02. Pan-Commonwealth Forum 2 (PCF2), 2002

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  • Publication
    Research and Development in Distance Education – A Perspective from Pakistan
    ( 2002-07) Zada, Khan ; Shah, Paigham ; Nawab, Khalid ; Kakar, Khair Mohammad
    PCF2 // This research review study outlines the developmental efforts by means of which the system of distance education and open learning are encouraged to be implemented in Pakistan for its socio-economic and educational dev elopment. In the futuristic planning of distance education, the system would widen its experiences and conceptual horizons, develop its infrastructures and human resources and fortify its methodologies, techniques and tactics to be able to meet the challenges for development. This will establish the life long distance learning by individuals and a learning society for all in preparation for the requirements and demands of rapid change that would arise as a nation moves ahead in its developments. Distance education may be seen at the crossroads of development choices whereas the educational development and research are future oriented rather than being only a medium for transmission of the past. The setting of goals for distance education becomes especially important strategy in effecting the change. The recommendations and suggestions of the COL-2002 conference will be taken into account of the current status, constraints and achievements in the global scenario of distance learning. These will constitute a framework of measure that may be incorporated in the research and developmental plan of distance and virtual education in Pakistan. //
  • Publication
    Models of Open Learning : Indian Experiences
    ( 2002-07) Garg, S ; Reddy, V
    PCF2 // Working paper presented by S Garg and V Reddy at the Second Pan-Commonwealth Forum on Open Learning (PCF2) in Durban, South Africa. //
  • Publication
    The Contributing Factor of Distance Education in the Upgrading of Qualifications for In-Service Teachers
    ( 2002-07) Wyngaard, A
    PCF2 // Even where an efficient system of initial training and support services exist, experience suggests there will be a need for highly developed in-service (INSET) teacher education programs to enable serving teachers to adapt to changing ircumstances. Distance education is a set of teaching and learning strategies that can be used to overcome spatial and temporal separation between educators and learners. These strategies or methods can be integrated into any educational program and used in combination with any teaching and learning strategies in the provision of education (SAIDE, 2000:52). // This paper will deal mainly with the up grading of the qualifications of INSET teacher education and in particular by means of distance education. Although there are a number of institutions who offer INSET programs for the upgrading of teacher education qualifications only a few of these programs will be highlighted. The technology involved in these programs which helps to support the students in their studies will be indicated. Developments in technology in particularly distance education improves the accessibility (Melck, 1999:6). There will be an evaluation of these programs to illustrate their success rate. // Sustainable INSET teacher education programs are vital for the effective functioning of any education system. These programs should be able to support the teachers in their daily instruction in the classroom and they should be of a continuous nature. Lifelong learning enhances professional practice and the personal development of teachers. Ongoing teacher education develops healthy schools and a culture of effective teaching and learning. It is widely accepted that distance education has an important social and political role to play in terms of redress and equity and in providing education to groups that would not otherwise have access to education. //
  • Publication
    A University Open Learning Course Focusing on Academic Reading and Writing
    ( 2002-07) Van Wyk, A
    PCF2 // Central to university access is language proficiency in the chosen medium of instruction (Blue 1993:5, Johns 1993:274). Thus, effective language support could mean the difference between success or failure at tertiary level. This paper outlines a programme for the teaching of English academic language skills within the context of an open learning programme which aims to redress past inequities at tertiary level in South Africa. // The English language course is taught within the context of the Career Preparation Programme (CPP) which provides an alternative access route to tertiary and higher education for out-of-school and out-of-work young adults who possess a matriculation certificate, but fail to meet the entrance requirements of tertiary institutions (Strydom 1996:5). The planning phases of the programme involved lengthy negotiations with local community leaders and leaders in education in the Free State region. These negotiations were aimed at discovering the educational needs of the regional community so as to ensure that the university addressed these needs. The process was recorded in a working document compiled by the (then) head of the Interim Management Committee of the University of the Free State (Strydom 1996:11). This process of consultation in the Free State region proved so successful that it led to the formation of a representative board who would determine policy and take management decisions regarding co-operative initiatives and resultant programmes. The driving force behind the effort was to provide learners with open access to tertiary institutions of their choice, whether it be university, technikon or technical college. The establishment of this bridging programme was preceded by a pilot study which was aimed at researching the feasibility and viability of an OL programme in rural areas. The project was undertaken by the South African Institute for Distance Education. //
  • Publication
    The Educators’ Network
    ( 2002-07) Thomson, Janet
    PCF2 // This quotation is from a teacher, writing to her mentor as she commenced study in the distance education programme in the Educators’ Network offered by SchoolNet SA. The purpose of the Educators’ Network is to assist educators who use information and communication technologies (ICT) to support their classroom practice. // SchoolNet SA has developed a framework for educator development in the use of ICT in the classroom1 as well as a strategy to support teachers, primarily in previously disadvantaged schools in projects, which provide computer laboratories. The learning materials are supplied on CD. They are activity-based and classroom-based and can be used by all teachers at all levels, simply because educators supply their own context. The mode of delivery comprises the study of a six-week distance module combined with an initial face-to-face element of training in their own schools. // In this paper I would like to outline the following practical aspects of the Educators’ Network: // o the concept of a virtual learning community // o the model of using mentors and trainers // o the design of the learning materials // o the educational approach to the use of ICT // o a brief overview of the practical design of the database that is key to the administration of The Educators’ Network and attempt to provide an insight into the rationale for our choice of this educational approach as well as some lessons learnt from our experiences so far. //