05. Pan-Commonwealth Forum 5 (PCF5), 2008

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Browsing 05. Pan-Commonwealth Forum 5 (PCF5), 2008 by Subject "Cross-Border Education"

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    Developing a Model for Borderless and Trans-National education Through the ODL System
    (2008) Nair, M C
    PCF5: Cross-Cutting Theme // Global development mainly emphasises quality education bridging cultural distance through Open Distance Learning. The ODL system, being open in all respects, as per its stated philosophy, committed to a methodology of bridging the distance between the learner and the teacher through technology, and operating through a process of providing necessary learning experience through a learner-centered approach, has been adapted/adopted as an appropriate system of education by many developing countries including India. ODL in India has made its impact in the educational scenario of our country and in the forthcoming 11th plan it is envisaged as a policy matter that at least 40% of the total enrolment in the higher education sector should be brought under the ODL system. // At present, there are 150 dual-mode Distance Education Institutions, 13 State Open Universities (SOUs), one National Open University, one National Institute of Open Schooling, and five Open Schools in various States. In addition to the fact that IGNOU has its jurisdiction in the whole country, it has also established study centres in 46 foreign countries. It is in this context, my paper proposes out of a model for the cross-cultural transfer of a ‘learning experience’, such as a course/ programme/curriculum from one cultural zone to another so that the learning experience could be suitably adapted in that zone thus leading to considerable savings in time, efforts, and cost involved in reproducing courses while tailoring them to region specific needs. // After analyzing the national and international experience in this area my paper presents a model through which a programme or a course developed in IGNOU or in any other ODL Institute/State Open University could be suitably and effectively transformed and transferred to any other zone/state/country cost-effectively to make the content, dissemination and evaluation of the course not only region-specific but also target-specific. // Paper ID 423
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    Guiding Learners in New Higher Education Spaces: What Role for UNESCO?
    (2008) Uvalic-Trumbic, Stamenka
    The pace of change in higher education is accelerating. Enrolment rates of around 40-50 % of the relevant age group are now thought necessary for a country to function well in a competitive and interdependent world. In 2004, there were 132 million students (including part time students) enrolled in tertiary education globally. A further massive increase in the demand for higher education can be expected as countries understand its role as a driver of development.// Learners are becoming a more diversified group. Traditional learners from the 18-22 age cohorts, who now have different and changing needs for flexibility and diversity in their studies, are being joined by new types of students.// Life-long learners are a steadily growing group. They come not only from adult populations and working professionals but also from degree holders whose diplomas become obsolete and need updating to guarantee employment. // In response to this rapid growth in demand, there is an increasing diversity of providers. Tertiary education is becoming a marketplace with plenty of dubious providers, bogus institutions and degree mills offering fake or low quality degrees. Distance learning is a preferred mode for many of these dubious providers. Are there efficient ways to alert learners to these and help them make informed choices? How will students find their way around in a myriad of competing offerings? Learner protection and empowerment become crucially important. Assessing the quality of this diverse provision becomes a crucial issue.// UNESCO has launched some initiatives aimed at protecting and guiding learners: the Guidelines on Quality Provision in Cross-border Higher Education, the Portal of recognised higher education institutions and other tools aimed at alerting students to bogus institutions. It responds to the theme of protecting young people by providing them access to reliable information to guide their life choices. // As part of the debate on cross-border higher education, the presentation will focus on the development of the Portal of recognized higher education institutions and some challenges it raises as a reliable tool for information sharing. The related challenge of degree mills and bogus institutions will also be addressed: how to develop suggestions for effective international practice as one of the responses to this growing problem, especially from the perspective of developing countries. // Paper ID 329