:OPEN LEARNING RESEARCH PROJECT (6)
3. 4.7 OPEN AND DISTANCE LEARNING (ODL)
Ruth Williams writes in Higher Education in Europe (2000, 520) that there is much confusion about the use of the expression “open and distance learning”. It is thus helpful to start with a definition of ODL. As her Strategic Study makes clear:
Open learning is flexible learning that makes education more accessible to students (than the traditional forms of learning). Distance learning is a form of study and one way of pursuing open learning. Or, as John Daniel puts it (1999, p. 292), “open learning may or may not involve distance education whereas distance education may or may not contribute to open learning”. He goes on to say that many people associate distance education with the new information and communication technologies. However, open and distance learning is much more that this.
This stance reiterated in a SOCRATES-ODL working paper, which defines ODL as “the use of new methods (both technical and otherwise) to improve the flexibility of learning in terms of space, time, choice of content, teaching resources, and/or to improve access to educational systems from a distance” (European Commission, 1998 Williams, 2000: 520). ODL rather is a concept that is applied to a wide range of activities. Much of the development of ODL in Central and Eastern Europe Africa and elsewhere reflects a variation in activities and also in the use of terminology. It also reflects a variation in the extent to which those developments “map-on” to the definitions quoted above. Undoubtedly, this variation is the result of different national contexts and priorities, but it also comes from a lack of understanding of, and confusion about, terminology and definitions. Although ODL developments in Africa may not all strictly adhere to the definitions of modern forms of teaching and learning mentioned above, alternatives to the traditional forms of education and training are starting to be developed (Cf. Williams, 2000: 520)
Subsequently the Academic Development Plan of the CUT which is in tandem with its Manual of Policies and Procedures (CUTMOPP) that derives from National Legislation (NEPAD) promotes regional, national and international research collaboration (CUTMOPP, 2005). And Although CUTMOPP at this stage does not specifically use ODL terminology, it already implies networking with SADC and other African states. In this sense CUTMOPP already encapsulates the vision and mission of the Association of African Universities intention to play a supportive role in the development within African Partner Institutions (API’s) of applicable mixed mode or blended ODeL teaching and learning types (Kuzvinetsa, 2005: 10)
This is why the CUT has to ad value to its current curricula to develop existing programmes into synchronous and asynchronous teaching and learning on campus or out of the main campus in Welkom and Kimberley. Eventually within an AVU-network to provide for the increasing number of students. It is obvious that the development of virtual campuses in Africa is a reality. The paucity of resources, says Kuzvinetsa of the AAU(2005: 10) as well as the demands of the new modern upcoming learner is now forcing African universities to think creatively about how they can deliver their programmes to an ever changing student profile on the continent.
It is in this creative tension between vision and reality that the CUT can add value to what African HEI’s are engaged in ODeL (Cf. Kuzvinetsa: 2055: 10).
In essence ODL is about sharing resources. Due to shoe string budgets for Higher Education in Africa, HEI’s cannot afford to duplicate facilities to the further detriment of the hungry and the poor. ODL therefore is the logic answer to make use of innovative teaching and learning techniques with modern technology to reduce rural poverty (Cf. Connections, 2005).
It is also more likely that international organisations, such as UNESCO and the Commonwealth will assist to provide resources to Africa’s most crippling problems. Most African States (ex British colonies) are members of the Commonwealth (Association of Commonwealth Universities, 2005). This fact will also forces South African Universities to collaborate within ODeL driven strategies to quality for international recognition and possible financial support. It could also become a local prerequisite to qualify for state subsidy.
Especially universities of technology ultimately have to keep up with the vast growing of the information age and knowledge business. Diana Oblinger (2001:1) says that the speed by which new knowledge, new practices and new products appear in the market priorities lifelong learning and ODeL. According to her the following technological trends will fuel the blending of ODL with e- learning.
· New applications of Web technology will appear continually. Due to the low cost of entry and the ease with which new applications can be developed and modified, new products and services will appear almost daily (PwC, 1998).
· The Net get bigger and faster. The next generation Internet will be very high bandwidth, with very affordable costs. Quality of services, security and reliability will improve. We are already seeing the integration of voice, video and data. In addition, very powerful servers that provide huge amount of storage will contribute to the increasing value of the network (Greene, 2000).
· Reliability will improve. The importance of the Internet to all forms of business and education will increase. Consequently, steps will be taken to guard against catastrophic failure of the Internet due to either technical malfunctions of malicious attack (PwC, 1998).
· Wireless gains ground. New satellite systems will expand the coverage area and capabilities of voice, data and video wireless solutions. In fact, wireless technologies will begin to be deployed as a cost-effective alternative to wireless transmission. As prices fall, wireless may become especially important in providing telecommunications services in remote areas that cannot economically be served using other technologies (PwC, 1998).
· Sizes get smaller. Palmtops, PDA’s and handled PCs will continue to gain popularity. As they add improved communication capabilities and as access to wireless digital services becomes more widely available, these smaller form-factor devices will become more commonplace in education.
· Storage increases. Multimedia and many other types of applications will create growing demand for storage. Fortunately, the price per megabyte of disk storage is predicted to continue to fall by 50% every 15 to 18 months (PwC, 1998). Not only is the price falling, but the density of storage is increasing and the form factor (i.e. size) of storage for PCs is shrinking (Pool, 1999).
· Displays become flexible. Although computer displays are lighter and have better resolution than ever before, new technologies such as organic light-emitting devices (OLEDS) are exceptionally bright, operate efficiently at low voltages and can potentially be made very inexpensively. These new displays will be thin, lightweight and flexible – allowing them to travel to remote locations more easily than today’s displays (Pool, 1999).
· Mainframes are still cost-effective. For many of the applications likely to dominate the scene for distance and open learning, “mainframes” will be a part of the future. And they will continue to offer superior scalability, robustness, security and handling of data-intensive applications, such as decision support or data warehousing. In fact, for many enterprise-wide applications, mainframes offer a lower total cost of ownership (TCO) compared to other platforms (PwC, 1998) (Oblinger, 2001: 12).
A number of features of web-based hypermedia are also providing suitable mediums for the design of OL environments. The underlying object-oriented architecture of hypermedia systems accords with the need for representational diversity of andragogic mechanisms and the ongoing re-construction that an evolutionary approach to the design of learning activity demands. Design and development processes to take account of features of the environment likely to influence of be influenced by interactive intervention of specific programmes. Quantitative and qualitative methods are also employed to enable evaluations of hypermedia designs and its environment of use (Trikic. 2001: 186).
Because ODeL is based on sharing facilities, HEI’s local consortiums are formed but will also merge with global consortia, built around disaggregated value chains that will on their turn lead to more global virtual universities. Technological developments will drive the process, the nature of net-based relationships and qualities of the Web that are impacting on ODL (Oblinger, 2001: 9).
ODL will eventually force HEI’s into mergers and alliances. Hubs will compile users friendly services into single web sites to cut down cost and administration.
Employers in the labour forces are also using ODeL for their employees to acquire skilbon a flexible basis. (monk, 2001: 53).
New thoughts and ideas of HEI’s corporative images are now to break down the old perceptions of poor quality first generation DE-practices into that of excellent quality ODeL users friendly methodologies to stay competitive in the global village of HE and the labour market.
Obviously much still has to be done to counter act the public is negative perception of “correspondence distance education” and poor student retention and pass rates. Even 30 years after the founding of Open Universities in Britain, Hong Kong and else where in the world, perceptions of non-campus based HE as second rate still persists. (Dhanarajan, 2001: 63).
However, the perceptions of ODeL are rapidly changing but still with the following red warning lights to forestall the idea that it is an ideal panacea for Higher Education:
· A naïve faith in the new technologies to solve all of the problems of educational deprivation around the world is misplaced. Access to technology, lack of skills to use the technology for teaching and learning, and the cost of buying and renewing technologies form the rest of the equation. It will continue to be the main impediments to the application of technologies for a much period than we are willing to accept. (Dhanarajan, 2001: 64).
· An absence of institutional commitment. A significant number of courses currently available on the Web and the Internet seem to be anchored not by institutional commitment but individual enthusiasm. (Dhanarajan, 2001: 64).
· Poor level of investment in staff training. The current level of investment in staff development is totally inadequate for the tasks expected from a faculty members requested to create learner conferred materials. The range of skills required to function in a multimedia environment are even more demanding. Institutions are quite enthusiastic about investing in new appliances, software programs and connections, but totally unrealistic when it comes to investing in training. (Dhanarajan, 2001: 65).
· Shifting costs away from institutions to individual learners. New approaches to ODEL via cyber pipes have also meant that the cost of learning is gradually shifting from being an institutional responsibility to that of a learner responsibility. Not many home learners have the level of disposable income to pay for these in addition to tuition and other institutional fees. If providers of education are not mindful, yet another barrier can emerge. (Dhanarajan, 2001: 65).
· A mismatch between the global market and the local curriculum. The Internet and the Web make it possible for education beyond borders to take place. But from the few examples that we know, curriculum has not kept pace with a global classroom. Curricula design, not surprisingly, is mostly responsive to local needs, and non-local learners suffer serious disadvantages. There is also the danger of creating new forms of imperialism, with one or two countries dominating large parts of the educational market with their view and interpretation of knowledge and information. (Dhanarajan, 2001: 65).
· Untested leadership to manage change. ODeL requires sound management and leadership. The early pioneers in the field, such as Walter Perry of UK Open University, Ram Reddy of the Indira Gandhi National Open University of India, were academically respected, politically connected and astute, charismatic speakers and interlocutors, clever strategists and tacticians. They did not just manage; they initiated change. (Dhanarajan, 2001: 66)
· The real danger of losing our sense of equity and equality of opportunities. At the heart of educational innovations, such as ODeL, must be the concern to reach out to those in our communities who were never able to participate in any form of learning. (Dhanarajan, 2001, 66).
3.4.8 Internationalization; Africanization
The philosophy of OL was to a great extend formed by global forces in HE such as the United Nations Educational Scientific and Cultural Organisation (UNESCO), The Commonwealth of Learning (COL), and various other international organisations and funding agencies such as the World Bank.
For the purposes of this framework on the philosophy of OL, our focus will have to be on Africanization within the above mentioned international bodies.
In 1999 the UNESCO International Institute for Capacity Building in Africa (IICBA) was established to further for example teachers’ education in its 53 African member states. It also strives for international co-operation for the development of education through the New Partnership for Africa’s Development (NEPAD) and the African Union (AU). (IICBA, 2004).
Very important is the IICBA’s ability to utilise ODeL to train and develop a critical mass of teachers in the most cost effective manner. Another characteristic is its partnership with African intergovernmental organisations and nongovernmental institutions to identify and execute comprehensive strategies for Africa’s educational development. (ICCBA, 2004).
ICCBA links African Ministries of education to enhance Information and Communication Technology. One of its key objectives of the ICCBA’s ODeL project is to adapt the courses within African countries.
In 2000, world leaders set eight Millennium Development Goals (MDG’s) that aim to transform the conditions of human kind in the 21st century. From this global perspective the holistic philosophy of OL was given a huge boost within the Commonwealth of Learning who promotes this idea since its establishment in 1988 in Canada. (COL, 2004)
“The Commonwealth of Learning is an agency established by the Commonwealth in Canada in 1988 to widen access to learning through the effective use of open distance learning (ODL) and new communications technologies. It rapidly developed into one of the Commonwealth’s most successful initiatives, pioneering developments in international distance learning.” (Educational Formal, 2004: 13).
“COL is the only international intergovernmental agency that focuses exclusively on using technology to expand the scope and scale of human learning. It operates on the premise that knowledge is the key to individual freedom and to cultural, social and economic development. It helps Governments to develop policies that make innovation sustainable and to build systems or applications that expand learning and works in partnership with other international and bilateral organisations working on the MDGs.”
“COL is a small agency. It achieves high impact through its focus on technology; placing special emphasis on open and distance learning (ODL) because of its proven effectiveness.”
“COL starts from the premise that the use of human reason, and the knowledge that flows from it, is the key to enabling all people to enjoy healthy and decent lives. As a world leader in the new field of knowledge management, COL has a special mission to help people access and use knowledge that can help them.”
“The achievement of the Millennium Development Goals does not depend on knowledge and learning alone. Political decisions, for example to make trading arrangements more equitable for developing countries, also have a vital role. However, ready access to usable knowledge can enable people in developing countries, from farmers to academics, to take rapid advantage of favourable changes”.
“Development depends on the creation, dissemination and application of knowledge by everyone. COL believes that technology can greatly facilitate these processes. The techniques of open and distance learning give farmers the know-how to improve their livelihoods and rural women the knowledge to arise a healthy family. Schoolnets create communities of practise among teachers and give children access to the best materials. E-learning and the knowledge media are gradually enriching the curriculum for all universities”.
COL is an effective partner in combining knowledge and technology to advance development.
· Across the globe:
More than 135 million children do not have access to primary education. Of those who do, many are taught by poor trained teachers in ill-equipped schools with no learning materials, laboratories or libraries, and will not complete primary school education. Over one billion adults, most of them illiterate, have never received or benefited from education when they were young. Many others require new skills to function in a new and ever-changing global environment. Access to HE is no more than percent of the relevant age group in many developing countries. (COL, 2005).
· Education:
It offers the best strategy to break the cycle of poverty, misery and violence. But conventional means alone or unable to meet this challenges. ODeL, coupled with the application of appropriate information and communications technologies, can play a central role in delivering education at all levels to all peoples, providing them with the chance for a brighter future.
“The Commonwealth of Learning”(COL)
Employs open learning and distance education to increase access to education and training. COL collaborates with governments and educational institutions and works with national and international development agencies, national regional distance education associations and open universities and schools around Commonwealth. Through its model-building programmes, COL has:
· Enhanced access to leaning in more than 40 countries;
· Influenced the development of open schools and universities;
· Conducted training seminars and studies;
· Established an extensive network of education and technology specialists; and
· Facilitated systemic changes in the delivery of education and influences government policy.” (COL, 2005).
COL’s partners within the UNESCO’s ITCBA’s member Ministers of Education Network work closely together to achieve the UNESCO’s World Education Forum held in Dakar, Senegal in 2000. Especially to improve the literacy rates of women in Africa. (Connection, 2004: 8).
A further advantage of COL for African member states is of course the advanced network which consists out of India. COL could be regarded as a global catalyst for collaborative action in a synergistic manner. (Round Table, 2000: 462).
Capacity building by creating programmes to incorporate a variety of customized (read Africanized) technological models, for collaboration is the core business of COL. (Macdonald, 2000: 463).
True collaboration involves more than joint funding says Macdonald (2000: 463). It extends also to joint planning, management, and implementation, such as that affordable by Canada’s piloting as innovation to the Commonwealth Scholarship and Fellowship Program.
COL participates in forums that bring together agencies-governmental, intergovernmental, or non-governmental-that have similar or complementary objectives, for example, in the Global Knowledge Partnership; the ongoing work with UNESCO, UNICEF and other development agencies in a range of areas including initiatives supporting the EFA agenda, secondary school reform and health education; the building of African capacity in distance education through their membership on the executive committee of the ADEA (Association for the Development of Education in Africa) supporting humanitarian agencies in their educational and training activities (UNICEF, UNHCR, OXFAM); and participating on the WETV Foundation Board. (Macdonald, 2000: 463).
The Federation of Commonwealth Open and Distance Learning Associations (FOCODLA). Cooperates with Commonwealth professional associations to assist them to apply open and distance learning in continuing professional education. Also to organise effective ways to follow up on the expectations of the Education For All (EFA) conference in Dakar. (Macdonald, 2000: 463).
The development of a formal relationship with the South Asian Association for Regional Cooperation’s (SAARC) distance education facilities is a high priority. As part of its role as a catalyst for collaboration, COL will explore ways to partner with the Indian educational television, Gyan Darshan, and the Indira Gandhi National Open University (IGNOU), to include educational programming useful to Commonwealth countries covered by the satellite’s footprint: East Africa through the Pacific and South Asia. In addition, the potential for the creation of an Eastern African facility for distance education development as well as the feasibility of establishing a facility for research and training in distance education in the Pacific will be significant initiatives. In cooperation with the Commonwealth Secretariat, and possibly the ADEA Working Groups on Teacher Training and Distance Education, COL organizes a sub-Saharan Africa policy dialogue on teacher training through ODL. Learning methodologies to improve training. (Macdonald, 2000: 464).
3.4.9 Africanization
The National Association of Open and Distance Learning of South Africa (NADEOSA) also collaborated with COL to organize their annual inter-national conference in Durban June 2003. It forms a consortium with the South African Institute for Distance Education (SAIDE) and other African associations such as the Regional Training and Research Institute for Open and Distance Learning (RETRIDAL) in Nigeria as well as DEASA.
An African Ministers’ Conference on ODL were also held in early 2004 in partnership with the South African Department of Education and UNESCO, which made recommendations that will enable African countries to make maximum use of ODL and incorporate it into their education frameworks. COL is working with the Department and UNESCO in taking forward these recommendations. (COL: 2005).
In February 2005, COL collaborated with the World Bank, UNESCO and the AAU to organize a joint conference in Cape Town. Substantial workshops forged closer ties among university vice chancellors while an African Quality Assurance Network (AQUANET) was also established. (AAU: 2005).
The Association of African Universities (AAU)
The AAU is a not-for-profit continental organisation with a membership of 175 HEI’s drawn from 44 African countries and all sub-regions of the continent. Since its founding in 1967, the AAU has been serving as the collective voice and principal regional forum for consultation, exchange of information and co-operation among the institutions of higher education in Africa. Key areas featuring in its Core Programme have been:
· Strengthening of institutional capacity,
· Promotion of networking and institutional collaboration, and support for research on higher education issues,
· Policy advocacy, promotion of quality assurance and academic mobility, and
· Enhancing access to scholarly information. (AAU, 2005).
The Association of Commonwealth Universities (ACU)
Ruth Williams writes in Higher Education in Europe (2000, 520) that there is much confusion about the use of the expression “open and distance learning”. It is thus helpful to start with a definition of ODL. As her Strategic Study makes clear:
Open learning is flexible learning that makes education more accessible to students (than the traditional forms of learning). Distance learning is a form of study and one way of pursuing open learning. Or, as John Daniel puts it (1999, p. 292), “open learning may or may not involve distance education whereas distance education may or may not contribute to open learning”. He goes on to say that many people associate distance education with the new information and communication technologies. However, open and distance learning is much more that this.
This stance reiterated in a SOCRATES-ODL working paper, which defines ODL as “the use of new methods (both technical and otherwise) to improve the flexibility of learning in terms of space, time, choice of content, teaching resources, and/or to improve access to educational systems from a distance” (European Commission, 1998 Williams, 2000: 520). ODL rather is a concept that is applied to a wide range of activities. Much of the development of ODL in Central and Eastern Europe Africa and elsewhere reflects a variation in activities and also in the use of terminology. It also reflects a variation in the extent to which those developments “map-on” to the definitions quoted above. Undoubtedly, this variation is the result of different national contexts and priorities, but it also comes from a lack of understanding of, and confusion about, terminology and definitions. Although ODL developments in Africa may not all strictly adhere to the definitions of modern forms of teaching and learning mentioned above, alternatives to the traditional forms of education and training are starting to be developed (Cf. Williams, 2000: 520)
Subsequently the Academic Development Plan of the CUT which is in tandem with its Manual of Policies and Procedures (CUTMOPP) that derives from National Legislation (NEPAD) promotes regional, national and international research collaboration (CUTMOPP, 2005). And Although CUTMOPP at this stage does not specifically use ODL terminology, it already implies networking with SADC and other African states. In this sense CUTMOPP already encapsulates the vision and mission of the Association of African Universities intention to play a supportive role in the development within African Partner Institutions (API’s) of applicable mixed mode or blended ODeL teaching and learning types (Kuzvinetsa, 2005: 10)
This is why the CUT has to ad value to its current curricula to develop existing programmes into synchronous and asynchronous teaching and learning on campus or out of the main campus in Welkom and Kimberley. Eventually within an AVU-network to provide for the increasing number of students. It is obvious that the development of virtual campuses in Africa is a reality. The paucity of resources, says Kuzvinetsa of the AAU(2005: 10) as well as the demands of the new modern upcoming learner is now forcing African universities to think creatively about how they can deliver their programmes to an ever changing student profile on the continent.
It is in this creative tension between vision and reality that the CUT can add value to what African HEI’s are engaged in ODeL (Cf. Kuzvinetsa: 2055: 10).
In essence ODL is about sharing resources. Due to shoe string budgets for Higher Education in Africa, HEI’s cannot afford to duplicate facilities to the further detriment of the hungry and the poor. ODL therefore is the logic answer to make use of innovative teaching and learning techniques with modern technology to reduce rural poverty (Cf. Connections, 2005).
It is also more likely that international organisations, such as UNESCO and the Commonwealth will assist to provide resources to Africa’s most crippling problems. Most African States (ex British colonies) are members of the Commonwealth (Association of Commonwealth Universities, 2005). This fact will also forces South African Universities to collaborate within ODeL driven strategies to quality for international recognition and possible financial support. It could also become a local prerequisite to qualify for state subsidy.
Especially universities of technology ultimately have to keep up with the vast growing of the information age and knowledge business. Diana Oblinger (2001:1) says that the speed by which new knowledge, new practices and new products appear in the market priorities lifelong learning and ODeL. According to her the following technological trends will fuel the blending of ODL with e- learning.
· New applications of Web technology will appear continually. Due to the low cost of entry and the ease with which new applications can be developed and modified, new products and services will appear almost daily (PwC, 1998).
· The Net get bigger and faster. The next generation Internet will be very high bandwidth, with very affordable costs. Quality of services, security and reliability will improve. We are already seeing the integration of voice, video and data. In addition, very powerful servers that provide huge amount of storage will contribute to the increasing value of the network (Greene, 2000).
· Reliability will improve. The importance of the Internet to all forms of business and education will increase. Consequently, steps will be taken to guard against catastrophic failure of the Internet due to either technical malfunctions of malicious attack (PwC, 1998).
· Wireless gains ground. New satellite systems will expand the coverage area and capabilities of voice, data and video wireless solutions. In fact, wireless technologies will begin to be deployed as a cost-effective alternative to wireless transmission. As prices fall, wireless may become especially important in providing telecommunications services in remote areas that cannot economically be served using other technologies (PwC, 1998).
· Sizes get smaller. Palmtops, PDA’s and handled PCs will continue to gain popularity. As they add improved communication capabilities and as access to wireless digital services becomes more widely available, these smaller form-factor devices will become more commonplace in education.
· Storage increases. Multimedia and many other types of applications will create growing demand for storage. Fortunately, the price per megabyte of disk storage is predicted to continue to fall by 50% every 15 to 18 months (PwC, 1998). Not only is the price falling, but the density of storage is increasing and the form factor (i.e. size) of storage for PCs is shrinking (Pool, 1999).
· Displays become flexible. Although computer displays are lighter and have better resolution than ever before, new technologies such as organic light-emitting devices (OLEDS) are exceptionally bright, operate efficiently at low voltages and can potentially be made very inexpensively. These new displays will be thin, lightweight and flexible – allowing them to travel to remote locations more easily than today’s displays (Pool, 1999).
· Mainframes are still cost-effective. For many of the applications likely to dominate the scene for distance and open learning, “mainframes” will be a part of the future. And they will continue to offer superior scalability, robustness, security and handling of data-intensive applications, such as decision support or data warehousing. In fact, for many enterprise-wide applications, mainframes offer a lower total cost of ownership (TCO) compared to other platforms (PwC, 1998) (Oblinger, 2001: 12).
A number of features of web-based hypermedia are also providing suitable mediums for the design of OL environments. The underlying object-oriented architecture of hypermedia systems accords with the need for representational diversity of andragogic mechanisms and the ongoing re-construction that an evolutionary approach to the design of learning activity demands. Design and development processes to take account of features of the environment likely to influence of be influenced by interactive intervention of specific programmes. Quantitative and qualitative methods are also employed to enable evaluations of hypermedia designs and its environment of use (Trikic. 2001: 186).
Because ODeL is based on sharing facilities, HEI’s local consortiums are formed but will also merge with global consortia, built around disaggregated value chains that will on their turn lead to more global virtual universities. Technological developments will drive the process, the nature of net-based relationships and qualities of the Web that are impacting on ODL (Oblinger, 2001: 9).
ODL will eventually force HEI’s into mergers and alliances. Hubs will compile users friendly services into single web sites to cut down cost and administration.
Employers in the labour forces are also using ODeL for their employees to acquire skilbon a flexible basis. (monk, 2001: 53).
New thoughts and ideas of HEI’s corporative images are now to break down the old perceptions of poor quality first generation DE-practices into that of excellent quality ODeL users friendly methodologies to stay competitive in the global village of HE and the labour market.
Obviously much still has to be done to counter act the public is negative perception of “correspondence distance education” and poor student retention and pass rates. Even 30 years after the founding of Open Universities in Britain, Hong Kong and else where in the world, perceptions of non-campus based HE as second rate still persists. (Dhanarajan, 2001: 63).
However, the perceptions of ODeL are rapidly changing but still with the following red warning lights to forestall the idea that it is an ideal panacea for Higher Education:
· A naïve faith in the new technologies to solve all of the problems of educational deprivation around the world is misplaced. Access to technology, lack of skills to use the technology for teaching and learning, and the cost of buying and renewing technologies form the rest of the equation. It will continue to be the main impediments to the application of technologies for a much period than we are willing to accept. (Dhanarajan, 2001: 64).
· An absence of institutional commitment. A significant number of courses currently available on the Web and the Internet seem to be anchored not by institutional commitment but individual enthusiasm. (Dhanarajan, 2001: 64).
· Poor level of investment in staff training. The current level of investment in staff development is totally inadequate for the tasks expected from a faculty members requested to create learner conferred materials. The range of skills required to function in a multimedia environment are even more demanding. Institutions are quite enthusiastic about investing in new appliances, software programs and connections, but totally unrealistic when it comes to investing in training. (Dhanarajan, 2001: 65).
· Shifting costs away from institutions to individual learners. New approaches to ODEL via cyber pipes have also meant that the cost of learning is gradually shifting from being an institutional responsibility to that of a learner responsibility. Not many home learners have the level of disposable income to pay for these in addition to tuition and other institutional fees. If providers of education are not mindful, yet another barrier can emerge. (Dhanarajan, 2001: 65).
· A mismatch between the global market and the local curriculum. The Internet and the Web make it possible for education beyond borders to take place. But from the few examples that we know, curriculum has not kept pace with a global classroom. Curricula design, not surprisingly, is mostly responsive to local needs, and non-local learners suffer serious disadvantages. There is also the danger of creating new forms of imperialism, with one or two countries dominating large parts of the educational market with their view and interpretation of knowledge and information. (Dhanarajan, 2001: 65).
· Untested leadership to manage change. ODeL requires sound management and leadership. The early pioneers in the field, such as Walter Perry of UK Open University, Ram Reddy of the Indira Gandhi National Open University of India, were academically respected, politically connected and astute, charismatic speakers and interlocutors, clever strategists and tacticians. They did not just manage; they initiated change. (Dhanarajan, 2001: 66)
· The real danger of losing our sense of equity and equality of opportunities. At the heart of educational innovations, such as ODeL, must be the concern to reach out to those in our communities who were never able to participate in any form of learning. (Dhanarajan, 2001, 66).
3.4.8 Internationalization; Africanization
The philosophy of OL was to a great extend formed by global forces in HE such as the United Nations Educational Scientific and Cultural Organisation (UNESCO), The Commonwealth of Learning (COL), and various other international organisations and funding agencies such as the World Bank.
For the purposes of this framework on the philosophy of OL, our focus will have to be on Africanization within the above mentioned international bodies.
In 1999 the UNESCO International Institute for Capacity Building in Africa (IICBA) was established to further for example teachers’ education in its 53 African member states. It also strives for international co-operation for the development of education through the New Partnership for Africa’s Development (NEPAD) and the African Union (AU). (IICBA, 2004).
Very important is the IICBA’s ability to utilise ODeL to train and develop a critical mass of teachers in the most cost effective manner. Another characteristic is its partnership with African intergovernmental organisations and nongovernmental institutions to identify and execute comprehensive strategies for Africa’s educational development. (ICCBA, 2004).
ICCBA links African Ministries of education to enhance Information and Communication Technology. One of its key objectives of the ICCBA’s ODeL project is to adapt the courses within African countries.
In 2000, world leaders set eight Millennium Development Goals (MDG’s) that aim to transform the conditions of human kind in the 21st century. From this global perspective the holistic philosophy of OL was given a huge boost within the Commonwealth of Learning who promotes this idea since its establishment in 1988 in Canada. (COL, 2004)
“The Commonwealth of Learning is an agency established by the Commonwealth in Canada in 1988 to widen access to learning through the effective use of open distance learning (ODL) and new communications technologies. It rapidly developed into one of the Commonwealth’s most successful initiatives, pioneering developments in international distance learning.” (Educational Formal, 2004: 13).
“COL is the only international intergovernmental agency that focuses exclusively on using technology to expand the scope and scale of human learning. It operates on the premise that knowledge is the key to individual freedom and to cultural, social and economic development. It helps Governments to develop policies that make innovation sustainable and to build systems or applications that expand learning and works in partnership with other international and bilateral organisations working on the MDGs.”
“COL is a small agency. It achieves high impact through its focus on technology; placing special emphasis on open and distance learning (ODL) because of its proven effectiveness.”
“COL starts from the premise that the use of human reason, and the knowledge that flows from it, is the key to enabling all people to enjoy healthy and decent lives. As a world leader in the new field of knowledge management, COL has a special mission to help people access and use knowledge that can help them.”
“The achievement of the Millennium Development Goals does not depend on knowledge and learning alone. Political decisions, for example to make trading arrangements more equitable for developing countries, also have a vital role. However, ready access to usable knowledge can enable people in developing countries, from farmers to academics, to take rapid advantage of favourable changes”.
“Development depends on the creation, dissemination and application of knowledge by everyone. COL believes that technology can greatly facilitate these processes. The techniques of open and distance learning give farmers the know-how to improve their livelihoods and rural women the knowledge to arise a healthy family. Schoolnets create communities of practise among teachers and give children access to the best materials. E-learning and the knowledge media are gradually enriching the curriculum for all universities”.
COL is an effective partner in combining knowledge and technology to advance development.
· Across the globe:
More than 135 million children do not have access to primary education. Of those who do, many are taught by poor trained teachers in ill-equipped schools with no learning materials, laboratories or libraries, and will not complete primary school education. Over one billion adults, most of them illiterate, have never received or benefited from education when they were young. Many others require new skills to function in a new and ever-changing global environment. Access to HE is no more than percent of the relevant age group in many developing countries. (COL, 2005).
· Education:
It offers the best strategy to break the cycle of poverty, misery and violence. But conventional means alone or unable to meet this challenges. ODeL, coupled with the application of appropriate information and communications technologies, can play a central role in delivering education at all levels to all peoples, providing them with the chance for a brighter future.
“The Commonwealth of Learning”(COL)
Employs open learning and distance education to increase access to education and training. COL collaborates with governments and educational institutions and works with national and international development agencies, national regional distance education associations and open universities and schools around Commonwealth. Through its model-building programmes, COL has:
· Enhanced access to leaning in more than 40 countries;
· Influenced the development of open schools and universities;
· Conducted training seminars and studies;
· Established an extensive network of education and technology specialists; and
· Facilitated systemic changes in the delivery of education and influences government policy.” (COL, 2005).
COL’s partners within the UNESCO’s ITCBA’s member Ministers of Education Network work closely together to achieve the UNESCO’s World Education Forum held in Dakar, Senegal in 2000. Especially to improve the literacy rates of women in Africa. (Connection, 2004: 8).
A further advantage of COL for African member states is of course the advanced network which consists out of India. COL could be regarded as a global catalyst for collaborative action in a synergistic manner. (Round Table, 2000: 462).
Capacity building by creating programmes to incorporate a variety of customized (read Africanized) technological models, for collaboration is the core business of COL. (Macdonald, 2000: 463).
True collaboration involves more than joint funding says Macdonald (2000: 463). It extends also to joint planning, management, and implementation, such as that affordable by Canada’s piloting as innovation to the Commonwealth Scholarship and Fellowship Program.
COL participates in forums that bring together agencies-governmental, intergovernmental, or non-governmental-that have similar or complementary objectives, for example, in the Global Knowledge Partnership; the ongoing work with UNESCO, UNICEF and other development agencies in a range of areas including initiatives supporting the EFA agenda, secondary school reform and health education; the building of African capacity in distance education through their membership on the executive committee of the ADEA (Association for the Development of Education in Africa) supporting humanitarian agencies in their educational and training activities (UNICEF, UNHCR, OXFAM); and participating on the WETV Foundation Board. (Macdonald, 2000: 463).
The Federation of Commonwealth Open and Distance Learning Associations (FOCODLA). Cooperates with Commonwealth professional associations to assist them to apply open and distance learning in continuing professional education. Also to organise effective ways to follow up on the expectations of the Education For All (EFA) conference in Dakar. (Macdonald, 2000: 463).
The development of a formal relationship with the South Asian Association for Regional Cooperation’s (SAARC) distance education facilities is a high priority. As part of its role as a catalyst for collaboration, COL will explore ways to partner with the Indian educational television, Gyan Darshan, and the Indira Gandhi National Open University (IGNOU), to include educational programming useful to Commonwealth countries covered by the satellite’s footprint: East Africa through the Pacific and South Asia. In addition, the potential for the creation of an Eastern African facility for distance education development as well as the feasibility of establishing a facility for research and training in distance education in the Pacific will be significant initiatives. In cooperation with the Commonwealth Secretariat, and possibly the ADEA Working Groups on Teacher Training and Distance Education, COL organizes a sub-Saharan Africa policy dialogue on teacher training through ODL. Learning methodologies to improve training. (Macdonald, 2000: 464).
3.4.9 Africanization
The National Association of Open and Distance Learning of South Africa (NADEOSA) also collaborated with COL to organize their annual inter-national conference in Durban June 2003. It forms a consortium with the South African Institute for Distance Education (SAIDE) and other African associations such as the Regional Training and Research Institute for Open and Distance Learning (RETRIDAL) in Nigeria as well as DEASA.
An African Ministers’ Conference on ODL were also held in early 2004 in partnership with the South African Department of Education and UNESCO, which made recommendations that will enable African countries to make maximum use of ODL and incorporate it into their education frameworks. COL is working with the Department and UNESCO in taking forward these recommendations. (COL: 2005).
In February 2005, COL collaborated with the World Bank, UNESCO and the AAU to organize a joint conference in Cape Town. Substantial workshops forged closer ties among university vice chancellors while an African Quality Assurance Network (AQUANET) was also established. (AAU: 2005).
The Association of African Universities (AAU)
The AAU is a not-for-profit continental organisation with a membership of 175 HEI’s drawn from 44 African countries and all sub-regions of the continent. Since its founding in 1967, the AAU has been serving as the collective voice and principal regional forum for consultation, exchange of information and co-operation among the institutions of higher education in Africa. Key areas featuring in its Core Programme have been:
· Strengthening of institutional capacity,
· Promotion of networking and institutional collaboration, and support for research on higher education issues,
· Policy advocacy, promotion of quality assurance and academic mobility, and
· Enhancing access to scholarly information. (AAU, 2005).
The Association of Commonwealth Universities (ACU)
The ACU is a registered charity with a membership of 500 universities across the Commonwealth. It was founded in 1913 and since then has served as the principal forum for discussion, the exchange of information and co-operation among the institutions of higher education in the Commonwealth. Its programmes, inter alia, promote academic mobility, institutional collaboration, research networks, research on higher education issues, (in particular borderless higher education and benchmarking institutional management processes.
Another important sub-division of the AAU, namely PAREN (The Promoting of Research and Education Networking-Internet), is already on track and collaborates with the Canadian Independent Development Agency (CIDA) as well with the AVU, a project of the World Bank. (AAU: 2005).
Most important for South African Universities is the establishment of SARUA (Southern African Regional Universities Association) which operates according to the SADC protocol within the greater NEPAD structures. (SADC-Protocol: Article 7:14). In ODeL terms the African Council for Distance Education (ACDE) promotes OL methodologies such as Flexible and Blended learning. (AAU: 2005).
The South African Minister of National Education, Ms Naledi Pandor, committed her Department’s desire for technical partnerships with other African universities to establish a new African university infrastructure. (AAU, 2005).
In addition, the IICBA, of UNESCO, underpins the COL and AU initiatives within the NEPAD Secretariat on educational issues. Substantial development work has also been done on science and technology for industrialisation. (IICBA; 2005).
All in all Africanization of ODeL is still only in the making. Suffice to say that it is a very neglected issue at many South African universities who do not really recognise the urgent needs of the African continent at large. Unfortunately politics on the continents bedevilled much of the valuable information on ODeL. For example the predominant negative news reports that over shadows the sincere objectives of the Virtual Institute for Higher Education in Africa, (VIHEAF) which is geographically situated in Harare, Zimbabwe. It is an UNESCO cluster office which offers free registration on the Internet http: // www.viheaf.net. VIHEAF inter alia strives to:
· Build/strengthen the capacity of teachers and other personnel in educational in stitutions in sub-Saharan Africa in critical areas of national and regional needs as identifies through the machineries of AU, MINEDAF and NEPAD;
· Provide Internet-based training on HIV/AIDS Education for teachers at the primary, secondary and higher education levels in Africa;
· Provide Internet-based training on the development of materials for open and distance learning;
· Enhance the knowledge and skills of academic staff in institutions of higher learning on such issues as (a) teaching of large classes; (b) effective utilisation of (meagre) resources; (c) modern methods performance; (d) basic guidance counselling techniques; (e) basic skills of curriculum development: and (f) techniques for writing winning grant proposals.
· Share experiences among staff in institutions of higher learning and within the context of the World Conference on Higher Education (WCHE) and the African Network for Innovations in Higher Education (ANIHE) on best practices in higher education teaching. (VIHEAF: 2005).
3.4.10 Thinking Beyond Scenarios
Our vision is to Africanize a differentiated but single co-ordinated African higher, further and vocational education system of the southern African of Regional Universities Association (SARUA) within the Association for African Universities (AAU) in tandem with NEPAD.
On the micro level, an OPEN UNIVERSITY OF THE FREE STATE will sooner or later be established to encapsulate the following institutions:
· The University Free State (UFS);
· The Central University of Technology Free State (CUT);
· The UNISA – Regional Distance Facilities;
· Further Education and Training Institutions (FETI’s);
· Vocational colleges (Agricultural and Nursing).
Eventually, the Free State Higher and Further Education Consortium (FSHEC) of which the CUT is also a member will co-operate within SARUA and its ODeL substrates such as:
· ACDE
· DEASA
· NADEOSA
· World Bank
· AVU
· AAU
· COL
· UNESCO
Timeframes of UNESCO for example to train teachers in Africa is as follows:
§ Begin interventions:
2006: 16 countries
2008: add 7 countries
2010: add 15 countries
2012: add 8 countries
§ Consultation with Member State to determine which countries enter the Teacher Education Initiative next
§ Assistance up to four years (AAU: 2005)
§ ODeL methodologies are prominent through out (Own italics)
Step by step the way is pared fonto an holistic approach to Higher Education.
3.4.11 The Higher Education South Africa (HESA)
CUT Council agreed, in principle, that the CUT should subscribe to and become an institutional member of this Section 21 Company, which represents the interests of South African public HEI’s. The Principal/Vice-Chancellor of the CUT was appointed and authorised to make all the arrangements and sign all such documents as may be necessary to secure the CUT’s status as a subscribing member of Higher Education South Africa, on terms which he might deem appropriate. The Principal/Vice-Chancellor of the CUT was appointed as a director of HESA and was appointed and authorised to make all arrangements and sign all such documents as may be necessary to give effect to this resolution. (CUT Council: 2005)
Technology based ODeL which is currently hampered by the multilingual African societies will be overcomed via appropriate technical solutions without totalitarian language management engineering of politicians. Carl Sayan (1996: 432) writes in his book “The Demon-haunted world: Science is a candle in the Dark”:
New ideas, invention, and creativity in general, always spearhead a king of freedom breaking out of hobbling con-straints. Freedom as a prerequisite for continuing the delicate experiment of science which is one reason the Soviet Union could not remain a totalitarian state and be technologically competitive. At the same time, science – or rather its delicate mix of openness and scepticism, and its encouragement of diversity and dedate – is a pre-requisite for continuing the delicate experiment of freedom in an industrial and highly technological society.
Skeptical thinking does not imply that ODEL will be exactly planned according to the philosophy of OL as argued for the only and single solution for HEI’s in Africa, but to serve as a premise or starting point for an holistic differentiated meaning. That implies that the whole concept is bigger than its parts which could be investigated with a logical set of logical reasoning tools:
· Facts that ODeL is on the agenda for HEI’s;
· Substantive evidences of academic debates are available;
· Experts of ODeL with reknowned authority propagate the democratic ideas of freedom and openness;
· OL is open for multiple working hypothesis for a number of methodologies that are successfully implemented and developed, e.g. Flexible learning, Blended Learning and all its sub-divisions;
· ODEL as such is an alternative hypotheses on its own. A number of new ideas on OL can be elaborated on, however, not initial impressions which were already coined;
· Alternatives for ODeL are yet to be developed. Subsequently it is not a final panacea for HEI’s. One reason for example, will be to reject the idea that e-learning could ever replace the lecturer in the African learning culture;
· Scientific ODeL research is quantifiable. CR the attached list of references and additional list of cross reference (infra: pp). CF the great number of HEI’s in these references who are already implementing one or other form of ODeL;
· There is a chain of logical arguments how ODeL currently develops in Africa (supra: pp);
· NEPAD has a budget to fund ODeL (AAU=Press Release);
· In comparing the data on the philosophy of OL, the simple choice is to accept the ODeL as a Fait de accopli at African HEI’s.
Consequently, the UAD at the CUT has to do more research on the individual components of ODeL. No counter arguments can be raised against this fact.
Finally, the grand idea is that the philosophy of OL is only an elementary part of Higher Education in the total world of learning. It is like an electron in the cosmos. (Cf. Sagan: 211). No scientist can ever acquire total know how of the multiple possibilities of learning or the way in which an individual’s brain is understanding “a thing” at a certain point in time, location, action, experience, context, method or perception…Subsequently to this fact, the philosophy of OL is incapable of disproof!
REFERENCES AND FURTHER READING LIST
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Braimoh, D. 2003. Open Learning. In South African Journal of Higher Education, 17 (3); 13-25.
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Cape Higher Education Consortium. 2005. www.chec.ac.za
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