lifelong learning and distance higher education - Asia Pacific Region

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THE CONTRIBUTORSGreville RumbleIndependent consultant specialising in the planning, management,and financing of distance and flexible learning.E-mail: greville.rumble@btinternet.comFredric M. LittoScientific Coordinator, “School of the Future,” University of São Paulo, BrazilE-mail: frmlitto@usp.br49
CHAPTER 5LIFELONG LEARNING IN THE AFRICANCONTEXT: A PRACTICAL EXAMPLE FROMSENEGALOlivier SagnaCHAPTER SUMMARYLifelong learning has been hard to put into practice in an African context on accountof the general problems affecting education and training and the obstacle of the digitaldivide. This article describes an initiative of the School for Librarians, Archivists andDocumentation Specialists (Ecole des Bibliothécaires, Archivistes et Documentalistes)(EBAD) at Cheikh Anta Diop University in Dakar, Senegal. Through the experience ofsetting up a distance professional training scheme, EBAD has been able to show howthe use of information and communication technologies (ICTs), in close partnership withemployers, can widen access to training for employees, combine work with in-serviceor initial training, better harmonise training and work and make it easier to hire newlyqualified staff. At the same time, the effective development of lifelong learning dependson the introduction of a whole series of supportive measures.INTRODUCTIONThe importance of the concept of lifelong learning for the world of the twenty-firstcentury is forcefully stated in a memorandum published by the European Commission(Commission of the European Communities, 2000). The vision of education and trainingpresented therein features a combination of initial and in-service training, formal andnon-formal education, self-directed learning, learning through practice and experienceand wholly or partly ICT-based distance education designed to benefit learners not just atthe level of occupational skills, but also in regard to their own personal development.That is a hard concept to put into practice in an African context when most countrieshave yet to achieve the goal of education for all, and when few employees have access toin-service training either because they are ill-informed or on account of their employers’reluctance. It is made all the harder by the digital divide, which represents a significantobstacle now that ICTs form both the subject and the means of lifelong learning: thesubject, because ICT skills, for most people, are now basic requirements, and the means,51
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PERSPECTIVES ONDISTANCE EDUCATIONLi
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The Commonwealth of Learning (COL)
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ACKNOWLEDGEMENTSIn addition to the
Page 7 and 8: These are some of the issues that a
Page 9 and 10: What are the trends and issues in l
Page 11 and 12: of policy implications relating to
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Page 15 and 16: inequitable regulations governing t
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Page 19 and 20: THE CONTRIBUTORChristopher McIntosh
Page 21 and 22: INTRODUCTIONIn his 1996 report to U
Page 23 and 24: Lastly, our analysis of the situati
Page 25 and 26: diploma or similar certificates of
Page 27 and 28: force of the undertaking. Here agai
Page 29 and 30: RELEVANT INTERNET SITESUNESCO Task
Page 31 and 32: Notes1. This phrasing has been used
Page 33 and 34: goals (Daniel, 1996). Lifelong lear
Page 35 and 36: eported that group activity had red
Page 37 and 38: NEW AREAS FOR DISTANCE EDUCATION:WO
Page 39 and 40: targets systematically for the use
Page 41 and 42: Rausch, A.S. (2003). A case study o
Page 43 and 44: correspondence teaching systems tha
Page 45 and 46: significant differences between syn
Page 47 and 48: In distance flexible- and blended-e
Page 49 and 50: STATE-FUNDED DUAL-MODE SYSTEMS ATUN
Page 51 and 52: Table 4.2: Fundable elements in dis
Page 53 and 54: sciences in 21 countries of the reg
Page 55 and 56: How a system is funded depends in p
Page 57: Litto, Fredric M. (2004). Digital l
Page 61 and 62: education, which was initiated by C
Page 63 and 64: So the virtual classroom acted as a
Page 65 and 66: In June 2002, when the course came
Page 67 and 68: RELEVANT INTERNET SITESFORCIIR proj
Page 69 and 70: 11. The approximate rate for 1€ w
Page 71 and 72: The term modern distance education
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Page 75 and 76: important resource for undeveloped
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Page 81 and 82: RELEVANT INTERNET SITESCCRTVU Onlin
Page 83 and 84: MoE (2004b) The Notice on Running N
Page 85 and 86: CHAPTER 7QUALITY ASSURANCE SURVEYOF
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Page 89 and 90: Examples of elaborated QA policies:
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Page 99 and 100: RELEVANT INTERNET SITESThe Commonwe
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RELEVANT INTERNET SITESHigher Educa
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CHAPTER 9THE FINNISH VIRTUAL UNIVER
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foreign providers. In Finland, the
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to make the best use of new educati
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The foremost task for the Service U
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part of quality management. The aim
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online courses; an educational tech
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polytechnics, research institutions
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CHAPTER 10PROMOTING CROSS-BORDERREC
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The Bologna Declaration was followe
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indicators currently being used for
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the qualification resulting from th
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Table 9.1: Outline of the portfolio
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• Make sure that incoming student
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CHAPTER 11CHARTING THE EVOLUTIONOF
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Another common characteristic was t
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the current capacity of the educati
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conditions for success. Conditions
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Cultural and ethical issues in inte
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the cost and maintenance of learnin
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Research can be a useful tool for c
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REFERENCESBates, A. (1995). Technol
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Twigg, C. (2001). Quality Assurance
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y, for example, entering into partn
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and even greater steps, and the dec
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