1) The document discusses measures taken in China to promote education equity through open and distance learning (ODL), including initiatives to serve rural communities, minorities, the disabled and elderly, and the military. 2) It describes innovative approaches used in ODL, such as utilizing social resources, constructing relevant learning resources, and using appropriate methodologies. 3) The document emphasizes that education equity through ODL ensures equal opportunities, balanced distribution of quality resources, and assurance of high-quality education for all groups. Furthering education equity requires ongoing commitment and actions from government, practitioners, and students.

1. The implementation of education equity in ODL --- Measures, Innovation and Quality LI Yawan CCRTVU

2. Main contents Background of the research Perception of education equity Measures taken in the CRTVUs Innovative approach Facilitate education equity with quality Conclusion

3. Background of the research

4. 1.1 Chinese context Territory Area: 9.6 million square kilometers Mid-year population: 1.3 billion Minorities: 56 Urban/Rural population: 43.9%:56.1% Ranking of China in the World in Terms of Main Indicators: 4 th (Sources: Database of United Nations, "Industrial Commodity Statistics Yearbook", Database of FAO)

5. 1.2 Gross enrolment rate for HE (Age group: 18-22) Year Percentage 1990 3.4 1998 9.8 2000 12.5 2003 17.0 2005 21.0 2007 23.0

6. 1.3 Education expenditure in GDP (2000-2006) The average rate for developed countries: 5.1% The average rate for less developed countries: 4.1% 2000 2.87% 2001 3.19% 2002 3.41% 2003 3.28% 2004 2.79% 2005 2.82% 2006 3.01%

7. 1.4 The Scientific Outlook on Development The Scientific Outlook on Development means putting people first and aiming at comprehensive, coordinated and sustainable development. To put people first, we should take people's interests as the starting point and foothold of all of our works, make continuous efforts to meet various needs of the people and promote an overall development of the people.

8. 2. Perception of education equity

9. 2.1 Understanding education equity Economic development has laid solid foundation for education development Education equity is symbol of education development Education equity is reflection of social fairness

10. 2.2 Implication of education equity ♦ Equal opportunities ♦ Reasonable distribution of educational resources ♦ Easy access to public educational infrastructure ♦ Quality education available to everyone

11. 2.3 ODL is a feasible way to realize education equity Advantages of ODL ♦ increase the number of students ♦ realize cost efficiency ♦ share expertise and quality resources ♦ utilize effectively ICT to facilitate education innovation

12. 2.4 The value of ODL matching the goal of education equity One of the important measures to develop education which can achieve greater, faster, better and more economic results --- Deng Xiaoping Through 30 year operation, CRTVUs have become backbones of modern distance education in China and also a strong force to drive mass education and life-long learning--- Chen Zhil The orientation of CRTVUs is more distinctive: we will face to localities, the grass-roots units, the remote, rural and minority-group inhabited areas---Ge Daokai More than ¾ students coming from under prefectural administrative areas More than 90% of our students are working adults

13. 3. Measures taken in the CRTVUs

14. 3.1 Objectives of ODL in China Meeting diversified groups and serving the general public Obtaining degree & diploma Getting certificates for qualification Updating knowledge and skills Acquiring competencies Improving career development Increasing life quality

15. 3.2 Open education project Started in 1999 Aim: increase access and meet the social demands Content: explore academic and administrative mode for training new-typed applied professional Basis: integrate various learning resources Support: create learning environment

17. 3.3 Extend public service Started in 2002 Contracts made with 38 conventional universities by 2008 teaching and management platform to transmit ODL programs 1464 study centers by July 2008 Organizing distance learning exam 3.58 million person/time

18. 3.4 Construct technology-supported learning environment

19. 3.5 Concrete actions Showing concern to those who are vulnerable and those who have special needs Ethnic minorities The elderly People with disabilities People in rural areas The military personnel

20. 3.5.1 Contribute to the rural development Initiate a project of “One student in one village”—with enrolment of 100 thousand Objective: train managers and technicians Operation: 580 teaching venues in 37 PRTVUs with the support of locality Learning resources and platform for rural development in 16 specialties of 4 fields of study including technology in agriculture and forestry, husbandry & veterinary science and management for agriculture and forestry. Graduates’ contribution to rural development

22. 3.5.2 Looking after the interests of the disabled College for the Disabled: 2002 Teaching point: 23 Enrolments: 2444 Targets: handicapped Specialties offered: digital media design and production, accounting, English, and community management Allow disabled to transcend themselves, to merge in the social family and enjoy the human rights

24. 3.5.3 Showing concern for the elderly people According to 2007’s National Statistics Bureau reports, there are more than 106 million people above the age of 65, which makes up 8.1% of the total population. Colleges for elderly have emerged in the RTVUs in the past few years Special programs made for their enjoyment and enrichment Calligraphy, painting, singing and dancing

26. 3.5.4 ODL in military forces Started in 2000 Objective: to foster qualified military man and prepare for tomorrow Enrolment & graduates: 66403 & 37587 469 teaching venues scattered the whole country Specialties offered: Law Administration Business management Estate management Computer & application Communication technology

28. 3.5.5 Minority people improve themselves via ODL Tibetan College: Started in 2002 By June, 2008 it is with 1332 graduates and 1949 enrolment Program relevant to the development of Tibet: law, administration, accounting, English, Chinese, computer science and technology Bilingual languages programs in Inner Mongolia, Xinjiang Uyghurs, Korean-inhabited regions, etc.

30. 4. Innovative approach

31. 4.1 Utilization of social strength Inviting renowned expertise in special fields of study 1189 course presenters and editors 37052 part-time teachers in the total of 84855 Enhancing multi-channel collaboration with government, industry and association Ministries People’s Bank Trade of Union National Association for disabled Making full use of existing infrastructure in locality

32. 4.2 Construction of relevant resources Investigate the requirements from the society Follow the principle of ODL Develop relevant and usable specialties and course Fit for local context of infrastructure and learning conditions Obtain feedback from different sources

33. 4.3 Appropriate methodologies Interaction with guided-learning Flexibility for multiple choices Direct learning in accordance with demands Show special concern for the most vulnerable

34. 5. Facilitate education equity with quality

35. 5.1 The organizing structure for quality assurance Institutional authority T A S Representative of authority Evaluation system

36. 5.2 Evaluate in accordance with the criteria Criteria for developing teaching resources Criteria for teaching and learning process Criteria for learning support Criteria for teaching management Criteria for infrastructure & conditions

37. 5.3 Further discussion What kind of resources should be built? How can we bring new technology to be used at its most? How can we promote professional development of our ODL practitioners? How can we establish a more collaborative & coordinated mechanism to facilitate the implementation the ODL? How can we clear up all the obstacles in promoting education equity?

38. 6. Conclusion

39. 6.1 Significance of education equity Education equity reflects the idea of education democracy Education equity is the basis of social fairness Education equity implies social value Education equity promotes human and social development

40. 6.2 Approach further on education equity Education equity in ODL does not only refer to the equal opportunities to all categories of people, but the balanced distribution of quality resources and delivery, as well as the assurance of equivalent high quality education.

41. 6.3 Continuing education equity Education equity should be reflected at the starting point of educational provision, in the process, and for the outcome. Therefore, we need to define our research scope, look at the features in each country and find out appropriate evaluation index so as to give impetus of the implementation of education equity.

42. 6.4 Further actions Government strategies support Instructional capacity building Commitment of practitioners Students’ awareness of their own rights

43. Thank you! Keep in contact: liyw@crtvu.edu.cn