Mobility of Mobility of Programmes:Programmes:

ODL & ODL & Access Access

Olugbemiro JegedeOlugbemiro Jegede

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FocusIntroductionMain Issues of ConcernEmergence of ODLGlobal Trends21st C ImperativesInternationalising the worldWhat Are The Options?Way Forward for IAU?

Major IssuesGlobal movement to educate every citizenFocus on removing disparities in educational accessVigorous search for alternative delivery modesEducation directed to the full development of the human personality

4 indices of indispensability:demographic changes & rising

enrolmentSuccess in learning &lifelong

learningIlliteracyConsequences of globalisation

Education for AllUN Human Rights Charter (Dec 10, 1948) article 26 deals with the right to education by allMillennium Development Goals (MDGs)eradication of illiteracy, poverty, hungercreate intellectual connection to realityuse education as cornerstone of development promote human security and fairness

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Education & Development

All countries have demonstrated an irrevocable and unwavering commitment to education as tool for national and personal development.

They also regard the pursuit of education as an inalienable right of every citizen.

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Development Needssustainable development

highly educated, mobile and adaptable workforce

multi-skilled and multi-tasked

a knowledge and a learning society

use of ecological and geographical conditions to a nation’s advantage

Implicationsaccess, flexible delivery, multimedialearning to be a normal activity linked to learners life prioritiesfulltime workers will be minority, more people self-employedcurricula must changenew careers: ISP cyber cafétechnicians, HD screen controllers, network managers, etc

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RequirementsIndividual and institutional levels:

skills and ability to be creative with knowledgetechnical know-how and transfer of technologypolicy analysisdevelopment managementassessment of alternative courses of action

Emergence of DE1728 Caleb Philipps (Boston, USA) taught Short Hand by post1833 the study of composition offered by post in Sweden1843 Isaac Pitman taught Short Hand in the UKMoses two tablets of stone; Paul’s first letter to the CorinthiansThis method has revolutionised teaching and learning

DL has many labelsinstruction by a mode other than the conventional face-to-face methodcharacterised by physical separation between the teacher and the learner, instruction delivered through a variety ofmedia including print, and other information communication technologies to learners

What is DL?

Open LearningOpen Learning - flexibility of and access to instruction in order to ensure broad availability of educational opportunities to all

Openness disregard age, previous level of academic achievement, and other factors, creating artificial barriers to education as a life-long pursuit in a democratic environment

DE stages of Development

Episte

mol

ogy

G oals & O u tcom es

H istorica l D evelopm en tTechnology U

sage

O pen an d D istance

L earn ing

D is ta n ceE d u ca tio n

Correspondence

P r in tO n ly

M ulti-m edia

Intellig

ent, Flexible,

Interactiv

e Multim

edia

2 1 s tC e n tu ry

1 6 th C e n tu ry

•Historical Development and

Technology Usage

DE stages of DevelopmentEpiste

mologyGoals & Outcomes

Historical Development

Technolo

gy U

sage

Ratio

nalis

m

Positivis

m

Empiricism

Postmoderm

ism

Constructiv

ism

V

ocat

iona

l/pr

equa

lific

atio

n

Certification

VocationalEntry qualificationCertification

16th Century

21stCentury

•Epistemology and Goals & Outcomes

access

restricted open

closed flexible equitable equality cheap

rigid

entry qual

time bound

expensive

Extensive learner support

Instructionally designed materials

Learner-focused

Individualised and self-paced

Open and Close

ODL Scenario Same Time Different Time

Same Place

Different Place

classroom, f2f tutorials, workshops, laboratories

Study/Community Centres

Audio, video, radio, TV, telephone tutorials

Home study, computer conferencing, email, fax, web-based learning

cost-effective system of instruction independent of time, location, pace and spaceused for a variety of learning situations: primary, secondary, tertiary, vocational and non-formal educationthrives on economy of scalefocused on QA, well designed instructional packages, student support

Characteristics

Efficacy of ODL62 years since the UN declaration, ODL has emerged as an effective mode of instructionExtend educational opportunities to the poor, those in remote locations, disabled, disadvantaged, marginalised who would have seen education as luxury30 per cent of university students in developing world study through ODLbut we still have 72 million children, 77million adults needing educationglobal demand for HE moves from 97million in 2000 to 263million in 2025

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Social Purpose & RealitiesThe social and economic dimensions of providing education for all, within the context dwindling financial and other resource situationsastronomical numbers, the diverse nature of the unmet demands, the need for flexible tailor-made delivery of instructiontaking advantages of emerging information communication technologies (ICTs) the most logical pathway is by the distance education method.

Support for ODLRapid explosion and obsolescence of knowledge and skills.Varied learning styles and varied locations from the institutionAccessible to a variety of peopleFinancial pressures faced by students and institutionsAvailability and affordability of emerging technologies for efficient and effective delivery of instruction

3 Pillars of ODLHistory and evolution of ODL marked

by:Access: to allow as many people as possible to gain access to educationEquivalence and integrity: students taught at a distance to receive equivalent education with same integrity as through conventional modeExcellence: quest for excellence in quality of learning materials, support services, teaching etc

ODL in the PastInitially used to:

Increase access to learning and training opportunityProvide increased opportunity to update

and retrainImprove cost effectiveness of

educational resourcesSupport quality and variety of

educational structuresEnhance and consolidate capacity

Current Use of ODLBased on experience of the past 30 yrs, ODL now used for:

balancing inequalities between age groupsextending geographical access to educationdelivering educational campaigns for large audiencesproviding speedy and efficient training to target groupsoffering combination of work and family life

Developing multiple competencies

Global TrendsUsed at the primary, secondary and tertiary levels

Used for training inGeneral educationTeacher educationVocational and continuing educationNon-formal educationHigher education

Boom in H. EducTremendous expansion of secondary educationIncrease in jobs and professional activities requiring high level knowledge and skillsContinuing demand for higher studiesContinuing educationEducation For All and social justice

Global Future?

stst

The Knowledge-based Economy

There are increasing signs that our current paradigms for higher education,

the nature of our academic programs, the organization of our colleges and

universities, and the way that we finance, conduct and distribute the services of

higher education may not be able to adapt to the demands of our time. J J Duderstadt (2001)

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Mass EducationOpen and Distance Learning:

weapon of mass instructiondemocratises and liberalises educationflexible and life longquality assured and includes allallows individualised learning and at own pace

Mobility of Programmes

Institutions cross borders throughOff-shore campusesOff-shore delivery of coursesFranchisingPartnerships btwn overseas and domestic providersFly by nite degree millsOpen and distance learning

Only 10% are actually ODL programmes

Motives of Off-Shore PrgmsCommodification of educationCommercialisation of educationReaction to funding squeezeResponse to harmonisation process in EuropeAcademic conquestGlobal visibilityIncreased access to higher education

Internationalisation is not:About conquestNew key to global competitivenessglobalisation of educational opportunitiesAbout flouting national rules and regulationsTo exploit inadequacies in developing countriesExploitation of innocent students and parentsProviding sub standard cross border education

ODL in the 21st CBy 2025, over 60 per cent of learners will study through ODLBy 2050, 75 per cent of those studying by ODL will be between 18 to 25 years of ageMassive use of cutting edge technologies in instruction with wider satellite coverageNew environment and new ways of learningNew definition of large campuses Learners will increasingly take control of their learning situations

Option 1Internationalisation should not necessarily be tied to mobility of students

Students can internationalise in their home country

Option 2Internationalisation should be extended to all aspects of teaching and learning

Students

Staff

Curriculum and academic programmes

Instructional delivery platforms

Option 3Internationalisation should be mutually defined, operated and beneficial betwn institutions

Short term to share knowledge, good practices and instructional delivery platforms

Reciprocal partnership

Way Forward by IAURedefine Internationalisation of HEPromote true universalisation of knowledgeBecomes a Clearinghouse on Internationalisation and monitor activitiesEnsure global quality, vet and check status of institutionsWork with COL and other agencies to ensure proper use of ODLDiscourage financial exploitation of and protect vulnerable students and cultures

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