02. Pan-Commonwealth Forum 2 (PCF2), 2002
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PublicationSecond Pan-Commonwealth Forum on Open Learning( 2002)Following the tradition established in 1999 in Brunei Darussalam, the second Pan-Commonwealth Forum on Open Learning will be held from 29 July to 2 August 2002 at the International Convention Centre in Durban in the Kwa Zulu-Natal Province of South Africa. This event is being organised with the full support of COL’s open and distance learning professional associations. -
PublicationTraining Teachers Through the Distance Mode: The Experience of Domasi College of Education In Malawi( 2002)PCF2 // The distance teacher education program offered by Domasi College of Education is the first of its kind at the secondary teacher education level in Malawi. It is an innovation within the government’s broad aim of increasing access and reducing disparity in secondary education. With the introduction of this program, Domasi college has become a dual mode institution because it delivers two programs through different modes. This paper discusses the challenges and opportunities of this arrangement within the context of the country’s needs for teachers. Specifically, the paper examines the opportunities of increased access to higher education and attainment of equity. It is argued that improvement of teacher quality can enhance the quality of education offered in the less privileged Community Day Secondary Schools. Based on the findings of a comparative study of the conventional and distance education programs operating within the College, the paper dispels the fears that were expressed earlier that distance teacher education would adversely affect teacher quality. However, in spite of its potential to increase access, retain quality and reduce gender disparity, the distance education program continues to be marginalized within the dual mode operation. It is finally argued that the success of distance education program depends on improved perception, more commitment from all stakeholders as well as appropriate training. //
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PublicationCopyright: Enabler or Barrier to the Educational Use of The Internet( 2002)PCF2 // Working paper presented by Wanda Noel and Robert Schad at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
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PublicationWhy is Open Learning Failing the Masses of Africa?( 2002-07)The title of this paper is to some extent a rhetorical question. It reflects the rhetorical rather than scientific or academic purpose of the paper. It is given not so much to find provable answers as to stimulate the emotional and professional concern of educators attending this forum and to seek action on the problem it sets out to highlight.
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PublicationInformation Communication in Accelerating the Development Process: A Case Study of CDL( 2002-07)PCF2 // The NGO sector in Bangladesh is large, diversified and vibrant. The experience of last three decades show a secular trend from traditional social welfare activities to more complex and challenging field of human and economic development, particularly for the vulnerable sections of the population. They are playing a proactive role in a wide range of fields, from social mobilization to micro credit, from development communication to environmental activism and from social service delivery to policy advocacy. The NGO sector presently consumes about one-fifth of the total foreign economic assistance to Bangladesh and serves a big clientele of over ten million households. // Community Development Library (CDL) was founded in 1980 as a non-profit organization to cater to the information need of the development sector and the civil society. The mission of CDL is to narrow down the existing knowledge gap through sharing essential and critical information. The primary objective is to provide a sustained access to information for those who need them most. The thrust areas are as follows: // To collect, process, document and disseminate information on key areas like education, environment, health, human rights, gender, children, peace and ethnicity. // • To develop an audio-visual resource center. // • To raise awareness through research, publication, workshop, seminar, study circle and networking. // • To promote development initiatives of grassroots communities and organizations through advisory service, training and logistic support. //• To highlight experiences of development endeavors through documentation and dissemination of case studies. // • To lobby and campaign on issues which have direct and indirect bearing on the people, particularly the disadvantaged sections. // • To establish and strengthen information network among different stakeholders of development. // After two decades of efforts, CDL has been able to establish itself as a resource center in the field of development information and communication. //
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PublicationTechnology based Literacy Education through Distance Mode in Bangladesh: Problems and Prospects( 2002-07)PCF2 // Bangladesh is a densely populated country with a population of 130 million. As per statistics (1999) its literacy rate stands at 56 percent. In Bangladesh the Government and Non-Government Organizations have taken a sufficient initiative to increase the literacy rate but the significant development is yet to achieve. // Sophisticated technological development in the education world changes the pattern of role and responsibility of learners and teachers and creates more opportunities of learning. Using the virtual image of the Distance Education system there emerges a new horizon of innovativeness with its unlimited possibilities to resolve a very long felt need of eradicating illiteracy and developing person resource (HRD) in the globe. // It is also potentially dynamic and flexible due to methodology and instrumentation. Technologies are used in distance education and which can create a forceful impact to accelerate mass literacy, gender balance and also help develop person resource in the pursuit of acquiring different branches of knowledge and skill along with technical and vocational aspects to meet the thirsty need of the time. // In Bangladesh there are many Non Government Organizations (NGOs), working as a partner in the literacy development as well as other socio-economic and cultural development process of the country along with other international development partners. There may be a revolutionary achievement in eradicating illiteracy if those partners in development process can be unified to collaborate with each other for working in the system of distance and open learning. This paper addresses the issues for developing strategies for technology based cost effective literacy programme. It also highlights to identify the parameters for developing a cost effective, appropriate and technology based learning resources for literacy programme describing the problems and prospects of technology-based literacy training in Bangladesh. //
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PublicationStaff Development for Distance Education: Challenges and the Way Forward( 2002-07)PCF2 // Before we start discussing the issue of staff development for distance education we need to talk about what open and distance education (ODE) are. Open learning has its sub-set, distance education. They both aim at reducing the barriers that can prevent students from attending formal education. ODE aims at providing a learning environment to learners who study for the highest probability of succeeding in their learning experiences. By using self-instructural materials, ODE open up opportunities for access to education and provide chance of success (Laymaman 2001:1). // However, for any educational system to be sustainable and effective, there is need for staff development. In the case of ODE programmes, well trained staff is vital. Based on ODE programme at Domasi College of Education under Secondary School Teachers Education Project (SSTEP), the issue of staff development is well motivated because of the following challenges: shortness of residential period, huge numbers of teachers-learners, need for the teacher-learners to be encouraged to learn on their own, need for lecturers to produce modules that are user friendly. The produced modules also need to be professionally written and edited. Another challenge is that facilitators, supervisors and teacher-learners should be aware of lack of adequate teaching and learning materials in secondary schools. // In view of these challenges, there is need for equipping teaching and supervising teams with special skills for the success of the ODE systems. This paper further highlights challenges that professional staff (lecturers and supervisors) meet in running an ODE programmes based on a similar programme existing at Domasi College of Education (DEC) in Malawi. Possible solutions to some of the staff development problems have also been suggested. However, we need to first of all, understand the nature ODE at DCE before any discussion. //
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PublicationContinuing Education for Agricultural Agents in Ghana Using Open and Distance Learning Methods and Materials( 2002-07)PCF2 // A pilot project is being conducted in Ghana to provide continuing agricultural education for Agricultural Extension Agents (AEAs) using open and distance learning methods and materials. The project is a collaboratory one involving the following agencies: // ! The Commonwealth of Learning // ! The Distance Education Programme of the Ghana Ministry of Education // ! The Crops Research Institute of the Council for Scientific and Industrial Research (CSIR), and // ! Information Support Unit of the Ghana Ministry of Food and Agriculture (MOFA). // The aim of the project is to enhance the professional capacity of the AEAs so that they are better equipped to assist farmers to produce more and healthier crops, and minimize the abuse of agro-chemicals. The ultimate goal of the project, however, is to contribute to the national effort to reduce food imports and also ensure food security in Ghana. // The paper highlights what has been done so far under the project, what we intend to do. It starts with a summary of the preparatory activities. It then discusses the results of a survey carried out in the project area to determine the immediate learning needs of agricultural extension agents (AEAS) who are the target group. The final part of the paper provides some details of the work plan and how ODL is to be used. //
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PublicationFacing Up to the Challenge of Universal Primary Education, (UPE) in Uganda Through Distance Teacher Education Programmes( 2002-07)PCF2 // Working paper presented by Jessica Norah Aguti at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa.
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PublicationKey Issues to Address in Applying Best Practices for Service Quality in Telematic Learning at the Potchefstroom University for Christian Higher Education( 2002-07)PCF2 // The active role played by Telematic Learning Systems (TLS) in the education of off-campus students in South Africa is a strategic thrust to make tertiary education accessible to all the people of South Africa. As a result, the accessibility of quality tertiary education via contact-overdistance learning programmes requires new paradigms and approaches from the Potchefstroom University for Christian Higher Education (PU for CHE), one of which is the approach to customer service in delivering quality service to the students. // In order to supply the ultimate learning value to students, the concept of customer service is becoming increasingly important. Customer service should not be regarded as a surrogate for academic excellence but it certainly enhances the value gained through distance learning on a tertiary level. TLS is a support department that delivers and administrates all the degree and diploma programmes developed by the academic departments at the PU for CHE and has adopted a strong customer aligned approach as a strategic thrust and students are treated as valued clients of the university. Continuous customer satisfaction research is conducted and this paper reports on the results of one such a research project. // This paper reports on the service levels of telematic students as experienced during their first semester of the 2002 academic year. The analysis employed a customer service index for all functional areas of service delivery as well as an analysis of the five service dimensions (as suggested by research from Parasuraman, Zeithaml & Berry (1985)) of the service encounter. In addition, a managerial approach is followed where the focus of service quality improvement aims to apply the best practices on the identified communalities of service quality. This focused approach thus aims service quality management to be specific to the communal problematics, rather than a more generic approach of general service improvement. // Six customer service principles were identified from the literature research while the results showed that in most of these areas, customers experience a satisfactory service encounter at TLS. Two areas showed unfavourable service levels, namely: study centre visits and the Student accounts. The analysis on the five service dimensions showed that all the dimensions are satisfactory but need more attention to derive at excellent service levels. The other dimensions showed favourable indices. The result of the Cronbach Alpha coefficient as the reliability test on the data set is favourable (α > 0.85). The results could thus be regarded as reliable and usable in managerial application. // The results are of significant value, firstly, to the PU for CHE that attempts to improve the service quality to students. The PU for CHE now has a better understanding of its customer service levels and should be able to focus managerial energy in these areas. Secondly, students should gain from efficiently trained front-line staff who is educated in clients’ expectations of service levels. Thirdly, other researchers in service quality could use the results as a measure for future research since it provides a frame of reference to them. //
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PublicationSharing Information and Experience in the Field of Distance Education as a Prerequisite for the Development and Survival of Distance Education in Africa( 2002-07)PCF2 // As elsewhere in the world distance education is one of the fastest growing developments in education in Africa. The ADEA Report (1997: 14) reports that the there is growing recognition in the whole of Africa of the value and relevance of distance education and training needs at a variety of levels. Distance education in Africa has experienced a number of changes over the past few years. These changes are reflected in the range of programs/courses, introduction of new media and more attention to student support. In order to to provide high quality programs, courses and services to distance education students it is vital that institutions share information and experiences in a wide range of areas in distance education (for example research, resource people, collaboration, workshop reports and programs/courses). At a PAN-African meeting (in Tanzania, 1990) the importance of information among distance education institutions in Africa was pointed out as one of the most crucial factors on which distance education in Africa depends. The field of distance education demands constant review and therefore needs worthwhile information in planning and implementation of distance education courses/programs. Distance education is used to widen access to education, raise quality of education (through teacher training, as well as by bringing resources into the classroom), and to bring new methods and approaches into schools. Distance education attempts to address the geographical problems that confront most educational systems on the continent. Distance education is valued in the sense that it means to offer economics advantages which are significant to any ministry of finance or education (Perraton 1992:8). // This article focuses inter alia on reasons why distance education institutions in Africa should share information and experiences in delivering courses/programs by means of the distance education mode. The need to share information and experiences emanates from specific needs in distance education institutions. This paper will briefly examine these needs seeing that they relate to the sharing of information and experiences. In relation to the topic of this article it is vital to look at the advantages of sharing information and experiences (for example the widening of support for ideas and services, as well as reducing duplication of programs), as well as ways to obtain information. //
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PublicationNigerian Open University: The Metamorhosis of the Nigerian Satellite Educational Programme( 2002-07)PCF2 // The Nigerian economy went into a near collapse in the late 1980’s. The concomitant effect was the reluctance of the Nigerian workers in public and private sectors to leave their jobs for full-time University education; leaving certainty for uncertainly! This led to the upsurge of the Satellite educational programme in about 95% of the Universities in Nigeria. The Satellite programme was a ‘study-as-you-work’ educational programme. // This programme had wide acceptability until the coming of the present democratic political dispensation in Nigeria after long years of military rule. Government, through the Federal Ministry of Education, expressed her reservation over the continued existence of this programme in Nigerian tertiary institutions, complaining about the low standard of the degrees being awarded. The Satellite programme was forced, through the use of overnment machinery, to stop operations all over Nigeria. // Empirical evidence, as presented in this paper, confirms that the reality of the moment in Nigeria is the metamorphosis of the Satellite programme into a full fledged Open University. Unlike the former, the Nigerian Open University will not only allow for full control of the quality of learning given to students at the University level, it is designed to incorporate the Polytechnic and Secondary education. // This paper succinctly explains the evolution and sudden collapse of the Satellite degree programme in Nigeria and presents certain proposal for resuscitating the Nigerian Open University. This paper succinctly explains the evolution and sudden collapse of the Satellite degree programme in Nigeria and presents certain proposal for resuscitating the Nigerian Open University. The paper then recommends an Economic Development Distance and Open learning approaches for Nigeria in particular, and the developing world in general. //
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PublicationFormative Evaluation of a Project Increasing Access to TVET in the Pacific Region through the Use of Open and Distance Learning( 2002-07)PCF2 // Working paper presented by John Bartram, Jenny Williams, and Perive Lene at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa //
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PublicationThe Special Diploma in Technical/Vocational Teaching: Low Tech for High Value in Technical and Vocational Teacher Training( 2002-07)PCF2 // Working paper presented by John Bartram and Nancy George at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa //
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PublicationTraining of Functionaries in Adult Education: An Indian Perspective( 2002-07)PCF2 // Working paper presented by Poonam Bhushan at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa //
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PublicationDistance Learning Program for Agricultural Education in Southern Africa( 2002-07)PCF2 // The Commonwealth of Learning (COL) in collaboration with the In-Service Training Trust (ISTT) and the Directorate of Distance Education (DDE) at the University of Zambia is developing a distance-learning program for agricultural education in Southern Africa. The goal is to contribute to sustainable improvement of food security and alleviation of poverty, while protecting resources and environment, through access to knowledge by distance learning. // E-mailing and teleconferencing were used in conceptualizing the project, and in planning and implementing the program. ISTT organized an initial planning workshop on ”Materials development for a distance learning program for agricultural education in Southern Africa”. Thirteen participants, including four women, came from Namibia, Tanzania, Uganda, Zambia and Zimbabwe. They represented governmental and nongovernmental institutions, engaged in agricultural training, research, and/or extension. // The workshop was highly interactive. The discussions revealed the need for distance learning materials in cowpea and soybean for extension workers. Field visits and discussions with resource-poor farmers emphasized the relevance of simple, but scientifically precise distance learning materials. // Participants, using their experience and knowledge in agriculture, farmers’ priorities, and principles of distance learning, produced course curriculum, course outline and drafts for the learning materials. After considering various media, print medium was chosen to effectively reach the target audience. Participants developed a long-term work plan. // Using an e-mail listserv and teleconferencing, resource persons provided guidance to the participants to improve their drafts. Lack of convenient and frequent access to telecommunications was a major obstacle. While developing learning materials through intervention from outside experts might have been easier, the project is deliberately based on participation and partnership to aim at effective and sustainable outputs. // Next steps will be a pretest with selected learning materials, and a follow-up workshop. //
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PublicationWhy is Open Learning Failing the Masses of Africa?( 2002-07)PCF2 // The title of this paper is to some extent a rhetorical question. It reflects the rhetorical rather than scientific or academic purpose of the paper. It is given not so much to find provable answers as to stimulate the emotional and professional concern of educators attending this forum and to seek action on the problem it sets out to highlight. // Open and distance learning almost certainly, either in tandem or separately, represents the most dramatic development in education, especially in developing countries, in the second half of the twentieth century: the phrase has become one of the leading catch-phrases in the educational jargon of our time. In the last decade it has been joined by information and communication technology and such phrases as the new Information Super-Highway; in fact in some circles it has been superceded by or even absorbed into ICT. The latter seems set to remain the educational ‘flavour-of-themonth’ for many of the months of the first decade of the twenty-first century. // We must set against that apparent educational success story the rather dismal failures to achieve the Jomtien slogan of 1990, ‘Education for All by the year 2000’. In reviews prepared for the Dakar Conference in 2000, which reviewed the achievements towards EFA, some dramatic statistics emerged: it was predicted that by 2000 there were about 125 million children worldwide and 50 million in sub-Saharan Africa not in school; the number in Africa was set to rise to about 55 million by 2015; it was similarly predicted that in 2000 there were 875 million adults who were illiterate with probably at least 200 million of these in Africa. This figure was also set to grow as more children who had not been to school became adults by 2015. // To what extent, if at all, have the successes of open and distance learning been targeted at the failures of EFA? This paper, which explores the somewhat gloomy answer to that question, draws heavily on an earlier paper I prepared for the International Extension College commissioned by COL and UNESCO as one of many background papers in preparation for the Dakar Conference. (Dodds 1999). //
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PublicationScientific Temperament of IGNOU Students and Conventional University Students: A Comparative Study Affiliation: Department( 2002-07)PCF2 // Today, we are in the age of science, science and technology have become a routine to our daily lives. Science and scientists are essential for progress and achievement of society in a number of reasons. First, the science or scientists fight against the feudal outlook and attitudes and value system, and help promising within the individual scientific outlook and attitude. Secondly, one of the blessing of science to society is prosperity of a country or nation. Every individual possesses a constitution with its design and make up of his personality. The total combination of its interrelatedness constitute individual’s temperamental nature. Scientific temper means the development of a new value system, including a new ethics and philosophy. It is the human value which starts with the cognition of ones own self in the reality and correlates the same with all that is conceived and perceived in the ecology through the pursuit of observation, analysis, synthesis and suspended judgement depending on the limits of ‘opening up’. What is the actual state of scientific temperament among students? How much different groups of students differ in their scientific temperament? To answer these pertinent questions a study has been undertaken with the following specific objectives: 1) to study the level of scientific temperament of IGNOU students and conventional university students. And 2) to study the difference in the scientific temperament of IGNOU students and conventional university students. //
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PublicationTechnikon South Africa Programme Group: Engineering Transforming Education for Development Overcoming Barriers to Access and Success( 2002-07)PCF2 // South Africa has a shortage of skilled engineers and engineering technicians and technologists currently. Over the last number of years this shortage has been aggregated by a number of factors, one of it being insufficient numbers of students in these disciplines. // Technikon SA has recognised this shortage a number of years ago and has introduced various projects to address the problem. //
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PublicationCreating a Sustainable Distance Education Programme through Partnerships: A Case of Commonwealth Youth Programme( 2002-07)PCF2 // Working paper presented by G Kamanga at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //