05. Conference Proceedings & Working Papers
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ItemOpen AccessReport of the Workshop on Distance Education(1989) Kinyanjui, Peter EThe workshop was convened by educational leaders in Namibia to discuss ... The workshop quickly generated ideas about possible roles.- ItemOpen AccessTechnical and vocational education and training by distance: Report of an International Conference Convened by The Commonwealth of Learning(1990) Foks, Jack; Innes, Sheila; Sangster, Alfred; Tayless, John; Freeman, Robert; Dhanarajan, Gajaraj; Timmers, S; Dekkers, John; Parker, Helen; Timmins, Judith; Varage, K; Qureshi, M ZEducation and training in all countries can no longer rely on traditional methods alone to meet the needs and demands ofstudents, industry and governments. Indeed, the changing expectations of individual and corporate clients require a complete overhaul of public education and training.
- ItemMetadata onlyEducation Technology 2000 : A Global Vision for Open and Distance Learning(1997) Commonwealth of LearningEducational Technology 2000: A Global Vision for Open and Distance Learning, held in August 1996, was an opportunity for nearly 200 educators and technologists from 38 countries to gather in Singapore to share, discuss and debate many of the important issues in open and distance learning. This collection of keynote addresses and conference papers is rich in diversity, containing thoughtful analyses and challenges for the future.
- ItemOpen AccessEducation Technology 2000 : A Global Vision for Open and Distance Learning(1997) Commonwealth of LearningEducational Technology 2000: A Global Vision for Open and Distance Learning, held in August 1996, was an opportunity for nearly 200 educators and technologists from 38 countries to gather in Singapore to share, discuss and debate many of the important issues in open and distance learning. This collection of keynote addresses and conference papers is rich in diversity, containing thoughtful analyses and challenges for the future.
- ItemOpen AccessBarriers to Information and Communication Technologies Encountered by Women: Country Presentations(1998) Commonwealth of LearningEducation and training opportunities provided through distance and open learning are one of the few educational areas in which women in the developing world are well represented. Open and distance learning helps to overcome some of the challenges that women and girls face when the only other opportunities for education are provided through conventional means. However with the increased use of the new information and communications technologies (ICTs) to deliver open and distance learning, it is feared that this trend may be reversed and women may become marginalised due to issues relating to the access to, and their confidence and ability to use these new technologies.
- ItemOpen AccessBarriers to Information and Communication Technologies Encountered by Women: Summary Report(1998-11) Tandon, NidhiCommonwealth of Learning Abstract: Regional expert meetings convened by Commonwealth of Learning (COL) - COL and its network are continuing work in addressing gender barriers, such as those encountered by women, to the use of information and communications technologies (ICTs) for education and training, and especially for open and distance learning. From 1998 to 2001, COL convened four regional expert group meetings to identify barriers to information and communications technologies (ICTs) in education based on gender differences. Reports from these meetings are available here, in Acrobat PDF format. The symposiums have been held in India, Barbados, Tanzania and New Zealand and relate to the discussions around the "digital divide", which have identified a particular need to address the implications of the ICT revolution for women, especially if they are not to be deprived of the opportunity to participate fully in the emerging economy likely to shape the 21st century.
- ItemOpen AccessIdentifying Barriers Encountered by Women in the Use of Information and Communications Technologies (ICTs) for Open and Distance Learning in the Caribbean: Summary Report(1999) Commonwealth of LearningOpen and distance learning methodologies help girls and women overcome some of the challenges they face in attaining education when the only opportunities available to them are provided through conventional means. With the onslaught of the new information and communications technologies (ICTs) to deliver open and distance learning, however, it is feared that this trend may be reversed and that women may become marginalised in accessing distance education due to issues relating to the use of these technologies. Further, the influx of the new technologies may have an impact on the staff employed to work in distance learning environments. If women are disadvantaged in accessing and using the new technologies, this may influence the type of positions for which they are employed
- ItemOpen AccessKnowledge Management Roundtable: Report and proposals for action(1999) Harry, KeithCommonwealth of Learning hosted a " Knowledge Management Roundtable" at its Vancouver headquarters 19 - 21 October 1999. Experts in distance education libraries and information databases discussed the changing nature of knowledge management and available technologies and examined how COL and its Information Resource Centre can best meet the needs of stakeholders around the Commonwealth.
- ItemOpen AccessActive Learning and Open Learning (Case Study)(1999-03) Greene, JudithPCF1 // Working paper presented by Judith Greene at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
- ItemOpen AccessDistance Education for Rural Community Based Organizations: Correspondence Courses for Rural Cooperatives in Tanzania(1999-03) Donge, L NPCF1 // Distance education as a method of teaching, can be very effective to people who are at a distance and those who can not afford to leave their work and join schools. It is very useful for adults who still look after their children while studying. It is a solution to those people who can not trade off their life style with training because one can learn while working and earning money. Distance education is very useful for rural community organizations whose people are farmers and survive only by cultivating/ farming or looking after their farms as a means of their livelihood. // Moreover, distance education helps to promote farming skills for farmers who study while farming. It is indeed a right choice for farmers because it is flexible and allows one to study and at the same time work thus practice. // In this paper we are going to discuss how distance education has been able to improve farmers and peasants education levels and literacy in Tanzania. Moreover, we are going to see how correspondence courses have contributed to improved member education in cooperatives, with better cooperative knowledge, management and organization skills for farmers and keeping of records of their activities and enhancing their contributions in decision making in cooperative activities. //
- ItemOpen AccessDeveloping the Commonwealth as an Educational Network(1999-03) French, DavidPCF1 // I want in this session to present a case study to you. Perhaps it will be a slightly unusual one, in that it is as much about an organisation and how it is reinventing itself for the next century, as it is about a project undertaken by an organisation. For me, for the moment, the organisation is the project. So I want to set our plans for the development of a Commonwealth Resource Centre firmly in the context of our perception of the strengths and potential for the Commonwealth itself into the next century. //
- ItemOpen AccessOpen University’s Contribution to Improving the Quality of Primary and Secondary Schooling in Sri Lanka(1999-03) Gunawardena, Chandra; Fernando, T SPCF1 // Working paper presented by Chandra Gunawardena and T S Fernando at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
- ItemOpen AccessOpen Schooling: Issues and Challenges(1999-03) Siaciwena, RichardPCF1 // Every government in the world has an obligation to provide education to all its citizens, chiefly because education is not only a human right but is also a critical factor in economic development and poverty reduction. In particular basic (primary and secondary) education helps reduce poverty “by increasing the productivity of the poor, by reducing fertility and improving health and by equipping people with the skills they need to participate in the economy and in society”. (World Bank, 1995: 1). // Many governments have developed a variety of strategies for developing education and training programmes. These include experimentation with innovative approaches and technologies such as open and distance learning. In particular the challenge of implementing goals for universalisation of primary education and the need to increase access to secondary education has contributed to the development and expansion of open schooling. // This paper outlines the development of open schooling, describes examples of open schooling and discusses the role of open schooling in increasing access to quality basic education especially to out of school children. //
- ItemOpen AccessThe Transformation of Distance Education in Africa(1999-03) Adekanmbi, GbolagadePCF1 // One of the major developments in the field of education in Africa this century, apart from the taking over by Africans of the running of their education systems from departing colonialists, has been the relative growth of distance education. Emerging a century earlier in the circuitously pioneered offerings through colonial intervention, it has experienced some level of growth as to warrant an examination of its transformation. A quick appraisal of the nature of such transformation is the focus of this paper. // The acceptance of the system of instruction in Africa as an additional approach to teaching and learning has reasons that are not totally different from global ones. While geographical and socio-economic circumstances, problems of educational imbalance, the establishment of adult education units and departments in African universities were major factors, others such as improved communication systems and the introduction of the postal system in Africa were also noticeable. The diffusion of foreign educational practices from the colonies, and the growth of the entrepreneurial spirit in education were also major factors in the transformation of the system. //
- ItemOpen AccessChanging Academics and Emerging Professionalism in Distance Education(1999-03) Reddy, M V LakshmiPCF1 // Poster presentation by M V Lakshmi Reddy at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
- ItemOpen AccessPlanning Student Support in Open and Distance Learning in the U.K.(1999-03) Tait, AlanPCF1 // This paper aims to identify the principles of planning for the development and management of student support services in Open and Distance Learning (ODL). It is intended that a robust but flexible framework of ideas will be developed, which will provide a basis for work in an international context in a range of different societies and educational systems. // First of all it is necessary to identify what is meant by student support services in ODL. By these are meant the range of services for individuals and students in groups which complement the course materials that are uniform for all learners, and which are often perceived as the major offering of ODL institutions. The function of student support services is to mediate the standard and uniform elements of course materials and other administrative services, primarily through recognising differentiated learner needs. Support services for students may typically include enquiry, advice and admission services, tutorial and counselling services, study and examination centres, and elements of continuous assessment and individualised correspondence teaching.. The division of labour between standard elements and student support services remains true irrespective of medium, e.g. whether core media are print and face to face, or the new generation of ODL of computer mediated conferencing (CMC). It is true however that CMC presents enormous opportunities to rethink student support in ways that are not yet well understood, in particular with regard to time and place. //
- ItemOpen AccessOne Year of Virtual University Experience at Makerere University in Uganda(1999-03) Aguti, Jessica NPCF1 // Working paper presented by Aguti, Jessica N at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam.
- ItemOpen AccessFlexible and Open Learning: Delivery Issues for Students from Non-English Speaking Backgrounds in New Zealand(1999-03) Panko, MaryPCF1 // Working paper presented by Panko, Mary at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
- ItemOpen AccessProgramme for the Certificate in Pre-School Education in Sri Lanka(1999-03) Wijeratne, W A RPCF1 // Working paper presented by W A R Wijeratne at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //
- ItemOpen AccessThe Tanami Network: Placing the Technology in the Hands of the Remote Central Australian Desert Communities(1999-03) Granites, Robin Japanangka; Holt, PeterPCF1 // Working paper presented by Robin Japanangka Granites and Peter Holt at the First Pan-Commonwealth Forum on Open Learning (PCF1) in Bandar Seri Begawan, Brunei Darussalam. //