05. Pan-Commonwealth Forum 5 (PCF5), 2008
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Browsing 05. Pan-Commonwealth Forum 5 (PCF5), 2008 by Region "Africa"
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PublicationA Case Study of Collaboration in HIV& AIDS Policy and Practice: Awareness and Training in Caribbean and African Communities through the Global Development Learning Network( 2008-09)PCF5 Sub-theme: Health // Between 2003 and 2005, The University of Technology, Jamaica hosted a series of global development dialogues on issues related to HIV and AIDS among African and Caribbean countries including Ghana, Kenya, Uganda, Tanzania, St. Lucia, Barbados and Jamaica. These dialogues were facilitated through interactive videoconferencing using the World Bank’s Global Development Learning Network (GDLN). // In discrete development dialogues, participants shared country perspectives on issues ranging as widely as national strategies for HIV education, gender and HIV, policy development, stigma and discrimination, and strategies for caring for AIDS orphans. This case study will explore the lessons learnt in facilitating these global videoconferencing dialogues, celebrate the successes and identify the challenges of the experiences of participants and presenters shared across the various cultures. // Since the phenomenon of using development dialogues for sharing knowledge and experience across cultures for teaching and learning, peer mentoring, consultation, advice and guidance, feedback and facilitating communities of practice in relation to HIV and AIDS, the recommendations in this presentation will be of interest to future organizers and facilitators of HIV and AIDS development dialogues. Beyond the process issues, the paper will highlight the outcomes and better practices adopted. // Paper ID 521 -
PublicationA Glimpse into Resources in Aid of Library and Information Service for the Emerging Distance Education: A Case of Botswana.( 2008-09)PCF5 Sub-theme: Cross-cutting Themes // Distance education is not a recent phenomenon in Botswana. From the training of teachers to training and re-training of nurses and floating of other secondary and tertiary level courses, distance education in the country has come of age. The buildup of upgrading enrolled nurses (EN) to registered nursing (RN) by distance delivery system was a new fillip added to the venture in recent past. // In Botswana today, education is made available by distance mode to several individuals including the politicians, political and economic refugees, those affected by conflicts and also asylum seekers, among others. Thus in consonance with the belief that this learning mode can contribute to social stability and improve livelihood, training and knowledge is taken to the marginalized, isolated and underprivileged. Some examples can be seen in the efforts of such institutions as Botswana College of Distance and Open Learning (BOCODOL), as well as the cross-border institutions. Consequent upon the emerging expansion of using open and distance learning in a range of situations and the opportunities it offers for all categories of people to improve themselves socially, politically and economically or widen access to learning opportunities, this paper notes the dispersal of distance learners in the country and taps into untapped resources that could be exploited to strengthen distance education. // As necessary ingredients to quality learning, the essential role of libraries in this form of education is discussed. The paper also takes a glimpse into a range of available resources that can be utilized to provide library and information resources and services to the emerging distance learners in Botswana. Discussed in the paper also are the application of appropriate technologies such as the liberalized telecommunications services including mobile telephony; the products of the licensed internet service providers (ISPs), private telecommunications networks (PTNs), as well as other ICT resources. // Paper ID 668
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PublicationA Radio Scriptwriting Competition: Training African Radio Broadcasters to Create and Exchange Programs on Climate Change Adaptation for Farmers( 2008-09)PCF5 Sub-theme: Livelihoods // The focus of the paper will be a case study, based on preliminary results, on the effectiveness of a radio scriptwriting competition as a means of providing African broadcasters with training on how to create high quality radio programs on climate change strategies for farmers. The paper will detail how African broadcasters are increasingly accessing the Internet for information and learning opportunities and will also highlight how on-line or distance coaching can play a vital role in developing broadcasters’ scriptwriting skills so that they in turn can create radio programs that promote learning amongst their listeners. // Paper ID 469
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PublicationAccess to Learning for Development: Mobile Technologies and Distance Learners in the Mountains of Lesotho( 2008)PCF5: Cross-Cutting Theme // Goal 8 of the Millennium Development Goals (MDG) identifies the advantages of new technologies, especially Information and Communications Technologies (ICTs). Lesotho together with other countries of the world is committed to procurement and utilisation of ICTs. The government recognises the crucial role that ICTs play in accelerating development in general and in education service provision in particular. At the same time, Lesotho acknowledges how ICTs can be used to support access to quality education necessary for sustainable economic development. This paper explores both tutor and student perspectives on the use of mobile technologies available to distance learners for support in the mountains of Lesotho. The study identifies maximum utilisation of mobile technologies by the tutors in the provision of learner feedback and counselling. Majority of the learners in the mountains of Lesotho prefer mobile phone over other means of communications as it seems reliable and convenient in terms of availability and cost effectiveness. The study highlights a number of infrastructural and geographical problems encountered by learners and tutors that impede effective use of technology to access learning and support. The papers recommends upgrading of infrastructural facilities such as electricity, roads and telecommunication lines necessary for tutors and learners to adequately exploit the use of mobile technologies in the distance learning context, and at the same time alleviate the obstacles to the application of technologies arising from underdevelopment itself. // Paper ID 134
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PublicationAddressing Educational Needs of Health Workers in Ghana using Distance Education( 2008-09)PCF5 Sub-theme: Health // Most African countries experience new challenges. One such challenge is scarcity of health workers as a result of low salaries, poor conditions of service, lack of professional updating and migration to richer countries etc. Ghana is no exception to this problem. To solve it, the government improved their salaries and allowance, and provided other incentives such as cars in order to retain those already in the system, and employed some youth, under the Youth Employment Programme, in the health sector. These have not solved the problem completely as some health workers leave for school and create vacancies at their work place. In order to increase access to quality education and training, the distance education scheme can be used. The paper seeks to analyze the import of distance education for promotion of proficiency skills in the health sector and review ongoing professional development programmes for health workers in Ghana, and come out with strategies to offer training avenues leading to the professional growth of the individuals and economic growth of the country. // Paper ID 323
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PublicationAn Evaluation of HIV and AIDS digital content for HCPs and the Public( 2008-09)PCF5 Sub-theme: Health // Child mortality in South Africa is rising, gender violence is rife and the HIV infections in the country are estimated to be at 11% of the population. 11% of the HIV infected population is estimated to have AIDS. While the National Strategic Plan for HIV/AIDS and STIs (2007-2011) has been presented, implementing the specifics of the plan prove a challenge to everyone working in the area of HIV and AIDS, and thus the Millennium Development Goals or reduction and reversal of infection. // The government of South Africa has identified ICT as a vehicle to address health challenges in the country. This mirrors the call by the WHO for member countries to put strategic plans and partnerships in place to create and sustain ICT in health projects. // Mindset Health is an organisation partnered with the South African Department of Health which provides specific and directed HIV and AIDS open content for distance learning to Health Care Professionals (HCPs) on site, on a voluntary, flexible and dynamic platform. Educational and awareness content is also broadcast into public health facilities for the public. This innovative ICT practice has provided a wide range of content in the area of HIV and AIDS to an audience that is distant, works diverse shifts and requires a flexible, open and accessible approach to learning. This paper presents a needs analysis of the HCPs and subsequent evaluations of the innovative technology used in the presentation of this free content as a means of communication and education for both the public and HCPs. This discussion provides a vehicle for providing lessons learnt in content development for open and distance learning. // Paper ID 86
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PublicationAssessment of the Effectiveness of Open and Distance Learning as a Tool for the Training of Small Scale Artisans and Technical and Vocational Students in Ghana( 2008-09)PCF5 Sub-theme: Livelihoods // Technical and vocational education plays an important role in the socio-economic development of every nation. Ghana’s Growth and Poverty Reduction Strategy document and report of the government’s educational reform committee published in 2004 have identified technical and vocational education as necessary for accelerated economic growth. Open distance learning has been used effectively in India and Pakistan to train several artisans including the marginalized in the society. This paper looks at the role of open and distance learning as a tool for the training of small scale artisans and technical and vocational education students in Ghana. Results from a survey conducted indicate that all the artisans interviewed were willing to upgrade their professional competencies through open distance learning. On the other hand, most of the technical and vocational education students preferred full time study because of their desire to enjoy campus life. The studies conducted indicate that artisans and students in Ghana are willing to upgrade their professional competencies through open distance learning. In this paper, strategies for the implementation of open distance learning in Ghana are presented. // Paper ID 608
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PublicationBroadening access to Education in Namibia through a range of innovative ODL Programmes and delivery methods at the Namibian College of Open Learning( 2008)Based on the mandate to “provide opportunities for adults and out-of-school youths to upgrade their professional and vocational skills, to contribute toward the social and economic development of Namibians through open and distance programmes and to address the diverse educational needs of adults and out-of-school youth”, the Namibian College of Open Learning (NAMCOL), through a culture of quality and professionalism aims to realise these objectives. The objective of the Poster Presentation will be to outline all the programmes of NAMCOL in realising this mandate, through a variety of innovative delivering methods and tools. // Paper ID 583
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PublicationBuilding an effective ‘Open Education Resource’ (OER) Environment for Teacher Education in Sub-Saharan Africa: The TESSA Experience( 2008)The provision of basic education for all children by 2015 is one of the world’s major educational objectives. Through UNESCO’s Education for All (EFA) commitments and the UN’s Millennium Development Goals (MDGs) national and international attention is focused on measures to achieve this end; the number of out of school children dropped from 96 million in 1999 to 72 million in 2005. But increase in pupil enrolment has increased pupil-teacher ratios; across Sub- Saharan Africa the figure has risen from 41:1 to 45:1 since 1999. In Congo it is 83:1 (UNESCO, 2008). And there are still over 40 million primary-age children not in school (UNESCO, 2007a). // Teachers are crucial to achieving EFA. Data is difficult to substantiate, but it is estimated that over half of existing teachers are unqualified, and over four million extra teachers are needed (Global Campaign for Education, 2005; UNESCO, 2008). In addition there are issues around teacher professionalism and status and the impacts of teacher migration and HIV/AIDS. // The Teacher Education in Sub-Saharan Africa (TESSA) research and development programme is concerned with the huge challenges of supplying, training and retaining effective teachers to meet the needs of expanding primary education sectors across the region. Combining innovative education models and technological tools, TESSA is creating an extensive range of web-based open education resources (OERs) and advisory support systems to extend access to new modes of school-based teacher training (Moon and Wolfenden, 2007). TESSA represents Africa’s largest teacher education research community, extending across institutions in Ghana, Kenya, Nigeria, Rwanda, South Africa, Sudan, Tanzania, Uganda and Zambia together with international organisations. The consortium has grown from long-standing academic relationships, and friendships. TESSA’s strengths are grounded in these relationships, drawing from both the breadth and diversity of experience, and shared values and commitment to education. // Paper ID 402
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PublicationBuilding Public Health Capacity using Open Educational Resources( 2008-09)PCF5 Sub-theme: Health // Working paper presented by Richard F Heller, John Dada, Omo Oaiya and James R Rossiter at the Pan-Commonwealth Forum on Open Learning (PCF5) in London, United Kingdom. // Paper ID 270
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PublicationCapacity Building in ICT Across Nine Developing Countries( 2008)PCF5: Cross-Cutting Themes // Mindset Network is a non government organisation (NGO) which creates open digital educational content that is aligned to national policies and curricula. The digital format of this content includes multi-media, video and print and is made available via satellite technology. The quality assured content is made available to Health education sites and Schools through a website, satellite broadcasts and DVDs. Mindset is partnered with the South African government departments of Health and Educational and provides leadership and innovation in the arena of ICT. // In September 2004, the Department of Education, South Africa, published the white paper on e-Education. The aim of this paper is and was to accelerate learning and teaching within the developing world. The challenge that the developing world faces is to build capacity among educators and educational policy makers in order to implement and utilize the opportunities that ICTs present. To this end, Mindset Network, in collaboration with an educational specialist from the Commonwealth of Learning, designed and developed a two-week capacity building workshop focusing on developing digital educational materials for distance and open learning. Educational representatives from various developing countries in Africa and Asia attended. // The workshop was participatory in nature with Mindset facilitating the learning and production of digital content in print, video and multi-media. The project was evaluated consistently and in a triangulated manner, across all levels, for efficiency, effectiveness, impact, sustainability and relevance. Results demonstrated that positive features of such a capacity building workshop rested on key areas: participation with ones peers, sharing knowledge and experiences, being able to implement new lessons, consistent feedback and evaluation. The format and lessons learnt form this workshop are presented. // Paper ID 84
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PublicationCapacity Building in Open and Distance Learning (ODL) for Agricultural Development in Zambia( 2008)In its efforts to reduce poverty and improve food security, the Government of Zambia has given priority to agriculture. However, this sector faces a lot of challenges such as the need for trained human resource. // In order to address this challenge, agricultural training institutions need to supply adequate trained human resource to the agricultural sector. One of such institutions is the Natural Resources Development College (NRDC), which is the only public institution offering diploma courses in various fields of agriculture. However, due to inadequate resources and limited physical facilities, NRDC cannot meet the human resource needs of this sector from its residential courses. // As a means of increasing its capacity, the College has introduced an ODL programme. Since the college has no experience in ODL, there was a need to develop capacity in this area. Therefore the In-Service Trust of Zambia (ISTT) and the Directorate of Distance Education (DDE) at the University of Zambia (UNZA) developed a capacity development programme in consultation with NRDC. // The first phase of the programme involved conducting training workshops in Instructional Design and Materials Development. This was because an analysis of the characteristics and situational circumstances of prospective learners showed that the print medium would be the most appropriate mode of delivery. Subsequent training activities will concentrate on other aspects of ODL such as management and learner support. // The paper highlights the importance of agriculture in Zambia and the rationale for adopting ODL in developing human resources for the agricultural sector at NRDC. It also describes the nature of the programme, the output from the first phase and the level of commitment by the college management to provide the necessary resources for the programme, a critical success factor. // Paper ID 560
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PublicationClimate Change and Water Issues: Tech-MODE Tools for Strengthening Community Responses in Kenya( 2008-09)PCF5 Sub-theme: Livelihoods // Climate change & water resources management are significant global issues with regional, national and local impacts. This is felt strongly in Kenya, where issues of drought and extended dry seasons, extreme flood events, low water levels in dams, greater weather unpredictability, changing livestock migration and lack of rural energy technology are intensified by climate change. // The scope of Technology-Mediated Open and Distance Education (Tech-MODE) approaches and tools is broadening as the potential is seen in enabling rural communities to enhance their livelihoods. COL has supported projects in India which have been using Information and Communication Technology (ICT) tools to enable farmers to link with research and academic institutions, commercial banks and relevant training material. Tech-MODE approaches have moved beyond the conventional educational realm into being used to promote community development. // With climate change and water resource issues having considerable impact on the ability of rural households to improve their livelihoods, there may be high potential for using Tech-MODE to enable communities to deal with these issues. The use of Tech-MODE tools and approaches to assist rural Kenyan communities in dealing with climate change and water resource issues is being investigated through a project involving three Kenyan institutions. // Paper ID 805
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PublicationCommunity Needs for Cooperative Peacekeeping Training with Open and Distance E-Learning (ODEL) Modes and Open Education Resources (OER) in Africa( 2008-09)PCF5 Sub-theme: Governance and social justice // One reason why peacekeeping training for African militia does not always bear fruit may be the ignorance of laymen, civil servants, educators and community leaders. In order to address this problem, greater community awareness is necessary. The Commonwealth of Learning (COL) could become a peacemaker in integrating peacekeeping training in civil education programmes via Open and Distance ELearning (ODEL) in collaboration with the African Council for Distance Education (ACDE), the National Association for Distance and Open Learning of South Africa (NADEOSA) and the Southern African Regional University Association (SARUA). A substructure of the United Nations Educational, Scientific and Cultural Organisation (UNESCO) is currently promoting the use of Open Education Resources (OER), also referred to in ODEL as Free/Libre Open Source Software (FLOSS). COL and UNESCO provide a neutral platform for academics worldwide to engage in African affairs, especially in sensitive conflict regions where children and women suffer the consequences of various forms of military conflict. The challenge for the academe is determining whether peacekeeping skills training has any impact in curbing the violence spiral. The United Nations Institute for Training and Research (UNITAR) in Geneva has initiated a series of Peacekeeping Operations Correspondence Instruction (POCI) courses specifically for capacity building within global military institutions, civil police forces and intelligence communities and for diplomats and academics engaged in strategic studies. These courses can be downloaded free of charge from E-Learning for African Peacekeepers (ELAP) (http://www.elap.unitarpoci.org). Likewise the Pearson Peacekeeping Centre (PPC), based in Nova Scotia, Canada, offers a programme focusing on training those serving in conflict zones, including civilians, military personnel and police officers (http://www.peaceoperations.org/web/la/en/default.asp). Within this context the relationship between the major themes and subsequent crosscutting aspects for the 5th Pan-Commonwealth Forum (PCF5) are discussed under ‘Governance, Conflict and Social Justice” with particular emphasis on the application of ODEL methodologies. // Paper ID 69
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PublicationDesigning the University of Botswana Distance Education System: A Systems Approach( 2008-09)PCF5 Sub-theme: Cross-cutting Themes // Designing a distance education system for a dual mode university is a complex process that can benefit from a systems approach. The decision to re-design the distance education system at the University of Botswana (UB) was based on the findings that the Department of Distance Education had not functioned to its full capacity partly because of an unclear system. Therefore, the effort to re-design the distance education system from a systems perspective was framed by the Ideal Systems Design Approach. // The process of re-designing the distance education system for UB went through a number of phases; (i) establishing the need through a research study; (ii) developing the design plan (iii) developing the system (iv) institutionalizing the designed system. // The purpose of this paper therefore, is to share the experience of applying a systems approach in designing the distance education system for UB and the impact it would make on increasing access to university programmes. Furthermore, the experience illustrates the value of stakeholder involvement. The UB experience has demonstrated that such a process results in high level of ownership of the system, ownership of the collective decisions that were made, as well as commitment to the system. // The high level of accountability of the systems stakeholders is likely to impact the operation of the system and to increase the success factor including facilitating the realization of the objective of increasing access to UB programmes through the distance education mode. Involving the community of stakeholders as designers is also a tool that managers can use to keep pace with developments in the wider context of the system’s environment. // Paper ID 633
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PublicationDeveloping Games for Use on Mobile Phones and Using Games for Education( 2008)PCF5: Cross-Cutting Theme // Gaming developments and advancements are becoming increasingly pervasive and utilized. Over 30 million people have access to mobile phones in South Africa. In general, in 2004 in sub-Saharan Africa 52 million people had access to mobile phones, while only 5-8 million had access to the internet. In terms of the three screens of technology (television, internet and mobile phones), people living in Africa may have access to television and mobile phones, or only mobile phones. In addition, mobile phone usage is growing the most rapidly in the developing world, where the technology does not depend on existing landlines. This level of ‘reach’ rivals only the radio. // As a model of education support, games on mobile phones are being investigated. In this vein, three questions are pertinent: what happens while the learner plays the game that is of use to educational methodology and learning, can existing gaming platforms be used to deliver educational curricula, and what aspects of existing games need to be replicated in ‘educational’ games? In essence, what can educators learn from gaming? Are there existing games that have educational value and if so, what is this? How can we replicate traditional gaming’s success and position gaming within an educational setting? It is important to clarify that gaming in this context is gaming in a technological format, as games have been used in education for countless years. // The current research project developed two innovative educational games for use on mobile phones and positioned these within the context of Mindset Learn’s educational content platform. Mindset is a not for profit organisation that provides ICT educational, curriculum aligned content free of charge to learners and teachers. // Paper ID 81
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PublicationDevelopment and Delivery of E Learning Materials on Two Different e-Learning Platforms( 2008-09)PCF5 Sub-theme: Cross-cutting Themes // The revolutionary development in the field of information technology and communication (ICT) has brought about a fundamental and major shift in the field of education. Conventional education is no longer perceived as the most ideal education system. Distance education, an educational sector which dates long back, is gaining wider recognition, owing to both the flexibility associated to it, and also the growing use of ICT. Distance-learning programmes have become even more popular over the last few years, as the Internet has developed into a reliable channel of tuition. Over the recent years, though we have seen the emergence of many Open Universities, at the same time, there has also been the creation of distance education centres at dual mode institutions. The University of Mauritius (UoM) is one such dual mode institution. UOM started with its first distance education centre in 1993, with an initial task of providing hard copy distance education manuals to support some modules offered in full time and part time programmes at UoM. Later in 2001, a virtual education centre was created to make use of ICT to promote distance education via e-learning platforms. The instructional design pertaining to hard copy manuals and to e-learning platforms differ significantly. While distance educational materials tend to provide the students with detailed information, elearning encourages students to look for additional information. Different e learning platforms provide tutors with different pedagogical frameworks, whose applicability vary from subject to subject. This very aspect of elearning platforms was tested by developing and delivery education materials for a number of engineering modules via two e-learning platforms, Moodle and ILearn. This present study highlights the instructional design approach which has been used in mounting the e learning materials, stressing on the role learning platforms play in the structure of the e learning materials. // Paper ID 738
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PublicationDistance And Open Learning as a way to Improve the Livelihoods of Young Car Guards in Namibia( 2008-09)PCF5 Sub-theme: Livelihoods // At the 1990 World Conference on Education held in Jomtien representatives of 155 different governments, donor agencies, researchers and specialists adopted a declaration on Education for All. In this Declaration the concept of Education for All is associated with learning and life skills of every person – child, youth and adult. Education for All reflects a basic that is also enshrined in the national constitution of the Republic of Namibia. Although education is a basic right access to it is not guaranteed. Despite efforts to cope with educational demands the Namibian Government lags behind in the fulfillment of Education for All. Daily, unemployed young adults roaming the streets of Windhoek (capital city of Namibia) looking for work. These people are dependent on cash for their livelihood. One way to earn money is to work as a car guard (mainly men). // Crime is a serious concern in Namibia. Robbery, mugging and theft occur frequently, especially in shopping areas and locations where foreign visitors tend to congregate. Vehicle theft (343 vehicles in 2005, 405 vehicles during 2006 and 321 vehicles during 2007) and vehicle break-in are of the most common crimes. Due to this type of crime a system is in place where by guards will watch vehicles while the owners are shopping. Theses guards do not receive salaries, but are dependent on the voluntary donations from vehicle owners. They are not employees of security companies; they operate on their own. They do not have any training relating to this service. The amounts of money they take home after a day’s work depend on the time of year, location and the donations they receive. // In the light of the aforementioned explanation this article tends to describe these guards’ socioeconomic situations, level of education, interest in further studies, as well as recommend ways/programmes to improve their livelihoods. // Paper ID 139
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PublicationDistance Learning and Women Marinalization: The Gender Oriented Perspective (G.O.P)( 2008-09)PCF5 Sub-theme: Governance and social justice // In spite of the barriers ahead of women in their various endeavours in life, especially with education, they still constitute an invaluable and tangible resource for overall nation and international development. // The paper will discuss the potentialities and the known barriers confronting the modern day leadership of women in open learning across Africa. This paper will discuss the preponderance of men and how this can be abated with adoption of gender oriented perspectives. (G.O.P). // The second part will explores the substantial differences between women and men, using data collected in some African countries to juxtapose the achievements recorded by some notable women leaders, and how their experiences helped them to overcome the challenges and rigors in distance learning. // The concluding aspects examine a cursory analysis of the transformational styles. African women educationists and leaders are adopting in public life, signing off with contemporary perceptions of marginalization in societies, and how these provide opportunities. // Paper ID 746
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PublicationDistance Learning Intervention in Unserviced Rural Communities in the Niger Delta of Nigeria( 2008-09)PCF5 Sub-theme: Governance and social justice // The Niger Delta produces the oil wealth that accounts for the bulk of Nigeria’s foreign earnings, but it paradoxically suffers pervasive local poverty. The problem of poverty in the midst of ballooning oil revenues amongst other issues has spawned discontent and disillusion and created the restiveness for which the region is now known World-wide. // The Niger Delta has a humid, semi-hot equatorial climate and due to heavy and frequent rainfalls, soils consisting mainly of silt and clay become saturated, reducing infiltration to the barest minimum and encouraging run-off, making it more expensive to construct sustainable infrastructure; physical (e.g., roads, canals and bridges); social (e.g., health and educational facilities, and public utilities); and institutional (e.g., credit institutions and postal services). // The terrain is difficult, debilitating while the effects of prolonged and reckless exploitation of natural resources has massively polluted the environment. Given the fact that the mangrove swamp zone is a massive swamp with scattered islands, population is sparsely distributed making the task of promoting sustainable human development infrastructure which usually involves large capital outlays and great elements of risk harder. // It is our view that distances learning can be used as a delivery vehicle in the absence of access, to intervene in the education of the people of the region. The Programme can also serve as a delivery vehicle for information into the remote areas of the Niger Delta targeted towards Peace Building, Conflict Resolution, Poverty Alleviation, Capacity Building, Health Issues, Modern Farming Methods and other appropriate educational information. // Paper ID 604