ACDE PAPERS IN BOOK FORM 1.pdf - National Open University of ...

Country Open University
Year of
Establishment
Learner
Population
Indonesia Universitas Terbuka Indonesia 1984 400,000 (1)
Malaysia 1. Open University Malaysia
2000 67,000 (2)
2. Wawasan Open University
2007 2,000 (3)
Myanmar University of Distance Education 1992 200,000 (4)
Philippines The University of Philippines Open University 1995 n/a (5)
Thailand 1. Ramkhamhaeng University
1971 600,000 (6)
2. Sukhothai Thammathirat Open University 1978 192,000 (7)
Vietnam 1. Ho Chi Minh City Open University
1993 10,500 (8)
2. Hanoi Open University
1993 46,000 (9)
(1) 2007; (2) 2008; (3) 2008 (Estimated); (4) 1998-99; (5) n/a; (6) 2007; (7) 2007; (8) 2006;
(9) 2007
The evolution of ODL in the region varies; based on the domestic conditions of each country,
such as geography, size, demography, economic development and national policies on higher
education. I shall now look into several aspects of ODL approaches in SEA, i.e. operating
models; pedagogy and modes of delivery; technologies for ODL; academic-related matters;
target groups; and quality assurance.
3.1 Operating Models
ODL institutions or open universities in SEA generally operate as public or private entities,
though the involvement of the private sector is a relatively new phenomenon for countries
like Singapore, Malaysia, Thailand and Vietnam (Lee, 2006). The most pronounced
difference between public and private education providers, including ODL-based, is in terms
of governance and financial management. Public-owned institutions, such as the University
of the Philippines Open University, Thailand’s Sukhothai Thammathirat Open University
(STOU) and Indonesia’s Universitas Terbuka (UT), are established and operated with state
funding. On the other hand, private institutions, such as OUM and Wawasan Open University
in Malaysia, may receive initial federal grants and subsidies, but are otherwise selfsustaining
in terms of revenue generation. Common trends in these private institutions
include a preference for full-fee paying students, seeking research grants and consultancy,
franchising programmes and also investing in other business ventures (cited in Lee, 2006).
Tuition fees in private ODL institutions are generally higher than those of public institutions
given that the latter are sufficiently subsidised.
In terms of governance and management, public universities operate under rules and
regulations which are applicable to government departments or agencies. Hence, processes
which relate to student admissions, delivery modes, research activities, accreditation and
programme approval will be subject to the relevant Ministry’s approval. However, under the
prevailing changes in the higher education sector, some governments are accepting the need
for greater empowerment for university management, while at the same time emphasising
accountability.
3.2 Pedagogy and Modes of Delivery
Most ODL institutions in SEA use a combination of online learning, face-to-face tutorials and
self-managed learning. However, the usage may vary significantly, depending on the levels
of technology available in a particular country. A simple illustration of this fact is internet
penetration. By the end of 2007, Malaysia and Singapore are in the lead at 60.0% and 53.2%
respectively, whereas Indonesia and Myanmar were notably behind at 8.5% and 0.6%
respectively (Table 4). Clearly, the internet and its complementing technologies are a key
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