04. Pan-Commonwealth Forum 4 (PCF4), 2006

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  • Publication
    Think globally, learn locally: Democratising learning for international organisations
    ( 2006-10) Kwan, Angela
    In the lead up to the millennium, the rapid development of the World Wide Web, internet and word processing technologies began to change the way we communicate, work, learn, and live. In its most positive light, information and communication technologies have enabled new work and learning opportunities across boundaries and among communities. This paper focuses on how this change applied sensibly has opened up new dimensions for the provision of equitable, accessible and affordable learning opportunities to develop the international workforce professionally. The context of discussion is based on Commonwealth of Learning’s experience in providing transnational workplace training for four UN organizations, one humanitarian oragnisation and an international financial institution. This has witnessed the opening up of effective virtual classes for learners based in over 100 different countries, enabling the medical officer based in Luanda, Angola to pursue the same learning experience as his/her counterpart based in Geneva. We describe the paradigm shift taking place as “Think globally, learn locally” an educational version of the well known dictum of “think globally, act locally” i. The shift was triggered by employing appropriate information and communication technologies (ICTs) in a pedagogically sound manner to enable the widest distribution of cross-boarders learning and to encourage the unrestricted access to learning by women and marginalized learners in troubled, remote and isolated locations in the world.
  • Publication
    Agriculture for Sustainable Livelihood through DE
    ( 2006-10) Kulatunga, Gamini
    PCF4 // The Open University with the assistance of Operation Days Work of Norway has launched in 2005, a certificate programme on Agriculture for Sustainable Livelihood. This is a follow up programme of the Rural Communication Project that was completed in 2004, undertaken by the Rural Research Unit (RRU) of OUSL and COL, which identified technologies that are of immediate relevance to the rural poor. The ability of the rural people to adapt technologies to suit their needs was demonstrated. RRU decided to embark on a programme for the rural youth using a combination of distance learning methods and learning by doing. Norwegian Operation Day’s Work approved the concept of taking technology to underserved distant regions to empower youth to seek livelihoods in their own situation instead of migrating to the urban areas. The Open University began the programme, operating five rural study centres in remote locations catering to 90 students, supported by five animators. The programme is conducted in Sinhala and Tamil using printed material supported by work done using local resources. The main activities chosen by the students address rural food needs and value addition to agricultural produce. On completion of the students’ projects, in March 2006, the students will be awarded a certificate in Agriculture for Sustainable Livelihood. Plans are afoot to expand the programme to two more centres from this year. In the coming years emphasis will be paid to meeting energy needs, as it has been identified as a crucial constraint that hampers rural development. // Paper ID 35
  • Publication
    Agriculture for Sustainable Livelihood through DE
    ( 2006-10) Kulatunga, Gamini
    PCF4 // The Open University with the assistance of Operation Days Work of Norway has launched in 2005, a ertificate programme on Agriculture for Sustainable Livelihood. This is a follow up programme of the Rural Communication Project that was completed in 2004, undertaken by the Rural Research Unit (RRU) of OUSL and COL, which identified technologies that are of immediate relevance to the rural poor. The ability of the rural people to adapt technologies to suit their needs was demonstrated. // RRU decided to embark on a programme for the rural youth using a combination of distance learning methods and learning by doing. Norwegian Operation Day’s Work approved the concept of taking technology to underserved distant regions to empower youth to seek livelihoods in their own situation instead of migrating to the urban areas . // The Open University began the programme, operating five rural study centres in remote locations catering to 90 students, supported by five animators. The programme is conducted in Sinhala and Tamil using printed material supported by work done using local resources. The main activities chosen by the students address rural food needs and value addition to agricultural produce. On completion of the students’ projects , in March 2006, the students will be awarded a certificate in Agriculture for Sustainable Livelihood. // Plans are afoot to expand the programme to two more centres from this year. In the coming years emphasis will be paid to meeting energy needs, as it has been identified as a crucial constraint that hampers rural development. // Paper ID 35
  • Publication
    Theorizing and Practicing Fair Use: Copyright Challenges for Africa’s Higher Education
    ( 2006-10) Kawooya, Dick
    PCF4 // The doctrinal basis for fair use in the copyright system is anything but clear. What constitutes fair use and intent of the doctrine remains contentious. Even when fair use is somewhat defined in the law, courts still assess incidences of fair use on a case-by-case basis. The copyright system is premised on ability to access privately owned resources. Fair use notwithstanding, the copyright system creates room for rights owners to set access terms. Africa’s higher education system, already constrained by resources to serve impoverished communities may not accommodate the strict interpretation of the fair use. For instance, high demand levels for photocopying, occasioned by high costs of educational materials beyond what students and faculty can afford, have led to ‘Petty Photocopying Businesses,' in some cases, outside ‘conventional’ fair use provisions of the copyright system. Virtual, open or distance education, fronted as remedies to Africa’s human resource needs add another dimension to the copyright crisis in Africa. How should Africa Higher education deliver educational content within acceptable copyright system? Does the ‘conventional’ interpretation of fair use work in Africa’s context? These and more questions will be raised for participants to ponder Africa’s option vis-à-vis copyright and education on the continent. // Paper ID 36
  • Publication
    Panel Description: Crossborder Cooperation and Scholarship Policy
    ( 2006-10) Anderson, Teresa
    PCF4 // Since 2002 the Commonwealth Scholarship Commission in the United Kingdom has funded nearly 520 students in developing Commonwealth countries on distance-learning degree programmes. Students’ courses of study include agricultural development, fisheries, health, education, and computer studies. Students’ countries of origin include Bangladesh, Ghana, India, Kenya, Pakistan, South Africa, Tanzania, Uganda and Zambia. // The Commission’s programme has three purposes: to explore the possibilities of funding virtual student mobility alongside conventional student mobility; to increase the production of graduates in areas relating to national priorities and millennium development goals; to support developing-country universities through partnership arrangements which facilitate their offering locally based programmes. // The Commission’s paper also explores: // different models of partnerships; // the advantages and drawbacks of our scheme for its students, including evidence on gender; // the use of this mode of cooperation as a means of supporting institutional development; // technology and the limitations of access to it. // Our session will be of interest to anyone concerned with higher education, with educational collaboration across frontiers, and with ways of funding distance-learning students. Its aims include identifying good practice and exploring ways of widening scholarship opportunities through involving other agencies. The session will be planned to allow ample discussion and interaction. // Since 2002 the Commonwealth Scholarship Commission in the United Kingdom has been funding postgraduate students in developing Commonwealth countries on distance-learning degree programmes through partnerships between British and overseas universities. Under the programme the Commission has funded over 500 students who were studying with British universities on master's level courses which include agricultural development, engineering, fisheries, health, education, and computer studies. Overseas partners are in Bangladesh, Ghana, India, Kenya, Pakistan, South Africa, Tanzania and Zambia. Results from an evaluation are now available and are set out below. They confirm that the programme has enabled learners to combine their professional life with crossborder study and to do so cost effectively. // The purpose of this paper, and of the conference session based on it, is to explain what we and others running comparable programmes have been doing; outline the results achieved in terms of partnerships, of individual students, and of cost effectiveness; identify policy issues for universities, funding agencies and ourselves. // Paper ID 56
  • Publication
    Towards Developing a Framework for Support Services for Universities in Uganda
    ( 2006-10) Bbuye, Juliana
    PCF4 // This article examines research findings on developing a framework for student support services system for Universities offering distance education in Uganda. Whereas distance education students in Uganda are scattered, in various parts of the country, there is lack of adequate and systematic support for them. The questions of the study were; what support system would be appropriate for distance learners and at what cost? A qualitative survey was conducted using questionnaires, interviews, focus group discussions, participatory experience observation checklists and documentary checklists to find out how support systems as part of a larger distance education whole system, should be integrated within the teaching/ learning experience of distance education in Ugandan Universities. The findings showed that Support for the distance learner, was not sufficient in Universities, and although it involved, tutoring, and study centers activities, interactive teaching/learning was absent. It was observed that the activities already in existence if organized systematically, would improve the organization and implementation of support for the distance learner. A system was recommended that showed the systematic ways in which support for students would be organized, planned and implemented to suit students and tutors requirements and one that would fit within the existing socio-economic environment in Uganda. // Paper ID 52
  • Publication
    Participatory Development and Local Governance
    ( 2006-10) Sitakanta, Sitakanata Sethi
    PCF4 // In India, after five decades of independence, to make rural areas socially, politically and economically vibrant it is strongly felt that there is a need to strengthen the Rural Local Self-Governments (RLSGs). RLSGs with its well spread infrastructure, untapped resources and elected representatives representing all sections of society especially the disadvantaged sections and women have the potentiality to build strong leaders and a self-reliant society at the grassroots. Adding to this, enactments of the Constitution’s 73rd Amendment Act, 1993 by the State Governments and especially conducting Gram Sabha instill dynamism into the process with a view to give rural poor an opportunity to plan for their area and people. As the paper argues by helping people to participate democracy can be participatory in true sense and sprit, not as only a consultative or deliberative body as it is practiced. It has to be a basic unit for local self-governance. The paper with a model reflects 'how the poorest of the poor at the grassroots, with their knowledge, preference and all resources can participate actively and directly in the local level development decision-making process. // Paper ID 37
  • Publication
    Potentials of Distance Learning in Achieving Development Goal: Eradicating Poverty
    ( 2006-10) Khan, Nowshad
    PCF44 // Distance learning is playing a key role in facilitating those students who can not otherwise continue their education from formal universities due to one reason or another. The programs designed by the department of Agricultural Sciences (DAS) of the Allama Iqbal Open University (AIOU) Islamabad, are directly helping in eradicating poverty at a large scale, especially in rural areas of Pakistan. The new MSc (Hons) Rural Development Program started by DAS has been quite successful in meeting the needs of the in-service personals who are directly working for the rural development through government, non government and semi government organizations. The data shows that 90% of the students are satisfied with the program and think that after getting training through this course they will be able to contribute towards the development of the rural sector in a better way by having an understanding of the development issues. This program will give them opportunity to serve the rural areas in a better way and as a result towards helping in eradicating poverty. // Paper ID 54
  • Publication
    Bangladesh Open University: An Evaluation
    ( 2006-10) Sultan, Parves
    PCF4 // Distance education in Bangladesh started since 1956 with a distribution of 200 radio receivers. Open and distance learning (ODL) get institutional status through establishing the Bangladesh Open University (BOU) and it receives the autonomous status by the parliamentary act, 1992. About 80% of the total fund was a loan from ADB, for this project. After ten years of the project, the ADB conducts an ex-post evaluation, in 2002. We find some inconsistency in this evaluation report, especially in defining the components of the logic model and in the evaluation criteria. The main purpose of this study is to develop the logic model and evaluate the ex-post evaluation. We study research publications and other secondary materials for this study. Further, online literatures and our experience and observation with BOU have been strong input for this study. The key findings of this study suggest developing vision for BOU, utilizing the media center, and development of WebCT for an integrated software based web ODL system. This study can help the policy makers and other stake holders in greater comportment. // Paper ID 41
  • Publication
    Delivering Distance Education for Modern Government: The F4Gov Programme at the University of Chester
    ( 2006-10) Talbot, John
    PCF4 // The Foundation for Government (F4Gov) programme developed for the British Civil Service is an innovative low cost accredited programme of distance learning using a dedicated Virtual Learning Environment designed to improve individual and hence organisational performance. It is flexible in terms of design and delivery and enables individuals and organisations to devise learning which meets their needs. The emphasis upon theory and practice is designed to reflective practice as well as embed deeper learning associated with higher education. The content of the programme is designed to equip participants with the skills necessary to deliver modern government. // The University of Chester is anxious to talk with partner institutions who are interested in adapting the programme for their own needs. // Paper ID 48
  • Publication
    Development of Professional Competencies through Distance Mode: An Analysis on the Programme Components of IGNOU
    ( 2006-10) Jena, Sitansu Sekhar
    PCF4 // An attempt has been made in this paper to analyze the Programme component of selected professional programmes offered by the Indira Gandhi National Open University (IGNOU) to assess the extent of their effectiveness in developing professional competencies required for the respective professions. These competencies centers around not only the attitudinal changes for the professions in which the professional are engaged/ aught to be engaged, but also enable them to understand the profession deeply and adopt themselves to the working environment to contribute significantly for the organization as well as for national development. The comparative analysis is based on six broad areas of competencies related to any profession, such as: (i) contextual competencies, (ii) conceptual competencies, (iii) curricular related competencies, (iv) competencies on learning outcome, (v) competencies on management of profession, and (vi) competencies in understanding own environment. // Five Professional Programmes at the level of post graduation, having significant demands for admissions, have been selected for the purpose of analysis covering varied professions. It has been observed that the Programme objectives, the content structure, the transaction mode and the components related to assessment mostly commensurate with achieving the broad professional competencies as enumerated above. Since most of the professionals join these programmes having certain basic knowledge on their respective professions, they are in an advantageous situation to pick up/ refresh those competencies, which are essential and immensely helpful to discharge their duties efficiently and effectively. // Paper ID 86
  • Publication
    BET K-12: What do Brazilian Teachers in Disadvantaged Schools Think of ICTs?
    ( 2006-10) Rega, Isabella
    PCF4 // This paper aims at presenting an ongoing project on the use of Information and Communication Technologies (ICTs) in the in-service training of primary school teachers, working in community schools in the area of Salvador Bahia (State of Bahia, Brazil). The project � whose acronym is BET K-12: Brazilian eLearning Teacher Training in K-12 � is managed in collaboration by the University of Lugano (Switzerland) and the CEAP - Centro de Estudos e Assessoria Pedagogica, and is funded by the Swiss National Science Foundation and the Swiss Agency for Development and Cooperation. // BET K-12 combines regional development and research, fostering the use of ICTs for development, while, at the same time, assessing it, focusing namely on the issues of Access, Impact and Quality. // The paper is organized as follows: a first section is devoted to briefly outline the role that ICTs can play in improving teacher training experiences in developing countries. // The second section works like a bridge between the first one and the detailed project presentation. Its aim is to provide an overview of current activities being run in Brazil and to stress the importance of using ICTs for teacher training in Brazil in these particular years. // The third section presents the BET-K12 project approach in detail, in its operational part: online courses developed at CEAP and in its research part: aiming at investigate the issue of Access, Impact and Quality in the field of ICTs and Teacher Training in Brazil. // Paper ID 99
  • Publication
    Teacher as Distance Teacher: A Case Study of ODL System in India
    ( 2006-10) Parakh, Jawarimal
    PCF4 // The first Open University was established in India in 1982 at Hyderabad which is now called Dr.B.R.Ambedkar Open university. The Indira Gandhi National Open University (IGNOU) – the first Open university with national jurisdiction- was established in India in 1985 by an Act of Parliament. To provide opportunities for higher education to those who have been deprived from it due to social and economical reasons is one of the major objectives of IGNOU. To reach the above sections of the society, a flexible and open education system is the need of the time. IGNOU Act provides the broad guidelines in this regard. The IGNOU Act defines the objectives and functions of the university and it also defines some important terminologies which are deeply associated with the Open and Distance Learning (ODL) system. The word “ Teacher” is one of them. If we look at the definition of teachers as employees of the University as given in IGNOU Act in respect of its objects, one can easily understand the role of teachers vis-a-vis other categories of employees of the University. But the definition of a teacher given in the Act initiated debate in early years of the University among teachers and management. This article tries to observe and analyze the efforts made by the teachers and management of the University to define and determine the duties and activities of the teachers and academics. It also tries to understand and analyse the impact and consequences of the evolving definition of a teacher in the past two decades on the academic activities of not only IGNOU but also on other ODL institutions in the country. // Paper ID 89
  • Publication
    Towards Formulating Principles for Online Education: The Implications of Access to the World Wide Web
    ( 2006-10) Gunga, Samson
    PCF4 // E-learning emphasizes the development of students� self-study capabilities and habits. Based on constructivist theories, it is believed that a community of students can form learning teams able to share experiences online to achieve appropriate educational objectives. The scenario poses a challenge to curricula based teaching requirements, designed around instructional strategies, aimed at allowing students to learn certain things rather than others. This traditional approach is based on the assumption that not all learning experiences that students encounter are educative. // The World Wide Web (WWW) from which online education draws it content is a �network� of all conceivable knowledge and ideas that encourage informal, non-formal and formal education practices. The merger of the three forms of education is a new phenomenon occasioned by the inevitable integration of ICT in education. // Since education is about acquisition of knowledge, skills and dispositions that are valued by society, its content is inherently selective. This study proposes that for e-learning to convert to online education, educators need to identify and harmonize principles that define online educational experiences. // Paper ID 93
  • Publication
    Educate, Enlighten, Empower through Open Source Distance Learning
    ( 2006-10) Bhaskar, R N
    PCF4 // As developing countries try to re-affirm their ability to be counted among the best in the world, one of the most serious vulnerabilities they will confront is the quality of skill sets available with their respective populations. // Ten years ago, the problem was not so serious. Trade and tariff barriers could insulate any workforce that was unskilled and illiterate. But today, the unskilled – especially the illiterate -- workforce remains more vulnerable and a social and political nightmare. // This will hit the poor most savagely, as most well-educated members of the workforce come from higher income families. They can cope with change far more effectively, and even move up the value chain. Unless the poor are given the benefits of good and employable education, they will be far worse off than today. // But this will require confronting three challenges: (a) the proportion of good teachers and trainers, at all levels, is rapidly declining at an alarming rate; (b) the number of potential students is increasing; and (c) quality education is usually frightfully expensive. // These problems can be overcome, by using innovative solutions like open source interactive distance learning and quality content at extremely low costs. // Paper ID 91
  • Publication
    The Effectiveness of Mobile Short Messaging Service (SMS) Technologies in the Support of Selected Distance Education Students of Makerere University, Uganda
    ( 2006-10) Kajumbula, Richard
    PCF4 // This paper reports the results of an exploratory study undertaken to test the effectiveness of Short Messaging Service (SMS) communication among selected first year Bachelor of Commerce External upcountry Distance Education students in Makerere University, Uganda. It is proposed that these results and their findings can inform more effective future usage of mobile technologies in Distance Education in Uganda. Using a questionnaire on a cluster sample of the students, and an interview guide on a purposively selected sample of tutors and administrators, SMS communication was found to be more effective in conveying information about upcoming programs and developments at the main campus. Students were enthusiastic about it. The sample will be studied for a number of semesters to establish the trend of the performance of the objectives. // Paper ID 98
  • Publication
    Instructional Design Challenges within the Polytechnic of Namibia
    ( 2006-10) Frohlich, Georgina
    PCF4 // Education in Namibia, since independence (1990), is underpinned by learner-centred and social constructivist learning theories. Within the Polytechnic of Namibia’s Centre for Open and Lifelong Learning (COLL) efforts are being made to ensure that instructional material are in line with these learning theory principles. However, for varying reasons educationalists are struggling to implement these principles in practice. // Additionally, in a world where technology is king and e-learning is rapidly becoming the norm in distance education circles, Namibia’s status as a developing country is limiting its ability to electronically interact with its students. As a consequence, Namibia is at a beginner stage for e-learning, and print-based materials are still the major medium of instruction. // This paper outlines the need for COLL to rely on appropriately developed print-based instructional materials for learner support. Initial research has focused on investigating COLL’s instructional materials alignment with the education principles subscribed to in Namibia and on the perspectives of writers on the support they get as writers of distance education instructional materials. Analysis of the results will help develop strategies to improve print-based instructional materials, through the support of writers. // Paper ID 96
  • Publication
    ODL for Agricultural Development and Rural Poverty Reduction: A Comparative Analysis of Innovation and Best Practice in Asia and the Pacific
    ( 2006-10) McLean, Scott
    PCF4 // Education and learning are widely recognized as essential to processes of development and poverty reduction. Given the inadequacies of conventional systems of education, training, and agricultural extension, many developing countries have introduced innovative approaches to open and distance learning (ODL). // The authors of this paper, supported byCOL, organized and analyzed five case studies from India, Pakistan, the Philippines, Thailand, and the Pacific Islands. The primary objective of this research project was to understand and improve the application of ODL strategies to the challenges of agricultural development and rural poverty reduction. Our case study research found that successful innovation and best practice is grounded in basic principles regarding motivation, sensitivity, infrastructure, engagement of stakeholders, and soundness of pedagogical models. // Further, the keywords that appear in our case studies include: collaboration, networking, public/private partnerships, efficiency, effective use of technology for learning, practicality, accessibility, acceptability, validity of content, economics, gender sensitivity, basic education, geographic reach, and sustainability. // In our presentation to the Pan Commonwealth Forum, we will describe the common elements of successful innovation and best practice among these five institutions, and discuss the lessons learned from this project that may be generalized to other developing countries in the Commonwealth. // Paper ID 124
  • Publication
    Completing Degree Programmes by Distance Learning
    ( 2006-10) Ngoma, Patrick Seleta
    PCF4 // Since the birth of the University in 1966, degree programs have never been offered entirely by distance learning. The trend has been that the students would complete first and second year courses by distance learning mode. Thereafter, it is compulsory that they transfer to full time to complete their studies. // The research sought to determine students’ motivation and attitudes towards completing studies entirely by distance learning mode. // The findings were analyzed using simple descriptive statistics such as tables, frequencies, percentages and mere counting. The sample of the study consisted of 27 distance education students (81.5% male and 18.5% female). Questionnaires were administered to the randomly selected students during the 2004 Residential School. // 85% of the respondents expressed negative attitudes towards completion of the studies through this mode. They gave reasons like it would take too long to complete studies, degrees acquired would be inferior to those attained by full time studies etc. The few (15%) who expressed positive attitudes gave reasons like employers would not interfere in the studies, students would not lose their jobs and they would always be with their families. // The respondents, however, suggested effective strategies that would strengthen and improve the delivery of distance education by the current arrangement and/or any other like full use of university provincial centers, use of computer and the internet in the delivery of course materials, assignments, comments, etc. // It was hoped that the findings would benefit the University of Zambia administration, distance education students, employers and other stakeholders involved in the administration of distance education in Zambia. // Paper ID 113
  • Publication
    Addressing Gender Equality and Women’s Empowerment through Distance Education: A Case of Programme for Self Help Group Facilitators by YCMOU
    ( 2006-10) Joshi, Anant
    PCF4 // Capacity building is an essential aspect of women’s empowerment. Self Help Group (SHG) movement in country like India has played very important role in capacity building of women. Many NGOs have done good deal of work for SHGs. The facilitators work on behalf of the NGOs for formation and stabilisation of SHGs. The facilitator withdraws from the group once the group is stabilised. This is a very skillful task and the facilitator acquires required knowledge, skills and competence only through the experience. However it was found that there is a need of more than 10 million facilitators only in the State of Maharashtra (a State in India) and getting competent and committed facilitators was the main problem. YCMOU, one of the State Open Universities in India in collaboration with the NGOs developed a certificate programme for SHG facilitators. The endeavour of the development of the programme being collaborative in nature and having the direct relevance to women’s empowerment, was supported by Association of Commonwealth Universities (ACU). The systematically conducted pilot testing of the programme indicated that there were significant changes at the knowledge and skill levels of the prospective facilitators. The paper presents the success story of the programme. // Paper ID 119