Browsing 05. Pan-Commonwealth Forum 5 (PCF5), 2008 by Subject "Distance Education (Dual Mode)"
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PublicationIn Search of a Dual Mode Organisational Structure( 2008) Mannan, AbdulPCF5: Cross-Cutting Theme // The importance and potential of open and distance learning is widely recognized internationally and rapidly growing in developing countries. The rapid expansion of lower level education, and the need for continuous upgrading of qualifications and skills for the workforce have increased pressure on Institutes of Higher Educations (IHEs) to increase access. The existing capacity of the IHEs is inadequate to meet the growing demand and there is a remote chance of an expansion in the higher education system in the near future mainly due to financial constraints. The private sector distance learning institutions are structured as mostly single mode institutions and in some cases are generally extensions of overseas institutions. The organizational structure of distance learning programs of public institutions is based on dual mode model. // Dual mode institutions in most cases have established a unit within their organizational structure as college or department with limited autonomy and authority. These administrative units are under enormous pressure to grow and deliver courses with limited capacity and technical knowhow. Programs development and delivery through the distance mode usually depends on the mercy of the academic departments whose primary responsibilities are to serve the on-campus students. Distance education programs in some cases are treated as cash cow to augment their income. Thus the effectiveness of the current organizational structure is in question for the promotion and development of distance learning programs. This paper provides an understanding of the magnitude of issues on structural adjustment which will stimulate discussions and allow people to share experiences. // Paper ID 258
PublicationNew Paradigm in Access to Education: The University of Ibadan Distance Learning Centre's Experience( 2008) Aderinoye, RashidPCF5: Cross-Cutting Theme // The University of Ibadan established in 1948 to promote higher education has always been conscious of ensuring that its gate remained open to many prospective learners rather than few. This perhaps informed its decision in 1988 to establish a unit that will further provide access to those who for reasons of geographical location, occupation and time constraint among others could not afford to attend the conventional system. Since the establishment of the Distance Learning Centre (DLC), student population has been very low until recently when there was a noticeable increase in the enrolment. The increase in enrolment became obvious during the last two students matriculation when it jumped from hundreds to thousands of students. Reasons for this have not been empirically established. The purpose of this paper was to find out among others, factors responsible for the sudden upsurge in student enrolment, the reaction of the entire university community, the fears and expectations of the students and mechanisms put in place by the university to cope with the large enrolment without jeopardizing quality and interest of the conventional programmes vis-à-vis the distance learning mode. The paper further investigates the role of ICT embraced by the Centre as against the heavy reliance on professional teachers in the line post. The instruments used to obtain data for this study were: interview schedule, management information provider and student response questionnaires, and the review of essential literature and related documents. The paper was concluded with recommendations that promote inclusive learning rather than exclusive learning without necessarily sacrificing the quality of the various programmes of the Centre. // Paper ID 313
PublicationOrganisation of Dual Mode Distance Education institutions in Nigeria: present and future( 2008) Ipaye, BabatundePCF5: Cross-Cutting Theme // The challenges of mass access to university education in Nigeria are escalating by the day. It is becoming clearer everyday that going strictly by the use of brick and mortar institutions and limiting learning to the four walls of the lecture room, not much may be done within the coming decades to provide sufficient classroom space, accommodation and facilities for all those intending to acquire university education in the country. For example, the Population Reference Bureau, 2007 showed that 34% of Nigeria’s population put at about 140million are aged 10 to 24. This is about 47million. The total number of secondary school students preparing for university admission between now and the next four to five years will come from this figure. Yet for a period of one decade now, Nigerian universities had been able to take among themselves, only between 24% (in 1998) falling to 5% in 2002 and rising to 8% in 2004 of all applicants for placement in Nigerian universities. The high and discriminatory fees charged by overseas universities had hit Nigeria most hard thus reducing the number of Nigerian students who could go out as private students. Nigeria believes that her “development will not be saved by oil & gas or solid minerals but rather the application of the benefit stream arising from resource exploitation in the development of human capital” (FGN, 2006). Education, particularly at the tertiary level, is central to the accomplishment of this belief. Nigerian youth want to go to the university but there is just no space in the existing universities to take those who are qualified for admission. It is projected that by 2009, just a year from today, about 10,535,618 qualified candidates will be rejected or denied admission into any of the 91 conventional universities in Nigeria because of lack of space rather than lack of ability of the candidates. Table 1 below tells part of the story. // Paper ID 19