06. Speeches & Presentations

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    Asa Briggs Lecture: Communications, the Commonwealth and the Future
    (1994-05-10) Dilks, David
    The Inaugural Commonwealth Lecture (since renamed to the Asa Briggs lecture) delivered in The Middleton Hall of The Universily of Hull on 10 May 1994, by Professor David Dilks, Vice Chancellor, The University of Hull.
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    Knowledge for Development in the Information Age
    (1997-04-07) Perinbam, Lewis
    Notes for the Preliminary Consultation on Global Knowledge 97: Knowledge for Development in the Information Age, Montreal, PQ, April 7, 1997, by Lewis Perinbam Senior Advisor (External Relations) // The organisers of this Consultation, the World Bank and the Government of Canada, have stated that its main purposes are: to understand the role of knowledge and information in economic and social development, and the challenges and opportunities posed for developing countries by the information revolution; to share strategies, experiences and tools in harnessing knowledge for development; to build new partnerships that will empower the poor with information and knowledge and build the knowledge resources of developing countries. // While each of these objectives is important in its own right the second and third are particularly significant. This is because the context and the infrastructure for using the new and developing technologies are as vital- and perhaps even more so - than the technologies themselves. The tendency to transplant technologies without regard for cultural, social and other considerations or to use them simply because we possess them must be resisted. Useful as the technologies are their value is in doing the job that needs to be done. // The development era has passed through several phases in the past four decades. In the early post-war years the focus was financing physical infrastructure - to enable developing countries to build much needed roads, railways, power plants and ports. The World Bank and major bilateral aid donors concentrated in providing capital assistance for these purposes.
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    The Commonwealth of Learning — Its Role in Small and Island States
    (1997-04-14) Macdonald, H Ian
    The Commonwealth of Learning - Its Role in Small and Island States by Dr. H. Ian Macdonald, Chairman, The Commonwealth of Learning to a conference sponsored by The Commonwealth Association for Public Administration and Management, Seychelles, April 14, 1997 Introduction: I find that not many here are familiar with the brief but varied history of the Commonwealth of Learning. Therefore, I propose to make this presentation in three parts, but not like the clergyman who said his sermons always consisted of three parts: first, I tell them what I am going to tell them, then I tell them, and finally I tell them what I told them. First, I want to show you a short video to provide the flavour of COL as an innovative educational institution. Then, I will describe briefly how and why we were created, as well as illustrating some of our activities. Finally, I want to suggest how COL could be relevant to small and island states in partnership with CAPAM and in support of government reform initiatives.
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    A New Generation - A New Idealism
    (1997-05-06) Perinbam, Lewis
    "A NEW GENERATION - A NEW IDEALISM" Notes for an Address by Lewis Perinbam, Senior Advisor to the President, the Commonwealth of Learning, Vancouver, Canada to the AIESEC Global Theme Conference, Basel, Switzerland, May 6, 1997 // I am honoured and pleased to address AIESEC's Global Theme Conference. It is always an inspiring experience to be at an AIESEC gathering of students from all over the world. // With its membership of over 50,000 students in its 741 affiliates in 87 countries, AIESEC represents an influential movement for change. As the largest student-led and student-managed organisation in the world, it commands widespread admiration and respect. Its commitment to the advancement of its member countries and to international understanding and co-operation is a commendable and noble goal that merits unqualified support. // The theme of this session is "The Citizen of the 21st Century"; we must recognise at the outset that the 20th century citizen must be an informed person. This conference will be valuable in helping you to learn from each other; in enabling you to understand the cultural and political forces that shape nations; in cultivating respect for people from different economic and social circumstances and in overcoming outdated attitudes that are barriers to progress. // Knowing that I would be speaking to a gathering of very bright students I wanted to say something original. This is not easy and I was reminded of the Scottish lawyer whose stone front door-step had worn down. Fearing that he might become liable for damages if one of his clients slipped on it and injured himself or herself, he enquired about the cost of replacing it. He was told that a new step would cost one hundred pounds. Being a Scot this alarmed him. It then occurred to him that, if he turned the old step around, there would be a sharp edge on the hidden other side. When the stonemason told him it would cost only ten pounds to turn the step around he quickly had it done only to find that his grandfather had done the same fifty years earlier. // Like the Scottish lawyer, I may not be original; but I shall try to offer a fresh perspective.
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    Human Resource and Telecommunications – Issues in the Commonwealth
    (1997-05-22) Walker, David
    Telecommunications for Education and Development in the Commonwealth Workshop, May 22, 1997, Malta "Human Resource and Telecommunications - Issues in the Commonwealth" by David Walker, Educational Specialist (Educational Technology) // I would like to thank the Secretariat, COMNET-IT, and the Government of Malta for hosting this workshop concerning Telecommunications for Education and Development in the Commonwealth. // It is indeed interesting for me to visit Malta for the first time. In 1943 my parents were in a convoy of ships that were sailing not far from this island. They were both in the Canadian medical corps on their way to Italy to join up with Allied troops fighting their way up the boot of Italy. Just at sunset, as my father was enjoying an after dinner cigarette on the stern deck (remember this was before the days of warnings by the Surgeon General!), German bombers flying extremely low to the water, let go torpedoes that hit their ship. My mother and father both ended up in floating in the Mediterranean after theirs, and four other ships were sunk, including a large destroyer that my father saw disappear as he recalled, "with a large flash". They were picked up by an American merchant ship and eventually made it Naples where they served for two long years. My father told me of the awful pounding that Malta took in 1942, unprotected at that time by the Allies. I can understand somewhat, after seeing pictures of the destruction, the heroic resistance and resilience of the Maltese people during the German siege. // I have been surfing and reading about your island and the especially the mandate of the Department of Education as well as learning about the Minister himself. I can see that Malta is fast becoming one of the IT leaders globally. I am sure that the determination you have shown to the world during those years of the war will be important towards achieving your goal as a predominate IT global leader.
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    Convergence of Distance and Conventional Education: International Perspectives
    (1997-09-23) Dhanarajan, Gajaraj
    Convergence of distance and conventional education: international perspectives by Professor Gajaraj Dhanarajan, President, The Commonwealth of Learning, Vancouver to the Cambridge International Conference on Open and Distance Learning "The Convergence of distance and conventional education: Patterns of flexibility for the individual learner" Madingley Hall, Cambridge, England, 23-26 September 1997 // 1. On September 25, 1997, all 1000 courses offered during this quarter by the University of California, Los Angeles (UCLA), will go on-line. By a simple decree, university administrators have made the web page mandatory for all the courses in their College of Letters and Science. The web page will be constructed using a programme called WebCT. Apart from basic information such as course description, syllabus, meeting time, it will also contain readings, slides, and audio and video links to other resources (The Chronicle, August 1997).
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    Globalization, Competitiveness and Open and Distance Education: Reflections on Quality Assurance
    (1997-11-11) Dhanarajan, Gajaraj
    Globalization, Competitiveness and Open and Distance Education: Reflections on Quality Assurance by Professor Gajaraj Dhanarajan, President, The Commonwealth of Learning, Vancouver, to the Asian Association of Open Universities, Eleventh Annual Conference "Quality Assurance in Distance and Open Learning" Kuala Lumpur, Malaysia, 11-14 November 1997 // 1. Colleagues, allow me a minute to thank the organisers of this Conference and the Asian Association of Open Universities (AAOU) for this delightful opportunity to share some thoughts with you on a subject that is becoming increasingly important for education, generally, and higher education, particularly. The AAOU which is in its eleventh year of existence, has become an important forum for distance and open education in the region. Increasingly, it is being seen as a remarkable role model for professional distance education associations across the developing world. At the same time, its members are also held in high regard by peers across the world for the single minded way in which they have gone about creating their own forum to discuss issues of importance to their professional development. We, at The Commonwealth of Learning, are immensely proud of our association with you; in one way or another we have found occasions to work with your association on matters of mutual interest to both our organisations. We would like to continue this arrangement and explore opportunities to strengthen our ties even further in the future.
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    A Time for Vision
    (1997-11-12) Perinbam, Lewis
    A Time for Vision by Lewis Perinbam, O.C., LL.D. Senior Advisor, External Relations The Commonwealth of Learning, Vancouver to the World Conference on "Education India: the Next Millennium" New Delhi, India, 12 November 1997 // In our lifetime our planet has undergone one of the most dramatic transformations in its history. It has moved from the aftermath of the industrial revolution to a new era in which knowledge, information and new technologies shape our lives. Yet, despite the scientific and technological changes that have swept the world, over one billion people in the developing countries are engulfed in abject poverty and nearly one billion are illiterate. // India's educational heritage goes deep into her history and culture. The ancient cities of Harappa and Mohenjodaro reflected levels of economic and social advancement that other countries did not reach for thousands of years. India's contributions to education, science and culture distinguish her among the nations of the world. Two thousand years ago the world's oldest university, Taxila, was located in the Indian sub-continent and attracted students from many parts of Asia and the Middle East. // Today India holds a pre-eminent position in the world of learning and is contributing significantly to the advancement of science and technology. Just over a month ago, on September 29, 1997, India launched its first fully operational satellite from an Indian-built rocket. It is reported that "the 1,200 kilogram, remote sensing satellite will identify mineral deposits and marine resources, assess crop yields, locate independent underground water and estimate damages caused by floods and droughts." What a splendid way to mark India's 50th anniversary as a free nation. // The world faces formidable challenges however, as our planet stands on the threshold of a new millennium. As the UNESCO Commission on Education for the 21st Century (the Delors Report) noted, about one fifth of the globe is illiterate with increasingly dysfunctional school systems where the need is greatest. Furthermore, the numbers are growing - 6.2 billion people by 2000. Countries least able to support the burgeoning populations under 15 years of age have the highest growth rates, are the least equipped to educate, to provide jobs and to assure adequate health and social services. The resulting rapid urbanisation with its attendant exploitation of cheap labour, increased crime, violence and environmental devastation cries out for efficient educational reform and expansion.
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    Flexible Access to Technical and Vocational Education
    (1999-04-27) Bartram, John
    Improving systems providing education and training throughout life: Flexible access to technical and vocational education throughout life by Mr. John Bartram, Education Specialist, Technical/Vocational Education and Training, the Commonwealth of Learning, Vancouver. Presented at the Second International Congress on Technical and Vocational Education, Lifelong learning and training: a bridge to the future, a UNESCO Congress in co-operation with the Government of the Republic of Korea, Seoul, Korea, 27 April 1999
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    Remarks
    (1999-06-12) Dhanarajan, Gajaraj
    Remarks by Professor Gajaraj Dhanarajan, President and Chief Executive Officer, The Commonwealth of Learning upon being awarded an Honorary Doctor of Letters (Hon. D.Lett.) "in recognition of his distinguished service to open and distance education throughout the Commonwealth, and his outstanding contributions to higher education." by Athabasca University, Canada, AU convocation ceremony, Athabasca, Alberta, Canada, 12 June 1999
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    Remarks
    (1999-06-18) Macdonald, H Ian
    Remarks by Dr. H. Ian Macdonald, Chairman, The Commonwealth of Learning, upon being conferred an Honorary Doctor of Letters (Hon. D.Lett.) "his eminence in the fields of academia and government and his special contribution to distance education." by The Open University of Sri Lanka, OUSL convocation ceremony, Colombo, Sri Lanka, 18 June 1999
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    Knowledge Societies, Science and Education
    (1999-11-29) Dhanarajan, Gajaraj
    Knowledge Societies, Science and Education by Professor Gajaraj Dhanarajan, President and Chief Executive Officer, The Commonwealth of Learning, Delivered at the 55th Annual Session of the Sri Lanka Association for the Advancement of Science, Colombo, Sri Lanka, 29 November 1999 // 1. At the recently concluded World Conference on Science, Mr. Federico Mayor, Director-General of UNESCO, made two points which I thought were most appropriate to mention at this conference of the Sri Lanka Association for the Advancement of Science (SLAAS). They are: - Science possesses a huge force for change (and it is), a potential that must be used to the full. - A new departure for scientific research cannot be envisaged without a new departure for science education.
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    Teachers, Technology and (Re)Training
    (1999-12-01) Dhanarajan, Gajaraj
    Teachers, Technology and (Re)Training by Professor Gajaraj Dhanarajan, President and Chief Executive Officer, The Commonwealth of Learning Delivered at a Council of Ministers of Education, Canada (CMEC)/ Asia-Pacific Economic Cooperation (APEC) workshop on Integration of Information and Communication Technologies (ICTs) through Teacher Professional Development, Bank of Montreal Institute for Learning Scarborough, Ontario, Canada, 1 - 3 December 1999 // It does not need yet another person, least of all someone like me, to say that the contemporary, social, political and economic pressures are making more education a mandatory obligation for governments. In most parts of the developing world, the desire to provide universal access to basic education as well as the increased use of information and communication technologies (ICTs) in education and training has meant a rapid increase in establishing infrastructure facilities. Unfortunately, supported by international donor and lending agencies, the capacity of governments to build more classrooms and place more computers in those classrooms seems to have far outstripped their capacities to produce qualified teachers to work in those classrooms with their machines. One estimate states that there may be as many as 1.8 million teachers needed by the low-income countries alone to meet the under supply of teachers in primary schools alone. A further study by Coldevin and Naidoo goes on to say that even where teachers are available, on a global scale, close to 30% still remain untrained both professionally and academically in the primary sector alone. That figure will be much higher if the other sectors, besides primary, are also included. While many of the APEC economies may not be in this dire state, statistics that are being published about teacher-readiness and their capacities to work in the new technologically enriched environment, seem to indicate that these economies will also be confronted with a similar situation of under-trained personnel, if they want to avoid using yesterday's teachers to educate tomorrow's children.
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    Online Learning – A Social Good or Another Social Divide?
    (2001-01-10) Dhanarajan, Gajaraj
    On-Line Learning - A Social Good or Another Social Divide? International Conference on Learning and Teaching On-Line South China Normal University Guangzhou, China Keynote Address by Professor Gajaraj Dhanarajan, President and Chief Executive Officer, The Commonwealth of Learning, 10 January 2001 // Lest you mistake me for a Luddite, after reading the abstract of this presentation, let me assure you quite unequivocally that my passion for distance education as well as the new variants of it, such as the theme of this conference, is still as high as it was some 30 years ago when I began my association with the field in Malaysia. // Having said that, like many others of my generation, who benefited from and saw the value that education made to one's personal circumstances, I was motivated to be part of a movement that brought down barriers to accessing learning. Many of you, like me, know and recognise that learning has never been as freely available to the poor as to the rich. It is easier for those in urban areas than for those in rural communities; people marginalised whether by geography, race, religion, abilities, have always found it difficult to access learning than non-marginalised populations. Most importantly, in the context of this conference, those who had more prior learning have always found it easier to access more new learning than those without.
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    Education and the Future of the Commonwealth
    (2001-01-18) McKinnon, Donald C
    Education and the Future of the Commonwealth, Summary: FIFTH ANNUAL LECTURE OF THE COUNCIL FOR EDUCATION IN THE COMMONWEALTH By The Rt Hon Donald C McKinnon, Secretary General of the Commonwealth 18 January 2001. (courtesy of the Commonwealth Secretariat) // Let me first thank the CEC for the kind invitation to deliver this year's lecture. It is quite opportune that I should be talking to you on this subject, so soon after the highly successful Conference of Commonwealth Education Ministers (14CCEM) in Halifax, Canada. // I would, however, like to point out that for the first time in over forty years of Commonwealth education co-operation, ministers reached agreement in Halifax on a major statement that builds on the unique experiences and strengths of the Commonwealth to set out a clear framework for future cooperation in education and human development. This would hopefully enable our societies to meet current and future challenges in a rapidly changing world where education is of paramount importance. That document, entitled Education for our Common Future is also known as The Halifax Statement on Education in the Commonwealth. I strongly recommend it to you as an important guide to understanding what the Commonwealth seeks to achieve in the field of education, and why education itself is so important to the future of the Commonwealth. // Turning to the business at hand, I propose to cover three main points in this lecture. First I shall briefly highlight the dangers of complacency about the future of the Commonwealth. We need to be aware that nothing can be taken for granted in today's world, regardless of pedigree or potential. Second, I shall try to sketch out a personal vision for the future of the Commonwealth. This is perhaps foolhardy of me, given the exponential rate and unpredictable nature of change in today's world. Finally, I shall explore the role of education as a key to the future of the Commonwealth.
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    Combating Poverty through Adult Education
    (2001-03-05) Dhanarajan, Gajaraj
    Combating Poverty through Adult Education Silver Jubilee Celebration Institute of Distance and Continuing Education University of Guyana Inauguration of the Dennis Irvine Lecture Series First Lecture by Professor Gajaraj Dhanarajan President and Chief Executive Officer, The Commonwealth of Learning, 5 March 2001 // May I first congratulate and compliment the University, its Institute of Distance and Continuing Education, the Vice-Chancellor, and Mr. Samuel Small on the Silver Jubilee of the Institute and in celebrating and recognising a great regional academic leader, scholar, administrator, international public servant, Dr. Dennis H. Irvine, through a Lecture Series in his honour. Secondly, please accept my sincere gratitude for giving me the honour of delivering this inaugural lecture in the Series. I am humbled by your invitation, flattered at the thought of addressing such a distinguished gathering, enormously pleased to pay homage to a great friend of The Commonwealth of Learning (COL), and at the same time to also have the opportunity to publicly place on record the gratitude of COL for the unstinting service and support Dr. Irvine rendered to COL while he was in Canada and when he returned to his native land, Jamaica. All those who have come to know him, hold Dennis, in great awe. We are constantly amazed at the erudition, energy and passion he brings to the things he does and through his powers of argument, persuasion and clever diplomacy, the contributions he has made to education, not only here in Guyana but to the greater Commonwealth also. When he invited me, Mr. Small suggested that I speak of adult education and poverty alleviation. The first I know a little about through professional experience and the second, a little bit more through personal experience. This lecture is therefore based less on scholarship of the subject and more arising out of a sense of despondency witnessing the indignities and inequalities suffered by those who have been denied greater opportunities for learning for one reason or another.
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    Internationalisation of education without commercialisation
    (2001-05) Dhanarajan, Gajaraj
    Internationalisation of education without commercialisation, The Commonwealth of Learning's President describes how the organisation serves the developing nations of the Commonwealth by: Gajaraj Dhanarajan (Professor Emeritus), President and Chief Executive Officer, The Commonwealth of Learning, May 2001 // COL embraces the internationalisation of education but does not endorse the over-commercialisation of what is essentially a social good." // While the Education and Training For All challenge has remained largely the same since The Commonwealth of Learning (COL) was established 12 years ago, there have been dramatic changes in the delivery mechanisms available to address that challenge. // New technologies and pedagogies are offering solutions for closing the gap between the demand for, and supply of, this vital social service. Global discussions - the World Education Forum/Education for All (Dakar, 2000), the Global Knowledge II Forum (Kuala Lumpur, 2000), the Commonwealth Heads of Government Meeting (Durban, 1999), the International Congress on Technical and Vocational Education (Seoul, 1999), UNESCO's World Conference on Higher Education (Paris, 1998) and others - have all reaffirmed the promise afforded by learning technologies and distance and open learning strategies, including common-place small media such as radio.
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    Catching Up With eLearning: Implications for Education and Social Policy
    (2001-06-28) Macdonald, H Ian
    Catching Up With E-Learning: Implications for Education and Social Policy by H. Ian Macdonald, Chairman of the Commonwealth of Learning and President Emeritus York University, Toronto, Canada, Address delivered to the 10th AMIC Annual Conference, Manila, The Philippines, 28 June, 2001 // The Commonwealth of Learning, the only official Commonwealth agency located outside London, has been dedicated to increasing access to education since it began operating in 1989. With a mandate to assist with the delivery of education at all levels - primary, secondary, tertiary, technical and non-formal, and operating in all forms from conventional print, through radio, visual and electronic, the Commonwealth of Learning has delivered over 625 programmes throughout the 54 countries of the Commonwealth. In the process, we have learned one basic lesson: there is no magic formula in any methodology, and it is a long journey from concept to implementation, particularly in the case of E-Learning. // Although I have been asked to consider the E-Learning environment for universities in particular, my remarks today apply equally to all levels of education. In the process, I would like to consider: (a) the limitations of E-Learning in terms of pedagogy; (b) the problem of access to ensure that it serves to narrow the social divide between people and nations rather than widen it. // Great strides have been made over the past few years in enhancing the capacity for E-Learning and finding ways to broaden its exposure. The recent announcement by the Massachusetts Institute of Technology that it would make most of its course material freely available to the public, through the Internet, is a major innovation. As a result, a university, where the annual tuition is about $39,000, anticipates that not only individuals but universities all over the world will take advantage of its course lists, lecture notes, and even videotaped lectures.
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    Education and Training in Economic Development
    (2001-07-01) Macdonald, H Ian
    Education and Training in Economic Development by Dr. H. Ian Macdonald Chairman of the Commonwealth of Learning and President Emeritus, York University, Toronto, Canada, Paper prepared for The Commonwealth Business Council, July 1, 2001 // Recently, during a visit to a primary school in Male, The Maldives, a poster on the library wall caught my eye: // "One who reads and writes never has to ask for bread" // This caused me to ponder what I have always regarded as axiomatic (no doubt the product of a Scottish heritage) - education, if not an ultimate guarantee of progress, can certainly make life better. And, like the twin-headed Janus of classical mythology, it can do so in two ways. Education, as an end in itself, can add to personal fulfillment, but it also provides the tools for a more productive life. The key, of course, is access to knowledge and knowledge has always been the principal ingredient in human progress. The all too frequent blandishments that we now live in a knowledge society and economy does a disservice to all previous ages since the invention of the wheel, but we know what is meant. Even more than land, natural resources and capital, knowledge will determine who wins the world's race. Thus, education and training are the jet engines of economic development.
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    Access to Education: A Guarantee of a Less Divided World?
    (2001-07-02) Macdonald, H Ian
    Access to Education: A Guarantee of a Less Divided World? The Sixth G. Ram Reddy Memorial Lecture, Gyan Darshan Educational Channel of Doodarshan, Indira Gandhi National Open University, The Commonwealth of Learning, New Delhi, India 2 July 2001 by Dr. H. Ian Macdonald, Chairman, The Commonwealth of Learning // I hope that Ram Reddy would have approved of the title of my Lecture- Access to Education: A Guarantee of a Less Divided World? I am sure that he would. During the all too brief period when I was privileged to work with him on the Board of Governors of The Commonwealth of Learning, I became instantly aware of two qualities: first, he insisted on knowing the objective of any course of action; second, he was in every sense a citizen of the world. And so, although he was a pioneer in the methodologies of distance education and open learning, he was forceful in forever raising the issue of the basic purpose of education. That purpose was no narrow or self-serving end; rather, it had a relationship to the concept of making the world a better place, both locally and globally. That is the task with which I wish to wrestle in my reflective monologue today. // For many years and in most places, philosophers have argued about the purpose of education: is it for individual betterment as an end in itself, or should it be for occupational preparation? In his famous discourses in 1852, Cardinal John Henry Newman argued: "Knowledge is capable of being its own end. Such is the constitution of the human mind, that any kind of knowledge, if it be really such, is its own reward." And yet, at that very time, the great universities of Oxford and Cambridge were also designed for occupational preparation: to produce teachers, lawyers, ministers, doctors and public servants.