Transforming Nations Through Transforming Nations Through Enculturation of Lifelong Learning Enculturation of Lifelong Learning

– Role of ODL Institutions– Role of ODL Institutions

By TM Wong

Wawasan Open University

Clarifying terminologiesClarifying terminologies• Transforming: changing or bringing about positive change

• Enculturation: influencing or making individuals/communities to embrace a particular activity as a way of life

• Lifelong Learning: EC’s definition: ‘all learning activities undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment-related perspectives’ (ESAE, 2007)

• Lifelong Learning: ‘Learning from cradle to grave’• Open Distance Learning: delivery of easily accessible learning

where the teacher and learner are separated by time and/or space

Lifelong learning (and ODL) are about learning and learners (not about teaching or teachers!)

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Mega trends in 20th and 21st CenturyMega trends in 20th and 21st Century

• Population growth

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Mega trends in 20th and 21st CenturyMega trends in 20th and 21st Century

• Modernization: individuals, communities, cities, countries

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Mega trends in 20th and 21st CenturyMega trends in 20th and 21st Century

• Globalization

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Mega trends in 20th and 21st CenturyMega trends in 20th and 21st Century

• Explosive development of ICT

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Mega trends in 20th and 21st CenturyMega trends in 20th and 21st Century

• Knowledge economy

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Impact of these trendsImpact of these trends• Demand for education and training

opportunities increase tremendously

• Conventional Secondary and Tertiary Education systems and curriculum cannot possibly cope

• Need for lifelong learning and LLL provisions

• Increasing need for alternate delivery systems for education and training on a worldwide basis

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Major SolutionsMajor Solutions

Open Distance Learning E-Learning

• Open Universities

• Open Schools (India)

• Universities of the 3rd Age (China)

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quality and timeliness of delivery.

Basic ODL delivery modelBasic ODL delivery model

• Quality learning materials

• Quality learner support (blended)

• Rigorous assessment strategy

Underpinned by rigorous quality assurance system and processes

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Features of ODLFeatures of ODL • Accessibility (anytime, anywhere, anyone,

anything)• Flexibility• Affordability• Pedagogical approach: learner centered, self learning

• Quality learning experience: many specialists worked to ‘teach’ the individual student (cf F2F)

• Accepts diversity of learners and individual learning style

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Features of ODL (good quality assumed)Features of ODL (good quality assumed)

• DL capitalize on virtually almost all new media to enrich the learning environment (radio, television, audio,

video cassettes, digitization, CD, DVD, computer applications). • Use of enabling technology such as Internet &WWW

to improve quality and timeliness of delivery. (Use of graphics and audio capacities of the Web to create courses for those without literacy skills).

• Model suitable for ‘mass’ scaling.• Cost generally 1/3 to 1/2 of traditional universities.• Industrial approach – processes transparent and lends

itself to quality assurance practices.

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O D L institutions offerO D L institutions offer

• Regular university degrees

• Lifelong learning

• Occupational/professional development

• Personal enrichment

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Total Sex

Male Female

1. To get degrees 1,311(54.4) 563(52.3) 732(56.7)

2. To acquire vocational qualification

243(10.1) 82(7.6) 159(12.3)

3. Carrier-ups on the job 338(14.0) 145(13.5) 191(14.8)

4. Continuing learning 694(28.8) 301(27.9) 378(29.3)

5. To enhance basic knowledge and for lifelong learning

1,851(76.9) 844(78.4) 977(75.7)

6. To seek friends 176(7.3) 105(9.7) 70(5.4)

7. Others 213(8.8) 80(7.4) 128(10.0)

Total 2,408 1,077 1,291

Responses to Survey of OUJ Alumni Asking, “What motivated you to enter OUJ?” (multiple responses) (Ishi, 2010)

Achievements of ODL institutionsAchievements of ODL institutions • Expanded access tremendously.• Can deliver quality education e.g. UKOU. Most Asian

OUs now have rigorous QA in place. Programmes accredited by National QA regulatory agencies using same criteria benchmarks as conventional universities.

• Often the largest single contributor of graduate output in the country e.g. UKOU, STOU, OUJ, KNOU, OU China and IGNOU, AIOU.

• Ability to reap benefits from economies of scale (1/3 to 1/2 of cost of conventional institutions).

• Efficient and effective use of ICT to increase access and improve quality of learning experience.

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University Established Enrolment*University Established Enrolment*• Table 1: Mega Universities in Asia

• *Updated as at 1 Nov from Wikipedia and pers comm.Asia

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University Country Establish Year Student

Indira Gandhi National Open University India 1985 3.5 million

Open University of China China 1979 2.7 million

Allama Iqbal Open University Pakistan 1974 1.8 million

Universitas Terbuka Indonesia 1984 646,467

Bangladesh Open University Bangladesh 1992 600,000

Ramkhamhaeng University Thailand 1971 525,000

Dr B R Ambedkar Open University India 1982 450,000

Yashwantrao Chavan Maharashtra Open University India 1989 300,000

Korea National Open University South Korea 1982 215,000

Payame Noor University Iran 1987 183,000

Sukhothai Thammathirat Open University Thailand 1978 181,372

Madhya Pradesh Bhoj Open University India 1991 150,000

Shanghai Television University China 1960 101,218

Future trendsFuture trends• E-Learning• China’s University of the third Age• India: National Open School system• Latest : OERu

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ConclusionConclusion• Open Distance Learning is amongst the most

significant educational innovations of the 20th century.

• ODL provides unprecedented access to a broad range of degree programs and LLL opportunities.

• Rapidly spreading ICT has expanded this further!

ODL’s Role in Lifelong Learning ???

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Thank you谢谢您Terima KasihNandri