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INTRODUCTION It is indeed a great pleasure and honour for me to be given the opportunity to be a lead speaker at this august conference. Let me therefore thank the organisers, especially Professor Olugbemiro Jegede, the Vice Chancellor of the National Open University of Nigeria for making this possible. The topic I am to discuss today is “Open and Distance Learning for Sustainable Development: the Southeast Asian Experience.” I will present an overview of the role of open and distance learning or ODL institutions in enhancing the economic development of the ten nations that make up the Southeast Asian Region. I would like to begin by citing the three pillars of human development as proposed by the United Nations Development Programme (UNDP). These are economic growth, social development and environmental protection. Among the rights and privileges safeguarded under the UN and UNDP specifically, such as peace, poverty alleviation and cultural diversity, these three pillars also encompass education as a means of forging and bolstering economic progress in the era of globalisation. At this point in time, we all know that ODL institutions have made great strides in contributing towards regional and global human capital development. Education, the hallmark of a nation’s progress and prosperity, when given the right focus and appropriate policies by the government, will certainly alleviate poverty and uplift the quality of life in any given society. In this context, we certainly believe that ODL has a very significant role to play in reaching to the masses. 42
I. THE SOUTHEAST ASIAN REGION Southeast Asia (SEA) consists of ten countries as reflected by the member states in the Association of Southeast Asian Nations (ASEAN) – Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Vietnam. Figure 1: The Ten Southeast Asian Countries With a total land area of almost 4.5 million square kilometres or 3.3% of the total world land area, SEA has a combined population of 565 million or 8.6% of the world’s population. In terms of output, the combined gross domestic product (GDP), at current prices of the Southeast Asian countries in 2006 is almost USD1.1 trillion or 2.2% of the world’s total (Table 1). Except for Singapore and Brunei Darussalam, which are categorised as developed economies (based on their respective GDPs per capita), the rest of the countries in the region are considered developing nations. Notwithstanding that, one of the distinguishing characteristics of this region is its fast growing economies. In 2006, the growth rate in GDP at constant prices ranged from 5.1% (Brunei Darussalam) to 10.8% (Cambodia), giving an average regional growth rate of 6.0% (Table 1). 43
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 and 10: decides and provides for the town,
Page 11 and 12: There is currently considerable req
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: OPEN AND DISTANCE LEARNING FOR SUST
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).
Page 63 and 64: journey home from the workshop, and
Page 67 and 68: • A clear understanding of the co
Page 69 and 70: making it possible for them to link
Page 71 and 72: An additional area to be considered
Page 73 and 74: References Adler, J. & Reed, Y. Eds
Page 75 and 76: Robinson, B. & Latchem, C. Eds. 200
Page 77 and 78: Step 4: EVALUATE AND EXTEND THE PLA
Page 79 and 80: LANGUAGE AND LINGUISTIC FACTORS IN
Page 81 and 82: 2.2. Education and National Develop
Page 83 and 84: This should be envisaged along with
Page 85 and 86: Goal: To monitor emerging internati
Page 87 and 88: produced the first generation of Fr
Page 89 and 90: and cultural affinity with its neig
Page 91 and 92: Major Vehicular Cross Border Langua
Page 93 and 94:
CONCLUSION Knowledge production in
Page 95 and 96:
SPEECH DELIVERED BY PROF. U. JOY OG
Page 97 and 98:
sustainable development or its equi
Page 99 and 100:
2006/2007 • Energy for Sustainabl
Page 101 and 102:
document, and to develop web-based
Page 103 and 104:
The matrix under this theme further
Page 105 and 106:
management practices. In the curren
Page 107 and 108:
“The Missing Piece”, Social-Emo
Page 109 and 110:
national resources that need to be
Page 111 and 112:
Ho1 : There is no significant diffe
Page 113 and 114:
Childhood Education Department, ( K
Page 115 and 116:
Cooperative play 751 3.39* 1.06 Cop
Page 117:
Kamunge, J. M., (1988). Report of t
Page 120 and 121:
QUALITY ASSURANCE IN OPEN AND DISTA
Page 122 and 123:
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
Page 138 and 139:
I t e m S / N T a b l e 3 a b o v e
Page 140 and 141:
I t e m S / N R a t i n g o f S t a
Page 142 and 143:
I t e m S / N c o m p e t e n c e i
Page 144 and 145:
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
Page 148 and 149:
STRATEGIES FOR PREVENTING HIV/AIDS
Page 150 and 151:
The major purpose of the study was
Page 152 and 153:
17 Poverty alleviation. 74 12 8 6 3
Page 154 and 155:
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’
Page 164 and 165:
of future generations to meet their
Page 166 and 167:
Transition in their role and status
Page 168 and 169:
ii. gender, it is difficult to recr
Page 170 and 171:
Perraton, H. Creed, C. and Robinson
Page 172 and 173:
eveals that millions of distant stu
Page 174 and 175:
1. To analyze the situation of gend
Page 176 and 177:
The enrollment ratio of the girls i
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YEAR Table: 1 Total public and priv
Page 181 and 182:
Annexure-6 Table: 6 Gender Wise, Le
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Annexure- 10 Table: 10 Gender Wise,
Page 185 and 186:
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
Page 195 and 196:
IV. Challenges and Implications Ege
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Filip B. (2000). “Distance educat
Page 199 and 200:
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
Page 227 and 228:
Jennifer Glennie, SAIDE (jennyg@sai
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esponsibilities to existing full-ti
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occasional face-to-face contact and
Page 233 and 234:
• Teachers with a sufficient base
Page 235:
‘sense of plausibility’ about w
Page 239 and 240:
sessions, could go a long way towar
Page 241 and 242:
We would argue the need for site-ba
Page 243 and 244:
References Adler, J. & Reed, Y. Eds
Page 245 and 246:
Sayed, Y. 2006. Mapping Regional Te
Page 247 and 248:
This would give us n ( n − 1) 2 a
Page 249 and 250:
The Context of Open and Distance Ed
Page 251 and 252:
Development Goals (MDGs) have had a
Page 253 and 254:
In response to the questions regard
Page 255 and 256:
use( Karani, 2004 ). The absence of
Page 257 and 258:
References Association of African U
Page 259 and 260:
The World Education Forum in Dakar,
Page 261 and 262:
affairs. Newspapers offer context-e
Page 263 and 264:
Another level of Type 2 literacy in
Page 265 and 266:
The Indispensability of Literacy: A
Page 267 and 268:
Agriculture and the Millennium Deve
Page 269 and 270:
increased incomes. It also directly
Page 271 and 272:
seeks to reduce poverty among peasa
Page 273 and 274:
Reconstructing Masculinity and Powe
Page 275 and 276:
Page 277 and 278:
politics are interconnected, langua
Page 279 and 280:
7. Thus: We shall ascend to power o
Page 281 and 282:
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 -
Page 289 and 290:
Fairclough, N. 1995 Critical Discou
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coupled with local and internationa
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overhead cost come first before mat
Page 295 and 296:
• Basic Anatomy and Physiology of
Page 297 and 298:
Course material design stage compri
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UN AIDS (2002) Improved Methods and
Page 301 and 302:
attempts to address the needs of Qu
Page 303 and 304:
concerns. Junaid et al. submit that
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as a component of the Qur'anic scho
Page 307 and 308:
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
Page 321 and 322:
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,
Page 329 and 330:
Characteristics of respondents The
Page 331 and 332:
that they respond to students’ co
Page 333 and 334:
of an institution will be able to a
Page 335 and 336:
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
Page 349 and 350:
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
Page 357 and 358:
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
Page 367 and 368:
estimated 1.8 percent of the adult
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facilitate human resource capacity
Page 371 and 372:
y the COL agenda and the Swedish Po
Page 373 and 374:
Impact of Socio-Cultural Elements o
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formality. Formal learning and teac
Page 377 and 378:
would go a long way in making our p
Page 379 and 380:
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
Page 385 and 386:
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
Page 391 and 392:
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
Page 403 and 404:
References Clark, T. (2004); Attitu
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Sub-theme: Meeting the Challenges o
Page 407 and 408:
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
Page 415 and 416:
Page 417 and 418:
As a woman, I am a consumer of masc
Page 419 and 420:
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
Page 443 and 444:
situation has now changed with the
Page 445 and 446:
The focus of any quality system mus
Page 447 and 448:
We have a lot of entrepreneurs who
Page 449 and 450:
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
Page 461 and 462:
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
Page 491 and 492:
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
Page 527 and 528:
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
Page 569 and 570:
espondents said were not aware whil
Page 571 and 572:
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
Page 585 and 586:
Identifying Training Needs: Trainin
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• Personal growth opportunities f
Page 589 and 590:
learners prefer the face-to-face te
Page 591 and 592:
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
Page 597 and 598:
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.
Page 603 and 604:
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
Page 611 and 612:
The challenges of quality assurance
Page 613 and 614:
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
Page 619 and 620:
for the message, and design message
Page 621 and 622:
Counselling by computer or interact
Page 623 and 624:
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
Page 629 and 630:
educational qualification - no entr
Page 631 and 632:
1) Quality of Inputs This involves
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1) Computer: This is an electronic
Page 635 and 636:
etrieve students’ files from the
Page 637 and 638:
(1) Teachers in distance learning p
Page 639 and 640:
Matthew, A.G. (2007). Open and Dist
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Many of these are similar to the be
Page 643 and 644:
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
Page 649 and 650:
Training of Untrained Teachers by O
Page 651 and 652:
ES-204 Teaching Health, Physical Ed
Page 653 and 654:
Almost 98.04 % of the teacher-stude
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Table 2: Analysis of Feedbak S.No.
Page 657 and 658:
GRACE IYABO OSUMAN Liaison Manager
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• They deliver their courses usin
Page 661 and 662:
• They provide regular counseling
Page 663 and 664:
• Course developers are academic
Page 665 and 666:
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
Page 671 and 672:
Ramakrishna, C.P. (1995), Managemen
Page 673 and 674:
The society itself is expecting the
Page 675 and 676:
Based on the learning outcomes of a
Page 677 and 678:
inform decision makers about the ty
Page 679 and 680:
INCORPORATING RELATIONSHIP MARKETIN
Page 681 and 682:
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
Page 691 and 692:
ABSTRACT Attrition has always been
Page 693 and 694:
courses, namely Infoprint Manager O
Page 695 and 696:
Out of the total number of students
Page 697 and 698:
No 4.5% Response 11. Did you withdr
Page 699 and 700:
most of the learners do not use thi
Page 701 and 702:
Strengthening African Capacity in N
Page 703 and 704:
3.2The Pilot Experimental Phase: Th
Page 705 and 706:
institutions, and ensured that each
Page 707 and 708:
STUDENTS’ RATING OF ACADEMIC FACI
Page 709 and 710:
ecommendations. This is pointed out
Page 711 and 712:
should be assimilated into the qual
Page 713 and 714:
potentiality of human resource of e
Page 715 and 716:
As the use of distance education mo
Page 717 and 718:
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
Page 733 and 734:
INCREASING TEACHER QUANTITY AND QUA
Page 735 and 736:
above are central to the socioecono
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of quality human resource is centra
Page 739 and 740:
teachers are trained in the Faculti
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years of study and specialize in tw
Page 743 and 744:
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
Page 751 and 752:
- sourcing for relevant materials a
Page 753 and 754:
Conclusion This study establishes t
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appropriate economies and cost effi
Page 757 and 758:
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
Page 763 and 764:
vi. Internet delivery uses the Inte
Page 765 and 766:
Koorts, A. S. (2000) Global, Social
Page 767 and 768:
Enhance Cohesive Strength and Exten
Page 769 and 770:
papers, China’s radio and TV univ
Page 771 and 772:
satellite TV channel, providing Ame
Page 773 and 774:
In this framework GUIDE Association
Page 775 and 776:
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
Page 781 and 782:
2. NCVER publication : Review of Re
Page 783 and 784:
In today’s environment of globali
Page 785 and 786:
TABLE1: STATUS OF UNIVERSITIES IN T
Page 787 and 788:
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
Page 799 and 800:
Would you be interested in continui
Page 801 and 802:
quit clear; educated people have hi
Page 803 and 804:
IT infrastructure to support the co
Page 805 and 806:
•The tag can trigger security ala
Page 807 and 808:
FACING THE CHALLENGES IN DESIGN & I
Page 809 and 810:
ASIA REGION Internet Usage in Asia
Page 811 and 812:
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
Page 821 and 822:
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-
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to the M-Learning environment, and
Page 835 and 836:
- These devices engage learners you
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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
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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
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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).
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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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