Open and Distance Learning for Sustainable Development

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A compulsory university bilingual training programme is provided for all undergraduate programmes in English for Francophone students and French for Anglophone students. Degree award may be withheld until a language proficiency requirement is satisfied. Students may respond to question in the language of their choice both in classroom interaction and examination. Teachers are expected to have competence enough to access students’ output in either language. Other European languages such as Spanish, German, Arabic and Italian are taught as subjects in a degree programme in the various languages Departments of the Faculties of Arts and Schools of Education. African languages are the object and subject of linguistic studies (analysis at the level of phonology, morphology and syntax and semantic) in the Departments of Linguistics and Africa languages. A few selected indigenous languages, Kiswahili, Fufulde, Ewondo, Duala, Bassa, Fe’fe, are taught as proficiency courses. But no African languages are offered at the degree level. Research has been undertaken for the production of language for teaching materials. The recent decision by the Minister of Secondary Education to start teaching Cameroonian languages in schools as from September has led to the commitment of the Minister of Higher Education to request for the implementation of degree programmes in African Languages in addition to the well known powerful African language and linguistic programmes. Francophonie in countries with a French language colonial heritage French is the unrivaled and unqualified language of Education at all levels in Senegal, Côte d’Ivoire, Burkina Faso, Mali, Guinea, Niger, Togo, Benin, Chad, Central African Republic, Congo and Gabon. Only the language Departments have English, French, Spanish and German as media of instruction. In the French language Departments, French is taught as a first language with a first language methodology. Some universities, (in Senegal and the Congo etc) have English as a foreign language (EFL) is voluntarily pursued under the impulse of its international impact in the context of globalisation. Because it is taught with an EFL methodology or as English for special purposes (ESP) it does not take root as it is used with hesitation and interference. African languages which were totally neglected by the French colonial policy perpetuated in the early years of independence have gradually been recognised. In 1992, the Francophone Cultural and Co-operation Agency (ACCT) developed a ten-yearprogramme of language in the Francophonie countries of the South in which it asserted that “the future of French in Africa is inextricably” linked to the development and use of indigenous African languages” (Chumbow and Bobda, 2000). Departments of Linguistics and African Languages have been working hard on descriptive and applied aspects of language studies with evidence of productivity, more importantly in the development of mother tongue literacy programmes. The initiative was supported by the ACCT which sponsored regular training seminars in the École the Bordeaux in the 1980s and 1990s to empower young researchers and lecturers in applied language research (devising orthography, writing, pedagogical grammars, lexicography or dictionary making etc). At the status planning level, in virtually all Francophone countries of this category, French is the official language along with many official or non-official vehicular languages including 78
vehicular cross border languages or mega languages of wider communication spread over several countries. 79 Major Vehicular Cross Border Languages of Sub-Saharan Francophone Africa. Language Number Speakers of Geographical Spread Fulfulde (Peul) ≅ 25 million Cameroon, Tchad, Niger, Senegal, Mali, Burkina Faso, Guinee, Benin, Nigeria. Kiswahili ≅ 24 million Congo, RDC, Burundi, Ouganda, Kenya, Zaire. Tanzanie, Sango (Ugbandi, Yakoma) ≅ 12 million RCA, Tchad, Congo, RDC, Cameroon. Kirundi (Kwondo, Bulu) ≅ 12 million Rwanda, Tanzania. Beti-Fang (Ewondo, Bulu) ≅ 8 million Cameroon, Gabon, Congo, Equatorial Guinea. Haousa ≅ 6 milion RCA, Tchad, Cameroon, Nigeria, Niger. Arabic ≅ 6 million Cameroon, Tchad, Soudan. Kikongo ≅ 6 million Congo, RDC. Lingala ≅ 6 million Congo, RDC, RCA. Yoruba ≅ 6 million Benin, Togo, Nigeria. Wolof ≅ 6 million Senegal, Mauritania, Gambia. Malinke- Burkina Faso, Ivory Coast, Guinea, Mali, Mandigue Bambara (Dioula) Source: Wamba 2008 ≅ 6 million Senegal, Guinea Bissau. NB: The figures are estimates. While research is done in African languages, no national degree programmes are available in African languages, comparable to what obtains in Anglophone African countries like Kiswahili in Tanzania and Hausa, Yoruba and Igbo in Nigeria. Two factors explain this situation: the nefarious impact of the colonial legacy, which presents the development and use of African languages in the academic domain as a concession and favour, and the inadequate preparation with respect to the instrumentalisation of the national African language. Other reasons may be adduced as contributory factors. French as an African Language? Because of the evidence of appropriation of French by African as a result of the many phonological, morphological and lexical “particularisms” in the various varieties of African French which, for want of space, we cannot present now (see Chumbow and Bobda, 2000 and Tabi Manga 2000), some scholars argue that French is an African language. Thus, Dummont 1990, published a book on the issue aptly titled “Le Français Langue Africaine”. Statement or question? This title provoked several reactions including Mendo Ze’s 1999, collection of views favourable to the assertion and Ngallasso 2008 who adduced cogent arguments to deny the status of African language for French. For Ngallasso, French is a language of Africa but not an African language. A lingua franca for science What is the language of scientific research in the Francophonie in general and in Francophone in particular?
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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
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 and 78: 63 • How will we know whether we
Page 79 and 80: Robinson, B. & Latchem, C. Eds. (20
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: 77 access to French, the language o
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
Page 129 and 130: Table 1 Proportional Sampling of Pr
Page 131 and 132: Confidence 752 4.11 0.91 Independen
Page 133 and 134: References Association for Childhoo
Page 135 and 136: QUALITY ASSURANCE IN OPEN AND DISTA
Page 137 and 138: Concept of Quality Assurance Qualit
Page 139 and 140: The vision of the National Open Uni
Page 141 and 142: (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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