The implementation of education equity in ODL

---Measures, Innovation and Quality

LI Yawan

CCRTVU

Main contents

I. Background of the research

II. Perception of education equity

III. Measures taken in the CRTVUs

IV. Innovative approach

V. Facilitate education equity with quality

VI. Conclusion

1.Background of the research

1.1 Chinese context

Territory Area: 9.6 million square kilometers

Mid-year population: 1.3 billionMinorities: 56Urban/Rural population: 43.9%:56.1% Ranking of China in the World in

Terms of Main Indicators: 4th (Sources: Database of United Nations, "Industrial Commodity Statistics

Yearbook", Database of FAO)

1.2 Gross enrolment rate

for HE (Age group: 18-22)

0

5

10

15

20

25

1990 1998 2000 2003 2005 2007

东部

Year Percentage

1990 3.4

1998 9.8

2000 12.5

2003 17.0

2005 21.0

2007 23.0

1.3 Education expenditure in GDP (2000-2006)

2000 2.87%

2001 3.19%

2002 3.41%

2003 3.28%

2004 2.79%

2005 2.82%

2006 3.01%

The average rate for

developed countries:

5.1%

The average rate for less developed countries:

4.1%

1.4 The Scientific Outlook on Development

• The Scientific Outlook on Development means putting people first and aiming at comprehensive, coordinated and sustainable development.

• To put people first, we should take people's interests as the starting point and foothold of all of our works, make continuous efforts to meet various needs of the people and promote an overall development of the people.

2. Perception of education equity

2.1 Understanding

education equity• Economic development has laid solid

foundation for education development

• Education equity is symbol of education development

• Education equity is reflection of social fairness

2.2 Implication of education equity

♦ Equal opportunities

♦ Reasonable distribution of educational resources

♦ Easy access to public educational infrastructure

♦ Quality education available to everyone

2.3 ODL is a feasible way to realize education

equityAdvantages of ODL

♦ increase the number of students

♦ realize cost efficiency

♦ share expertise and quality resources

♦ utilize effectively ICT to facilitate education innovation

2.4 The value of ODL matching the goal of education equity

One of the important measures to develop education which can achieve greater, faster, better and more economic results --- Deng Xiaoping

Through 30 year operation, CRTVUs have become backbones of modern distance education in China and also a strong force to drive mass education and life-long learning--- Chen Zhil

The orientation of CRTVUs is more distinctive: we will face to localities, the grass-roots units, the remote, rural and minority-group inhabited areas---Ge Daokai

More than ¾ students coming from under prefectural administrative areas

More than 90% of our students are working adults

3. Measures taken in the CRTVUs

3.1 Objectives of ODL in China

Meeting diversified groups and serving the general public

• Obtaining degree & diploma• Getting certificates for qualification• Updating knowledge and skills• Acquiring competencies • Improving career development• Increasing life quality

3.2 Open education project

• Started in 1999• Aim: increase access and meet the social

demands• Content: explore academic and

administrative mode for training new-typed applied professional

• Basis: integrate various learning resources

• Support: create learning environment

Recrui ts, enrol ments, and graduates1988 2007（ － ）

0.0

50.0

100.0

150.0

200.0

250.0

300.010, 000万人（ ）

Recruits 19.2 12.5 11.2 10.4 14.4 21.9 23.2 24.3 32 31.3 31.5 33.1 43.2 55.7 59.4 61.5 76 73.5 76.3 79.8

Enrolments 45.4 41.7 40.8 33.5 33 43.9 54.8 58.7 69.2 78.6 88.8 95.2 114.9 151.1 151 171.4 200.7 221.1 217 222.5

Graduates 27.5 13.1 12.1 16.3 12.1 9.8 10.1 15.8 19 18.7 17.3 18.5 19 21.7 27.90 40.08 51.1 60.56 73.14 69.36

88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07

3.3 Extend public service

• Started in 2002

• Contracts made with 38 conventional universities by 2008

• teaching and management platform to transmit ODL programs

• 1464 study centers by July 2008

• Organizing distance learning exam 3.58 million person/time

3.4 Construct technology-supported learning

environment

3.5 Concrete actions

• Showing concern to those who are vulnerable and those who have special needs

Ethnic minorities The elderly People with disabilities People in rural areas The military personnel

3.5.1 Contribute to the rural development

Initiate a project of “One student in one village”—with enrolment of 100 thousand

Objective: train managers and techniciansOperation: 580 teaching venues in 37 PRTVUs with the

support of localityLearning resources and platform for rural development in

16 specialties of 4 fields of study including technology in agriculture and forestry, husbandry & veterinary science and management for agriculture and forestry.

Graduates’ contribution to rural development

3.5.2 Looking after the interests of the disabled

College for the Disabled: 2002Teaching point: 23 Enrolments: 2444Targets: handicappedSpecialties offered: digital media design and

production, accounting, English, and community management

Allow disabled to transcend themselves, to merge in the social family and enjoy the human rights

3.5.3 Showing concern for the elderly people

• According to 2007’s National Statistics Bureau reports, there are more than 106 million people above the age of 65, which makes up 8.1% of the total population.

• Colleges for elderly have emerged in the RTVUs in the past few years

• Special programs made for their enjoyment and enrichment

Calligraphy, painting, singing and dancing

3.5.4 ODL in military forces

Started in 2000Objective: to foster qualified military man and prepare for

tomorrowEnrolment & graduates: 66403 & 37587469 teaching venues scattered the whole countrySpecialties offered:• Law• Administration• Business management• Estate management• Computer & application• Communication technology

3.5.5 Minority people improve themselves via

ODLTibetan College: Started in 2002By June, 2008 it is with 1332 graduates and 1949

enrolmentProgram relevant to the development of Tibet:

law, administration, accounting, English, Chinese, computer science and technology

Bilingual languages programs in Inner Mongolia, Xinjiang Uyghurs, Korean-inhabited regions, etc.

4. Innovative approach

4.1 Utilization of social strength

• Inviting renowned expertise in special fields of study

1189 course presenters and editors 37052 part-time teachers in the total of 84855

• Enhancing multi-channel collaboration with government, industry and association

Ministries People’s Bank Trade of Union National Association for disabled

Making full use of existing infrastructure in locality

4.2 Construction of relevant resources

Investigate the requirements from the society

Follow the principle of ODL

Develop relevant and usable specialties and course

Fit for local context of infrastructure and learning conditions

Obtain feedback from different sources

4.3 Appropriate methodologies

• Interaction with guided-learning

• Flexibility for multiple choices

• Direct learning in accordance with demands

• Show special concern for the most vulnerable

5. Facilitate education equity

with quality

5.1 The organizing structure for quality

assurance

Institutional authority

T A S

Representative of authority

Evaluation system

5.2 Evaluate in accordance with the

criteria• Criteria for developing teaching resources

• Criteria for teaching and learning process

• Criteria for learning support

• Criteria for teaching management

• Criteria for infrastructure & conditions

5.3 Further discussion

• What kind of resources should be built?• How can we bring new technology to be used at its

most?• How can we promote professional development of our

ODL practitioners?• How can we establish a more collaborative &

coordinated mechanism to facilitate the implementation the ODL?

• How can we clear up all the obstacles in promoting education equity?

6. Conclusion

6.1 Significance of education equity

• Education equity reflects the idea of education democracy

• Education equity is the basis of social fairness

• Education equity implies social value

• Education equity promotes human and social development

6.2 Approach further on education equity

• Education equity in ODL does not only refer to the equal opportunities to all categories of people, but the balanced distribution of quality resources and delivery, as well as the assurance of equivalent high quality education.

6.3 Continuing education equity

• Education equity should be reflected at the starting point of educational provision, in the process, and for the outcome.

Therefore, we need to define our research scope, look at the features in each country and find out appropriate evaluation index so as to give impetus of the implementation of education equity.

6.4 Further actions

• Government strategies support

• Instructional capacity building

• Commitment of practitioners

• Students’ awareness of their own rights

Thank you!Thank you!Keep in contact: Keep in contact:

liyw@crtvu.edu.cnliyw@crtvu.edu.cn