition. Boston:Pearson Inc. 65
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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
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 and 44: Distance learning methods can be us
Page 45 and 46: We should not forget the strength o
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
Page 77: 63 • How will we know whether we
Page 81 and 82: pattern emerging, they need to anal
Page 83 and 84: Language and National Development N
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
Page 91 and 92: 77 access to French, the language o
Page 93 and 94: vehicular cross border languages or
Page 95 and 96: References Bamgbose, A. (1991). Lan
Page 97 and 98: 83 SUSTAINABLE DEVELOPMENT FROM INT
Page 99 and 100: 85 • Romania - National Centre fo
Page 101 and 102: 87 Consumption and Production Patte
Page 103 and 104: the structure to coordinate nationa
Page 105 and 106: conservation in protected areas and
Page 107 and 108: mind the colonial and historical le
Page 109 and 110: involved in the evaluation of cours
Page 111 and 112: staff and students to information a
Page 113 and 114: otherwise open and distance learnin
Page 115 and 116: We agree with Okolie (2003) that th
Page 117 and 118: means of education to become member
Page 119 and 120: REFERENCES Adekanmbi, G. (2000). A
Page 121 and 122: Gravett, S. (2004). Teaching and le
Page 123 and 124: 109 SUB THEME I OPEN & DISTANCE LEA
Page 125 and 126: Definition of Social Emotional Lear
Page 127 and 128: 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
Page 249 and 250:
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 -
Page 263 and 264:
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
Page 369 and 370:
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
Page 389 and 390:
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
Page 489 and 490:
Further, the characteristics of sof
Page 491 and 492:
Duncan, W. J. (1978). Organizationa
Page 493 and 494:
The Policy of the National Open Uni
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those measures is arguable 6 . But
Page 497 and 498:
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
Page 507 and 508:
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
Page 535 and 536:
Table 4 Percentage of learners’ r
Page 537 and 538:
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
Page 551 and 552:
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
Page 561 and 562:
546 teaching. It is a well designed
Page 563 and 564:
References Akpan. C.P. & Esirah, E.
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FACILITATING THE LEARNING OF WILDLI
Page 567 and 568:
‘graduate attributes’. However
Page 569 and 570:
The subject is broken into three mo
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Assessment of Forum Participation T
Page 573 and 574:
An additional tool is that of chat
Page 575 and 576:
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,
Page 583 and 584:
568 (i) Administrators: Administrat
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570 (v) Universities in Canada and
Page 587 and 588:
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
Page 595 and 596:
Introduction Distance Education is
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Methodology The research design was
Page 599 and 600:
disagreed. Those who disagreed said
Page 601 and 602:
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
Page 607 and 608:
commitment to completion; previous
Page 609 and 610:
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
Page 621 and 622:
606 2 The unique position of the st
Page 623 and 624:
OPEN AND DISTANCE EDUCATION: A STRA
Page 625 and 626:
Using Nigeria as an example to show
Page 627 and 628:
Definition of Terms Open Learning:
Page 629 and 630:
(Juma, 2003). Examples of these are
Page 631 and 632:
Financing Education worldwide is fu
Page 633 and 634:
THE ROLE OF THE NATIONAL OPEN UNIVE
Page 635 and 636:
NOUN’s Vision and Mission Specifi
Page 637 and 638:
Academic support services 622 Acade
Page 639 and 640:
With enhanced quality education, th
Page 641 and 642:
626 SUB THEME V COLLABORATION AND P
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Technologies de l’Information et
Page 645 and 646:
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
Page 653 and 654:
The small post-secondary sector is
Page 655 and 656:
Gaining entry to a university often
Page 657 and 658:
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
Page 673 and 674:
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
Page 681 and 682:
References Chabaan, M.A. (1996). En
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training, certificate education and
Page 685 and 686:
Conclusion In the course of providi
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672 EDUCATION, ICT AND THE USE OF M
Page 689 and 690:
In 1998 researchers at the Massachu
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• Confidence could be built among
Page 693 and 694:
Introduction Elearning has the pote
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Internet Usage Statistics: 450,000
Page 697 and 698:
The implementation of the e-learnin
Page 699 and 700:
Communication technologies used in
Page 701 and 702:
Acknowledgement I am grateful to my
Page 703 and 704:
The pillars are; education, governa
Page 705 and 706:
The project started up in Ghana and
Page 707 and 708:
INSTRUCTIONAL SCAFFOLDING: AN EXPER
Page 709 and 710:
Reminder messages were sent 3 days
Page 711 and 712:
elsewhere, designing text messages
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INTERNET VIRTUAL CLASSROOMS IN DEVE
Page 715 and 716:
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
Page 723 and 724:
THE CONCEPT OF “LEARNING- FIELDS
Page 725 and 726:
Above all, such learning has to imp
Page 727 and 728:
As mentioned earlier above, the tea
Page 729 and 730:
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.
Page 735 and 736:
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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