sofos                                                  consultancyClient:                                           consul...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname                            ...
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)
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Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)

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Strategic plan for distance education at the Anton de Kom university of Suriname (AdeKUS); Caribbean Universities Project for Integrated Distance Education (CUPIDE, Unesco project); Pieter van der Hijden; 2005.

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Strategic plan for distance education at the Anton de Kom University of Suriname (AdeKUS)

  1. 1. sofos consultancyClient: consulting on management and ictCarribean Universities Project for Integrated m p.o. box 94874, 1090 gw amsterdam,Distance Education the netherlands v b. stokvisstraat 38, 1097 hz amsterdam,Project Director: Stewart Marshall the netherlandsProject Operations Manager: Christine Marrett t +31 (20) 694 12 22Project Chairperson AdeKUS: Dennis Wip e pvdh@sofos.nl w www.sofos.nlStrategic Plan for Distance Education atthe Anton de Kom University ofSurinameFinal Version - 28 December 2005Pieter van der Hijden MScSofos Consultancy e-government, e-learning, gaming/simulation, xml
  2. 2. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancyPrefaceThe Japanese fund-in-trust for capacity building funded the UNESCO/UWI project CUPIDE, theCaribbean Project for Integrated Distance Education. The University of the West Indies (UWI), alongwith the University of Guyana, the Anton de Kom University of Suriname, the University ofTechnology (Jamaica), and the University Quisqueya (Haiti), are involved in this project.CUPIDE aims at the development of the human resources within the region through enabling eachuniversity to develop and deliver quality distance education programmes using Information andCommunication Technologies (ICTs).To date, two consultancies have been undertaken involving the five participating institutions: one torecommend appropriate information technologies (IT) and the other to review the human resource andprogramme needs (HR&PN) in the development of ICT-based distance education in the region.In order to accomplish the strategic planning for three of the institutes involved, CUPIDE invited firmsor consultants to submit proposals for a strategic planning and implementation consultant. SofosConsultancy was one of them. It was selected for the assignment concerning the strategic planning forthe Anton de Kom University of Suriname (AdeKUS).The objectives of this assignment were:• to produce a strategic plan for AdeKUS for distance education involving the use of information communication technologies, identifying the resources required for implementation, possible barriers to implementation and suggested solutions to overcome the barriers, with an indicative budget for the implementation of the plan,• to assist AdeKUS to develop strategic planning capacities to effectively manage its resources to provide distance education incorporating the use of ICTs,• to be part of the larger CUPIDE project which implies enhanced cooperation with the institutes involved.The assignment started on 24 August 2005 with a telephone conference and ended on 23 December2005 with the completion of two reports:• Strategic Plan for Distance Education at the Anton de Kom University of Suriname,• Final Report - Strategic Planning and Implementation Consultant for the Anton de Kom University of Suriname.The consultant wishes to thank the numerous persons at AdeKUS who contributed to this assignment,especially the members of the ICT Steering Committee for their advise and support, the participants ofthe Workgroup Education and the Workgroup Strategy for their enthusiasm and for the richness oftheir ideas, and the crew of the University Computer Centre for their hospitality and daily support.This is the first of both reports mentioned above: Strategic Plan for Distance Education at the Antonde Kom University of Suriname.Wanica, Suriname, 28 December 2005,Pieter van der HijdenSofos Consultancy28-12-2005 2
  3. 3. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancySummaryFor distance education in which the learner is separated from the teacher, digital multimedia, thePersonal Computer, and the Internet offer a wealth of new opportunities.The Suriname Ministry of Education and Community Development the use of ICT in education is atool to implement new didactical insights. For the Anton de Kom University of Suriname (AdeKUS),distance education is a possible way to overcome the shortage of qualified staff by bringing them infrom abroad, via the Internet.The Workgroup Strategy (university managers) and the Workgroup Education (university teachers)participated each in three workshops on distance education. They constructed a AdeKUS vision of thefuture (i.e. the year 2010), confronted that with a picture of current reality and derived an agenda forchange. This agenda contained various starting points for distance education:• Distance education may attract new categories of students,• Distance education may decrease the number of drop-outs,• Distance education may increase the quality of education,• Distance education may decrease the "brain drain" and "brain waste",• Distance education is a "must" for a modern university.The next step was the formulation of a AdeKUS distance education strategy:• AdeKUS becomes a dual mode distance education university,• AdeKUS sets central quality standards; the Faculties remain responsible for the course content,• AdeKUS students get access to online resources, e.g. a virtual learning environment,• AdeKUS chooses a systems approach to organise its core processes,• AdeKUS participates in national community,• AdeKUS participates in international community.To implement this strategy during the coming five years, the following activities are recommended:• establish a Distance Education Steering Committee (possibly together with other institutes), supported by a small office (2 people),• launch 25 online supported courses at the start of 2006/2007, increase this number annually and support al courses online in 2009/2010, at least 10% of them may be followed completely via distance education,• also in 2006/2007 a pilot with a distance learning centre will be held, probably leading to a range of such centres,• a Community of Practice at national level will stimulate educational innovation, a.o. by organising an annual conference on this theme,• the Steering Committee will stimulate the participation in foreign conferences and will give grants to innovative projects.The estimated budget for these activities is USD 100.000 per year, during five years. Preconditions forthe successful implementation are: AdeKUS has a well-designed planning & control structure,AdeKUS has a professional ICT-function, and AdeKUS has an Internet portal for publishing relevantinternal and external information and for connecting to other web-enabled applications.28-12-2005 3
  4. 4. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancyTable of Contents1 Introduction ............................................................................................................................. 5 1.1 Distance Education........................................................................................................... 5 1.2 CUPIDE ........................................................................................................................... 6 1.2.1 IT-Consultancy.......................................................................................................... 6 1.2.2 HR&PN Consultancy ................................................................................................ 7 1.3 Objectives......................................................................................................................... 9 1.4 Methodology and Implementation ................................................................................... 9 1.4.1 Stakeholders .............................................................................................................. 9 1.4.2 Strategic Plan / Implementation Plan ........................................................................ 9 1.4.3 Developing Capacities............................................................................................. 10 1.4.4 Organisation ............................................................................................................ 112 Strategic Plan......................................................................................................................... 12 2.1 Suriname......................................................................................................................... 12 2.2 AdeKUS ......................................................................................................................... 13 2.3 Vision of the Future........................................................................................................ 14 2.4 Current Reality ............................................................................................................... 15 2.5 Agenda for Change......................................................................................................... 17 2.6 Distance Education Potential ......................................................................................... 19 2.7 Distance Education Strategy .......................................................................................... 203 Implementation Plan ............................................................................................................. 21 3.1 Analysis .......................................................................................................................... 21 3.1.1 AdeKUS 2010 ......................................................................................................... 21 3.1.2 Priorities Workgroup Strategy ................................................................................ 22 3.1.3 Priorities Workgroup Education.............................................................................. 23 3.2 Synthesis......................................................................................................................... 24 3.2.1 Possible Roadmap ................................................................................................... 24 3.2.2 Activities ................................................................................................................. 25 3.2.3 Preconditions........................................................................................................... 27 3.2.4 Budget ..................................................................................................................... 274 Conclusions & Recommendations ........................................................................................ 29Appendices ............................................................................................................................... 30Contributors.............................................................................................................................. 31Resources ................................................................................................................................. 33Abbreviations ........................................................................................................................... 3528-12-2005 4
  5. 5. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy1 IntroductionThis chapter introduces modern distance education, the CUPIDE project, the objectives of the currentassignment, the methodology used and its implementation.1.1 Distance EducationDistance Education can be defined as "an educational process in which the learner is separated fromthe teacher for a substantive part of the learning time; in which face-to-face teaching is replacedlargely, or in extreme cases completely, by instruction through printed texts, or other media; and inwhich provision is made for two-way communication, by face-to-face meetings, by writtencorrespondence, or by some form of mediated communication." [Curran, 1995]. This definition is"technologically neutral". Today especially the "electronically enhanced" distance education isgrowing all over the world.Distance education has a rich history of more than 150 years. It started with so-called correspondencecourses that became available as soon as new railway systems enabled fast and secure postal services.In a later period radio transmission was used too, followed by television, and, again, the postaldistribution of audio cassette tapes, video cassette tapes and their successors. In fact, synchronous(simultaneous) and asynchronous (time-shift) media took turns. The modern multimedia PersonalComputer facilitated the use of interactive multimedia software distributed on diskette, CD-ROM, orDVD. Dedicated telecommunication services made audio conferences and video conferences possible.And now, the Internet can eliminate the need for physical distribution of materials, reduce the need fordedicated equipment and software at the user side, and decrease transmission costs, while offeringboth asynchronous and synchronous communication modes [Moore et al., 2005]. The only resourcesneeded by students are access devices (a multimedia PC with Internet browser software) and anInternet connection with sufficient bandwidth. In many countries these resources still are scarce.However, with constantly decreasing prices for PCs and for Internet connections worldwide, it is amatter of time and this type of scarcity is over. The Internet offers to many educational institutes andcommercial educational publishers a wealth of new opportunities in the field of distance education. Asa contrast, the Internet also implies a threat: in fact any institute in the world can become a competitorand attract the own students via Internet-based distance education.Not only the technology changed over the years, the same happened with the reasons to implementdistance education. It started as a means to cross the geographical distance between learner andteacher. It evolved as a vehicle to shift the time, appreciated by learners with other obligations duringthe day. And now, distance education is entering the stage of just-in-time learning, the piecewiseoffering of learning content at the moment and at the place it is needed.Higher education institutes like the British Open University are offering distance education as a singlemode institute. It is their core business. Course production and course delivery are two more-or-lessseparated business processes, organised in an industrial way. Large numbers of students can behandled. Economies of scale apply and the production cost per unit per student can be low.Conventional universities who are offering face-to-face education may sooner or later add distanceeducation to their offerings. These institutes are called dual mode institutes. The numbers of studentsfollowing a certain course via distance education may be relatively low. Economies of scale do notapply. Nevertheless, there exist cost efficient strategies for small distance teaching universities(<10,000 students) [Curran, 1995]. The following table lists some examples.28-12-2005 5
  6. 6. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy Examples of Strategies Cost Efficient Strategy for Small Distance Teaching University Strategy applied in Large Distance Teaching University Use existing course materials from face-to-face course as the Start from scratch. starting point for preparing distance education. Use regular faculty or part-time staff (monitored by regular Have separate staff for course production and for course delivery faculty) for assessments and tutoring. (tutoring). Use PC and standard office software to prepare course materials. Use dedicated graphical work stations and software. Use a specially equipped classroom for video production. Set-up your own tv studio for video production. Use simple video-recording of lectures. Use scripting and rehearsing.Apart from the single mode and dual mode universities, a third category is distinguished: theconsortium, in which different dual mode institutes cooperate, especially in course production, butoptionally in course delivery as well. The CUPIDE project may evolve into such a consortium.1.2 CUPIDEThe Japanese fund-in-trust for capacity building funded the UNESCO/UWI project CUPIDE, theCaribbean Project for Integrated Distance Education. The University of the West Indies (UWI), alongwith the University of Guyana, the Anton de Kom University of Suriname, the University ofTechnology (Jamaica), and the University Quisqueya (Haiti), are involved in this project.CUPIDE aims at the development of the human resources within the region through enabling each ofthe five participating universities to develop and deliver quality distance education programmes usingInformation and Communication Technologies (ICTs). The intended effects of these programmes are:• The competitiveness of the region in general and the institutions in particular will be enhanced• Participation in the knowledge society will increase – not only as users, but also as generators of knowledge –• Cost savings will be realised in the use of the technology for distribution of the course materials and the teaching and administration of programmesTo date, two consultancies have been undertaken involving the five participating institutions: one torecommend appropriate information technologies (IT) and the other to review the human resource andprogramme needs (HR&PN) in the development of ICT-based distance education in the region. Theconclusions of these consultancies led to the current assignment.1.2.1 IT-ConsultancyIn January 2004 Ken Sylvester prepared for CUPIDE the "Final Report On Assessment of InstitutionalCapacity and State of ICT Infrastructure at each Participating University With Recommendations ofan Integrated Network for connecting the five Participating Universities And ManagementFramework, Skills, Competencies and Budget to Implement and Sustain Network Infrastructure ForThe Delivery of Distance Education and Collaboration".In general, his report recommended:• Distance education be based on the Internet with a preference for asynchronous modes of course delivery.• The Internet be used as the network backbone for connecting the five universities.• Two-way IP enabled VSAT terminals be provided to the five participating institutions including the distance education centres of The University of the West Indies and The University of Guyana.• A Satellite Service Provider be selected to provide a service to include the required space segments and the supply and installation of the VSAT terminals to each institution.28-12-2005 6
  7. 7. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy• Each institution be provided with a Learning Management System of their choice that conforms to agreed international standards and within a specified price band.• That a Web Portal be developed or purchased as a platform for collaboration between the participating universities.• Training is provided to each university in the use of the Learning Management System for courseware development and delivery.• A technical consultant be retained to work with each institution to assist in the development of business plans for the delivery of distance education and facilitate the selection of ICT tools and their implementation.Concerning (a.o.) AdeKUS, the report noticed the absence of distance education practices as well as a"documented plan or IT strategy for the delivery of distance education". It recommended "to developan ICT plan before beginning the implementation of project elements under CUPIDE", i.e. the currentassignment.1.2.2 HR&PN ConsultancyIn the period February-April 2004, Ron Nicholas prepared his "Report on the Distance Learning andOnline Education Programmes and Human Resource Development Requirements for ParticipatingCUPIDE Institutions".The report notes that systematic collection of data failed due to low response. Conclusions have beenbased on formal and informal interviews and desk research.The report focused on four themes:• Programmes The report signalled that the participating universities shared a number of high priority needs: • Providing accessible education to improve primary and secondary teachers, especially secondary; • Increasing the number of technology programmes available, and to strengthen the technology content of most programmes; • Supplementing any programmes with access to global alternatives; and • Designing programmes that provide access to the greatest number of prospective students, while preserving quality within the constraints of technology and available resources. Underlying needs are: • Assessing student needs and constraints; • Redesigning course development processes; • Increasing project management skills; • Enhancing processes and mechanisms for continued program planning including mechanisms for regional planning and collaboration.• Learning Styles, Preferences, Modalities, Pedagogy and Distance Education Methods The report stresses the need for informed decisions on learning and teaching models and methods.• Human Resource Professional Development "Though the participating universities appear to have individuals with sufficient basic computer technology skills, these same individuals are woefully lacking in knowledge about the technologies, methods and related learning models for online distance education alternatives."28-12-2005 7
  8. 8. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy The report identifies two levels of development: 1) comprehensive overview, and 2) focused on specific (selected) technologies.• Projects, Initiatives, and other Collaboration According to the report, successful collaboration appears to be a critical issue. Opportunities for collaboration are: • CUPIDE / CARADOL Collaboration • Collaboration beyond universities • Technology collaboration • Virtual university conceptThe report presents a large number of (general) recommendations, summarised in a figure (see copybelow). CUPIDE Recommendations Overview Manage the Transformation Process and Enable Change Overall Project Framework Establish Projects & Teams for Planning Projects & Teams for Development and Professional of Online & Distance Education Implementation of Online & Development Plans Programmes Distance Education Programmes Prof Dev Focused on Selected Improve Project / Professional Development Individual Technologies, methods, etc. Change Management Overview of Online & Distance Professional Utilise Targeted Capabilities in Skills Ed Fundamentals Development Plans Professional Development Articulate Preferred Department Assess Faculty Build Learning Style Default Modality Modality Feasibility & Staff Learning Measurement Into Distance Style Preferences Department Review Communicate Plans Admissions Process of Learning Models & Strategies Assess Student Pilot Development of Teacher Future Tech Content & Emphasis Needs & Constraints Education Course Prototypes on Regional Development Needs Assess Existing Baseline of Develop (Revise) Online & Continually Update Individual/ Programmes & Courses Distance Education Strategies Regional Plans & Strategies Explore Collaboration Opportunities / Frameworks for Implementation Continuation CUPIDE Target Technology Beyond CUPIDE Potential for Regional Categories Opportunities for Access Virtual UniversityRegarding Suriname, the reports signals on the one hand a minimal level of experience with distanceeducation, on the other an interest level that is quite high:• AdeKUS is looking at CUPIDE to learn from the experiences of others;• One of the opportunities for distance education is building up the capacity and qualifications of primary and secondary teachers, especially in the remote areas of the countrys interior; at the same time, the availability of Internet in remote areas could diminish the social isolation of teachers from their relatives in the city.• Another opportunity for distance education could be the mitigation of brain drain by providing students opportunities to pursue education and advancement, as well as access to quality programmes, without the necessity of living abroad.28-12-2005 8
  9. 9. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy• Further, it is believed that many people from the "brain drain" population might appreciate opportunities to stay connected and give back to their home countries.1.3 ObjectivesThe current assignment builds on both CUPIDE consultancies. Its objectives are:• to produce a strategic plan for AdeKUS for distance education involving the use of information communication technologies, identifying the resources required for implementation, possible barriers to implementation and suggested solutions to overcome the barriers, with an indicative budget for the implementation of the plan,• to assist AdeKUS to develop strategic planning capacities to effectively manage its resources to provide distance education incorporating the use of ICTs,• to be part of the larger CUPIDE project which implies enhanced cooperation with the institutes involved.During the assignment, the CUPIDE project operations manager advised to postpone the latter issue tofollow-up projects.1.4 Methodology and Implementation1.4.1 StakeholdersA strategic plan for distance education involving the use of information & communicationtechnologies will have impact on almost every organisational unit of a university and almost everymember of its community. Therefore many stakeholders could be identified who all rightfully mayexpect some role in the process of plan preparation. Just to mention a few: the University Board,planning & control units, statistical office, any unit involved with forms of distance education so far,educational professionals, ICT-service providers, the faculties and institutes (both from anorganisational point of view and from an educational point of view), the office for students affairs, theoffice for study materials publication, the library, and last but not least the students (or even better: thefuture students who will practise distance learning).It would be impossible to involve all these stakeholders intensively in our plan preparation process.Nevertheless, it was important to keep them informed and to show them the ways to have their voiceheard. We therefore proposed to publish regularly and quite informally via existing means what isgoing on in this assignment. Preferably we could use ICT to publish and discuss the topic. This wouldhave the positive side effect of introducing people to new forms of electronic collaboration, one of thecorner stones of modern distance education. At a later moment, the university could organise a specialevent like a university-wide conference to present the results.ImplementationUnfortunately, AdeKUS does not have "existing means" of communication, nor electronically nor infrequent print. As an alternative, we planned therefore the weekly publication of a news bulletin to besent to the local media. The first bulletin took three weeks to produce. It was copied in almost everylocal newspaper, although it did not result in any reaction or sign of further interest. Despite of thisrelative success, no new bulletins were produced. The benefits simply did not compensate for thecosts. As a consequence, the intended communication with a broad range of stakeholders was ratherlimited. It has to be considered as a follow-up activity.1.4.2 Strategic Plan / Implementation PlanIn many cases, innovation with ICT in educational institutes starts as a bottom-up process. Individualteachers take the initiative to use their limited resources (time and sometimes money) to experimentwith ICT in a modest way. Although not guided by any institutional policy, these practices could bevery useful for the organisation as a whole. Close to the operational processes, these experiments28-12-2005 9
  10. 10. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancycreate new knowledge and competencies, while their costs and risks are low. Sooner or later, a turningpoint is reached. The institutional management gets involved. They take a position and guide thefurther innovation with ICT. From then the innovation is a top-down process.The Anton de Kom University of Suriname has the intention to go for ICT-supported distanceeducation in a top-down way. Although, certainly some teachers will have experimented already withICT in learning processes, the consultancies described above could not produce much significantinformation on this topic. We assumed therefore that bottom-up innovation has not come to age yet.This might hinder a top-down process in being fed by experiences from the work floor. Therefore, weproposed to pay explicit attention to the bottom-up process as well.Together with a strategy workgroup at university management level (5-15 persons) we planned todevelop the required strategic plan / implementation plan for distance education at AdeKUS. One ofthe topics of these plans should be how to deal with initiatives and project ideas from Faculties andResearch Institutes.Together with an educational practice workgroup of senior teachers (5-15 persons) from at least threedifferent Faculties or Research Institutes, we planned to go through an accelerated bottom-up process.They will trace any in house e-learning experiments, study and experience a selection of e-learningproducts and educational practices, and generate ideas for future projects. These project ideas will besubmitted to the strategy workgroup.As said before, distance education has many stakeholders. Also many different disciplines areinvolved: management, ICT, logistics, educational professionals, multimedia specialists, etceteras. Wedid not propose to set up special groups for these specialists. However, when composing the twoworkgroups we would especially look for members who could bring in these extra expertise as well.We realised that it might be necessary to do some fact finding for which workgroups and workshopswere not the appropriate vehicle. In such cases, we planned to contact other specialists directly.ImplementationThe above approach of the planning process could be followed without major amendments. Thechapters "Strategic Plan" and "Implementation Plan" will present the results.1.4.3 Developing CapacitiesTo develop strategic planning capacities is a matter of developing knowledge, experience and attitude.Modern educational researchers stress that people learn these competencies most effectively andefficiently in authentic learning situations, especially in a collaborative environment.We proposed to offer these learning conditions in the form of a series of workshops, three for thestrategy workgroup and three for the educational practice workgroup. While offering a safeenvironment for collaborative learning, both workgroups will gradually produce the desired outcomes.Two measures could help to secure that the lessons learnt, will be used in the future. One was that theworkgroups would have their own local chairperson. In the end, colleagues will be longer availablethan consultants. Of course, the consultant would support them in any possible way, and continued tobe responsible for the objectives of the assignment. The second measure was that all workshopformats, exercises, management games etceteras entered by the consultant, would be freely availablefor the AdeKUS for future re-use. The consultant planned to encourage the workgroups to repeat(parts of) workshops in other contexts, e.g. within the faculties. Also a university wide conference ondistance education might be considered.ImplementationThe above approach of the capacity developing process has been followed. The consultant organisedsix one-day workshops. To give the participants the experience of distance education, they had to dosome homework via a Virtual Learning Environment (i.e. Moodle) set-up for that occasion. ThisAdeKUS-ELO (ELO being the Dutch acronym for Virtual Learning Environment) raised great28-12-2005 10
  11. 11. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancyenthusiasm in both workgroups. In the mean time all workshop documentation including the exerciseformats (for re-use) have been published via this ELO. Some participants indicated they wereinterested to re-use it. Concrete plans are not known.The Strategy Workgroup had a permanent local chairperson; unfortunately the other workgroup didnot. The members of the workgroups came from all three Faculties and from some of institutes and thecentral units. From one faculty two student representatives participated in the Workgroup Education.The results of the workshops themselves are used in the chapters on "Strategy" and "Implementation".More details on the workshops can be found in "Final Report - Strategic Planning and ImplementationConsultant for the Anton de Kom University of Suriname".1.4.4 OrganisationWe proposed to set up a small Steering Committee for the assignment. We suggested it would bechaired by a member of the University Board, preferably connected to CUPIDE as well, and have thetwo chairpersons of the workgroups as its members. Extra members could be representatives of theICT department, the Library and the Office for Student Affairs. This Steering Committee was intendedto offer the consultant a platform to discuss and reflect his work, while it could secure the alignmentwith other activities going on at the university.ImplementationIn fact, the existing ICT Steering Committee acted as the Steering Committee for the assignment.Chairperson was Dennis Wip, member of the University Board and member of the CUPIDE ProjectAdvisory Team. He was chairperson of the Strategy Workgroup too. As the other workgroup did nothave a permanent chairperson, it was not represented in the Steering Committee. Although educationalexpertise in the committee could be stronger represented, the Steering Committee offered to theconsultant a valuable platform for feedback and reflection.28-12-2005 11
  12. 12. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy2 Strategic PlanIn this chapter we review shortly Surinames educational policy and the actual policy of AdeKUSregarding distance education and ICT. We construct a AdeKUS vision of the future, confront that witha picture of current reality and derive an agenda for change. This agenda contains various startingpoints for distance education. We list its potential for AdeKUS and finally formulate the proposedAdeKUS Distance Education Strategy.2.1 SurinameSuriname covers an area of 164,000 square kilometres, is situated at the North-East coast of South-America and is bordered by French-Guyana, Brazil, and Guyana. The total population counts about493,000 people (Census 2005), a quarter of them less than 15 years old. About 90% of the populationlive in a 40 km wide coastal strip, 70% of them in Paramaribo and the bordering district of Wanica.Therefore, most of the educational institutes at secondary-senior and at tertiary levels are located there.In 2002, the Ministry of Education and Community Development (Minov) concluded a participativeprocess to elaborate a politically neutral Suriname Educational Plan (SEP). SEP has a planninghorizon of 15-20 years. In 2004, a new plan was built on SEP: the Sector Plan Education. It has aplanning horizon of 2004-2008.The Sector Plan Education gives an extensive description of the state of the educational system.Regarding the higher education, i.e. AdeKUS and about six other institutes, it presents a list of seriousbottlenecks. Amongst them are:• the content and the quality of the curriculum,• the lack of learning materials,• the incapable teaching staff (especially in didactical competencies and in ICT-use),• the insufficient level of services, like the Internet,• the low output levels,• the growing number of students.ICT is mainly seen as a tool for educational innovation. It helps in implementing new didacticalinsights.The Sector Plan describes a mission (focused on the person of the learner), targets (effectiveness,efficiency, equal opportunity, international competitiveness of the labour force) and strategies to reachthese targets in the coming years. One of the latter is regional cooperation in the field of education. Itimplies documenting and disseminating of educational resources and practices and "increasing andbroadening distance education technology and tools". A small unit of AdeKUS and IOL (TeachersEducation Institute) should start putting distance education into practice. Distance education isconsidered to be a technology for regional educational cooperation.Although the Sector Plan points at the internal and external inefficiency of the educational system, thelatter is dealt with rather implicitly. Other sources [Sedney, 2003] point at the "brain drain" at differentstages in the higher education process chain.The bottom line is that Suriname wants to change its educational system in many aspects. It recognisesthe growing importance of ICT. It considers distance education as a tool for regional educationalcooperation.For the AdeKUS distance education strategy this implies that:• strategic contributions of distance education other than for regional cooperation, might need extra clarification,28-12-2005 12
  13. 13. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy• any distance education strategy has to fit into an educational system that will be changing in many aspects in the coming years; most of them have to be articulated further.2.2 AdeKUSThe Anton de Kom University of Suriname was founded in 1968, 7 years before Surinamesindependence. At the occasion of its 35th anniversary in 2003, the University Board summarised itshistory as: exciting growth in the 70s, ideological entanglement in the 80s, painful reconstruction inthe 90s, and creative innovation now [Sedney, 2003].The figure below shows an organisation chart of the university plus the curricula they deliver(Bachelor level).Two new faculties are in preparation:• Faculty of Humanities and Educational Science (Bachelor level• Faculty of Graduate Studies (Masters and Ph.D., all in English)The Faculty of Medical Sciences is located next to the Academic Hospital in Paramaribo. The rest ofthe university is concentrated on a single campus (Leysweg, Paramaribo).On 31 October 2005, the university counted about 440 students in the articulation year, 3200 regularstudents and 580 staff members (full-time + part-time). The next figure shows the distribution ofstudents by faculty.28-12-2005 13
  14. 14. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy Students by Faculty (N = 3636) Faculty of Medical Articulation Year Sciences Faculty of Technological Sciences Faculty of Social SciencesAdeKUS does not have a single comprehensive policy document. In various documents, the universityreports certain shortcomings it wants to change: Only a few percents of all students will ever get theirdiploma; the number of publications by the scientific staff is low compared to the region; with theFaculty of Medical Sciences as an exception, the number of staff having their doctorate is too low forstarting Master-courses.The Draft Budget Financial Year 2006-2010 lists the AdeKUS strategy for the coming years:• internationalising of all curricula (BaMa/Graduate),• evaluating the planning & control structure,• establishing a system for accreditation and quality control,• offering short certified courses,• raising the competence level of the scientific staff and offering possibilities to them to take their Ph.D.,• making up arrears in ICT faster.Concerning ICT, the document is not explicit on the current state, nor on the desired state. Distanceeducation is mentioned as a possible way to organise master-courses. As long as AdeKUS does nothave enough qualified staff, it could bring in foreign staff via distance education.2.3 Vision of the FutureAt the moment, AdeKUS vision of the future is fragmented. Elements of it can be found in variousdocuments, speeches, interviews with members of the University Board, etceteras. To be able toformulate a AdeKUS strategy for distance education, we need a coherent vision of the future ofAdeKUS itself. This "Gestalt View" is missing.We used the knowledge, experience, diversity and commitment of our workgroups to synthesize apreliminary AdeKUS vision. The Workgroup strategy formulated a general vision, the WorkgroupEducation formulated the AdeKUS direction towards educational innovation. The result is shown inthe figure below. The blue texts should be considered as directions, not as absolute goals. We willcome back to this in our section "Agenda for Change".28-12-2005 14
  15. 15. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy2.4 Current RealityThe counter part of a vision of the future is a picture of the current situation. Again both workgroupswere the primary sources of information. The following picture is the result.28-12-2005 15
  16. 16. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancyAlthough officially AdeKUS has not been involved in distance education, participants to ourworkshops reported about 45 more-or-less informal local initiatives, both for course materialproduction and for its delivery. The figure below shows where these initiatives take place (eachreported initiative is indicated with a "@"-sign.28-12-2005 16
  17. 17. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancyAlthough listing all activities related to distance education in Surinames society is out of the scope ofthe current assignment, it should be noted that at every level of the education system there are projectsgoing on or there have been systems installed to innovate in the field of education and ICT, or morespecifically in the field of distance education. As an example, the Educons Foundation has set-upabout 30 "knowledge centres", i.e. computer rooms, near schools all over the coastal area and hasplans to go to the interior. These centres not only offer computer facilities and courses to schools, butalso to the local community.2.5 Agenda for ChangeWhen we compare the Vision of the Future with the picture of Current Reality, we can derive theAdeKUS "Agenda for Change". Note, that this goes further than distance education alone.28-12-2005 17
  18. 18. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy Agenda for Change Vision of the future Current Reality Agenda for change AdeKUS is the principal state funded AdeKUS is the principal state funded From AdeKUS perspective, a more stable higher education institute of Suriname. Its higher education institute of Suriname. Its way of funding is needed, e.g. based on a importance for the development of the annual budget is the outcome of short-term management contract for delivering output country is undisputed. political decision making. AdeKUS main (like education) in exchange for certain interest is an annual budget to pay the input (budget). salaries and to maintain its premisses. Its education, research & development, and Its education, research & development, and AdeKUS needs an overall planning and other forms of knowledge transfer other forms of knowledge transfer have control cycle. Individual projects are contribute to the further social and various impacts on the further social and welcome, but have to fit into an overal economic development of the country in economic development of the country. strategy or policy. the direction of a knowledge society. Decision-making, planning, and control is focused individual projects. • Education - AdeKUS recruits its • Education - AdeKUS recruits its • AdeKUS needs to increase the quality students mainly from Suriname and students mainly from Suriname. In of its educational processes, both in the rest of the Caribbean region. It their perception a study abroad offers content and in delivery methods. offers them a competitive foundation a more competitive foundation for a • AdeKUS needs to attract new for a regional career, easy access to career. The number of drop-outs is categories of students (this requires lifelong learning opportunities, and high. The percentage of students "supply chain management" and membership of the AdeKUS leaving AdeKUS with a diploma is marketing)(e.g. the large reservoir of community. the lowest of the region. drop-outs). • AdeKUS needs to decrease its drop- out rate by a systematic approach to student performance monitoring and guidance. • Research & Development - AdeKUS • Research & Development - AdeKUS • AdeKUS needs a planning and attracts foreign students and scientists welcomes foreign students and control process for scientific research, in fields related to its unique natural, scientists in environmental sciences, scientific publications and other cultural, and economic conditions. It tropical agriculture, and tropical dissemination activities. offers them opportunities to specialise medicine. A clear policy on dealing in environmental sciences, tropical with foreign students has to be agriculture, tropical medicine, developed. multicultural sociology, small enterprise economy. • Services - AdeKUS cooperates with • Services - AdeKUS sections • AdeKUS needs organisational units government organisations, NGOs and cooperate with government for external communication and enterprises to develop science based organisations, NGOs and enterprises marketing. solutions for actual societal needs. to develop science based solutions for actual societal needs. AdeKUS is an appreciated partner in a AdeKUS is a partner in many relationships AdeKUS needs an organisational unit for number of partnerships with other with other universities and NGOs in the external communication and cooperation. universities, both in the Caribbean and in Caribbean, North- and South-America, and the Benelux. Western Europe. For its staff and students AdeKUS is a great For its staff and students AdeKUS is a AdeKUS needs better facilities for students place to work and learn. Its open and pleasant place to work and learn. The who combine their study with other collaborative atmosphere is characteristic atmosphere is open and collaborative. obligations. for the AdeKUS community. People are Nevertheless, economic conditions force proud to be a member of the AdeKUS both staff and students to look for community. additional sources of income. This has a negative impact on staff efforts for innovation and on students study success. AdeKUS is operating efficiently using AdeKUS is operating as a set of loosely AdeKUS needs a professional ICT- state-of-the-art ICT technology. It has a connected units. PC penetration varies by function, partially centralised, partially clear and simple planning and control Faculty. The campus network (fibreglass) is decentralised. process. As a whole it operates as a mainly used for Internet connection; no learning organisation. LANs have been implemented so far. AdeKUS needs an overall planning & control cycle.Concerning the agenda for educational innovation, we have to look at the pictures of Vision of theFuture and Current Reality again. The educational issues (in blue) were in fact extremes on a five28-12-2005 18
  19. 19. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancypoints scale. The picture below gives the scores by Workgroup members on the 12 aspects involved.In general we can conclude that the score for Current Reality is low (close to one of the extremes),while score for Vision of the Future is high (close to the other extreme). The picture also displays thedifference between the "vision" and the "current" score. The gap between the vision on learning type(self study versus collaborative work) and actual situation is relatively small. The gap between thevision on management tasks (management of resources versus management of strategic vision) isrelatively large. Current and Desired Position on 12 Educational Trends 5 4,5 4 3,5 current 3 desired 2,5 difference 2 1,5 1 t es n pe s ls s t r t en pe r en en he al io th he oo iti ty ty em is go pa ud m ac ac tiv lt lv ng ng ss na st te ag ng te ac ng na ni se hi e io ni n an e ni ar io ng th ac tio th as at ar ar m at le ni te of uc nc of le le uc ar of ed fu le le ed le s ro ro sk ta2.6 Distance Education PotentialFor AdeKUS, distance education can contribute to its "Agenda for Change"; it is a method to increasethe quantity and the quality of its Bachelors and Masters. Five arguments:• Distance education may attract new categories of students. Distance education offers organisational flexibility to students. To participate in learning processes, they are less dependent on time and place (i.e. Paramaribo). Especially, second chance students (e.g. earlier drop-outs) will take advantage of it. The positive effect of distance education will be enforced further, when the curricula become more flexible and shorter courses and/or separate modules are offered. The student can get custom-made education in that case.• Distance education may decrease the number of drop-outs. For students, distance education is better to combine with other activities. For teachers, the ICT-based character of distance education enables the automatic generation of figures on students (virtual) attendance and progress. These may be used for personal feedback and guidance. The objection that distance education lacks the peer pressure of face-to-face learning is a serious one. This drawback can be compensated by introducing some face-to-face meetings (e.g. at the start and at the end of a course), by including virtual social and collaborative activities to the course, and by guidance and face-to-face activities in a Distance Learning Centre.• Distance education may increase the quality of education. 1. There is a widespread need for more active learning processes, e.g. authentic learning, collaborative learning, learning via simulations, learning through games. ICT in general,28-12-2005 19
  20. 20. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy and distance education more specifically, offer the tools to implement these new ways of learning. 2. Distance education also contributes to the desired internationalisation of education: students can collaborate in international projects, from their homes students can participate in courses abroad. Institutes can share course materials or co-produce them, teachers will learn from colleagues abroad. 3. Where AdeKUS staff does not have the right quality or quantity, distance educations offers a relatively cheap solution to work with teachers from abroad.• Distance education may decrease the "brain drain" and "brain waste". When distance education increases the quality of education, there is less need for students to go studying abroad. Even when doing teaching practice abroad, the distance education tools can maintain the link with Suriname at a high level.• Distance education is a "must" for a modern university. ICT and Distance Education is applied in an ever growing number of universities. When no distance education is offered at AdeKUS , the effect on the universitys image will be negative.2.7 Distance Education StrategyWe propose a AdeKUS Distance Education strategy based on six components. AdeKUS Distance Education Strategy Strategy Component Comment AdeKUS becomes a dual mode distance In order to increase the quantity and the quality of Surinames Bachelors and education university. Masters, AdeKUS will modify itself into a dual mode distance education institute. AdeKUS sees this change process as a major change operation. It has to be orchestrated with other major ongoing or planned change operations to strengthen and improve the internal organisation. Concerning ICT, AdeKUS will create a professional ICT-organisation, organise the management of large university-wide systems and continue to organise more bandwidth for its Internet connection. AdeKUS sets central quality standards; the AdeKUS will improve informal and cross faculty learning by teachers. It will Faculties remain responsible for the course create a pool of DE professionals. It will develop central policies regarding content. distance education. Course development and course delivery, however, remain the responsibilities of the Faculties. In general, electronic courses will not be created from scratch, but using existing face-to-face courses as starting point. Every teacher will be trained in course delivery via distance education. Most teachers will be trained in course development for distance education as well. A system for teacher development will be created. Each faculty will include DE into its rules, regulations, and organisation. AdeKUS students get access to online AdeKUS students will have personalised access to the AdeKUS Virtual Learning resources, e.g. a virtual learning environment. Environment that in due course will support all courses. Some courses can be followed either face-to-face or via distance education. Other courses only can be followed by distance education. A system to monitor students will be in place. AdeKUS will analyse the facilities needed by students and try hard to organise them. AdeKUS chooses a systems approach to AdeKUS will set-up various monitoring systems, e.g. to follow the individual organise its core processes. student, and to monitor (changes in) student streams. AdeKUS participates in national community. AdeKUS will organise flexible forms of cooperation on a national level as distance education may be a valuable strategy for other Suriname based educational institutes as well. AdeKUS participates in international AdeKUS opens the doors for national and international cooperation. It will let its community. teachers operate in an international context. It will continue to participate in CUPIDE, partially for mutual learning on distance education, partially for exchanging educational resources, or for teaching each others students.28-12-2005 20
  21. 21. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy3 Implementation PlanThis chapter presents an analysis of the desired future with distance education and how to realise it. Itgives a synthesis of projects to be executed, and preconditions to fulfil (e.g. obstacles).3.1 Analysis3.1.1 AdeKUS 2010To make the strategy more concrete, a scenario has been developed for AdeKUS in 2010. From theperspective of about 11 stakeholders the future has been described, while looking back to the world in2005. The following table "AdeKUS 2010" contains a summary of the scenario. The full text (11pages) is available in Dutch. AdeKUS 2010 Role Citation Summary Student "Nieuw The LearningLearning site of Minov helped me to prepare my study selection; I could compose my Nickerie is a personal study program. For enrolment, I could stay in my city and go to the notary. Introduction days virtual were held here in Nieuw Nickerie and afterwards in Paramaribo too. metropole" Assignments are a crucial part of my learning process. I needed to develop enough self-discipline. The Distance Learning Centre is my second home; it has excellent facilities. One of my courses is run from Jamaica; next year I have an online project with students in Trinidad. Student Going to More educational providers are active in Suriname now; AdeKUS offers more curricula as well as short Counselor at study at courses. Distance education enables the students to study from their homes and ftom the lical Distance Secondary Adekus? Yes, Learning Centres. School please! We guide our students to compose the right custom-made study arrangement. The LearningLearning site of Minov is of great help. The answer to "Going to study?", nowadays is almost always "Yes!". The answer to "Going abroad?", nowadays is mostly "No". Staff Member Less students The whole enrolment process now is an automated self-service process. Our system also handles the of the Unit in a jam. enrolment for short courses. In well-defined cases we can give dispensation for certain assignments. Student Affairs We are the central service desk for students, even for personal problems; they can also find us in every Distance Learning Centre. Thanks to and despite of all the computer systems, we have a better look at the individual student and can intervene when we see problems arise. Head of a "The Every district will get its Distance Learning Centre. Students can come here to find computers, Internet Distance Distance access, group meeting rooms, a staff member of Student Affairs, etceteras. We have facilities for Learning Learning teleconferencing and for video telephone calls with Paramaribo. Centre Centres are the heart of The Distance Learning Centre have become so successful, that even in Paramaribo, every Faculty now the modern has converted some lecture rooms to a Distance Learning Centre. university" Teacher Teacher Since we started using a Virtual Learning Environment, changes were going very fast. Students were commutes very enthousiast. Then students stopped attending lectures and the number of lectures decreased between dramatically. "Course Team" and My role as teacher changed. Im part of a course team, developing new educational resources. And Im a "Chat Room" virtual tutor giving my attention to a group of students, virtually. Together we developed the AdeKUS Guide for the Digital Teacher. Staff Member "Finally From collecting books, we transformed to a knowledge broker connecting our students and staff to of the again a study whatever source of information in the world. University guide for the Library whole Further, we now are publisher of hallmarked AdeKUS educational resources. university" Our proud is the electronic study guide, covering all the courses and modules of the whole university.28-12-2005 21
  22. 22. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy ICT- From Earlier we were completely focused on the technical infrastructure. That has been outsourced now. specialist Handyman to Consultant We now are the functional manager of a range of general software products, give classes and run a help desk. Further, we are consultants to the managtement for all sorts of issues relating ICT. Staff Member "International The new unit for Educational Technology is permanently improving the educational production of unit for ly, we are on process. Educational the map" Technology We produced the handbook for the "digital teacher" and participate in almost every course team. Faculty "With less Communication within the AdeKUS community has greatly taken advantage of the new ICT systems Manager managers a created for distance education. better managed Managers no longer have to spend a lot of time in transporting information from one organisational university" level to the other. The system does that for us. Business "AdeKUS is AdeKUS is an interesting business partner. It is our gateway to a tremendous amount of information Person always on our and a potential partner for almost every new development project we want to start. shortlist" Counsel for Distance Our Ministry not only is involved in policy making. It also delivers some services to the community. the Ministry Education One of them is our LearningLearning website, a great hit. It gives information on study possibilities, of Education offers a 2nd offers online courses to eliminate certain deficiencies, etceteras. change to many people.Both workgroups explored the above scenario in a simulation game. Each participant played a role outof the list of 11 and had meetings with other roles. In general, the participants reacted enthusiastic. Notonly did they like the method, but also they appreciated the sketch of a future with distance education.Time was not available to discuss all the details of the scenario. However, in general the projectedfuture was considered to be both feasible and desirable. Some shared conclusions:• Special attention needs the contact between teacher and student. It should not deteriorate when switching to distance education.• Further, it has not become clear yet, how the optimal balance between face-to-face meetings and distance education can be determined.The implementation of distance education is an innovation process. It will take time and cannot beexecuted overnight. The process should initially focus on the teachers who are "early adopters" ofdistance education. They are willing to invest time and energy, even if not all conditions arefavourable. Next, the "early majority" gets the turn, followed by the "late majority", and ultimately bythe "laggards". In other words: it does not make sense to try to change teachers who refused to touch acomputer until now; at least not at this moment.3.1.2 Priorities Workgroup StrategyGiven the AdeKUS 2010 experience, both workgroups composed a prioritised list of projects to beexecuted in the coming years.28-12-2005 22
  23. 23. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancyThe figure above shows the priorities according to the Workgroup Strategy. The highest priorities arenumbered 1 - 5. It was a surprise that none of these priorities dealt with distance education directly.They all regard obstacles for distance education that have to be removed first:• Absolute top priority is ICT. It is undisputed that the current Internet bandwidth is far too low. And, although there are no figures available on the actual number of PCs, oral arguments to increase that number sound reasonable. By the way, the ongoing SON-project will give some relief in this sense. Nevertheless, the ICT priority only partially is a matter of buying more bandwidth, hardware, and software. It is the whole ICT function that has to be kept aligned with the needs of the near future.• The second position is for Planning & Control. At the moment AdeKUS, has no fixed planning and control procedure for its various policy domains. Decisions usually are made on an incident- base and without regular feedback on their implementation. The strength of this approach is operational flexibility. Its weakness, however, is that it may frustrate routine processes as well as processes organised as projects.• The third position is for the development of a AdeKUS portal. In fact, the portal is only the packing. The underlying need is to have a communication medium for the AdeKUS community (the current paper bulletin has not been released for months) and a complete and actual study guide listing all curricula, courses and modules.• The fourth priority implies the insertion of expertise in the field of educational technology. This relates to educational innovation and indirectly to distance education as well.• The fifth priority is a shared position for both Student Affairs and Student Services.3.1.3 Priorities Workgroup EducationThe Workgroup Education came to a different picture. Here again the need for a AdeKUS-widecommunication channel was mentioned. It was called a weekly news bulletin here. The Workgroupaccepted it as the mother of all solutions.• The first priority goes to: • setting-up distance learning centres - indispensable to support the students, be it only with adequate ICT provisions;28-12-2005 23
  24. 24. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy • setting-up training for teachers in electronic course development - the "early adopters" can no longer wait; • connection to and cooperation with other universities - it could be very stimulating when AdeKUS staff could get out of their isolated position at the one and only university in Suriname.• The second priority goes to: • special software for students with arrears - self-study modules are socially safe tools for students to handle certain disadvantages, like language problems; • student monitoring system - especially from the point of view to help the individual student; • online research - a way to win scientific staff for distance education is offering them advantages for their research tasks as well; • online courses for teachers in their own field of expertise - also a way to introduce teachers to distance education; • development of electronic course material - last but not least: apart from all the supporting activities, it should not be forgotten that a certain volume of electronic courses is needed, to create a critical mass.3.2 Synthesis3.2.1 Possible RoadmapThe Workgroup Strategy developed a first draft of a possible roadmap for the coming five years. Theconsultant finished it. Possible Roadmap Stakeholder 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 Bottom Line University Set-up a DE Define business Specify internal (try to) Pass the tasks of Strengthen & Board Steering models for and/or external Implement the the Distance improve the Committee and distance policy changes policy changes Education internal Office. education. needed to needed. Steering organisation. implement the Committee and Set-up yearly Set-up a unit for business models. Office to the Orchestrate P&C cycle. external permanent changes in communication organisation. external rules & Create internal & (international) regulations comm. channel. cooperation. needed. External Continue and Establish Contribute Obtain CUPIDE Deliver courses Open the doors cooperation extend bilateral contacts AdeKUS educational to CUPIDE and for national and participation in with CUPIDE educational resources for let CUPIDE international CUPIDE. partners. resources to AdeKUS. deliver courses cooperation. CUPIDE. to AdeKUS Build national Organise Organise a students. Let teachers community of national Organise national operate in practice on conference on international conference on Organise external and/or distance distance CUPIDE distance another int. conf. international education. education. conference on education. context. DE in Suriname Internal Build a Maintain Yearly round of Yearly round of Yearly round of Improve Cooperation community of community for innovative innovative innovative informal practice of feedback and for projects. projects. projects. learning and AdeKUS (& recruitment of cross faculty IOL) on distance participants to learning. education. innovative projects. Create a pool of Organise DE internal seminar. professionals.28-12-2005 24
  25. 25. CUPIDE / AdeKUSStrategic Plan for Distance Education at the Anton de Kom Universityof Suriname sofos consultancy Faculties / Standardise the Publish a Evaluate first Implement Adapt Each faculty Institutes content of the standardised experiences with necessary evaluation (preferably all study guide. electronic study distance changes in mechanisms for together) has guide. education. faculty rules & curricula and included DE into regulations. courses to its rules, Try to distance regulations, standardise other education. organisation. student related procedures. Teachers "Early adopters" "Early majority" "Late majority" "Laggards" are "Laggards" are A system for are trained in are trained in are trained in trained in DE trained in DE teacher DE course DE course DE course delivery only. delivery only. development is creation and creation and creation and in place (by delivery. delivery. delivery. Systematic training, course delivery coaching). First version of Hallmark for DE Systematic evaluation DE Style Book. courses. course creation introduced. A system for evaluation course introduced. evaluation (creation & delivery) is in place. Students Incidental 25 courses 75 courses 225 courses All courses All courses experiments available with available with available with available with online for VLE with DE. VLE support. VLE support. VLE support. VLE support. support, at least 10% real DE. Pilot with study 10% of them 10% of them 10% of them centre. completely DE. completely DE. completely DE. Systems to monitor students Set-up student First study 2 new study 4 new study in place. monitoring. centre opened. centres opened. centres opened. ICT- SON: better Support Support Organise more Organise more Create a professionals technical operational operational bandwidth. bandwidth. professional ICT infrastructure,m VLE. AdeKUS Portal. organisation. ore PCs. Support student Support link to Organise large Delivering basic information external systems support. ICT courses. system. databases. Organise more Switching to Organise more Organise more bandwidth. service oriented bandwidth. bandwidth. organisation.3.2.2 ActivitiesAs the possible roadmap illustrates, implementing the AdeKUS distance education strategy is aprocess with many stakeholders. It is related to educational innovation in general, AdeKUSmanagement structures and processes, the ICT infrastructure and services, the ICT market(bandwidth!), and local economic conditions. The stakeholders have other interest than distanceeducation alone, the related issues may follow their own change processes over time. To conclude,implementing the AdeKUS distance education strategy is a complex process with many uncertainties.This process cannot be organised as a single project with a well defined begin and endpoint and with afixed amount of resources. Nevertheless, it should be managed. Therefore we recommend a programapproach consisting of a Steering Committee, a small staff, a series of projects, not all of them havebeen formulated at the start of the program already, and certain incentives (grants).The following table lists the six components of the AdeKUS Distance Education Strategy and howthey could be implemented. It can be considered as a draft plan for the years 2005/2006 and2006/2007. Every year in August, the Steering Committee should produce a plan for the next year.28-12-2005 25

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