Reports
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PublicationReport of the Training Consultancy in Distance Education Course Development for the Pacific Region:August and September 1990: Suva and Port Vila( 1990)This report describes the details and outcomes of a project undertaken by the Commonwealth of Learning during August and September 1990 to provide staff development training in distance education course development to distance educators employed in developing Commonwealth countries of the Pacific region. -
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PublicationDistance Education at the University of the South Pacific( 1991)Report of the review of distance education at the University of the South Pacific initiated towards the end of 1989
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PublicationRoles and Competencies in Distance Education( 1993)This report is designed to be used by planners, policy makers and other decision makers who are instrumental in setting up and/or managing a distance education system, and who are planning for staffing and training needs. It provides guidelines on the basic tasks involved in managing a distance education programme and the staffing required to handle those tasks.
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PublicationCompendium of Activities 1994( 1994)COL used to produce this "A Compendium of Activities" to provide a detailed account of the work and accomplishments of the organisation. This latest (and last!) version coincided with, and complemented, reporting by COL to the 12th Conference of Commonwealth Education Ministers (CCEM) which took place in November 1994 in Islamabad, Pakistan. In addition to being a reporting instrument, the Compendium also served as a reference for practitioners, with an interest in distance learning in Commonwealth countries, in the major areas on which COL’s programmes are focussed.
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PublicationColleges Reaching Out: Report on the Status of Distance Education in Canadian Colleges and Technical Institutes( 1994)This report provides a "snap-shot" of the scope and breadth of distance education activities in the college sector in Canada. The first section presents the institutional and programming information collected through a survey distributed to the 120 Association of Canadian Community Colleges (ACCC) member colleges. The second section illustrates notable approaches to programming, technology applications and other areas through case studies and issue papers drawn from a cross-section of colleges and regions. (41 pages, plus appendices)
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PublicationEuropean Distance Education: A Handbook of Current European Programmes and Networks( 1994)The purpose of this handbook is to provide accessible information to personnel in ministries, educational institutions and other bodies concerned with education and training in order to inform them of new developments in Europe and enable them to select, make contact with and obtain further information about programmes of interest as possible models or as potential partners in development. (60 pages)
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PublicationDirectory of Courses and Materials for Training in Distance Education( 1995)Revised, and updated in both content and design, this directory describes materials and programmes that have been developed by distance education trainers, working at all levels and sectors of public educational systems throughout the Commonwealth. Pricing and contact information is also included. The listings are organised under six categories: introduction to distance education, management and administration, instructional design, technology in distance education, student support and tutor training, research and evaluation, and full programmes of study. Each category is also divided into two sections: self-instructional materials and face-to-face courses. (64 pages)
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PublicationBarriers to Participation of Women in Technological Education and the Role of Distance Education( 1995)1. Introduction (excerpt) - The significance now attached to increasing the participation of women in technology and technological education reflects two world-wide trends. The first is the way in which technology is permeating all domains of activity in the contemporary world, with pervasive roles in national economic development and in our everyday experience. Not only are occupations involving technology on the increase, but populations in general, men and women, are engaging with the processes, products and effects of technology on a day to day basis. The second is recognition of the need for action by the international community in securing the advancement of women and the elimination of gender-based discrimination, particularly in the fields of education and employment.
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PublicationThe Cost Effectiveness of Distance Education for Primary Teacher Training( 1996)The purpose of the paper is to guide the planning of distance education programmes for teacher training. Many teacher-training programmes have sought a balance between general education, teaching in relation to specific subjects, classroom methods, and teaching about children, education and pedagogy. The balance between these different elements has varied according to the target audience and programme aims. A number of different models have been developed for integrating the supervision and assessment of classroom practice with other elements.
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PublicationThe Use of Distance Learning in Non-Formal Education: a report on a survey carried out for the Commonwealth of Learning by the International Extension College( 1996)The report documents information on 73 projects, in 56 developing countries and 17 industrialised countries, and presents a number of conclusions and proposals for further action. The survey found that there is considerable activity in non-formal distance education but that it is not well documented. It notes that non-formal distance education projects are often poorly funded, which often leads to low quality, disappointing results, and lack of sustainability
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PublicationSpecial Education: Exploration of strategies to meet the needs of the disabled in India( 1997)Polio Vaccination was invented in 1954, When I was just 15 months old I had a severe attack of Polio resulting in my locomotor disability. My parents had no idea about Polio or the vaccination. None in the village knew about it. From then and now when I am working as a Professor of Distance Education at the Indira Gandhi National Open University, my life has been a series of challenges and struggles. My experiences as a physically disabled person prompted me to think of disability issues not as an observer but as a participant in facing all odds and challenges posed by disability. The journey from a remote village in Tamil Nadu, Southern India to Delhi, and the Capital of India has been a long one, literally and metaphorically.
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PublicationSurvey of current status of distance education in Cameroon( 1998)The Republic of Cameroon recognises the importance of education in the overall development of the country. The education system is being re-structured at all levels to meet the country's needs. A National Forum (22 nd-27 th May, 1995) which was convened to discuss educational issues proposed ways of improving the quality of education. The two major recommendations were the establishment of free compulsory basic education and the training of competent teachers. Currently pre-university education lasts thirteen (13) years: six (6) years of primary and seven (7) years of secondary school education. This is followed by tertiary education in various institutions.
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PublicationDistance Education in the Seychelles: Future Directions( 1998)This report comprises the outcomes of a visit to the Seychelles by the consultants with a view to recommending a possible model of distance education provision for the Republic. It has been our firm view that for any such model to succeed, it must be developed in concert with those who will be required to put it into operation. Hence, what is presented here should be understood as the product of a strongly consultative approach to the task. A number of key issues are seen as vital to successfully implementing a model of distance education. First is the matter of ownership. Programmes offered by distance education have been available (usually successfully) from time to time in the Seychelles, but the concept has never really taken root, largely because ownership has always rested with the overseas host institution. A condition for distance education to become an integral part of the Seychelles education system is that at least part of the system of distance education should be "owned" locally. The second issue relates to the nature of the proposed model of distance education provision, which we believe should be evolutionary. That is, distance education should evolve from what is now essentially a model of overseas provision through to a model of adaptation of overseas courses that involves local student support and assessment. The evolution should take advantage of concurrent staff development in distance education and inevitable increasing access to computer and communication technologies. Thirdly, the model of distance education development should be flexible. That is, while it is possible to currently identify particular areas of need, new opportunities and demands for courses will arise, to which a flexible system of provision should be ready to respond
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PublicationInventory and report on teacher education materials and programmes in the Commonwealth Caribbean( 1998)The English-speaking Caribbean countries share a common history of British colonial rule, resulting in similar educational systems with common institutions. They, with other countries, form the Caribbean Community (CARICOM). The CARICOM Heads of Government recently agreed on a common human resource development strategy that set targets for achievements for different levels of the regional educational systems (CARICOM Secretariat, 1997). Earlier policy agreements also set in train steps towards the free movement of skills across the region, thus requiring the transferability of qualifications.
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PublicationThe Use of Information and Communications Technology (ICT) in Learning and Distance Education( 2000)This report on the use of information and communications technology (ICT) for learning and distance education in Commonwealth countries has been prepared on behalf of the Commonwealth of Learning, Vancouver, by Intelecon Research & Consultancy Ltd. The key objectives are: - to provide an appreciation of the current state of affairs regarding the level, range and diversity of ICTs in use for learning and distance education in Commonwealth countries - to highlight key policy and regulatory issues relating to telecommunications and media impacting the use of ICT for education and learning, the financing and operation of infrastructure services and the self-sustenance of projects - to examine the impact of technological trends on future use of ICT for learning and distance education, and - to review the experience to date of multi-purpose tele-centres in selected Commonwealth countries and provide basic guidelines for successful models
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PublicationDiffusion of Appropriate Educational Technology in Open and Distance Learning in Developing Commonwealth Countries( 2000)The goal of the Diffusion of Appropriate Educational Technology in Open & Distance Learning in Developing Commonwealth Countries project was to systematise some of what was known anecdotally, primarily for developing countries. It aimed to investigate why and how various factors seem to impede the wider and more effective use of educational technologies, and what environments would be more conducive to their use. It took place over the years 1996-2000.
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PublicationThe use of Public Broadcasting in the Caribbean for Open/Distance Learning: Feasibility study report( 2000)The purpose of this study was to determine the feasibility of using broadcast media for open/distance education and training to promote socio-economic development in the Caribbean Region. The study, supported by the Caribbean Development Bank (CDB), and executed by the Caribbean Broadcasting Union (CBU) in partnership with the Commonwealth of Learning (COL), involved the countries of Antigua and Barbuda, the Bahamas, Barbados, Belize, Grenada, Guyana, Jamaica, the Republic of Trinidad and Tobago, and St. Lucia.
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PublicationFinal Report of the Review of the Telematic Learning Programmes at the Potchefstroom University of Christian Higher Education (PUCHE)( 2001-12)In August 2001, on recommendation from Sir John Daniel, Assistant Director General (Education) at UNESCO and former Vice-Chancellor of the UK Open University, the Commonwealth of Learning (COL) situated in Vancouver, Canada was requested by the Chief Director of Telematic Learning Systems (TLS) of the Potchefstroom University for Christian Higher Education (PUCHE), South Africa, to establish a Panel of international experts in the field of technology-mediated distance and flexible education to undertake a review of the Telematic Learning Programmes offered by the University.
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PublicationDistance education and open learning in Sub-Saharan Africa: Criteria and conditions for quality and critical success factors( 2002)ADEA (2002, 2003) notes that with increasing demand for access to educational opportunities at all levels, and often decreasing budgets in real terms for educational provision, there has been a growing interest in sub-Saharan Africa (SSA) in the possibilities of distance education and open learning (DEOL) as a credible alternative to replicating traditional contact-based schools, colleges and universities. The debate in SSA has tended to be centred more upon cost advantages than open access, but both considerations are important. In a companion report we discuss costing considerations for DEOL provision based on current actual practice. In this report, we are concerned with the conditions necessary for success with DEOL provision. It is hoped that when read together, the two Report will be seen as complementary and an aid to informed decision-making