Technological Infrastructure and Use of ICT in Education in ... - ADEA

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Technological Infrastructure and Use of ICT in Education in Africa: an overview 13 2. Definition of Terms ............................. 2.1 .....Distance Education: The Need for Conceptual Clarity The growth of distance education methods of delivery has been a key feature of education in the 20th century. Three primary reasons for this trend can be identified. First, the need has grown to provide access to students who would—either because of work commitments, geographical distance, or poor quality or inadequate prior learning experiences—be denied access to traditional, full-time contact education. Second, it has been necessary to expand access to education to significantly larger numbers of learners. Third, there has been a need to shift patterns of expenditure to achieve economies of scale by amortizing identified costs over time and large student numbers. In African contexts, these drivers are often underpinned by the need to transform education systems that have been ravaged by colonial histories and political instability. More detailed reasons for embarking on distance education provision vary, depending on the educational sector in which this is occurring. For example, at many higher education institutions, distance education programmes are introduced in an attempt to broaden a declining client base and to generate additional income. Such programmes are also introduced as a way of meeting national priorities or to reach specific groups, such as rural community workers. Many programmes are offered to professionals who are working full-time, and these programmes of necessity use distance education strategies. Some providers and programme coordinators adopt distance education strategies to support their teaching approach, while others are simply fascinated by the new opportunities for innovative teaching that information and communication technologies (ICTs) create. In another education sector, many countries around the world, when faced with problems of learner access to the conventional schooling systems, have implemented some or other form of Open School as a response to these problems. An Open School is an educational institution operating in the spheres of primary and/or secondary education, providing courses and programmes predominantly through use of distance education methods. Most schools of this nature have been established for some time. The Correspondence School in New Zealand, for example, was established in 1922, while the Open School in India is over 20 years 2. Definition of Terms
14 Working Group on Distance Education and Open Learning old. Reasons for establishing such schools have tended to revolve around accessibility to traditional schooling. In the two examples mentioned above, part of the motivation to establish the school was to provide access to students in remote farming communities (New Zealand) and access to large numbers of students whom the mainstream schooling system could not absorb (India). Very often, establishment of Open Schools has also been motivated by intrinsic weaknesses in the mainstream, ‘contact’ schooling system, which policy makers have seen as requiring years of structural change before large-scale improvements will become noticeable. Thus, Open Schools provide a handy, reasonably quick institutional solution to problems of educational delivery, which can operate largely outside of the mainstream schooling system and hence not be slowed down by the pace of these structural changes. These kinds of developments raise questions about what distance education actually is, how it can contribute to solving educational problems in African countries, and its relationship to technology. These points require clarification at the outset of this report, as they have a bearing on considerations about the use of ICT in education. As has been pointed out, there has been extensive growth of distance education recently, and this looks set to continue for the foreseeable future. However, motivations for shifting to resource-based learning and those for turning to distance education often tend to be conflated during education planning processes. The result is that an unfortunate qualitative value has come to be attached to the term distance education—namely that, de facto, it achieves the goals of resource-based learning—that is neither deserved nor useful. Below are some first-level definitions that help to differentiate between the two concepts. 2. Definition of Terms • Distance Education Distance education describes a set of teaching and learning strategies (or education methods) that can be used to overcome spatial and temporal separation between educators and learners. These strategies or methods can be integrated into any education programme and—potentially—used in any combination with any other teaching and learning strategies in the provision of education (including those strategies which demand that learners and educators be together at the same time and/or place).
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