The presentation was made at COL PCF9 arguing the need for traditional universities to drop the idea of being dual-mode institutions and to rather focus on the digital learning transformation to establish a 21st-century compliant teaching and learning system.

1. A Digital Transformation Roadmap for a
Digital Learning Ecosystem
Case Study of the University of Mauritius
Santally Mohammad Issack
Associate Professor &
Pro Vice-Chancellor (Planning & Resources)
University of Mauritius

2. DEOL @ UoM : A historical perspective
 Strategic evolution cycles
 Use DE as a means to expand its curriculum and increase access to
address physical expansion constraints
– Cycle 1 (1993-2004)
 Use DEOL as a means to promote professional development and lifelong
learning through consolidation of the dual-mode concept
- Cycle 2 (2005-2018)
 Strategic Cycle 3 to be redefined in the context of a renewed vision and
the Higher Education Landscape.

3. Cycle 1
Take on-campus courses with large cohorts and convert
them into self-learning mode
• Enrolment on traditional university course is necessary
• Instead of 45-hr lecture, 15 hours of face-to-face contact
focusing on tutorials supported by print course manuals / or
through digital media

5. Aim synergy will entail that could eventually sustain the University
in its development path
LLC
VCILT CPDL CITS
Curriculum Development Research Consultancy
A shift in focus (from a policy perspective) from DE to innovative and
alternative modes of delivery to promote lifelong learning & Professional
Development
Cycle 2

6. Centre for Innovative and Lifelong Learning
Ensures wider access to higher education opportunities through lifelong learning
by utilizing ICT-based innovative pedagogies
Brings grass-roots level innovation in educational practices to align with 21st
century education models to address KS needs

7. Cycle 3
From the eye of the policy-maker…..

8. Futures (Foresight) Methodology
Conway, 2013

9. Futures (Foresight) Methodology
Conway, 2013

10. DEOL in the 21st Century for the
traditional university
Separation of teacher and learner, usually in both time
and space
(Holmberg 1989)
There has been too much focus on the term “distance”
rather than on the term “education” – The DE Paradox

11. Teacher-Student Relationship in (Distance) Education
Interaction
f
f
Mediation

12. A Renewed Vision
Adapted from Jhurry, D. (UoM 2018)

13. Internationalization of Teaching & Learning
Virtual / Tech-enabled
Learning
International
Faculty
From Credits to
Competency (ECTS)
Collaborative Programmes
Innovative
Pedagogies

14. Our Educational Philosophy
Technology
Pedagogy Content
Learning
community
Authentic Learning
Competencies and Skills

15. Linkages with Industry
Knowledge Transfer
Office (KTO)
University-Industry
Liaison Office (UILO) Incubator IP & Tech Transfer

16. Re-engineering of Research Centres
Independent from Faculties
Can offer programmes in their niche areas
Priority of interdisciplinary teams conducting impactful research
In areas of national interest

17. The Mauritian HE Context
 5 public Institutions of Higher Education
 University of Mauritius
 Mauritius Institute of Education
 University of Technology, Mauritius
 Open University, Mauritius (formerly Mauritius College of the Air)
 Universite des Mascareignes (formerly a Polytechnic)
Aspiring to be become Awarding bodies
 Mahatma Gandhi Institute
Technical and Vocational
 Mauritius Institute of Training and Development (MITD)
 Polytechnics (Mauritius)
Population of
Mauritius
1.2M

18. Important Signals
 Higher Education Bill
 Review of the Regulatory Framework
 Accreditation of private higher education
 Quality control of public higher education
 Free Higher Education in the Public Sector
 Review of Funding Models for Higher Education
 Performance based budgeting
 Harmonization of the Higher Education System
 Can we keep on sustaining duplication and redundancies at national level?
 Third Cycle Quality Audit of the University of Mauritius

19. The Ideal Scenario
 A shift from the concept of Dual Mode Institution based on the renewed vision of
developing into a research-engaged and entrepreneurial university.
 Focusing on the Digital Learning Transformation Roadmap University-wide
 A redefinition and a repositioning of the Centre for Innovative Lifelong Learning
(Cycle 3)
 Implementation of a proper Monitoring and Evaluation framework for impact
assessment

20. The Roadmap

21. A rethinking of CILL into a Centre for Teaching & Learning,
EdTech and Curriculum Development

22. Why a shift in Strategy?
 Added value at organizational level – efficiency measures ?
 Duplication of human resources – mainly administrative – mismatch of job
descriptions
 No niche area of operation (doing what others are doing, and what others can do)
 Lack of control, authority and ownership
 At National Level
 The Open University of Mauritius as the focal point for DEOL in Mauritius
 Harmonization of resources in the Higher Education strategy of Govt (duplication of
work – Lessons learnt in the past from the Fashion & Design Institute)

23. Policy Coherence at
organizational and national
level is key

24. Thank you
Santally Mohammad Issack
Associate Professor &
Pro Vice-Chancellor (Planning & Resources)
University of Mauritius