Confederalizational Gaps and Aspects of Distance Education In The Millennium

Prof. Dr. Ugur Demirayudemiray33@gmail.com

Anadolu UniversityEskisehir, Turkey

Education, as a fundamental human right, in 1980s gradually democratization process started in the developing countries.

With the restoration of democracy, people became more aware of their freedom of organization and freedom of speech. So the people started to organize civil societies with different purposes.

In the field of education those civil societies worked for the elimination of illiteracy. For this purpose they initiated many types of literacy works like functional literacy, civic literacy, legal literacy and literacy for empowerment of women etc. At the same time the idea of open market and globalization became strong.

But it is well known fact that private businesses are basically profit oriented and they try to make profit even at the cost of environment, health and welfare of the people. Thus there are three main players in the democratic society such as:

Government

Business sector and

Civil Society, (which is include Government Business Sector, Class Societies NGOs, Educational Press, institutions)

The government is basically power oriented. So it has a tendency to try to control and dictate. In such situation the civil society sector has to try to restrain both government and business sector taking the side of the people in order to protect people's rights and interests.

The civil society includes class organizations, educational organizations, non-profit non-government organization (NGOs) and press. If the civil society is strong the government will try to become more democratic and people's welfare oriented.

Similarly the business sector will also become more responsible and sensitive. Therefore civil society including NGOs is inseparable component of the democratic society.

The main mission of the civil society including NGOs should be to provide service to the most venerable part of the society to defend their rights and to enhance their life quality.

During the 1970s social activists were urged to "think globally and act locally". Over the past 10-15 years a vibrant NGO community has emerged in the South with a profound impact on development practice and thinking.

Phases of NGOs Development In developing countries NGOs develop through different

stages which are shown below:

Phase I: Most the NGOs are at first organized as an emergency service providers when some natural disaster happens like earth quack, flood, land slide, epidemic etc.

Phase II: Then gradually they take up people’s welfare oriented development program such as setting up health post , saving and credit groups for women, starting literacy classes etc.

Phase III: Gradually they try to empower the marginalized people and to undertake advocacy role with the government, power holders in the society and to promote international solidarity.

They are required to go where the government is not adequately reaching and the areas where the government has not paid adequate attention.

Their objective is not to substitute the government but to show examples of services for the responsible agencies helping the local people to be self-reliant.

After reestablishment of democracy NGOs, could play an effective role in many people oriented programs such as health, family planning, environment and non-formal education.

Since democracy provided an opportunity to NGOs, it could be said that the existences of NGOs is intimately linked with democracy.

Non-Governmental Organizations (NGOs) have been playing a central role in education of marginalized groups in developing countries since 1980s emerging as alternative providers of educational services. They have pro-poor orientation, flexibility, innovation, cost-effectiveness, and participatory approaches in their educational projects. Democratization in 1990s has been working as a further boost for role of NGOs in education sector in developing countries.

Though NGOs vary in their ideologies, strategies and geographical coverage, donor make them as part of the global “associational revolution”. NGOs are seen as symbols of social responsibility and global morality.

Non-governmental organizations (NGOs) have played a major role in pushing for sustainable development at the international level.

Campaigning groups have been key drivers of inter-governmental negotiations, ranging from the regulation of hazardous wastes to a global ban on land mines and the elimination of slavery.

According to Unesco (2006), the monitoring report of ‘Education for All’ (2000-04) shows that the literacy rate in Pakistanis aged 55-64 is 30pc while it is 40pc in the 45-54 age group, 50pc in the 25-34 group, and 60pc in those between 15 and 24. These figures suggest that the efforts made by the govt in collaboration with NGOs and community participation are doing well to improve the situation of education in the country. Still, a lot of effort is required to achieve the very goal of universalising primary education by the end of 2015 under the ‘Education for All’ program. (http://www.nation.com.pk/pakistan-news-newspaper-daily-english-online/lahore/09-Mar-2013/role-of-ngos-in-edu)

The educational system also reproduces social differences but plays a secondary role (Tedesco, 1983). The meeting was hosted by UNESCO 24 to 26 October at its Paris headquarters.

Representatives of nongovernmental organizations (NGOs) from around the world gathered to reflect on the achievements, challenges and the future of Education for All (EFA), an initiative adopted in 2000 and scheduled to conclude in 2015.

In addition to EFA, 2015 also marks the end date for the Millennium Development Goals (MDGs) and the UN-designated Literacy Decade concludes in 2012. In light of these milestones, the meeting focused on how to strategically plan for the last several years of these programs and what direction to take in the future to effectively promote development through education that benefits all people.

During the meetings, participants adopted a new set of Working Procedures and elected representatives to a new CCNGO/EFA Coordination Group. Significant time was spent discussing post-2015 education and development goals.

Dave Pearson, SIL’s representative to UNESCO, was accompanied by Matt Wisbey and Béatrice Konfé, two SIL staff who are gaining experience in international-level advocacy.

SIL contributes to the Education for All goals through language development efforts such as multilingual education and mother tongue literacy for children and adults. SIL is an official NGO partner of UNESCO with consultative status. http://www.sil.org/about/news/ngos-look-future-education-initiatives

A sustainable NGO is an organisation that plans ahead. First of all, if you are about to set up an NGO make sure to build a strong argument for the reasons why such an organisation is needed. In fact the future of an NGO highly depends on its capacity to address real problems of a community as well as to collaborate with other actors and agencies working within the area, which may strengthen your organisation’s impact.

Accordingly the first rule for sustainability is to have a clear vision, which is consistent with existing needs.

Secondly, to guarantee a future to your NGO, it is crucial to develop a strong financial plan; without resources no projects can be developed. Do extensive research to define the ways in which you could finance your activities in the long term. Start by understanding who your potential donors are, what their financial priorities and strategies are, and also how to successfully become one of their partners.

Sustainability and Growth for NGOs are important

Thirdly, it is important to develop a long-term plan that is able to manage the NGO staff in a way that maximises each individual’s potential and meets their own expectations by supporting their professional development. It is crucial to establish collaboration and good communication among members of staff in order to strengthen their sense of belonging and thus their commitment to shared causes.

Fourthly, your sustainability plan must be realistic. It is good to cultivate ambitious plans, but it is essential to establish a realistic agenda when it comes to proposing a project.

Each project should be doable, which means that it should be able to engage with a specific problem and able to work towards its resolution in a set time frame and within the financial limits of your budget. When proposing a new project, it is important to stress the ways in which it contributes to the fulfilment of more ambitious goals in the long-term.

Fifthly, while designing a new project think about what could happen after its implementation and imagine how its main outputs could become starting points for new projects.

Also consider how you might collaborate on specific projects with new partners, which could present you with a way to establish new networks that are able to fundraise and together strengthening each member’s financial capacity. (http://www.fundsforngos.org/featured-articles/develop-sustainability-plan-NGOs)

Distance education courses and programs provide flexible learning opportunities to both undergraduate and post baccalaureate students.

It is estimated that about more than 10 million undergraduate students, took at least one distance education course.

The percentage of undergraduates who took any distance education courses rose from 16 percent in 2009-2010 to 20 percent, today, the percentage who took their entire program through distance education arrived above 25 percent.

The Distance education world and its institutions are organized more than about 30 associations umbrella.

Some of DE associations amongst to them are well known around the world and they have highly effective interactions with their members and the member of institutions such as AAOU, ABED, ACDE, ADLA, CADE, COL, DEANZ, EADTU, EDEN, EADTU, GUIDE, ICDE, ODLAA, SEAMEO, UNESCO and USDLA.

The structure of the potential distance education organizations and their regulations will be discussed more detailed here but my speech will focus on the “Confederasinalization Gaps of Distance Education in the Millennium”

Welknown Associations of Distance Education As NGOs are

Distance education world and its institutinos are organized more than about 30 associations umbrella which some of them are membered more than 1 or 2 associations according to their geografical or cultural sphere. Some of DE associatons amongst to them are well known around the world and they have higly effective interaction with its members and member institutions such as AAOU, ABED, ACDE, ADLA, CADE, COL, DEANZ, EADTU, EDEN, EADTU, GUIDE, ICDE, ODLAA, SEAMEO, UNESCO and USDLA. When you were research their structure action plans and activities, it is possible to say that they are doing efficient activities but not awaring from others what is doing coordinately.

 List of Associations of Distance

Education

African Council for Distance Education (ACDE) American Distance Education Consortium (ADEC) Association for Distance Education and Independent Learning

(ADEIL)Association for the Advancement of Computing in Education (AACE) Association for Distance Education and Independent Learning

(ADEIL) Association for Educational Communications and Technology (AECT) Association for Learning Technology (ALT) Canadian Network for Innovation in Education (CNIE) Commonwealth of Learning (COL) Consortium of College and University Media Centers (CCUMC) Distance Education and Training Council (DETC) EDUCAUSE eLearning Guild

European Distance and E-Learning Network (EDEN) Instructional Telecommunications Council (ITC) Interactive Multimedia and Collaborative Communications Alliance (IMCCA) The International Association for Distance Learning (IADE)International Association for K-12 Online Learning (iNACOL) International Council for Open and Distance Education (ICDE)International Society for Performance Improvement (ISPI) International Society for Technology in Education (ISTE) Open and Distance Learning Association of Australia (ODLAA) Sloan Consortium (Sloan-C) Society for Applied Learning Technology (SALT) United States Distance Learning Association (USDLA) Western Cooperative for Educational Telecommunications (WCET) World Association for Online Education (WAOE)

Confederalizational Gaps and Aspects of Distance Education in the Millenium The structure of the potential distance

education organizations and the regulations of the organizations will be discussed more detailed here but my speech will focus and based on the “Confederalizationalsinalization Gaps Aspects of Distance Education in the Millenium”, from point of administrial structure, finance, kind of activities, human capacity and resources, cultural intraction and globalization of distance education institutions

I will discusse on some recommendations dealth with the importancy of the neccesaty for confederasinalization gaps at this moment and some suggestions will mention about ICDEEEWANA (International Council for Distance Education for Eastern Europe, West Asia and North Africa) for wyh need in due course.

"Confederation" refers to the process of education bring to educational NGOs together up to 1980s. By year of 2000s educational NGOs are need to come together.

So that more than 30 educational associations are estableshed. Much of their aims and runningsystem and process were the same.

Now we have to realize and brind then together under the confederalizational umbrelaa and reduce confederalizational gaps in theirrunning preccess. When we detaly investigated their aim and looking future perspective we will see tah not much more diversity running model and established style even their constitions too.

The aim of my presentation is here that lets establish conferation of distance education associations for to working on an upper level about aim by entegreting by economical, cultural, socio-cultural, socio-ecenomical, regional and technıological developments for the future of distance education associations developmentsS locally, regionally and internationally, in due course.

For to complete this establish conferalization we have to established association of ICDEEEWANA which is cover Distance Education Institutions: Cover From the Balkans (Southeastern Europe) to the Baltic, Turkic and Caucasian Republics, to the Middle East and North Africa.

To fill this gap, it will be argued that Turkey might have a leadership role in the distance education field in this region and can be organize the practices of the regional countries in academy and practice. The structure of the potential distance education organization and the regulations of the organizations will be discussed more detailed separate article based on this argument and available at http://www.midasebook.com

Than main idea is of the paper that dicussing time is comming to Confederalizational gaps and aspects of distance education in the millenium from point of administrial structure, finance, kind of activities, human capacity and resources, cultural intraction and globalization of distance education institutions.

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April 2, 2013 By Human Development Report (1999) Office.

McGrath, S. King, K. with Fiona Leach, F. & Carr-Hill, R. (1994): Education and training for the informal sector-Education Research Paper No. 11, in association with Osei Boeh-Ocansey, Keith D'Souza, Graciela Messina and Henry Oketch.

Role of NGOs in edu, March 09, 2013 Saturday, Retrieved on 14 September, 2013 from http://www.nation.com.pk/pakistan-news-newspaper-daily-english-online/lahore/09-Mar-2013/role-of-ngos-in-edu  Tedesco, J. C. (1983). Educational Reproduction and the Popular Sectors in Latin America, (El reproductivismo educativo y sectores populares en América Latina), Colombian Journal of Education, 11, 49-74, Bogota: Universidad Pedagógica Nacional.  The rise and role of NGOs in sustainable development, Retrieved on 13, 09. 2013 from http://www.iisd.org/business/ngo/roles.aspx Permissions-Web Master, 2013 International Institute for Sustainable Development.

THANKS FOR YOUR ATTENTION

Prof. Dr. Ugur Demirayudemiray33@gmail.com

Anadolu UniversityEskisehir, Turkey