Open Schooling: Selected Experiences
The first open school programme is believed to have begun in 1914 as correspondence lessons prepared at the request of a parent in Beech Forest in the Otway Mountains in Australia. By 1916, a special correspondence branch had been established. The success of the school programme led to the spread of open schools to several other Australian states and territories. Open schools were then introduced in Canada in 1919 and in New Zealand in 1922. The popular view that open learning and distance education trickled down from higher education is unfounded. In the 1960s, distance education expanded massively across many countries, especially in higher education as open universities. Meanwhile distance education at the primary and secondary levels in open schools was confined to only a few countries. As a result, the contemporary view of distance education is primarily associated with the open university. The open school movement, however, is an idea whose time has come. Many countries have now set up open schools for primary and secondary students, for example, in Bangladesh, India, Indonesia, South Korea, and Zambia. Initiatives to establish similar institutions are under consideration in South Africa, Egypt, China, Nigeria, and many other countries. Although having begun much later than open universities, open schools are rapidly gaining ground and some of them have quite high enrolments. For example, the National Open School of India, which started in 1989, now has a total enrolment of 250,000 students
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Feedback on Self-Leaning Materials (SLMs) of the Junior School Certificate (JSC) Program of the Open School of Bangladesh Open University: Select Case Studies Rahman, Mizanoor; Panda, Santosh (2010-11)The main aim of this paper is to find out most appropriate strategy for producing the learning materials which is feasible for the JSC program. The specific objectives of the current research are: • to analyze the attitude ...
Msoka, Vidate C; Kissaka, Mussa M; Kalinga, Ellen C; Mtebe, Joel S (Commonwealth of Learning (COL), 2015)Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, ...
Improving the Quality of Education Through the Use of Gender-Sensitive Student Councils: Experience of Five Selected Districts in Tanzania Mnubi, Godfrey M (Commonwealth of Learning (COL) and Open University Malaysia (OUM), 2016-11)This study explores the practical aspects of gender-sensitive and democratically elected student councils in terms of strengthening school leadership and governance and providing a platform for increased awareness and ...
Improving the Quality of Basic Education Through the Use of Gender-Sensitive Student Councils: Experience of Six Selected Districts in Tanzania Mnubi, Godfrey M (Commonwealth of Learning (COL), 2017-07)This paper analyses whether the gender-sensitive and democratically elected student councils helped in strengthening school leadership and providing a platform for increased awareness and advocacy for male and female ...
Implementing Multimedia Content Development Strategy in Open Schooling: The Experience of the Namibian College of Open Learning (NAMCOL) Namibian College of Open Learning (NAMCOL); Commonwealth of Learning (Commonwealth of Learning, Vancouver, 2009)This manual was produced as a direct outcome of a Commonwealth of Learning (COL) funded project on capacity building in the production of multimedia learning resources in the context of open schooling. NAMCOL’s interest ...