Open and Distance Learning and Development - Back to

basics

Helen Lentell

Director Centre for Educational Development, University of the South Pacific.

GREETINGS!

BULA

MALO E LELEI

TALOFA LAVA

KONAMAURI

YOKWE

KI ORANA

GRITING

TALOFAYOU ORAIT NO MOA

OMO YORAN

FAKALOFA ATU

TALOHA NI

GREETINGS!

Objectives

1. Reassert importance of ODL for development

2. Give context of USP

3. Celebrate achievements/share frustrations

4. Identify some key variables for successful implementation of ODL in developing societies. No quick fix.

Terminology

• ODL / open and distance education• DFL / Distance and flexible learning• Technology enhanced as appropriate• An adaptive systems model for providing access

to education and training

Background and context: Diversity

• Cultural and linguistic diversity

• Language of formal study is English

• Educational systems shaped by colonial heritage

Background and context: Commonalities

• Inadequate access to schooling/increase in demand

• Poorly/under qualified teachers• Shortages – resources• Inappropriate curricula• How to use scarce resources?• Poor quality

Why DFL? The implications of birth rates:

Country Classroom

Fiji 1.6 classrooms daily

Vanuatu 1 classroom every 2 days

Kiribati 1 classroom every 4 days

Nauru 1 classroom every 30 days

Samoa 1 classroom every 2 days

Why DFL? The implications of birth rates in the Solomon Islands:

Classroom1.5 new classrooms

per day547 new classrooms

per day547 new primary

school teachers

Why DFL? Applying Population data to Resources in the case of the Solomon Islands would mean:

Classrooms Resources in $

547 classrooms @ $5,000 US$2,735,000

547 teachers @ $3,000 US$1,641,000

Total Education US$4,376,000

  (SI$30.6million)

DFL: Issues for USP

• Heterogeneity of students • Expanding demand• What should the curriculum be?• Local development needs vs. international

labour market demands• What should a relevant Pacific curriculum be?• Distance• Political instability• Resources – human and financial

USP Income 2007 & 2006

Income 2007 2006

Government grants 38% 37%

Student tuition fees 18% 20%

Aid and donations 19% 16%

Trading activities 14% 15%

Other income 8% 10%

Release of deferred revenue

2% 1%

Interest receivable 1% 1%

Total operating income 100% 100%

USPNet

Whose concerned about distance learners when:

• Resources are scarce and over-stretched • Technology gets donor funding• Educational provision becomes defined as a

technical engineering problem rather than a complex interplay between needs of learners and what technology can enable.

Success factors/back to basics

• DFL is an integrated, holistic systems model• Leadership• Technology – enabling and not determining• Institutional Policy• Planning and communicating• Management, team work and partnership• Staff development• Quality – benchmarking, feedback and

accountability

In failing to address these issues we are promoting a model of technology in education in the developing world as the difference that makes no difference, the change that brings no change.

Vinaka Vakalevu!