2. Focus
Introduction
Main Issues of Concern
Emergence of ODL
Global Trends
21 st C Imperatives
Internationalising the world
What Are The Options?
2
3. Major Issues
Global movement to educate every
citizen
Focus on removing disparities in
educational access
Vigorous search for alternative
delivery modes
Education directed to the full
development of the human
4. 4 indices of indispensability:
demographic changes & rising
enrolment
Success in learning &lifelong
learning
Illiteracy
Consequences of globalisation
5. Education for All
UN Human Rights Charter
(Dec 10, 1948) article 26 deals with the right
to education by all
Millennium Development Goals (MDGs)
eradication of illiteracy, poverty, hunger
create intellectual connection to reality
use education as cornerstone of
development
promote human security and fairness
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. Development Needs
sustainable development
highly educated, mobile and
adaptable workforce
multi-skilled and multi-tasked
a knowledge and a learning society
use of ecological and geographical
conditions to a nation’s advantage 7
8. Implications
access, flexible delivery, multimedia
learning to be a normal activity linked to
learners life priorities
fulltime workers will be minority, more
people self-employed
curricula must change
new careers: ISP cyber café
technicians, HD screen controllers,
network managers, etc
9. Requirements
Individual 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. Emergence of DE
1728 Caleb Philipps (Boston, USA) taught
Short Hand by post
1833 the study of composition offered by
post in Sweden
1843 Isaac Pitman taught Short Hand in
the UK
Moses two tablets of stone; Paul’s first
letter to the Corinthians
This method has revolutionised teaching
11. What is DL?
DL has many labels
instruction by a mode other than the
conventional face-to-face method
characterised by physical separation
between the teacher and the learner,
instruction delivered through a variety
of
media including print, and other
information communication
technologies to learners
12. Open Learning
Open Learning - flexibility of and
access to instruction in order to
ensure broad availability of
educational opportunities to all
Openness disregard age, previous
level of academic achievement, and
other factors, creating artificial barriers
to education as a life-long pursuit in a
democratic environment
13. Go
a ls
y
& O
og
u tc
ol
om
em es
is t
e
Ep
g
Hi 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. H is
to r i
cal
ge
D ev
sa
yU elo p
m en
t
g
lo
no
ch
y
Te
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. Open and Close
access
restricted 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. 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 learning
Different Place
17. Characteristics
cost-effective system of instruction
independent of time, location, pace and
space
used for a variety of learning situations:
primary, secondary, tertiary, vocational
and non-formal education
thrives on economy of scale
focused on QA, well designed
instructional packages, student support
18. Efficacy of ODL
62 years since the UN declaration, ODL has
emerged as an effective mode of instruction
Extend educational opportunities to the poor,
those in remote locations, disabled,
disadvantaged, marginalised who would have
seen education as luxury
30 per cent of university students in developing
world study through ODL
but we still have 72 million children, 77million
adults needing education
global demand for HE moves from 97million in
2000 to 263million in 2025
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. Support for ODL
Rapid explosion and obsolescence
of knowledge and skills.
Varied learning styles and varied locations
from the institution
Accessible to a variety of people
Financial pressures faced by students and
institutions
Availability and affordability of emerging
technologies for efficient and effective
delivery of instruction
21. 3 Pillars of ODL
History 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. ODL in the Past
Initially 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. Current Use of ODL
Based on experience of the past
30 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 life
Developing multiple competencies
24. Global Trends
Used at the primary, secondary
and tertiary levels
Used for training in
General education
Teacher education
Vocational and continuing education
Non-formal education
Higher education
25. Boom in H. Educ
Tremendous expansion of
secondary education
Increase in jobs and professional
activities requiring high level
knowledge and skills
Continuing demand for higher
studies
Continuing education
Education For All and social justice
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 and
universities, and the way that we finance,
conduct and distribute the services of
higher education may not be able to adapt
to the demands of our time. J J Duderstadt (2001)
29. Mass Education
Open and Distance Learning:
weapon of mass instruction
democratises and liberalises education
flexible and life long
quality assured and includes all
allows individualised learning and at
own pace 29
30. Mobility of Programmes
Institutions 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 learning
Only 10% are actually ODL programmes
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. Internationalisation is not:
About conquest
New key to global competitiveness
globalisation of educational opportunities
About flouting national rules and regulations
To exploit inadequacies in developing
countries
Exploitation of innocent students and
parents
Providing sub standard cross border
education
33.
34. ODL in the 21st C
By 2025, over 60 per cent of learners
will study through ODL
By 2050, 75 per cent of those studying by
ODL will be between 18 to 25 years of age
Massive use of cutting edge technologies
in instruction with wider satellite coverage
New environment and new ways of learning
New definition of large campuses
Learners will increasingly take control of
their learning situations
36. Option 2
Internationalisation should be extended
to all aspects of teaching and learning
Students
Staff
Curriculum and academic programmes
Instructional delivery platforms
37. Option 3
Internationalisation should be
mutually defined, operated and
beneficial betwn institutions
Short term to share knowledge,
good practices and instructional
delivery platforms
Reciprocal partnership
38. Way Forward by IAU
Redefine Internationalisation of HE
Promote true universalisation of
knowledge
Becomes a Clearinghouse on
Internationalisation and monitor activities
Ensure global quality, vet and check
status of institutions
Work with COL and other agencies to
ensure proper use of ODL
Discourage financial exploitation of and
