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Slide 1: Open and Distance Learning and Development - Back to basics Helen Lentell Director Centre for Educational Development, University of the South Pacific.

Slide 2: GREETINGS! GREETINGS! YOKWE KONAMAURI OMO YORAN TALOHA NI YOU ORAIT NO MOA TALOFA TALOFA LAVA GRITING BULA FAKALOFA ATU KI ORANA MALO E LELEI

Slide 3: Objectives 1. Reassert importance of ODL for development 3. Give context of USP 5. Celebrate achievements/share frustrations 7. Identify some key variables for successful implementation of ODL in developing societies. No quick fix.

Slide 4: Terminology • ODL / open and distance education • DFL / Distance and flexible learning • Technology enhanced as appropriate • An adaptive systems model for providing access to education and training

Slide 5: Background and context: Diversity • Cultural and linguistic diversity • Language of formal study is English • Educational systems shaped by colonial heritage

Slide 6: Background and context: Commonalities • Inadequate access to schooling/increase in demand • Poorly/under qualified teachers • Shortages – resources • Inappropriate curricula • How to use scarce resources? • Poor quality

Slide 7: Why DFL? The implications of birth rates: Country Classroom Fiji 1.6 classrooms daily Vanuatu 1 classroom every 2 days Kiribati 1 classroom every 4 days Nauru 1 classroom every 30 days Samoa 1 classroom every 2 days

Slide 8: Why DFL? The implications of birth rates in the Solomon Islands: Classroom 1.5 new classrooms per day 547 new classrooms per day 547 new primary school teachers

Slide 9: Why DFL? Applying Population data to Resources in the case of the Solomon Islands would mean: Classrooms Resources in $ 547 classrooms @ $5,000 US$2,735,000 547 teachers @ $3,000 US$1,641,000 Total Education US$4,376,000   (SI$30.6million)

Slide 10: DFL: Issues for USP • Heterogeneity of students • Expanding demand • What should the curriculum be? • Local development needs vs. international labour market demands • What should a relevant Pacific curriculum be? • Distance • Political instability • Resources – human and financial

Slide 11: USP Income 2007 & 2006 Income 2007 2006 Government grants 38% 37% Student tuition fees 18% 20% Aid and donations 19% 16% Trading activities 14% 15% Other income 8% 10% Release of deferred revenue 2% 1% Interest receivable 1% 1% Total operating income 100% 100%

Slide 12: USPNet

Slide 13: Whose concerned about distance learners when: • Resources are scarce and over-stretched • Technology gets donor funding • Educational provision becomes defined as a technical engineering problem rather than a complex interplay between needs of learners and what technology can enable.

Slide 14: Success factors/back to basics • DFL is an integrated, holistic systems model • Leadership • Technology – enabling and not determining • Institutional Policy • Planning and communicating • Management, team work and partnership • Staff development • Quality – benchmarking, feedback and accountability

Slide 15: In failing to address these issues we are promoting a model of technology in education in the developing world as the difference that makes no difference, the change that brings no change.

Slide 16: Vinaka Vakalevu!