This document discusses open and distance learning (ODL) in developing societies, using the University of the South Pacific (USP) as a case study. It highlights some key challenges with ODL including cultural and linguistic diversity, inadequate educational resources, and balancing local and international needs. It also notes that while technology is important, ODL requires a holistic systems approach with leadership, planning, quality assurance, and partnership. Successful ODL implementation depends on addressing these basic factors, not just focusing on technology.

1. Open and Distance Learning and Development - Back to basics Helen Lentell Director Centre for Educational Development, University of the South Pacific.

2. GREETINGS! BULA MALO E LELEI TALOFA LAVA KONAMAURI YOKWE KI ORANA GRITING TALOFA YOU ORAIT NO MOA OMO YORAN FAKALOFA ATU TALOHA NI GREETINGS!

7. Why DFL? The implications of birth rates: 1 classroom every 2 days Samoa 1 classroom every 30 days Nauru 1 classroom every 4 days Kiribati 1 classroom every 2 days Vanuatu 1.6 classrooms daily Fiji Classroom Country

8. Why DFL? The implications of birth rates in the Solomon Islands: 547 new primary school teachers 547 new classrooms per day 1.5 new classrooms per day Classroom

9. Why DFL? Applying Population data to Resources in the case of the Solomon Islands would mean: (SI$30.6million) US$4,376,000 Total Education US$1,641,000 547 teachers @ $3,000 US$2,735,000 547 classrooms @ $5,000 Resources in $ Classrooms

11. USP Income 2007 & 2006 100% 100% Total operating income 1% 1% Interest receivable 1% 2% Release of deferred revenue 10% 8% Other income 15% 14% Trading activities 16% 19% Aid and donations 20% 18% Student tuition fees 37% 38% Government grants 2006 2007 Income

12. USPNet