07. Pan-Commonwealth Forum 7 (PCF7), 2013

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    Open Access
    Abstract for PCF7: Theme Girls and Women Education
    (2013-11) Sharma, Chetan
    From all information sources it has been proven that gender inequality in education is extreme. Girls are less likely to access school, to remain in school or enjoy positive achievements in education. Yet it has been proven conclusively that innovative and well-designed educational models targeted towards young women and girls enable them to claim their legitimate rights and realize their fullest potential. // In this backdrop, Datamation Foundation established a Community Multi-Media Centre(CMC) with UNESCOs participation focusing on the education of school dropout young girls and women; in the Babul-ulm-Madarasa in impoverished Seelampur a predominant Muslim neighborhood in North-East Delhi in March 2003. The primary school drop rate out amongst young girls and adult women is 65%. Women get married early and are not permitted to step out unaccompanied. The Project ensured systematic combination of mentoring and deployment of multi-media based self-paced learning materials in the local languages. Sixty five self-paced, interactive multi-media and web-based functional literacy, empowerment and skills development modules applying distance learning pedagogical methods were developed. In-built learning-achievement evaluation procedures were integrated. The learning modules ranged from health, nutrition and life-skill apart from confidence-building and personality development. // The women search English newspaper sites since they get usually Hindi papers at home. There is a keen desire amongst the women to complete their basic secondary education; by open distance learning. Consequently the women access various Distance Learning sites such as the National Institute of Open Learning (NIOS) www.nios.org, and learning sites such as the Indira Gandhi National Open University, Manipal-Sikkim Open University and others. // In the wake of epidemics such as Viral, Dengue fever and other Diseases there is an interest to retrieve various health sites. The combination of video and community’s recording done by the women learners has enabled the community to learn the process of holding camera efficiently apart from observing the process of editing and mixing of the audio-cum-video. Hence the women feel motivated to participate in the production of their own multimedia modules. // The response of the community to the off-the shelf Digital content has been very positive. // It was observed that the women were keen to acquire vocational skills while learning computers. Many women eagerly desire to have an independent source of income. The learning of local art and handicraft is being encouraged in the process of teaching-learning exercise. Traditional designs and patterns of embroidery are computerized through scanning or digital photography. // Till date more than 18,500 young women and adult women have been covered targeted. The initiative has shown that ICTs and ODL can be utilized to preserve, and share cultural heritage apart from enhancing education. // Paper ID: 481
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    Open Access
    Access and equity in Open Education Resources: E-learning for girl and women in Bangladesh Open University
    (2013-11) Billah, Masum
    Open Educational Resources are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. E-learning is (website, e-books, cd, dvd etc) latest addition to OER which is accessible through internet and computing systems. Though these resources are ‘open’ to all for learning, but the socio economic situation of women and girls in Bangladesh is a challenge to take the advantage of e-learning systems. This research has been carried out to comprehend the situation of women and girls in Bangladesh in terms of E-learning, identify the challenges and opportunities of access to E-learning among women and girls and recommend about further improvement of those systems. The research had been consisted of several stages of analysis. Primarily different e-learning systems have been identified and later the contents have been analyzed to explore whether the topics and knowledge are relevant to women and girls. In the next stage, two groups of girls have been selected as respondent groups among which one group has been selected as user group who are currently using e-learning systems, and other group has non-users group. Comparison between these two groups has helped to identify the challenges that some girls face to use e-learning system and to recognize the factors that facilitated some girls to use the e-learning system. In further stage of analysis, information from user’s group has helped to explore about the contents that should be included in the e-learning systems especially for women education, which will ensure a gender balance to use the system. At the end, it is expected that the research can recommend two factors; firstly, how these e-learning system could be more accessible among girls/women through increasing knowledge about the systems, and; secondly, what is required to include in these system to ensure equity to use the system and to gain knowledge from it. // Paper ID: 234
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    Open Access
    Addressing a National Crisis in Learning: Open Educational Resources, Teacher-Education in India and the Role of Online Communities of Practice
    (2013-11) Perryman, Leigh-Anne
    India currently suffers from an estimated 1.33 million shortfall in teachers and many existing teachers are unqualified, resulting in inadequate access to education and poor standards of learning for those already in the education system. Indeed, India’s Annual Status of Education report identified ‘an alarming degeneration’ (ASER 2012, p. 1) in educational standards in Indian primary schools and a ‘national crisis in learning’ (p. 2). This paper considers whether the use of open educational resources (OER) within India’s teacher-education system can help solve some of these problems. // The paper reports research by the OER Research Hub (OERRH) at the UK’s Open University (OU), focused on two India-based OER projects – DFID-funded TESS India, led by the OU in the UK, and the Subject Teacher Forum, created by Bangalore-based NGO IT for Change. TESS India builds on the lessons learned in Africa by its sister project TESSA (Wolfenden, 2008) and aims to create the biggest network of free, high quality, teacher education resources in India. The Subject Teacher Forum involves building 'Teachers’ Communities of Learning' whereby teachers create, review, curate and share digital resources with one another. // The OERRH study is assessing the impact of OER in widening access to education and in changing teacher-educators’ resource-sharing and self-reflection practices. This paper focuses more narrowly on the challenges currently facing teacher educators in India, exploring the extent to which OER offer an appropriate solution to overcoming them. In particular, variations in teacher-educators’ ICT skills and in their access to the Internet are considered. Of particular interest is the role of online peer-support communities of practice (Wenger, 1998) and reputation management systems in incentivizing OER creation, use and curation. Finally, the paper considers the ways in which community-based models of OER provision might be used to support teacher-education in other Commonwealth countries. // Paper ID: 349
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    Open Access
    Advancement and Empowerment of Women through Open Distance Education
    (2013-11) Satyanarayana, P; Meduri, Emmanuel D K
    Indian National Policy on Education (1986) viewed education as a powerful instrument for promoting equality of status and opportunity between men and women and between groups divided by class, caste and forms of historic oppression. The Policy further stated that women, who mostly remained outside the formal system of education for a variety of reasons, should be benefitted from the open distance education, which is home based and learner centered form of education and also which is free from the constraints of time, place and pace. // We interviewed 100 women learners successfully graduated from Dr. B.R. Ambedkar Open University in India and another 100 women learners successfully graduated from Indira Gandhi National Open University at the time of their recently convocation. We used the partly structured and partly open questionnaire. On the impact of open distance education on their lives, the women graduates expressed the following, besides other things: a) It gave more confidence to them b) It improved their career opportunities c) It updated their skills d) It provided second chance to dropouts e) It developed new knowledge to them f) It provided them better decision making capacity g) It enhanced their social esteem in the community // We sought from women graduates suggestions to increased participation of women in open distance education for their empowerment. Important suggestions offered by women graduates included the followings: a) Awareness programmes regarding open distance education courses for women in urban, rural and tribal areas will provide opportunity for women to gain knowledge about existing educational facilities. b) The courses in open distance education should be application oriented so that it will help them in their economic and social empowerment c) The course material should be simple, preferably in regional languages to make women more comfortable to use d) Women should be motivated to use technology for faster and easier learning e) Separate study centers for women learners should be set up on the areas where concentration of women learners is more f) A recognition is also required for open distance education degrees among educational institutions, employers and in society. // Paper ID: 137
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    Open Access
    Analysing Cameroon Government’s ICT Policy Documents and Trainee Teachers’ Perception of ICT in education policy implementation using Critical Discourse Analysis
    (2013-11) Ndenge, Kinsley
    Based on forum discussions of 10 trainee teachers at a higher teachers training college in Cameroon, this paper aims to synthesize teachers' perception of ICTs in education and development using critical Discourse Analysis (CDA).It gives a radical implication on the governments' techno-centric view of ICTs for education and development through their policy documents and how this intends translates through implementation,utilization and teacher development at the micro level. The researcher uses CDA informed by critical policy to interrogate how hegemony influences public policy of ICTs which intends leads to poor implementation because contextual factors are not carefully considered before drafting policy.CDA is used to understand this contextual factors through trainee teachers' discourse of ICTs from forum discussions and word clouds are used to give a content analytical perspective of the policy documents. The researcher confronted a massive compliance and ideological rhetoric to ICT discourse but observes a latent integration process of ICTs in Education and development. Preliminary findings indicate that policy implications should include the need to greatly provide opportunities for training to teachers in the use of ICTs for education in order to encourage initiative for use and also calls for an improvement of mobile technology infrastructure. // Paper ID: 55
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    Open Access
    An Analytical case study on AISECT and Skill Development Initiatives: A Journey from Pre to Post Globalization Era
    (2013-11) Singh, Vijay; Jauhari, Sangeeta; Tiwari, Jyoti
    The issue of imparting skill and skill based knowledge is a critical element. It has been observed in the recent past that there is a sudden shift in the India’s economy as a knowledge based economy.To strengthens this base a new generation of educated and skilled young force is required. It has been found out that only 2 % of the Indian workforce has formal vocational skill. This need of imparting skill base knowledge has been realized way back in the year 1985 by a group named as (AISECT) - All India Society for Electronics & Computer Technology, with a mission to impart the technological knowledge to the rural and semi urban and tribal area of the country and promote ICT-based training and services to empower people, generate employment for the youth and unfold entrepreneurship based initiatives to create an inclusive society. Along with this mission, the group has taken the initiatives by offering a wide range of vocational education courses with the objective of addressing the skill gaps. The group supports about 11000 centers in 27 states and 3 union territories of the country. The organization including its institutions has to date transformed the lives of over 12 lakhs students through a host of skill enhancement programme and generated over 10,000 entrepreneurs in the country .The group has formally joined hands with National Skill Development Corporation (NSDC) with a mission to skill around 1.3 million youth across rural and semi urban India over the next ten years. I.I.M. –World Bank has incorporated this group as a successful case study in the compilation of case studies from India. The present case study is mainly exploring the efforts & initiatives so far have been taken under the umbrella in the area of skill development from the period of pre globalization to post globalization era to meet the challenges of the education and technology. The data used for the study is purely secondary in nature and case study method has been used. // Paper ID: 275
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    Open Access
    Appraisal Of Open And Distance Learning Education In Nigeria: National Open University Of Nigeria Experience
    (2013-11) Ohioze, Wilson F; Odishika, Vivian A; Adedeji, Liadi A; Olusanya, Samuel O; Adesina-Uthman, Ganiyat A
    Nigeria Open and Distance Learning is a promising and practical strategy to solve the challenge of widening access to education therefore increasing participation in tertiary education. It is increasingly being accepted as an educational delivery standard which is viable, cost-effective and flexible without sacrificing quality. This paper seeks to appraise the Nigeria experience of open and distance learning education with emphasis on it promises, performance and challenges. The secondary data gathered from the existing literature from the National Open University of Nigeria and the National University Commission is analyzed using descriptive data analysis. The research thus concludes that what is increasingly at stake is what needs to be done to ensure that distance education is sustainable properly resourced and it is of standard and quality such as to deliver on what it promises. One of the challenges is to ensure that there are structures for expanding access to higher education, at the same time ensuring that learners enjoy an educational experience that would lead to quality learning experience, resulting in educational success. // Paper ID: 338
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    Open Access
    Arming the armed forces for a civilian life: an experience of IGNOU
    (2013-11) Dorothy, J S
    Period of employability and sudden termination either due to individual preference or due to disaster or due to end of the employable period are a constant endeavour in Armed forces. In addition, the importance of secrecy of movement of the armed personnel is crucial as it directly indicates the protection due for the Country. Service exigencies, constant move, shelter in camps and in places away from home, earmarked service benefits which remove the day-to-day hassles, mark the life of army men. Inspite of the organisational facilities streamlined to increase the conduct of training programmes for upgradation of the knowledge, certification of the educational qualification of army men necessitated the collaboration between the armed forces and a Distance Teaching Institution (DTI). In addition, equipping an individual educationally, to face reality of employment procedures in the civilian life, is one of the preventive/proactive measures of rehabilitation. An example of such collaboration that facilitates the education of the armed forces is the Army-IGNOU Educational Project which is in vogue from the year 2001. This paper discusses about the issues related to this project and how the opportunity for continuing education enables the armed forces for a civilian life after their term of employment in the armed forces. This paper throws light about the importance of the armed men as a new audience of the Distance Learning System and how the implementers are equally new for executing the various activities prescribed by the Distance Teaching Institution especially while maintaining the work-life-learning balance. The practical difficulties are mainly those age old difficulties encountered for taking education into the employees’ doorstep, eventhough the beneficiaries seemed ‘new’ both from the eyes of the Armed forces and the DTI. The social cause of rehabilitation/preparing for the post-service period/retired life/civilian living initially posed as a challenge not only for the educational institution and the society has been re-engineered into the Army-IGNOU Educational Project by the Indira Gandhi National Open University (IGNOU), thus making the Distance Education System (DES) as a responsive to learners in the armed forces who ultimately have to merge with their respective society after the period of service. // Paper ID: 361
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    Open Access
    Artemisia Improving Livelihoods In Eastern And Central Kenya
    (2013-11) Kago, E K; Arundo, T O; Ngetich, A K; Nthuraku, F K
    Malaria has remained a major killer in Africa mainly to children under 5 years. Teachers, parents, pregnant and breast feeding mothers waste productive man-hours either being sick or taking care of their sick children instead of being gainfully employed. With resistance to chroroquine and sulfur based drugs the only alternative WHO approved remedy is coartem (Artemisin Combination Therapy (ACT)) at 600 Ksh per dose in Kenya, too costly for majority. With scientifically approved efficacy of Artemisia tea in management of malaria in rural area among poor communities, it will reduce malaria burden for local communities ensuring malaria treatment at low cost. The study aimed at making Artemisia tea accessible malaria endemic regions in eastern Kenya, to campaign through posters, video and realia for Artemisia accessibility, to reduce incidences of malaria and its economic burden among poor vulnerable rural women. 50% farmers adopted this innovation at college proximity, School Absenteeism reduced, college grades improved. The Kenyan variety did better with more height at flowering, and flowered late than Brazilian variety that dwarfed at flowering and had less foliage subsequently fetching less in the market Both varieties were attacked by white fly. The cuttings from Brazilian variety established faster, producing more seeds which were not viable while Kenyan variety produced less seeds which are more viable. The college supplied enough seeds and seedlings to all the contacts farmers as well as organizing seminars and workshops. Artemisia students have become more marketable. Most of the clients preferred processed tea to seedlings and seeds respectively. The pig manure produced most yields. Artemisia therapy relieved other ailments such as joint pains, digestive discomfort loss of appetite, insomnia, epilepsy menstrual problems and stomach distress. In Thika technical the Artemisia therapy is covered via video learning and modules as short term course in herbal medicine. // Paper ID: 123
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    Open Access
    Asa Briggs Lecture: Open Learning for Development: Towards Empowerment and Transformation
    (2013-12) Tait, Alan
    Asa Briggs Lecture presented by Mr. Alan Tait, Editor-in-Chief, Journal of Learning for Development, Commonwealth of Learning, Professor, Distance Education and Development, Open University, United Kingdom, at the Seventh Pan-Commonwealth Forum on Open Learning, 4 December 2013, International Conference Centre, Abuja, Nigeria.
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    Open Access
    Assessment of Environment Awareness, Knowledge and Skills of B.Ed Teacher Students of the ODL System: A Case Study of IGNOU Regional Centre Patna
    (2013-11) Sahay, Moni; Singh, Dheerendra
    This study seeks to study the level of awareness, sensitivity, attitude and concern of teachers of various schools towards environment, who are pursuing B.Ed form IGNOU (Indira Gandhi National Open University) and enrolled at Regional Centre Patna over the previous two years (2012 and 2013). // Ensuring environmental sustainability is one of the eight Millennium Development Goals established by the UN at the Millennium Summit where all the member states agreed to achieve these goals by the year 2015. Among other targets set to achieve the goal, one is, to integrate the principles of sustainable development in the policies and programmes of the country and reverse the loss to environmental resources. India is one among these member states. // In the Indian Constitution, Article 51 A (g) on Fundamental Duties , assigns a similar responsibility on individuals of the country to protect and improve the natural environment, including the forests, lakes, rivers and wildlife. // However, in a country of more than a billion people and great geographic, socio – cultural diversities, enforcing something through education will probably have a more far reaching effect over enforcing something by legislation and teachers must possess the skills to teach, propagate and train the young minds in schools to be more aware about their environment and be sensitive towards its degradation and also, be careful for its preservation. // Teachers can play a very dynamic role in transmitting knowledge, skills , attitude and concern to revert or at least control the damage that has been caused to the environment. // A comparative analysis is proposed to assess the level of awareness, sensitivity, attitude and concern of teacher students towards environment vis a vis the following; male and female teachers, rural and urban teachers, government and private school teachers etc. Statistical measures of mean, standard deviation and correlation shall be used to find out conclusions. // Paper ID: 186
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    Open Access
    Assessment of Lifelong Learning for farmers: Impact on rural poverty eradication in Commonwealth Countries
    (2013-11) Augustine, A J; Jokthan, G E; Bashir, R M
    Commonwealth of learning’s lifelong learning for farmers is a partnership progamme designed to bring together farmers, learning institutions, banks and information and communication technology providers to facilitate learning for development in the rural areas. The programme is in response to the critical need for information resulting from agricultural research and development which often fail to reach the target farmers in rural areas in the developing world where it is most needed. This is as a result of the ineffectiveness of extension workers to serve farmers due to the high extension: farmer ratio; and the large scale expansion of learning required to achieve the millennium development goals which the conventional face-to-face learning cannot address. The programme empowered the vulnerable farmers and their families to gain knowledge on skill development, increase their productivity, food security and liberate agricultural communities from socio-economic constraints. The project started in India in 2004 and the success of the initiative led to its introduction in other common wealth countries. Lifelong learning for farmers has resulted in improvement of quality of their produce and equally improved their incomes leading to significant improvement in livelihoods of the rural poor and hence reduces poverty. This makes it an inevitable tool for rural community development and a means for the achievement of Millennium Development Goals of eradicating hunger and poverty. // Paper ID: 119
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    Open Access
    Assessment of pre-service teachers’ information and communication technology literacy and use of open educational resources
    (2013-11) Okonkwo, C A; Ikpe, Adakole
    The practice of education is changing globally in response to education for all (EFA) and the millennium development goals (MDG). Open educational resources (OER) offer viable opportunity as a tool to enable realistic outreach by incorporating innovative strategies in teaching and learning. Therefore, present generation of pre-service teachers need to be empowered with information and communication technology (ICT) skills to effectively utilize OER needed for the on-going transformation in education. However, there seems to be a digital divide and gender gap in the awareness and use of OER in this part of the globe and the developed world. This study assessed pre-service teachers ICT literacy necessary for effective deployment of technology in exploit of open educational resources. It also appraised the pre-service teachers’ awareness of the concept of OER as well as their experience, involvement and use of OER in their educational pursuit. Data were collected using structured questionnaire items from pre-service teachers of two tertiary institutions in Nigeria. The major findings of the study’s survey indicated that although most of the participants are very skillful in ICT usage but they are not very aware of the existence of OER. Hence, they have not been using OER as envisaged for empowerment and transformation in their learning environment brought about by current dispensation of open learning. Interestingly, they are very eager to be trained in the rudiments of OER. The results indicated there is an urgent need for their professional development to include enlightenment and training in the rudiments of OER in line with the global practice. This would enable them function effectively as agents of empowerment and transformation in the present day literate society. // Paper ID: 200
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    Open Access
    An Assessment of the performance of entrepreneurship and Flexible Skills Development Initiative in Auchi Polytechnic, Auchi, Edo State, Nigeria
    (2013-11) Idogho, P O; Ugheoke, M L; Egele, A F
    Chronic unemployment problem is plaguing the Nigerian society manifesting in young graduates from tertiary institutions roaming the streets in search of white-collar jobs without success. This has caused some of them great frustration, leading to their engaging in violent crime and other antisocial practices such as kidnapping, armed robbery, advanced fee fraud etc in the bid to survive. To curb graduate unemployment and the state of insecurity that general unemployment has caused, one of the strategy adopted, introduced and being implemented by the Nigerian government is the teaching of Entrepreneurship Education in all tertiary institutions in the country. In line with this policy, Entrepreneurship study has been taught in Auchi Polytechnic Auchi, since 2007. The study investigated the perception of graduating students of the 2010/2011 session on the effectiveness of the policy strategy with a view to curbing graduate unemployment in Nigeria. A sample of 3,600 respondents were drawn from a population of about 12,000 graduating students. This sample represents 30% of the total population of the graduating students. Data was collected using the instruments of questionnaire and interviews. The data was analyzed using percentages, bar chart and pie chart. // The result showed that 59% of the graduating students agreed that entrepreneurship education can curb graduate unemployment, 21% disagreed while 20% were undecided. It was concluded that entrepreneurship education plays a great role in curbing graduate unemployment in Nigeria. Therefore, leadership at all levels should play its role in ensuring the effectiveness of the implementation of the policy on entrepreneurship development of undergraduate students. // Paper ID: 274
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    Open Access
    Barriers To The Effective Use Of Information And Communication Technologies In Distance Education
    (2013-11) Ghazi, Shakil A; Hafeez, Amtul; Safdar, Muhammad
    Information and communication technologies (ICTs) have revolutionized all aspects of human life on this planet and these have created unprecedented challenges and unparallel opportunities for advancement on this globe. Teachers are leaders and nation builders, hence, prepare generations to meet the accelerating challenges created by ICTs. The study focused upon the problems and issues pertaining to the effective use of ICTs in teacher training in distance education. // The study was descriptive in nature therefore, survey was considered appropriate for data collection. A sample of 50 teachers and 200 students of BEd, MEd and MA Education were taken randomly in 2012. Data were collected via a questionnaire and top 10 barriers were solicited from the respective respondents. Data were analyzed qualitatively and quantitatively as well. The results of the study arrayed lack of training, power failure, lack of technical support, Lack of peer support, slow connectivity, lack of quality software, lack of quality hardware, lack of software, lack of knowledge and lack of confidence as top 10 barriers among tutors. Sequence was changed among students as lack of hardware, power failure, lack of quality hardware, lack of software, lack of quality software, lack of training, lack of technical support, lack of peer support, slow connectivity, and lack of confidence were arrayed as top 10 barriers/problems. Conclusions and recommendations were made in the light of findings. // Paper ID: 321
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    Open Access
    Basic Computer Literacy for Sierra Leone Police Officers
    (2013-11) Thoronka, Kaprie; Sesay, Alpha B; Sesay, Abu B; Thoronka, Kevin W; Jawara, Fatmata H
    This project highlights training of Sierra Leone Police Officers in Makeni City, Sierra Leone. // Information communication and technologies in Sierra Leone is at 99% poor and it is accessible. The use of computers and the Internet is another big problem. Youths, women and children don't have access. In 2012, Yegesie International Open College of Technology (YIOTEC) with the mandate to provide free access to computing and the Internet became a solution. YIOTEC started with consultation, meetings, workshops and seminars on the power of the computer and the Internet. // Internet Society and the Senior Experten Service - Bonn became technical supporters where they trained the staff of YIOTEC, which became trainers for different groups in Sierra Leone. YIOTEC found out that the Sierra Leone Police Force, to be a Force for Good, they have to be Computer Literate and be part of the digital world to bridge the International Digital Divide. YIOTEC's mission is to empower and equip both old and young willing to fight against this NEW ILLITERACY. // YIOTEC in partnership with the Sierra Leone Police, GIZ and regional headquarters of Sierra Leone Police, trained 150 senior Police officers dealing with records and Information and Communication. The Inspector General of Police found the course - Basic Computer Literacy for Officers so important, supported the continuation of training. More have been given the priority to be part of the digital world. Officers were trained in Microsoft Office Application programs and Internet and Computer Core CERTIFICATE courses - IC3 which have proved successfully and has caused many officers to be employed in DARFUR. // The Police can now be able to handle office work using the computer and the Internet, searching for information relating to their work or duty and also in designing activities to combat Cyber Crime. These 2 courses took 6 months. // Today, YIOTEC have trained over 560 students including the Police officers, the Soldiers and Bike riders. // Materials are provided by Senior Experten Service and other Information Technology Open learning institutions. This course was taken at their time, and graduates were promoted to other ranks. // Paper ID: 464
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    Open Access
    Bridging Digital Divide: A Step Towards Excellence in Higher Education in Pakistan
    (2013-11) Safdar, Muhammad; Baloch, Irshad H; Nfees, Muhammad
    The study focused upon a sea change of initiatives taken by HEC to address the knowledge gap or “digital divide” in the holy period of seven years. Swift and simultaneous promotion in research publication originated by these initiatives was also assessed in this paper. // Some salient features of its ICTs policy were establishment of Pakistan Education and Research Network (PERN), PERN 2, National digital Library (NDL), Pakistan Research Repository (PRR), Video Conferencing facility, Combating Plagiarism and ICT ranking of universities. // To develop and bring the higher education institutions at par with international standards and best possible utilization of ICT in higher education, HEC has launched ICT ranking process in Pakistani universities. // As a result of these revolutionary initiatives, research output has been increased sharply and approached to enviable 300% increase in international publications in the modest period of seven years. Recently, Pakistan has been awarded ‘rising star’ status in five fields: the maximum fields for any country, from an internationally reputed publicising house, Thomson Reuters in its publication ‘science watch’ survey (www.sciencewatch.com). The above prestige, swift and consistent increase in publications is result of gigantic and dedicative efforts of HEC for the promotion of higher education in Pakistan through its robust ICT policy. // Paper IDL 289
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    Open Access
    Bridging the Gap between Community and Cardiologists
    (2013-11) Jamatia, Biplab
    The prevalence of coronary heart disease (CHD) among adults is reported to be 3- 4% and 8 – 10% in rural and urban areas respectively. The prevalence of CHD has increased considerably in India, in the last few decades. It is estimated that there were approximately 29.8 million patients with CHD in 2003. Cardiovascular diseases attributed to 25% of death among the adult population in 2005. // The present health infrastructure produces approximately 150 DM/DNB cardiologists in India annually leading to a gap between the need and availability of trained cardiologists. In India 25% of population live below the poverty line and more than 75% are from the rural area, whereas, trained cardiologists are mostly concentrated in the tertiary setups located in metro cities. A Post Graduate Doctor in Medicine undergoes training in the department of cardiology for only 4-6 months. Both Post Graduate Doctors in Medicine and MBBS graduates attend to cardiovascular cases in small towns and rural areas. // Hence, to address the needs of the community, the School of Health Sciences, Indira Gandhi National Open University (IGNOU) has started a two year full-time training programme to create a-middle order health manpower in cardiology. The objective of the programme is to train medical graduates effectively to enable early recognition, management and prevention of common cardiovascular diseases (Non invasive cardiology) and other life style diseases such as, diabetes mellitus. // The affordability and accessibility of the community has been taken into consideration while designing the curriculum and the implementation strategies of the programme. Learners have been given opportunity to train in different departments and posted in various areas like management of common cardiovascular diseases (6 months), ECG and Stress Testing (3 months), Echocardiography (3 months), ICU/CCU management (6 months), Paediatrics Cardiology (3 months), preventive cardiology (3 months) in this programme. Self learning materials, 33 video programmes (1260 minutes) and monthly live interactive teleconference (90 minutes) has been incorporated in this programme. Beside these, 50 theory counselling sessions, 25 guest lectures, seminars, journal club and case discussion has been taken care in every training center. Hands on skills training is provided to every learner as prescribed in this programme. // The top most cardiac institutes/hospitals across the country have been identified as training centers as per the norms of the University. This programme has begun with 116 students in 16 training centers in 2006. 1618 students have been enrolled till date in 70 training centres in and more than 800 candidates have successfully completed their training. More than 320 cardiologists are involved as academic counselors in this training programme. A majority of trained doctors have been fan out to smaller health set ups across the country and bridge the gap in cardiac care. // Paper ID: 120
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    Open Access
    Bridging the Gender Gap in Education through Open and Distance Learning: The Case of Doctorate Students in some Cameroonian Universities
    (2013-11) Meno, Yeba J S M
    This study focuses on societal and cultural factors that cause gender inequality at the doctorate level in some Cameroonian universities, and how the use of Open and Distance Learning (ODL) can help address the gender inequalities. Specifically, the study seeks to find out how the marital status of women, tradition, and participation in decision-making and financial autonomy can influence gender inequality at the doctorate level. In Cameroon research results reveal that gender inequality is high in higher education notably at the doctorate level. The study hypothesizes in the main that there is a significant relationship between socio-cultural factors and gender inequality at the doctorate level in some Cameroonian universities, and that ODL will help address the gender inequality. The population for the study consisted of female doctorate students from three private and public universities in Cameroon. The sample of selected respondents consisted of 63 female doctorate students chosen from the universities at random. Quantitative data was collected through questionnaires, while qualitative data was collected from focus group discussions. Secondary data was collected from documents and scientific studies carried out in this domain. Quantitative data was analyzed using the Chi-square (X2) statistical analysis. Qualitative data was analyzed by describing the data and interpretation of meanings of the information supplied by the participants involving lessons learnt. The findings revealed that gender inequality exists at the doctorate level in some Cameroonian universities, and that ODL will help to bridge the gender gap. We recommend amongst others that women should be sensitized on the importance of ODL to them. The government should help fight gender blind policies, and all forms of socio-cultural practices that impede women’s progress at the university. // Paper ID: 255
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    Open Access
    Bridging The Gender Gap Through The use of Open Distance Learning (ODL)
    (2013-11) Righa, Margaret M
    Gender equity in education has been an issue of concern both in Kenya and internationally. Although tremendous success has been made in attaining Education For All (EFA) in Sub Saharan Africa and Kenya in particular, gender disparities in access, retention, transition and performance still exist. Girls in particular have continued to record poor retention and transition rates as well as poor performance in examinations. Despite Kenya being among the Sub-Saharan countries that have recorded reduced gender gaps in Primary and secondary education, the aforementioned disparities still exist. This could be attributed to the fact that a lot of attention has been given to access to education. However, one of the major challenges faced in Kenya in regard to access to education is the few number of schools available especially in rural setups where girls and boys walk long distances to access education. This has affected girls more than boys with most parents preferring to keep their girls at home. Moreover, even of utmost concern is the few number of teachers available in Kenyan schools with the current student-teacher ratio standing at 45:1.This paper therefore advocates for the use of ODL to ensure equity in education especially where schools and teachers are few. The writer is cognizant of the fact that access to internet services and computer gadgets may be a challenge in Sub Saharan Africa and in Kenya in particular, due to the economic status of the countries and advocates for the use of cheaper technology such as mobile phones and where applicable intranet services may be used. // Paper ID: 153