GMA IV_Jegede


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GMA IV_Jegede

  1. 1. Mobility ofProgrammes: ODL & AccessOlugbemiro Jegede
  2. 2. FocusIntroductionMain Issues of ConcernEmergence of ODLGlobal Trends21 st C ImperativesInternationalising the worldWhat Are The Options? 2
  3. 3. Major IssuesGlobal movement to educate everycitizenFocus on removing disparities ineducational accessVigorous search for alternativedelivery modesEducation directed to the fulldevelopment of the human
  4. 4. 4 indices of indispensability: demographic changes & rising enrolment Success in learning &lifelong learning Illiteracy Consequences of globalisation
  5. 5. Education for AllUN Human Rights Charter(Dec 10, 1948) article 26 deals with the rightto education by allMillennium Development Goals (MDGs)eradication of illiteracy, poverty, hungercreate intellectual connection to realityuse education as cornerstone ofdevelopmentpromote human security and fairness
  6. 6. Education & Development All countries have demonstrated an irrevocable and unwavering commitment to education as tool for national and personal development. They also regard the pursuit of education as an inalienable right of every citizen. 6
  7. 7. Development Needssustainable developmenthighly educated, mobile andadaptable workforcemulti-skilled and multi-taskeda knowledge and a learning societyuse of ecological and geographicalconditions to a nation’s advantage 7
  8. 8. Implicationsaccess, flexible delivery, multimedialearning to be a normal activity linked tolearners life prioritiesfulltime workers will be minority, morepeople self-employedcurricula must changenew careers: ISP cyber cafétechnicians, HD screen controllers,network managers, etc
  9. 9. RequirementsIndividual and institutional levels: skills and ability to be creative with knowledge technical know-how and transfer of technology policy analysis development management assessment of alternative courses of action 9
  10. 10. Emergence of DE1728 Caleb Philipps (Boston, USA) taughtShort Hand by post1833 the study of composition offered bypost in Sweden1843 Isaac Pitman taught Short Hand inthe UKMoses two tablets of stone; Paul’s firstletter to the CorinthiansThis method has revolutionised teaching
  11. 11. What is DL?DL has many labelsinstruction by a mode other than theconventional face-to-face methodcharacterised by physical separationbetween the teacher and the learner,instruction delivered through a varietyofmedia including print, and otherinformation communicationtechnologies to learners
  12. 12. Open LearningOpen Learning - flexibility of andaccess to instruction in order toensure broad availability ofeducational opportunities to allOpenness disregard age, previouslevel of academic achievement, andother factors, creating artificial barriersto education as a life-long pursuit in ademocratic environment
  13. 13. Go a ls y & O og u tc ol om em es is t e Ep gHi sa s to U y r ic og , Op al D eve en a opm e l ec hn ol t ,F l ex ul i tim bl e ed ia DE stages of L ea rn i ng nd D is n t ta n ce T I el en e M lig c tiv n t te r a 21st C e n tu r y Development In a d i i- me D is ta n c e u lt M E d u c a t io n •Historical C or P r in t Development and resp O n ly Technology ond Usage enc e 1 6 th C e n tu r y
  14. 14. H is to r i cal ge D ev sa yU elo p m en t g lo no ch yTe G oa ls & o lo g Out V o ca co m es ti i m s te m i s m E p d e r is m DE stages of E n tr o n a l y C e r t q u a lif ic a if ic a s P o n s tr o tm u c ti v 21st Development tio n ti o n Century C mo is i t iv c is m o s ir i P p Certification Em prequalification Vocational/ •Epistemology and m nalis Goals & Outcomes Ratio 16th Century
  15. 15. Open and Close accessrestricted open closed flexible equitable equality cheap rigid Extensive learner support entry qual Instructionally designed materials time bound Learner-focused expensive Individualised and self-paced
  16. 16. ODL Scenario Same Time Different Time classroom, f2f Same Place tutorials, workshops, Study/Community laboratories Centres Audio, video, radio, Home study, computer TV, telephone conferencing, email, tutorials fax, web-based learningDifferent Place
  17. 17. Characteristicscost-effective system of instructionindependent of time, location, pace andspaceused for a variety of learning situations:primary, secondary, tertiary, vocationaland non-formal educationthrives on economy of scalefocused on QA, well designedinstructional packages, student support
  18. 18. Efficacy of ODL62 years since the UN declaration, ODL hasemerged as an effective mode of instructionExtend educational opportunities to the poor,those in remote locations, disabled,disadvantaged, marginalised who would haveseen education as luxury30 per cent of university students in developingworld study through ODLbut we still have 72 million children, 77millionadults needing educationglobal demand for HE moves from 97million in2000 to 263million in 2025
  19. 19. Social Purpose & Realities The social and economic dimensions of providing education for all, within the context dwindling financial and other resource situations astronomical numbers, the diverse nature of the unmet demands, the need for flexible tailor-made delivery of instruction taking advantages of emerging information communication technologies (ICTs) the most logical pathway is by the distance education method. 19
  20. 20. Support for ODLRapid explosion and obsolescenceof knowledge and skills.Varied learning styles and varied locationsfrom the institutionAccessible to a variety of peopleFinancial pressures faced by students andinstitutionsAvailability and affordability of emergingtechnologies for efficient and effectivedelivery of instruction
  21. 21. 3 Pillars of ODLHistory and evolution of ODL marked by: Access: to allow as many people as possible to gain access to education Equivalence and integrity: students taught at a distance to receive equivalent education with same integrity as through conventional mode Excellence: quest for excellence in quality of learning materials, support services,
  22. 22. ODL in the PastInitially used to: Increase access to learning and training opportunity Provide increased opportunity to update and retrain Improve cost effectiveness of educational resources Support quality and variety of educational structures Enhance and consolidate capacity
  23. 23. Current Use of ODLBased on experience of the past30 yrs, ODL now used for: balancing inequalities between age groups extending geographical access to education delivering educational campaigns for large audiences providing speedy and efficient training to target groups offering combination of work and family lifeDeveloping multiple competencies
  24. 24. Global TrendsUsed at the primary, secondaryand tertiary levelsUsed for training in General education Teacher education Vocational and continuing education Non-formal education Higher education
  25. 25. Boom in H. EducTremendous expansion ofsecondary educationIncrease in jobs and professionalactivities requiring high levelknowledge and skillsContinuing demand for higherstudiesContinuing educationEducation For All and social justice
  26. 26. Global Future?
  27. 27. st
  28. 28. The Knowledge-based Economy There are increasing signs that our current paradigms for higher education,the nature of our academic programs, the organization of our colleges anduniversities, and the way that we finance, conduct and distribute the services ofhigher education may not be able to adapt to the demands of our time. J J Duderstadt (2001)
  29. 29. Mass EducationOpen and Distance Learning:weapon of mass instructiondemocratises and liberalises educationflexible and life longquality assured and includes allallows individualised learning and atown pace 29
  30. 30. Mobility of ProgrammesInstitutions cross borders through Off-shore campuses Off-shore delivery of courses Franchising Partnerships btwn overseas and domestic providers Fly by nite degree mills Open and distance learningOnly 10% are actually ODL programmes
  31. 31. Motives of Off-Shore Prgms Commodification of education Commercialisation of education Reaction to funding squeeze Response to harmonisation process in Europe Academic conquest Global visibility Increased access to higher education
  32. 32. Internationalisation is not:About conquestNew key to global competitivenessglobalisation of educational opportunitiesAbout flouting national rules and regulationsTo exploit inadequacies in developingcountriesExploitation of innocent students andparentsProviding sub standard cross bordereducation
  33. 33. ODL in the 21st CBy 2025, over 60 per cent of learnerswill study through ODLBy 2050, 75 per cent of those studying byODL will be between 18 to 25 years of ageMassive use of cutting edge technologiesin instruction with wider satellite coverageNew environment and new ways of learningNew definition of large campusesLearners will increasingly take control oftheir learning situations
  34. 34. Option 1Internationalisation should notnecessarily be tied to mobility ofstudentsStudents can internationalise intheir home country
  35. 35. Option 2Internationalisation should be extendedto all aspects of teaching and learningStudentsStaffCurriculum and academic programmesInstructional delivery platforms
  36. 36. Option 3Internationalisation should bemutually defined, operated andbeneficial betwn institutionsShort term to share knowledge,good practices and instructionaldelivery platformsReciprocal partnership
  37. 37. Way Forward by IAURedefine Internationalisation of HEPromote true universalisation ofknowledgeBecomes a Clearinghouse onInternationalisation and monitor activitiesEnsure global quality, vet and checkstatus of institutionsWork with COL and other agencies toensure proper use of ODLDiscourage financial exploitation of and
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