The Pacific Open, Distance and Flexible Learning Framework(PODFLF) was formulated in response to the endorsement by the Pacific Heads of Education System (PHES) in address precipitating social and economic challenges, due to the lack of successful, inclusive and equitable access to quality education throughout the Pacific Region.

1. PACIFIC OPEN,dISTANCE
AND FLEXIBLE LEARNING
FRAMEWORK (PODFLF)

2. 1
Published by the Pacific Centre for Flexible Open Learning for Development.
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivatives
4.0 International License. (http://creativecommons.org/licenses/by-sa/4.0/)
CONTRIBUTORS:
1. Professor Richard Coll (Deputy Vice Chancellor Teaching, Learning and Student Services
University of the South Pacific)
2. Professor Som Naidu (Pro Vice Chancellor Flexible Learning, Professor and Director Center for
Flexible Learning)
3. Mr Hasmukh Lal (Executive Director Pacific TAFE, Project Director PACFOLD)
4. Mr Filipe Jitoko (Social Policy Advisor, Strategic Partnership and Coordinator, Pacific Islands
Forum Secretariat)
5. Dr Shikha Raturi (Program Coordinator PGCTT and Elearning, University of the South Pacific)
6. Dr Ioana Chan Mow (Associate Professor Computing and Computer Education, National
University of Samoa, COL Focal Point, PACFOLD Advisory Board Member)
7. Mr Melvin Ramkhelawan (Senior Computer Programmer/Analyst, South Pacific Community)
8. Mr Matai Tagicaki (PACFOLD Project Officer)

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1. POLICY CONTEXT
The Pacific Open, Distance and Flexible Learning Framework(PODFLF) has been formulated
in response to the endorsement by the Pacific Heads of Education System (PHES) to address
precipitating social and economic challenges, due to the lack of successful inclusive and
equitable access to quality education within the Pacific Region.
The Pacific member countries are greatly disadvantaged by the challenging geographical
distances that separate land by great distances of ocean, even within national territories. This
reality has contributed to the lack of development in human resources due to inequitable and
non-inclusive access to quality education.
This framework was developed after the 8th
Pan Commonwealth Forum (PCF8), where it was
presented to the Forum as an agenda for the Forum Education Ministers Meeting (FEdMM)
after endorsement by PHES subcommittee. The process to develop the Framework was by a
working group facilitated and coordinated by Pacific Center for Flexible and Open Learning
for Development (PACFOLD) in collaboration with the University of the South Pacific (USP),
Pacific Island Forum Secretariat (PIFS) and the South Pacific Community (SPC).
The Framework will be reviewed annually before the Forum Education Ministers Meeting, to
consider review outcomes.
This Framework was the result of consulting existing strategic documents, Framework for
Action for ICT for Development in the Pacific (FAIDP), Regional Education Framework (REF
– underdevelopment)formerly PEDF and extensive collaboration of the working group.
2. BACKGROUND
Since the establishment of ODFL in the Pacific through the University of the South Pacific in
1974, we can state that ODFL has successfully educated a large number of Pacific Islanders
that have gone to achieve their life goals and much more, based in its existence and evolution
through three centuries. The continuous evolution of ICT services and adoption of new
technology by Pacific Island States is clear evidence of how effective ODFL practice is in the
Pacific. Information is knowledge, knowledge empowers society, and empowerment underpins
social and economic prosperity.
The Framework for Action for ICT Development in the Pacific (FAIDP) outlines the
formulation of a response to Pacific Island Leaders on the need to address Millennium
Development Goal 8, and specifically target 18, ICT infrastructure development. FAIDP
provides a guide for Pacific Nations towards developing and improving information and
communication technology infrastructure in cooperation with the private sector. Regional
Education Framework (REF) further underpins ICT’s role within the Pacific region by
focusing on education emphasizing efficient, effective and equitable access to quality
Education. PODFLF is responding to Sustainable Development Goal 4 (SDG4), “ensure
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inclusive and equitable quality education and promote lifelong learning opportunities for all”
(https://sustainabledevelopment.un.org/sdg4, 2017), and as an outcome of REF focusing on
human resource capacity building in the Pacific through ODFL. Responding to the need for a
broader focus, PODFLF includes relevant cross cutting themes that address the following:
 SDG 5 Gender Equality
 SDG 8 Decent Work and Economic Growth
 SDG 13 Climate Action
FAIDP and REF address the commitment by Ministers and Pacific forum leaders in developing
infrastructure for information communication technology to enhance the dissemination of
knowledge and information. PODFLF aims to pursue moving beyond incrementalism with the
assistance of ICT in making that ‘quantum leap forward’ through HR capacity building and
achieving our goal in equitable and inclusive affordable access to quality education to promote
lifelong opportunities for all. The general purpose of this Framework is to align development
in ICT infrastructure in Education with Education Practices through ODFL.
PACIFIC OPEN, DISTANCE AND FLEXIBLE LEARNING FRAMEWORK
SCOPE AND PURPOSE
Vision
Improved quality of life in the Pacific through Open Distance Flexible Learning.
Goal
Inclusive and equitable affordable access to quality education to promote lifelong opportunities
for all.
Outcome
Achieve economic and social sustainable development towards quality of life through equitable
and inclusive access to quality education.
Guiding Principles and Values: The PODFLF aims to remain in synchrony with REF to ensure
harmonization towards realizing our vision. PODFLF shares the same guiding principles and
values as REF:
 Education as a human right – The fundamental human right to inclusive
and equitable quality access education is an underlying goal for the
PODFLF.
 Holistic approach – Open, Distance and Flexible Learning mode is the
broadest avenue or pathway for offering students more learning choices.
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Through established ICT infrastructure, accessibility to quality
education becomes equitable and inclusive.
 Diversity – The diverse modes of learning reflect adaptability to suit
individual’s needs, interest and learning styles.
 Harmonisation–Diverse cultures in the Pacific, global access to quality
education, ICT infrastructure defragmenting accessibility, National
qualification framework, quality assurance and accreditation.
 Partnership – Governance, education institutions, education
stakeholders, global networks. Develop and sustain partnership in
education.
Regulatory qualifications framework and ODFL
Regional and National qualification frameworks to be developed to acknowledge
and include standards for programs delivered through ODFL.ODFL courses must
meet National and Regional established qualifications standards for recognition,
accreditation and adaptability.
THEMES
The following themes were adopted by the PODFLF WG as ODFL priority areas. These 6 themes
reflect the core of which education is delivered in the Pacific. They are as follows:
Theme 1 Early Childhood Care and Education – Recognises the importance of having trained
ECCE teachers with highly qualified skills.
Theme 2 Higher Education – Recognises the need to improve demand driven access to Higher
Education that will be focused on achieving program completion.
Theme 3 Open Schooling–Recognises the importance to reinforce second chance education for
school dropouts and pushouts.
Theme 4 Technical Vocational Education Training (TVET)–Recognises the importance of
reducing unemployment and producing a better skilled and inclusive workforce.
Theme 5 Education Resources–Recognises that most PICTs lack access to quality, affordable
and up to date Educational Resources.
Theme 6 Entrepreneurship- Recognises the importance of achieving an entrepreneurial future in
the long term.
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CROSS CUTTING THEMES
The cross cutting themes are adopted from SDG 5 and SDG 8:
Cross Cutting Theme 1 Gender Equity – Recognises the need to address inclusivity through
gender equity. (http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-
5-gender-equality.html, 2017)
Cross Cutting Theme 2 Decent Work and Economic Growth – Recognises technological
innovation in the 21st
Century as a contributing factor to finding decent employment and
sustainable productivity. (http://www.undp.org/content/undp/en/home/sustainable-development-
goals/goal-8-decent-work-and-economic-growth.html, 2017)
Cross Cutting Theme 3 Climate Action – Recognises the drastic effects of climate change in the
Pacific that causes long lasting changes to our climate system which threatens irreversible
consequences. (http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-
13-climate-action.html, 2017)
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Goals/targets:
1. Improved progress in the number of qualified ECCE Teachers from regionally
recognised teacher training colleges.
2. Enhanced Literacy and numeracy at lower K12 education level.
Challenges Priorities and Strategies
Not enough Institutions offering accredited ECCE
Programs.
ECCE programs not accredited Nationally or
Internationally.
Government’s and community partnership to facilitate
recognition of ECCE programs for HR capacity
building.
Priority 1: Expand access through providers.
Priority 2: Ensure all ECCE programs are accredited
nationally and internationally.
Strategy 1 – Identify and work with an Institution that
provides Nationally accredited ECCE programs to
improve quality of program and roll out programs
through ODFL.
Goals/targets:
1. Improved outcome in Higher Education student completion.
2. Increase in quality student turn over in Higher Education.
Challenges Priorities and Strategies
Students are not keen to participate in flexible learning
mode because providers lack the capacity to deliver
attractive demand driven programs.
Lack of infrastructure, manage extremely remote areas,
national government’s need to play an active role,
providers and government partnership.
Lack of diverse learning approaches and acknowledge
ODFL as an alternative approach.
Priority: Build provider’s capacity to enable demand
driven programs delivered through flexible learning
mode.
Strategy: Partnership between tertiary providers and
national governments to enhance access in remote
areas.
Theme 1: Early Childhood Care and Education (ECCE)
Expected outcome: ECCE teachers successfully access high quality teacher training ECCE
programs.
Expected outcome: Improve demand driven access, active participation and successful
completion.
Theme 2: Higher Education (HE)
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Goals/targets:
1. Dropouts and pushouts access second chance education through ODFL.
Challenges Priorities and Strategies
In sufficient providers offer courses in second chance
education.
Priority: Develop opportunities for second chance
education.
Strategy: Build or maintain capacity in ICT
infrastructure and HR capacity building to deliver
second chance education through ODFL.
Goals/targets:
1. Proficiently Skilled workforce
2. Growth in skilled workforce
Challenges Priorities and Strategies
Industries are still new to ODFL and their participation
is minimal in the Pacific providing training support with
industries using ODFL.
Industries need training in using ODFL to achieve this
this.
Managing flexible skills development online and
Industry participation.
Priority: Flexible Skills Development in the workforce
and industry participation.
Strategy: Tertiary providers work with industries
focusing on industry driven and demand driven
outcomes course provided online.
Theme 3: Open Schooling
Expected outcome: Inclusive of second chance education and access to quality education by
rural, remote rural regions.
Theme 4: Technical Vocational Educational Training (TVET)
Expected outcome: Reduce unemployment and produce a better skilled and inclusive
workforce.
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Goals/targets:
1. Available access to free and affordable educational resources
2. Pacific repository of resources, OER and non-OER
3. HEI develop policies on adopting OER practices.
Challenges Priorities and Strategies
Using the internet to access freely available quality ER
that is non OER and OER, is not a common practice in
the Pacific because of the lack of awareness and
advocacy. Budget commitment focuses too much in
purchasing textbooks alone.
Priority: Make ER more freely available, affordable
and accessible online.
Strategy 1: Encourage higher education providers to
make openly available non OER and OER resource
materials.
Strategy 2: Develop an ER regional repository, for non
OER and OER.
Goals/targets:
1. Progressive improvement in SME
2. Progressive improvement in employment
3. More enterprising Pacific community.
Challenges Priorities and Strategies
There is a lack of initiative to be job creators rather than
job seekers, because of how the Pacific Islanders
mindset behaves.
There are inadequate number of programs offered by
national providers for the entrepreneurial sector.
There is not enough emphasis on government and
provider partnership addressing these challenges.
Priority: Deliver programs in Small and Medium
Enterprise (SME).
Strategy 1: PACFOLD will work with providers,
providing OER and generic learning materials for
program delivery.
Strategy 2: PACFOLD will establish an
Entrepreneurship digital group on PACFOLD learn for
regional networking.
Theme 5: Education Resources (ER)
Expected outcome: Enable resource based individual and group learning including OER.
Theme 6: Entrepreneurship
Expected outcome: To achieve an enterprise culture in the long run.
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Goals/targets:
1. Effective gender equity policy implementation.
2. Gender equity inclusivity in National Policy.
Challenges Priorities and Strategies
Gender unresponsive budget that declines to support
advocacy, awareness and capacity building in
empowering women and girls.
Priority: More responsive government policy through
budget commitment.
Strategy: Build capacity in continuing awareness and
advocacy programs through ODFL.
Goals/targets:
1. Sustainably reduce the proportion of youth in unemployment.
2. Achieve higher levels of economic productivity through diversification.
Challenges Priorities and Strategies
Obsolete technology has led to lower and slower
Economic activity.
Priority: Embrace technological innovation for
productive employment and sustainable economic
growth
Strategy: Capacity building through ODFL in
Managing Skills Development Online and Industry
Participation.
Goals/targets:
1. Improve regional awareness and capacity building in climate change mitigation,
adaptation, impact reduction and sustainable good practices.
Challenges Priorities and Strategies
There is a lack of capacity building in climate change
mitigation, adaptation, impact reduction and sustainable
good practices.
Priority: Formal, non-formal and informal sector.
Strategy: Capacity building through ODFL in Climate
Change and Partner Participation.
Cross Cutting Theme 1: Gender Equity
Expected outcome: Empower all women and girls.
Cross Cutting Theme 2: Appropriate employment and economic growth
Expected outcome: Sustained and inclusive economic growth.
Cross Cutting Theme 3: Climate Action
Expected outcome: Awareness and improved practices in climate change mitigation and
adaptation
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12. Matai Tagicaki
Project Officer PACFOLD
tagicaki_m@usp.ac.fj
ph: 9241380
tel: 3231298