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To build and expand on the foundation that Ogunlesi laid, the funding of ODL must be taken seriously as studies have established a correlation between the levels of funding and the quality and the effectiveness of an educational institution. ODL institutions can be capital intensive projects dealing with the installation of technological gadgets, selective policies in staff and student recruitment and retention and a sustainable mechanism for students support. In order to preserve and protect the quality of the products of ODL, adequate investment must be made to the institutions. The improvement of course materials calls for an increase in financial commitment and resource allocation. ODL must also take advantage of the offerings of the New Technology in learning, and that would require a rethinking in the level of funding of programmes. We have made the point that ODL remains a key to the effective performance of our educational provision in Africa. We have also made the point that the ODL is an effective tool that can assist in the educational delivery in the region. We have drawn attention to the value of ODL, and used a case study to clearly illustrate the point that investment in ODL is a fruitful and most rewarding one. Finally, we have made the point that it is imperative for ODL process in Africa to carefully re-examine itself with respect to the quality of provision including the materials and students support, its relevance and sustainability. ODL must therefore address all levels of the educational system and support human resource development for as the Commission for Africa has recently put it: The shortage of skilled professionals in Africa is a critical issue. It has its roots in a tertiary education system that is in a state of crisis. The emphasis in Africa in recent years has rightly been on the need for primary education. An unfortunate side-effect of this has been the neglect of secondary and tertiary education from which are produced the doctors, nurses, teachers, police officers, lawyers and government workers of tomorrow. Africa’s universities ought to be the breeding ground for the skilled individuals whom the continent needs. 10
There is currently considerable request for access to the open and distance learning space in Africa. There is therefore a vigorous advertisement in the region to the potential learners to enrol and earn degrees, studying at home. The target population is told that it can have degrees within sometimes a ridiculous length of time for studies. There is also increasing concern about cross border education, where the providers of education in Africa are not usually subject to the educational stipulation, and requirements of the nations. And yet no nation can afford to entrust the job market and its human resource development to qualifications of products that have been fashioned without consideration to the human resource directives and quality enhancement mechanism. We suggested thereafter that ODL should be adequately funded and eminently recognized by all. This would represent our rethinking of the past strategy of access to learning with its continued relevance and appropriateness for modern day practice. I wish you well in your deliberations, and I am sure that the entire world would be looking forward to your recommendations and plan of action that will assist Africa move forward in this new millennium. I thank you, and God bless you REFERENCES Commonwealth Secretariat (2007). Commonwealth Education Partnerships, London, Nexus Strategic Partnerships. Ogunlesi, J.S. (1946). Ilera Ni Ogun Oro, Lagos, Ife Olu Printing Work. 11
Page 1 and 2: RETHINKING OPEN AND DISTANCE LEARNI
Page 3 and 4: poor governance, economic and socia
Page 5 and 6: opposition, discouragement and some
Page 7 and 8: distance learning. He simply stumbl
Page 9: decides and provides for the town,
Page 13 and 14: African Council for Distance Educat
Page 15 and 16: There are various reasons for the d
Page 17 and 18: I well remember that when we were i
Page 19 and 20: (http://www.tuxlabs.org.za/). Schoo
Page 21 and 22: This is one major purpose of the Vi
Page 23 and 24: Commonwealth of Learning (2008a) J.
Page 25 and 26: characteristics including physical
Page 27 and 28: Internet technologies but the pione
Page 29 and 30: I am mindful of the existing challe
Page 31 and 32: maintenance and construction (of bo
Page 33 and 34: Meeting the Challenge of the Millen
Page 35 and 36: Quite clearly ODL practices have a
Page 37 and 38: Distance learning methods can be us
Page 39 and 40: live in a world where ‘merchants
Page 41 and 42: OPEN AND DISTANCE LEARNING FOR SUST
Page 43 and 44: I. THE SOUTHEAST ASIAN REGION South
Page 45 and 46: Table 2: GDP Expenditure on Educati
Page 47 and 48: element in ODL. Where technology is
Page 49 and 50: In Cambodia, which still lacks an a
Page 51 and 52: V. SEA AND SUSTAINABLE DEVELOPMENT:
Page 53 and 54: As asserted by Daniel et al. (2006)
Page 55 and 56: REFERENCES: Arbo, P., & Benneworth,
Page 57 and 58: This paper explores this issue with
Page 59 and 60: The discourse has therefore seen a
Page 61 and 62:
(Adler & Reed 2002; Mattson 2004).
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journey home from the workshop, and
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• A clear understanding of the co
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making it possible for them to link
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An additional area to be considered
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References Adler, J. & Reed, Y. Eds
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Robinson, B. & Latchem, C. Eds. 200
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Step 4: EVALUATE AND EXTEND THE PLA
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LANGUAGE AND LINGUISTIC FACTORS IN
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2.2. Education and National Develop
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This should be envisaged along with
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Goal: To monitor emerging internati
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produced the first generation of Fr
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and cultural affinity with its neig
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Major Vehicular Cross Border Langua
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CONCLUSION Knowledge production in
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SPEECH DELIVERED BY PROF. U. JOY OG
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sustainable development or its equi
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2006/2007 • Energy for Sustainabl
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document, and to develop web-based
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The matrix under this theme further
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management practices. In the curren
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“The Missing Piece”, Social-Emo
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national resources that need to be
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Ho1 : There is no significant diffe
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Childhood Education Department, ( K
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Cooperative play 751 3.39* 1.06 Cop
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Kamunge, J. M., (1988). Report of t
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QUALITY ASSURANCE IN OPEN AND DISTA
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admitted in the existing universiti
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In summary, it can be looked at as
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Learning is fundamental to the achi
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Robinson, B. (1994) “Assuring Qua
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INTRODUCTION I n t h e l a s t d e
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s e r v e t h e e d u c a t i o n a
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R E S E A R C H Q U E S T I O N S T
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S / N S / N P h i l o s o p h y & O
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I t e m S / N T a b l e 3 a b o v e
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I t e m S / N R a t i n g o f S t a
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I t e m S / N c o m p e t e n c e i
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T h e d e l a y s i n r e l e a s i
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R E F E R E N C E S A y a d i , F e
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STRATEGIES FOR PREVENTING HIV/AIDS
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The major purpose of the study was
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17 Poverty alleviation. 74 12 8 6 3
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the mean scores of 2.50 and above.
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should counsel the medical personne
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University of Zambia E-mail: nkosha
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offered by the University of Zambia
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• Revising Resident Lecturers’
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of future generations to meet their
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Transition in their role and status
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ii. gender, it is difficult to recr
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Perraton, H. Creed, C. and Robinson
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eveals that millions of distant stu
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1. To analyze the situation of gend
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The enrollment ratio of the girls i
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YEAR Table: 1 Total public and priv
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Annexure-6 Table: 6 Gender Wise, Le
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Annexure- 10 Table: 10 Gender Wise,
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Annexure -15 Table: 15 Gender Wise,
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and with increasing vigour the “e
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interruptions in the school system.
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ten thousand students. A similar nu
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(i) Bachelor of Education (Primary
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IV. Challenges and Implications Ege
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Filip B. (2000). “Distance educat
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ABSTRACT Open and Distance Learning
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h e r , d i s t a n c e l e a r n i
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e l o o k e d i n t o . S u c h i n
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I n i t i a l v is i t s t o i n s
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I t e m S / N R a t i n g o f O D L
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I t e m S / N R o m , A u d i o - v
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i n t e r a c t i v e i n s t r u c
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O D L p r o g r a m m e . T a b l e
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c o n t i n u o u s l y m o n i t o
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R E F E R E N C E A d e g o k e , K
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Psychological Preparedness of Dista
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students who are not well prepared
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3. RESULTS Most school-based studen
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part of the universities. Students
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Jennifer Glennie, SAIDE (jennyg@sai
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esponsibilities to existing full-ti
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occasional face-to-face contact and
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• Teachers with a sufficient base
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‘sense of plausibility’ about w
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sessions, could go a long way towar
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We would argue the need for site-ba
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References Adler, J. & Reed, Y. Eds
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Sayed, Y. 2006. Mapping Regional Te
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This would give us n ( n − 1) 2 a
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The Context of Open and Distance Ed
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Development Goals (MDGs) have had a
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In response to the questions regard
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use( Karani, 2004 ). The absence of
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References Association of African U
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The World Education Forum in Dakar,
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affairs. Newspapers offer context-e
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Another level of Type 2 literacy in
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The Indispensability of Literacy: A
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Agriculture and the Millennium Deve
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increased incomes. It also directly
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seeks to reduce poverty among peasa
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Reconstructing Masculinity and Powe
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politics are interconnected, langua
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7. Thus: We shall ascend to power o
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2 4. 2 5. 2 6. 2 7. 2 8. hands capt
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The thematic equative in most cases
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the thirty sentences above demonstr
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Humiliation - self-esteem Dignity -
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Fairclough, N. 1995 Critical Discou
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coupled with local and internationa
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overhead cost come first before mat
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• Basic Anatomy and Physiology of
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Course material design stage compri
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UN AIDS (2002) Improved Methods and
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attempts to address the needs of Qu
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concerns. Junaid et al. submit that
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as a component of the Qur'anic scho
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Prof. Dele Braimoh University of So
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“Demystifying the Ph.D” posted
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knowledge) inclination to actual in
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theses/dissertation/projects), and,
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Empowering the academics and or lea
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Capacity building model for Academi
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Majority of senior academics in our
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A paradox of reality is with the cu
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DELE BRAIMOH Dele BRAIMOH is a Prof
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Postal Address: Department of Dista
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counsellors, student support staff,
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Characteristics of respondents The
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that they respond to students’ co
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of an institution will be able to a
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Mishra , S.(2007) "Towards A Qualit
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INTRODUCTION The challenges of cont
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consequences such as high propensit
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appropriate machinery for manpower
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014Biological Ageing: Skin. Hair. H
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RECOMMENDATIONS From the deductions
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Innovative Method of HIV/AIDS Educa
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is said to be fuelled in the countr
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following characteristics: separati
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The course: Management and Care of
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• It seeks to provide the much ne
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Nwaocha, V.O a , Inyiama H.C b Univ
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through universities or corresponde
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II. External Problems Energy relate
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Borisade, F. T. (2007) Evaluation o
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short and long term; the HIV/AIDS p
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estimated 1.8 percent of the adult
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facilitate human resource capacity
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y the COL agenda and the Swedish Po
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Impact of Socio-Cultural Elements o
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formality. Formal learning and teac
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would go a long way in making our p
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Works Cited Print course materials
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OPEN AND DISTANCE LEARNING AS A STR
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occasional face-to-face meeting and
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to reach” farmers should begin fr
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farmer instructions should be well
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training programme is the extent to
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1. Technical Competency: The core o
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Small farmer ratio of 1:2.000 is st
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Common Wealth of Learning 2004: “
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Introduction It is generally agreed
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Learning provides awareness to educ
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lind will be different from that of
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References Clark, T. (2004); Attitu
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Sub-theme: Meeting the Challenges o
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to literacy which goes beyond abili
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through e-mail .3 .1 .9 .6 11 ODL p
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(16) On the issue of ODL strategies
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Tawo, R. E; A. B. Arikpo, M. U. Oju
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Page 417 and 418:
As a woman, I am a consumer of masc
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Clause Complex Structure Sentence C
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1 5. 1 6. 1 7. 1 8. 1 9. 2 0. 2 1.
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2 9. 3 0. of a Robert Mugabe (where
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why is the woman writer Taslima Nas
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Super ordinate Terms: Co-Hyponyms H
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Learning (ODL) cannot be disputed a
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ABSTRACT Prof. ‘Fola Adebanjo and
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NOUN admitted students into its nur
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• Research into the outcomes of o
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Introduction: Entrepreneurship is a
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Why Study Entrepreneurship Programm
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acquiring education, some are worki
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situation has now changed with the
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The focus of any quality system mus
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We have a lot of entrepreneurs who
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Sexton, D. L., & Upton, N. B (1990)
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evidence of (Fasokun 2006, 21-43) a
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5 system, ODL encourages the workin
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information and awareness for globa
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110) warned that, any programme of
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CONTEMPORARY TERMS IN WORKPLACE AND
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Sub-theme: Open Learning and Distan
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sense of community with other stude
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qualification for entry into the te
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and go to the centre for tutorials
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PURPOSE This study examined how ade
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13 My job cannot allow me go back t
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agreed while 203 (67.7%) disagreed
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Variable Sex N Mean SD t-cal. df P
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The NTI ODL programme was seen to b
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Adeyemi, T.O. 2007. Teacher prepara
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ustainable Human Development throug
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Human beings can live long if they
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Millen and Fallows, 2006:31). Viole
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Children have the right to healthy
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Gusau, U. B. (2007). Chemistry and
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Abstract Demands for opportunities
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means of providing the much needed
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characterizes the case for the incr
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Traditional university education ha
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present to clarify, discuss or prov
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who can establish residence on its
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WOMEN EMPOWERMENT AND OPEN LEARNING
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It is impractical, in the present c
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died, and he had two children. Mina
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primary school very near to their h
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Some of the commonalities that are
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WOMEN IN PURDAH: THE CHALLENGES OF
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expected to attend. They are not al
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No. of Female Figure 1 Total Number
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Total Population of Female in North
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Education and Women Empowerment Wom
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No. of Stude nts Total Population o
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References Bay, B. (1982). Dependen
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Training of Untrained Teachers by O
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• Workshops ASSIGNMENTS Assignmen
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6 0510 0 0 0 0 0.00 0 0 0.00 0 0 0
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33 5127 W. Champaran 821 75 75 8 6
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is, yet you don’t know what it is
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Within the framework of their state
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interests as well as other social,
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selection, curriculum design, cours
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CAPACITY BUILDING AND REHABILITATIO
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The Constitutional provision has bu
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as a law abiding member 22 . Also t
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Awaiting Trial Convicts 29.8 25.3 2
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opportunity to actually undertake p
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Considering that the proficiency ce
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Abstract: SCHOOL OF ARTS AND SOCIAL
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market. 8 Open Distance Learning pr
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Open Distance Learning education co
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and convicts in particular. Detaine
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Incorporating Relationship Marketin
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the students. Formulating a policy
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University policy. The survey popul
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espondents said were not aware whil
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23.3% said that there is no such po
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McCarthy, E.J. and Perreault, W. D.
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technologies, there has been an exp
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advertorials or as a result of ambi
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addition to the fact that the main
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NOT to be the first choice of the p
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Abstract: E. A. Adegbola (Mrs) and
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Identifying Training Needs: Trainin
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• Personal growth opportunities f
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learners prefer the face-to-face te
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SUB THEME IV Quality Assurance in O
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1.2 Strategic Objectives The strate
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future careers. Also, students who
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Table 2: Notional Budget Item Amoun
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LITERATURE REVIEW Text difficulty i
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style of writing a particular text.
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Table 4: Percentage of Learners’
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DISCUSSION Research Question 1: Are
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• adequate upgrade of course mate
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CHALLENGES OF QUALITY ASSURANCE IN
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The challenges of quality assurance
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Encouraged by the response to the p
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14/16 AHMADU BELLO WAY, VICTORIA IS
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In Open and Distance Education, the
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for the message, and design message
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Counselling by computer or interact
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a) which media attributes are best
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UNESCO, (2002) Open and distance le
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in the University of Lagos as a fol
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educational qualification - no entr
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1) Quality of Inputs This involves
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1) Computer: This is an electronic
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etrieve students’ files from the
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(1) Teachers in distance learning p
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Matthew, A.G. (2007). Open and Dist
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Many of these are similar to the be
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The subject is broken into three mo
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Assessment of forum participation T
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met with some resistance and are ve
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Training of Untrained Teachers by O
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ES-204 Teaching Health, Physical Ed
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Almost 98.04 % of the teacher-stude
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Table 2: Analysis of Feedbak S.No.
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GRACE IYABO OSUMAN Liaison Manager
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• They deliver their courses usin
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• They provide regular counseling
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• Course developers are academic
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units of the department; the Academ
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(iii) Indira Gandhi National Open U
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selection, training and support of
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Ramakrishna, C.P. (1995), Managemen
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The society itself is expecting the
Page 675 and 676:
Based on the learning outcomes of a
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inform decision makers about the ty
Page 679 and 680:
INCORPORATING RELATIONSHIP MARKETIN
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student's preferences, activities,
Page 683 and 684:
Characteristics of respondents The
Page 685 and 686:
ecords. This implies that follow-up
Page 687 and 688:
Makerere University to build compet
Page 689 and 690:
Nakibuuka, D. (2005). “Determinan
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ABSTRACT Attrition has always been
Page 693 and 694:
courses, namely Infoprint Manager O
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Out of the total number of students
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No 4.5% Response 11. Did you withdr
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most of the learners do not use thi
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Strengthening African Capacity in N
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3.2The Pilot Experimental Phase: Th
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institutions, and ensured that each
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STUDENTS’ RATING OF ACADEMIC FACI
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ecommendations. This is pointed out
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should be assimilated into the qual
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potentiality of human resource of e
Page 715 and 716:
As the use of distance education mo
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criteria of opportunity to attend u
Page 719 and 720:
are: New Partnership for African De
Page 721 and 722:
The arrangement for delivery of ODL
Page 723 and 724:
REFERENCES Bates, T. 2000. Distance
Page 725 and 726:
frameworks in the study materials a
Page 727 and 728:
• They possibly feel a sense of i
Page 729 and 730:
Media for Counselling • Provides
Page 731 and 732:
If enhanced quality education is in
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INCREASING TEACHER QUANTITY AND QUA
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above are central to the socioecono
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of quality human resource is centra
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teachers are trained in the Faculti
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years of study and specialize in tw
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Further it is observed that there h
Page 745 and 746:
SUB THEME V Collaboration and Partn
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Collaboration between Open and Dist
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Target Clients The National Open Un
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- sourcing for relevant materials a
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Conclusion This study establishes t
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appropriate economies and cost effi
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effort that inspires national commi
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Finally, lessons from other countri
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to a greater or lesser extent. They
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vi. Internet delivery uses the Inte
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Koorts, A. S. (2000) Global, Social
Page 767 and 768:
Enhance Cohesive Strength and Exten
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papers, China’s radio and TV univ
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satellite TV channel, providing Ame
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In this framework GUIDE Association
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In each one of the three countries
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professionals, students, teachers a
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ICT and Quality Assurance in ODL Dr
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2. NCVER publication : Review of Re
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In today’s environment of globali
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TABLE1: STATUS OF UNIVERSITIES IN T
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available in public universities. A
Page 789 and 790:
How the open and distance education
Page 791 and 792:
Most distance education institution
Page 793 and 794:
In 2004 we started to implement the
Page 795 and 796:
a proactive role in guiding their s
Page 797 and 798:
expanding body of high quality, onl
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Would you be interested in continui
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quit clear; educated people have hi
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IT infrastructure to support the co
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•The tag can trigger security ala
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FACING THE CHALLENGES IN DESIGN & I
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ASIA REGION Internet Usage in Asia
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preparation of new teachers, includ
Page 813 and 814:
Communication technologies used in
Page 815 and 816:
ACKNOWLEDGEMENT I am grateful to my
Page 817 and 818:
social entrepreneurships training,
Page 819 and 820:
similar and previous efforts, we be
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Instructional Scaffolding: An Exper
Page 823 and 824:
Professor: Alright. A system is any
Page 825 and 826:
mobile phone beyond simple voice co
Page 827 and 828:
vital instrument towards transfer o
Page 829 and 830:
• WiZiQ (www.wiziq.com): This is
Page 831 and 832:
M-Learning: An Emerging Trend in e-
Page 833 and 834:
to the M-Learning environment, and
Page 835 and 836:
- These devices engage learners you
Page 837 and 838:
Mlearning in Education 2006 a summa
Page 839 and 840:
As stated in the outline agreements
Page 841 and 842:
To reach all these goals, outline c
Page 843 and 844:
Bader/Schäfer infer educationally
Page 845 and 846:
2.2 An exemplary realization of lea
Page 847 and 848:
Figure 3: An exemplary learning fie
Page 849 and 850:
according to Möller 66 , and calls
Page 851 and 852:
TECHNOLOGICAL AND PEDAGOGICAL ISSUE
Page 853 and 854:
included large scale subject-specif
Page 855 and 856:
Figure 3 - Stakeholders within the
Page 857 and 858:
Figure 5 - Multimedia Learning Obje
Page 859 and 860:
The additional benefit of utilizing
Page 861 and 862:
Teaching Technical Courses through
Page 863 and 864:
all forms of complex and dubious ad
Page 865 and 866:
TOTAL APPLICATIONS/ADMITTED 1200000
Page 867 and 868:
TABLE 2: TEACHING MODES FOR DISTANC
Page 869 and 870:
POSSIBILITIES OF TECHNICAL COURSES
Page 871 and 872:
participating student site. For exa
Page 873 and 874:
WCEFA (1990). The Communique: Artic
Page 875 and 876:
necessary for high-fidelity streami
Page 877 and 878:
intuitive to a wider range of users
Page 879 and 880:
References Adenikinju, A.F. (2003).
Page 881 and 882:
1. Tacit Knowledge versus Explicit
Page 883 and 884:
Implementation Resources: These are
Page 885 and 886:
The procedure above assumes a numbe
Page 887 and 888:
qualified experts to supervise or c
Page 889:
Koogle, T. (2000): ‘Organising Kn
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