Open and Distance Learning and Development - Back to basics Helen Lentell Director Centre for...
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![Page 1: Open and Distance Learning and Development - Back to basics Helen Lentell Director Centre for Educational Development, University of the South Pacific.](https://reader036.fdocuments.in/reader036/viewer/2022081603/56649f235503460f94c3b95d/html5/thumbnails/1.jpg)
Open and Distance Learning and Development - Back to
basics
Helen Lentell
Director Centre for Educational Development, University of the South Pacific.
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GREETINGS!
BULA
MALO E LELEI
TALOFA LAVA
KONAMAURI
YOKWE
KI ORANA
GRITING
TALOFAYOU ORAIT NO MOA
OMO YORAN
FAKALOFA ATU
TALOHA NI
GREETINGS!
![Page 3: Open and Distance Learning and Development - Back to basics Helen Lentell Director Centre for Educational Development, University of the South Pacific.](https://reader036.fdocuments.in/reader036/viewer/2022081603/56649f235503460f94c3b95d/html5/thumbnails/3.jpg)
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.
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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
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Background and context: Diversity
• Cultural and linguistic diversity
• Language of formal study is English
• Educational systems shaped by colonial heritage
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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
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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
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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
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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)
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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
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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%
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USPNet
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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.
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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
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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.
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Vinaka Vakalevu!