Regional Expert Meeting for the Follow up of CONFINTEA VI ... · Weaknesses and Challenges cont…...
Transcript of Regional Expert Meeting for the Follow up of CONFINTEA VI ... · Weaknesses and Challenges cont…...
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Regional Expert Meeting for the Follow up of CONFINTEA VI in Africa:
5-8 November 2012, Praia Cape Verde
Tanzania Open and Distance Learning for out-of-school Youth
Salum R. Mnjagila, Ministry of Education and Vocational Training
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Structure of Presentation
• Background
• Conceptual understanding of Open and Distance Learning in Tanzania
• Main Features
• Strengths and Weaknesses
• Results/ Implementation Status
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Conceptual Understanding
• Approaches to learning that focus on freeing learners from constraints of time while offering learning opportunities;
• Way of combining work and family responsibilities with educational opportunities;
• Methods of teaching in which knowledge and skills are imparted to learners through oral and distance learning;
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Background
• Tanzania, a country located at the East African coast is among few countries in Africa that have been practicing Open and Distance Learning (ODL) since 1970’s
• ODL is offered by number of institutions in Tanzania, including the National Correspondence Institute (NCI) established under the University College of Dar es Salaam in 1969
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Background Cont…..
• NCI was set up to serve underprivileged literate but isolated youth throughout the country with the aim of expending access to education to all;
• ODL as a delivery mode and programme with flexibities in terms of its goals, curriculum and contents, structure, evaluation and control is well set to offer quality education to various category of learners
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ODL Institutions at various levels
Institute of Adult Education (IAE)- National Correspondence Institute (NCI);
Open University of Tanzania (OUT);
Tanzania Global Learning Agency (TGLA);
Tanzania Institute of Education (TIE);
University of Dar Es Salaam (UDSM);
Moshi University Cooperative and Business Studies (MUCOBS);
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ODL Institutions cont…
International and Education Centre (IEC);
Southern Africa Extension Unit (SAEU);
Karibu Tanzania Association (KTA)
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Target Group
• Primary school learners who are not absorbed in formal secondary education system in both public and private schools;
• Primary education drop-outs;
• Secondary education drop-outs;
• Government and private sector employees who have no secondary education;
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Target Group cont…..
• Adult learners aspiring to acquire professional skills or stage V of functional literacy;
• COBET leavers;
• Secondary education school learners wishing to re-sit form four national examination and professional skills; and
• Disadvantaged/marginalized groups.
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Main Features
GOAL: Preparation of out-of-school youth to live now and to immediately apply knowledge and skills;
CONTENT: diversified curriculum; competence-based; responsive to learners’ felt and environmental needs-
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Main Features Cont…...
• STRUCTURE: It has flexible points of entry and exit, re-exit and re-entry and so on throughout the life span of the individual;
• The ODL program for out-of-school allows for the flexibility in structure, organization and duration of study (2-5 years depending one’s pace, ability and other factors;
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Main Features cont..…
• DELIVERY: centres are established near learners, methods used are learner centred and resource serving; Guidelines for regional Resident Tutors, Information Booklets, modules, Guides, and Operational manuals are developed, printed and distributed to facilitate implementation;
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Main Features cont…..
• EVALUATION: validated by learners experience and success through self-check exercises, tutor-marked assigments, monthly, terminal and annual examinations; monitoring and evalution are conducted at study centers; counseling services are conducted to distance learners (Quantative Assessment); Qualitative assessment is used to check impact- continuous observation;
• CONTROL: Self governing and democratic
• : self governing and democratic with minimal external and hierarchical influence.
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Main Features cont ...
• Subjects offered under Ordinary Secondary Level include: Civics, History, Geography, English, Kiswahili, Basic Mathematics and Biology in three stages (I, II and III for Form I and II; II and IV and V and VI, respectively;
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Mechanisms
• Full fledged national, regional, structures (National correspondence institute) headed by the Distance Education Department made up of four units:
Course coordination and administration
Monitoring and Quality control.
Learner support and counseling services and material production and distribution.
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Mechanisms cont……
• NCI is decentralized to regions, where there is a Resident Tutor who is assisted at the region and district levels by regional and district coordinators, respectively
• ODL programme is coordinated at the centre level by a coordinator who oversee the work of facilitators;
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Figure 2: IAE Structure (2004 to date) Source: NCI
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Mechanisms cont……
• Quality assurance mechanisms have been put in place- Assessment, mainstreaming and certification- Internally the IAE prepares and administer Tutorial Marked Assignments, Tests an Mock Examinations and issue Performance/ Leaving Certificates; Externally NECTA prepare and administer final examinations and National Certicates.
• School Inspectors supervise the study groups;
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Figure 3: NCI Structure (2004 to date)
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Weaknesses and Challenges
• Public awareness and perception of ODL as a mode of education delivery is still limited.
• Uncoordinated and unregulated provision of secondary education through ODL, bringing attention to the need of National ODL policy and Guidelines.
• Inadequate infrastructure development taking into account of fast growing technology.
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Weaknesses and Challenges cont…
• Inadequate expertise in Distance Education (Educator/ researchers, learner support system).
• Integration of ODL with industry (vocationalization issues)
• Inadequate research capacity (including financing) and interest to ODL issues.
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Weaknesses and Challenges cont…
• The curriculum is the same as formal
schooling although compressed;
• Learners are examined by the same Institution National Examination council of Tanzania (NECTA);
• curriculum and examinations are adapted to suit non-formal education system;
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Strengths and Achievements
• ODL proramme has been developed within the context of mocro and micro policies;
• Establishment of 31 courses since 1972: Mass Education (political education, Elementary Book-Keeping, Beans Farming and home Economics) Secondary Education courses, professional courses (Book-keeping and Elements of Auditing and Labour Law).
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Strengths and Achievements cont…..
• Formulation of ODL Policy and Operational Guidelines through the supports of SADC Project.
• Training of ODL practitioners
• Production of Adult Education Journals.
• Hosting of the 46 DEASA conference and annual general meeting from 30th September to 2nd October 2011.
• Establishment of NIC with an increased enrolment in ODL from 6709 learners in 2007 to 12,345 in 2012.
• Establishment of the open university of Tanzania with an Increased enrolment from 11,356 learners in 2000 to 68,969 in 2012.
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Table: Student Enrolment in Secondary Education through ODL (Programme I: 2007-2011)
Year Male Female Total
2007 3133 3576 6709
2008 2770 3514 6284
2009 2527 3102 5629
2010 5321 6986 12307
2011 5357 6988 12345
Grand total 19108 24166 43274
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Table: Student Enrolment in Secondary Education through ODL (Programme I: 2007-2011)
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Training to ODL centre coordinators and facilitators, Kibaha-Coast Region (2008)
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Facilitation of a face to face session, (Source: NCI, 2011)
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