Open and Distance Learning and Development - Back to basics

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

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

Objectives

Reassert importance of ODL for development

Give context of USP

Celebrate achievements/share frustrations

Identify some key variables for successful implementation of ODL in developing societies. No quick fix.

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

Background and context: Diversity

Cultural and linguistic diversity

Language of formal study is English

Educational systems shaped by colonial heritage

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

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

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

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

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

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

USPNet

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.

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

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.