Introduction
Rationale
Rationale
Open and
distance learning programmes take their cue from the policies set at different
levels – global or international, regional, national and institutional. The
success of any ODL programme essentially hinges on the responsiveness of
policies set forth, particularly at the institutional level (given that
supportive national policies on ODL exist) as these policies provide the
guideposts for the detailed operations and management of any ODL programme.
Policies spell out the requirements for the values that programmes are meant to
uphold such as maintaining academic quality and standards, providing student
and faculty support services comparable to those for traditional campus
settings, equipping staff and maintaining sufficient staff complement to
deliver courses, and committing financial resources for the programmes. The
rapidity of technological changes and the increasing trend towards collaboration
for ODL implementation call for a wider range of policy areas to take into
account when establishing new or expanding existing programmes.
Policies should not be static in nature. As the ODL environment faces constant challenges, policies must be periodically reviewed to determine if existing policies are still appropriate and applicable in the context of the goals and objectives which an ODL programme seeks to achieve.
Policies should not be static in nature. As the ODL environment faces constant challenges, policies must be periodically reviewed to determine if existing policies are still appropriate and applicable in the context of the goals and objectives which an ODL programme seeks to achieve.
The goal of
this section is to enhance the capacity of policy makers and ODL providers to
formulate policy frameworks and management guidelines in the implementation of
ODL programmes in Asia-Pacific. Towards this end, an overview of policies at
all levels, including actual examples, and management issues will be presented.
A summary of this section follows:
International
policies on
ODL emphasize the use of new technologies and methodologies that will improve
lifelong learning, increased and equitable access to education, and the
establishment of cooperative linkages in open and distance learning.
National
policies on
ODL form part of countries’ overall educational policies and reforms. They
provide directions relative to the extent of a government’s participation in
the ODL system, attainment of specific objectives such as serving the less
privileged sectors of society, use of ICT, and maintenance of quality standards
among ODL providers .
Institutional
policies
are borne out of an institution’s vision and mission. They provide the
reference points for an institution’s operating procedures and processes,
covering various areas such as academic, governance, faculty, student support
and technical and legal matters.
Management
issues on
ODL basically cover aspects that affect instructional design and delivery.
These include coordinated resource use and allocation, budgeting, scheduling,
selection of courses, and production media and quantity.
ObjectivesThis section aims to:
• Familiarize policy makers, managers and practitioners with the various policy areas and management issues that are critical in implementing ODL programmes
• Provide examples or cases of international and national policies related to ODL development
• Present institutional policy frameworks and management guidelines for ODL programmes
International
and Regional Policies
International
organizations whose mandates can either be multi-sectoral or ODL-specific play
key roles in advocating sectoral reforms such as those on distance education.
They provide authority, incentives and resources that could persuade countries
to adopt their resolutions.
Non-ODL-specific
organizations
Among the more
prominent international and regional organizations with mullti-sectoral
interventions and their respective ODL-related polciies are:
• ADB
The Asian Development Bank's Policy on Education (2002) recognizes that ICT for distance education offers enhanced opportunities to improve quality in teacher training and higher education innovation. The policy supports the development of information technology policies and strategies for the education sector, and seek to link these to improving the efficiency and quality of education at all levels. ADB has been actively supporting initiatives in distance education through direct loans to governments in Asia-Pacific.
The Asian Development Bank's Policy on Education (2002) recognizes that ICT for distance education offers enhanced opportunities to improve quality in teacher training and higher education innovation. The policy supports the development of information technology policies and strategies for the education sector, and seek to link these to improving the efficiency and quality of education at all levels. ADB has been actively supporting initiatives in distance education through direct loans to governments in Asia-Pacific.
• APEC
The Asia-Pacific Economic Coperation supports the expansion of cyber education and encourages more activities aimed at improving teacher quality, promoting language study, and facilitating greater use of distance learning (see APEC Economic Leaders' Declaration 2002). The Consortium for APEC Cyber Education Cooperation (ACEC) was established to engage in projects that narrow the digital divide in the region; increase availability of information and services, particularly the use of ICT, to teachers and administrators; and enhance multilateral cooperation in related areas.
The Asia-Pacific Economic Coperation supports the expansion of cyber education and encourages more activities aimed at improving teacher quality, promoting language study, and facilitating greater use of distance learning (see APEC Economic Leaders' Declaration 2002). The Consortium for APEC Cyber Education Cooperation (ACEC) was established to engage in projects that narrow the digital divide in the region; increase availability of information and services, particularly the use of ICT, to teachers and administrators; and enhance multilateral cooperation in related areas.
• OECD
The Organisation for Economic Co-operation and Development draws up substantial and detailed policy recommendations in consultation with national ministries. These recommendations are usually incorporated into each country’s national policy. In 1996, the OECD Education Ministers adopted the goal of "lifelong learning for all". OECD's Education Policy Analysis 2001 emphasises the development of diversified, flexible and open systems of education, including distance learning, for upper secondary and tertiay levels as an important guiding policy initiative for OECD governments in the goal of lifelong learning for all.
The Organisation for Economic Co-operation and Development draws up substantial and detailed policy recommendations in consultation with national ministries. These recommendations are usually incorporated into each country’s national policy. In 1996, the OECD Education Ministers adopted the goal of "lifelong learning for all". OECD's Education Policy Analysis 2001 emphasises the development of diversified, flexible and open systems of education, including distance learning, for upper secondary and tertiay levels as an important guiding policy initiative for OECD governments in the goal of lifelong learning for all.
• UNESCO
The United Nations Educational, Scientific and Cultural Organization supports strategies to achieve lifelong learning goals.UNESCO's ODL initiatives are based on its overall priority to ensure the right to education for all. Of special interest are the use of ICT in education, the concept of “learning without frontiers” and open learning systems. Great attention is given to meet the educational and training needs of adults and teachers through distance education. UNESCO also recognises and supports ODL for higher education development and gives priority to national capacity-building towards the establishment and management of efficient ODL systems. Bridging the digital divide between developing and developed countries and within countries is a prime strategic challenge throughout UNESCO’s activities. (To know more, download the UNESCO publication with a section on UNESCO's initiatives in open and distance learning).
The United Nations Educational, Scientific and Cultural Organization supports strategies to achieve lifelong learning goals.UNESCO's ODL initiatives are based on its overall priority to ensure the right to education for all. Of special interest are the use of ICT in education, the concept of “learning without frontiers” and open learning systems. Great attention is given to meet the educational and training needs of adults and teachers through distance education. UNESCO also recognises and supports ODL for higher education development and gives priority to national capacity-building towards the establishment and management of efficient ODL systems. Bridging the digital divide between developing and developed countries and within countries is a prime strategic challenge throughout UNESCO’s activities. (To know more, download the UNESCO publication with a section on UNESCO's initiatives in open and distance learning).
• World Bank
The Education Sector Strategy of World Bank underscores innovative delivery through distance education, open learning and the use of new technologies as one of the priority interventions for improving the quality of teaching and learning. The World Bank has numerous international programmes that clearly promote distance education.
The Education Sector Strategy of World Bank underscores innovative delivery through distance education, open learning and the use of new technologies as one of the priority interventions for improving the quality of teaching and learning. The World Bank has numerous international programmes that clearly promote distance education.
National
Policies
National policies can sanction distance education by putting it at an equal footing with other forms of education and eliminating operational barriers. Policy decisions can pave the way for certain national endeavors such as establishing a single mode institution (open university) and a national coordinating body for all institutions involved in ODL, and encouraging traditional universities to offer distance education programmes.
Other areas to which government policy makers should give considerable attention are: the role which the government will play in enabling ODL institutions in achieving clientele-specific objectives (e.g. distance education for marginalized sectors); mechanisms in maintaining uniform and high quality standards in distance education programming; and effective promotion of intra- and inter-institutional collaboration. Results of a survey of distance education scenarios in a number of developing countries have bared the absence of clear governmental policies on ODL as a common feature.
National policies can sanction distance education by putting it at an equal footing with other forms of education and eliminating operational barriers. Policy decisions can pave the way for certain national endeavors such as establishing a single mode institution (open university) and a national coordinating body for all institutions involved in ODL, and encouraging traditional universities to offer distance education programmes.
Other areas to which government policy makers should give considerable attention are: the role which the government will play in enabling ODL institutions in achieving clientele-specific objectives (e.g. distance education for marginalized sectors); mechanisms in maintaining uniform and high quality standards in distance education programming; and effective promotion of intra- and inter-institutional collaboration. Results of a survey of distance education scenarios in a number of developing countries have bared the absence of clear governmental policies on ODL as a common feature.
Following is a
rundown of the policies and status of open and distance learning in the
Asia-Pacific region:
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• The Regional Workshop on Higher
Education in Central Asia organized by UNESCO in September 2002
recommended, among others, the implementation of reforms in higher education in
order to meet the educational needs of adults and elder people by expanding
open and distance learning and learning online.
2.
East Asia
• The countries’ educational reforms and thrusts emphasize the promotion of distance education utilizing information technology and building ICT infrastructure.
• The countries’ educational reforms and thrusts emphasize the promotion of distance education utilizing information technology and building ICT infrastructure.
• Japan’s Educational Reform for the 21st Century
envisions a lifelong learning society. This environment is expected to enable
every citizen to learn at any stage of life, freely select and participate in
opportunities for study and have the results of their learning evaluated.
Towards this end, the government has adopted a number of measures including the
promotion and development of new programmes for adults to upgrade their careers
and the development of satellite campuses and e-universities (university
education at a remote area through the use of information technology). The
government is also promoting the Career Upgrading Plan for one million adults,
with the purpose of accepting as many as one million adults within five years
in universities, graduate schools and specialized training colleges. Under the
plan, correspondence with undergraduate and graduate schools forms part of the
measures.
• One of the
major initiatives in the comprehensive plan for lifelong education promotion (National policies concerning
lifelong learning – Republic of Korea) is to expand the
opportunities for adult education through a self-study system and a credit bank
system for higher education and further growth. An education service system by
cyber universities commissioned by private companies will be considered as a
complement to existing higher education systems. The goal for adapting
information to the information age society is to foster creative human
resources through the implementation of open education, lifelong learning, and
a cyber learning system.
• China’s Action Plan for Invigorating Education Towards the 21st
Century (Section VII) provides the framework for the
implementation of the “Modern Distance Education Project” which aims to build
up an open education network and a lifelong learning system. A scheme for a
national transmission platform combining satellite and cable television,
computer and telecommunication networks is designed for the project. In addition,
the establishment and improvement of the continuing education system to create
a lifelong learning environment is a major strategy under the action plan.
Aided by the modern distance education network, on-line courses will be
provided for managerial and professional-technical people.
• Collaboration between local and foreign institutions has been practised particularly in Hong Kong.
• Collaboration between local and foreign institutions has been practised particularly in Hong Kong.
• Mongolia’s
National Policy on Distance Learning (2002-2010) which falls under the scope of
the National Policy on Non-formal
Education, is a key component of the government’s action plan to
implement the Dakar Framework for Action in Education for All. This policy aims
to increase the coverage, quality and effectiveness of both formal and
non-formal education, and establish the national distance education system that
would provide Mongolians with lifelong opportunities, life skills and
livelihood skills.
• Policy
implications/issues of the increasing trend towards the use of ICT include:
experience and human resource-related issues (training and equipping of
students and teachers on the use of on line services); investment in hardware
and software development; leveraging and sharing of educational resources among
institutions.
3.
Oceania
• The governments of Australia and New Zealand have been very supportive of flexible learning, to which distance education has an important role. The Asia-Pacific region is benefiting from their long history and experience in distance education practice.
• Australia’s ODL policy aims to improve access and outcomes for marginalized groups including the aboriginal group and Torres Strait islanders. However, growing and commercially-driven competition in the global market poses some roadblock to this policy direction.
• The governments of Australia and New Zealand have been very supportive of flexible learning, to which distance education has an important role. The Asia-Pacific region is benefiting from their long history and experience in distance education practice.
• Australia’s ODL policy aims to improve access and outcomes for marginalized groups including the aboriginal group and Torres Strait islanders. However, growing and commercially-driven competition in the global market poses some roadblock to this policy direction.
• In Australia,
a bulk of the financial support for electronic delivery infrastructure projects
to facilitate flexible mode delivery and 'virtual' education services is provided
by the Capital Development Pool (CDP) Programme
of the government. The CDP programme was refocused in 2000 to assist higher
education institutions “become well positioned to compete both nationally and
internationally in the flexible delivery of education services and provide
greater choice for students.”
• The Pacific Islands Information and Communication
Technologies Policy and Strategic Plan espouses, among others,
the development and strengthening of ICT strategies in a flexible manner in
order to facilitate human resource development, capacity building, and reduce
professional isolation of the countries’ citizens. One of the strategic
activities under this policy is the development of distance education
programmes by the education sector and the universities in particular.
• Among the ODL
providers, the University of South Pacific has played a very
visible role in the Pacific region, with three campuses and centers in the
twelve member countries.
• The Pacific
region has relied mainly on correspondence programmes. The use of other methods
of instructional delivery stands as one of the biggest challenges in the
region.
4.South Asia
• Educational reforms in the countries in the region have led to the establishment of open universities.
• Educational reforms in the countries in the region have led to the establishment of open universities.
• Pakistan’s National Education Policy covering the period
1998-2010 recognizes the importance of information technology in providing
access to educational opportunities apart from a face-to-face learning
environment. The Virtual University of Pakistan, a project of the Ministry of
Information Technology concretely shows the country’s drive towards open and
distance learning.
• In India, the
Tenth Development Plan (2001-2006) of the Ministry of Human Resource
Development calls for efforts to raise the total number of students
studying under the ODL system from 20% to 40%. Furthermore, every
state is called to set up at least one open university.
• Government policy directions in the future should address the increasing use of computer-based and internet-based instructional delivery and coordinating mechanisms among ODL providers as more and more institutions get involved in ODL.
studying under the ODL system from 20% to 40%. Furthermore, every
state is called to set up at least one open university.
• Government policy directions in the future should address the increasing use of computer-based and internet-based instructional delivery and coordinating mechanisms among ODL providers as more and more institutions get involved in ODL.
5.
South-East Asia
• Open and distance learning among South-East Asian countries forms part of their overall educational reforms as spelled out in their national education acts/policies and related legislation in line with the goal of providing greater access to and equity in educational opportunities.
• South-East Asian countries have made considerable inroads into the open and distance learning system at least within their national boundaries. Brunei, as an exception, has not gone into ODL due to its small size and the vast opportunities for its citizens to avail of educational opportunities in the traditional way. Cambodia and Lao PDR have so far concentrated on a particular clientele – training teachers in Cambodia and non-formal basic education in Lao PDR
• Collaboration among distance learning institutions has been undertaken particularly in Indonesia and Malaysia, through the Indonesian Distance Learning Network (IDLN) and the Open University of Malaysia, respectively.
• The use of educational technology or ICTs for education is increasingly promoted. Almost every country has an equivalent IT Master Plan supporting this.
• Open and distance learning among South-East Asian countries forms part of their overall educational reforms as spelled out in their national education acts/policies and related legislation in line with the goal of providing greater access to and equity in educational opportunities.
• South-East Asian countries have made considerable inroads into the open and distance learning system at least within their national boundaries. Brunei, as an exception, has not gone into ODL due to its small size and the vast opportunities for its citizens to avail of educational opportunities in the traditional way. Cambodia and Lao PDR have so far concentrated on a particular clientele – training teachers in Cambodia and non-formal basic education in Lao PDR
• Collaboration among distance learning institutions has been undertaken particularly in Indonesia and Malaysia, through the Indonesian Distance Learning Network (IDLN) and the Open University of Malaysia, respectively.
• The use of educational technology or ICTs for education is increasingly promoted. Almost every country has an equivalent IT Master Plan supporting this.
• In the Eighth Malaysia Plan (which has one of its
major thrusts the liberalization in the provision of education and training)
twinning programmes with local public universities and foreign institutions
higher learning and expansion of their distance education programmes are
encouraged. Malaysia has established a consortium of public universities, the
Multimedia Enhancement Technology Operation (METEOR), to offer distance
learning courses. Faced with the challenge of improving the quality of
education and training delivery system, the promotion of lifelong learning is a
key strategy. The strategy which is expected to enhance productivity and
employability, will be implemented through the use of ICT in various modes such
as distance learning and web-based systems.
• The Resolutions
of the 2nd Conference of the Central Committee of the Communist Party of
Vietnam in December 1996 adopted as one of the resolutions, the expansion of
continuing education forms, particularly distance education, in line with the
thrust of Education for All.
• Policy areas
or issues needing attention as the region becomes more visible in ODL are:
duplication of programmes within a country, which can lead to inefficient use
of resources; collaboration with foreign institutions in programme delivery;
greater private sector participation in ODL programmes considering the dearth
of government resources; acceptability of new educational technologies and the
availability of trained manpower.
Institutional
Policies
An institution’s vision and mission relative to its ODL programmes should provide the springboard for its specific policies. These policies, in turn, determine the actions, attitude and behavior that will keep programmes running. With a clear understanding of what an institution wants to achieve, an ODL provider can align its policies as these policies are established, reviewed and revised as needed.
Literature shows a convergence of frameworks and models on policies for ODL planning and management (Policy Frameworks for Distance Education: Implications for Decision Makers; Asking the Really Tough Questions: Policy Issues for Distance Learning) along the areas listed below.
1. Academic:
calendar, course integrity, transferability, transcripts/student records, student/course evaluation, admission standards, curriculum/course approval, accreditation, class cancellations, course/programme/degree availability, recruiting/marketing
Among the key questions and concerns under this policy area are:
• Differences in academic calendar between institutions (issue confronts those that are members of a consortium)
• Distance learners being possibly subjected to differing standards
• Handling of grades and outcomes from non-conventional institutional delivery methods
• Evaluation process to cover both learner and instructor
• Curriculum development and approval procedure (hierarchical or just the faculty involved)
• Whether access or admission is open or conditional (selective)
• Need for well-defined criteria for selecting classes to be offered through the web according to their pedagogical requirements as the desired student-teacher interaction
• Mechanisms for assessing a student’s progress and ensuring and ascertaining a student’s identity
• Presence of marketing strategies to promote ODL programmes
2. Governance/Administration/Fiscal:
tuition rate, technology fee, full time equivalent, administration cost, national fiscal regulations, tuition disbursement, single vs. multiple board oversight, staffing
Concerns include:
• Categories of establishing costs and revenue sharing among participating institutions such as those who provide resources for learners to participate like computer laboratories and sites for interactive courses
• Availability of administrative support necessary for securing adequate resources (technical and human)
• Discharge of oversight functions and responsibilities when many institutions are involved as in a consortium
• Type of institutional structure to adopt (traditional, new but similar department or division, “shadow” college or enclave)
3. Faculty/Labor management:
compensation and workload, development incentives, faculty training, congruence with existing union contracts, class monitoring, faculty support, faculty evaluation
Key issues include:
• Instructors’ training in using new instructional delivery technologies and availability of course design expertise to help instructors develop and organize their course content
• Use of existing labor-management agreements vs. creation of new guidelines
• Definition of class size
• Basis for compensating instructors for administering web-based courses in light of the inappropriateness of the traditional model using a set class load
4. Legal:
intellectual property, faculty/ student/ institutional liability
Of major importance under this policy area is creating awareness among faculty and staff in the legal implication of ODL. Ways to familiarize them include:
• Training programmes that deal with the legal aspects of ODL and educational technology
• Maintaining an information base on legislation, laws pertaining to intellectual property and copyright
5. Student support services:
advising, counseling, library access, materials delivery, student training, test proctoring, videotaping, computer accounts, registration, financial aid, laboratories
Specific considerations under this policy area include:
• Mechanisms for providing students with on-going assistance within a course duration
• Maintaining the same quality of services for distance learners as that for on-campus learners
6. Technical:
systems reliability, connectivity/access, hardware/software, setup concerns, infrastructure, technical support (staffing), scheduling, costs
Major concerns include:
• Availability of facilities and capabilities to assist in the preparation and delivery of course materials
• Methods to use in delivering course content, including their periodic review in light of changes in hardware and software capabilities and internet access
• Site for maintaining class materials (e.g., commercial facilities that guarantee an appropriate level of service)
• Cost magnitude vs. funds available and fees to be charged or funding to be obtained
An institution’s vision and mission relative to its ODL programmes should provide the springboard for its specific policies. These policies, in turn, determine the actions, attitude and behavior that will keep programmes running. With a clear understanding of what an institution wants to achieve, an ODL provider can align its policies as these policies are established, reviewed and revised as needed.
Literature shows a convergence of frameworks and models on policies for ODL planning and management (Policy Frameworks for Distance Education: Implications for Decision Makers; Asking the Really Tough Questions: Policy Issues for Distance Learning) along the areas listed below.
1. Academic:
calendar, course integrity, transferability, transcripts/student records, student/course evaluation, admission standards, curriculum/course approval, accreditation, class cancellations, course/programme/degree availability, recruiting/marketing
Among the key questions and concerns under this policy area are:
• Differences in academic calendar between institutions (issue confronts those that are members of a consortium)
• Distance learners being possibly subjected to differing standards
• Handling of grades and outcomes from non-conventional institutional delivery methods
• Evaluation process to cover both learner and instructor
• Curriculum development and approval procedure (hierarchical or just the faculty involved)
• Whether access or admission is open or conditional (selective)
• Need for well-defined criteria for selecting classes to be offered through the web according to their pedagogical requirements as the desired student-teacher interaction
• Mechanisms for assessing a student’s progress and ensuring and ascertaining a student’s identity
• Presence of marketing strategies to promote ODL programmes
2. Governance/Administration/Fiscal:
tuition rate, technology fee, full time equivalent, administration cost, national fiscal regulations, tuition disbursement, single vs. multiple board oversight, staffing
Concerns include:
• Categories of establishing costs and revenue sharing among participating institutions such as those who provide resources for learners to participate like computer laboratories and sites for interactive courses
• Availability of administrative support necessary for securing adequate resources (technical and human)
• Discharge of oversight functions and responsibilities when many institutions are involved as in a consortium
• Type of institutional structure to adopt (traditional, new but similar department or division, “shadow” college or enclave)
3. Faculty/Labor management:
compensation and workload, development incentives, faculty training, congruence with existing union contracts, class monitoring, faculty support, faculty evaluation
Key issues include:
• Instructors’ training in using new instructional delivery technologies and availability of course design expertise to help instructors develop and organize their course content
• Use of existing labor-management agreements vs. creation of new guidelines
• Definition of class size
• Basis for compensating instructors for administering web-based courses in light of the inappropriateness of the traditional model using a set class load
4. Legal:
intellectual property, faculty/ student/ institutional liability
Of major importance under this policy area is creating awareness among faculty and staff in the legal implication of ODL. Ways to familiarize them include:
• Training programmes that deal with the legal aspects of ODL and educational technology
• Maintaining an information base on legislation, laws pertaining to intellectual property and copyright
5. Student support services:
advising, counseling, library access, materials delivery, student training, test proctoring, videotaping, computer accounts, registration, financial aid, laboratories
Specific considerations under this policy area include:
• Mechanisms for providing students with on-going assistance within a course duration
• Maintaining the same quality of services for distance learners as that for on-campus learners
6. Technical:
systems reliability, connectivity/access, hardware/software, setup concerns, infrastructure, technical support (staffing), scheduling, costs
Major concerns include:
• Availability of facilities and capabilities to assist in the preparation and delivery of course materials
• Methods to use in delivering course content, including their periodic review in light of changes in hardware and software capabilities and internet access
• Site for maintaining class materials (e.g., commercial facilities that guarantee an appropriate level of service)
• Cost magnitude vs. funds available and fees to be charged or funding to be obtained
Management
Issues and Practices
The core elements of management are planning, organizing, motivating, and controlling. In the context of an open and distance learning system and a client-driven approach, the bottom line of management is instructional design and delivery for distance learners. Policies adopted at the institutional level will address the myriad of issues faced by an ODL institution and the solutions to these issues are developed so that an institution can efficiently deliver its products to its clients. The Global Distance EducatioNet of World Bank devotes a section of its site on the management of distance education and shares the following basic principles for managing ODL programmes:
1. Managing ODL as a system
• To ensure the effective use of various human, technological and organizational elements, proper coordination among all entities and parties involved is necessary.
• Courses designed, produced and delivered in a given year should be systematically selected. In this way, organizing the right people in design teams and fitting their work with that of people involved in production and delivery will be ensured. The expected outcomes of coordination are maintaining quality control, timely delivery of learning modules, and cost efficiency.
2. Need for leadership competencies
• An effective distance education programme highlights the importance of individuals who have the vision, influence and leadership skills to get a project off the ground, nurture it through the initial years, and see through it in the long-term.
• Successful leadership requires skills in managing change, resources, risk, people, costs and skills in effectively interpreting changes in the social, political, economic, and education environment.
3. Budget and resource allocation
• The availability of adequate funds to meet programme goals is the aim of budgeting. Budget preparation can start from break-even analysis as World Bank suggests. Another consideration is a programme’s cost effectiveness so that sufficient budgetary planning can take place.
• Following the selection of courses for a given year, adequate resources (technology and specialists) must be designated for course design, course development and delivery, learner support services, and administration.
4. Activity scheduling
• Efficient management of resources involves scheduling the use of instructors, students and technologies for optimum employment at all times. Scheduling involves identifying the entities involved, assigning their tasks and responsibilities, and setting time lines. Materials must be ready at the same time to ensure timely delivery.
• The recruitment, appointment , and training of instructors must also be in time with the arrival of materials and enrollment of students.
5. Decisions relating to course creation
• Management’s responsibility is to devise a system for choosing the courses to offer in a given year. One possible way is through needs assessment.
• Design can be done by single instructor or it can be a team effort.
• An alternative to in-house production is purchasing materials from another institution.
6. Decisions relating to production and distribution
• Management decisions cover which materials to produce and which media to use, storage while awaiting distribution, and quantity of production.
• Other important issues include: deciding which content should be produced in video or text and which will be stored in less permanent media; shelf life of a particular course and the time frame to redesign it; languages to use.
7. Communication between an instructor and student
• To ensure that a student receives the same quality of service that an on-site student enjoys, he must be connected with his instructors or teachers through regional or local centers.
• Key issues on this matter involve the appointment, training and supervision of people deployed in the centers.
8. Decisions relating to staff and faculty
• Instructional staff (instructors and designers) should match with the needs of a programme and its clients. They must be familiar with the profile of the learners as a way of ensuring the staff’s commitment to distance learning. Instructors must be trained on the use of delivery methods, including how to handle constant dialogue with learners.
• As a team effort, proper delineation of tasks and schedules should be done.
The core elements of management are planning, organizing, motivating, and controlling. In the context of an open and distance learning system and a client-driven approach, the bottom line of management is instructional design and delivery for distance learners. Policies adopted at the institutional level will address the myriad of issues faced by an ODL institution and the solutions to these issues are developed so that an institution can efficiently deliver its products to its clients. The Global Distance EducatioNet of World Bank devotes a section of its site on the management of distance education and shares the following basic principles for managing ODL programmes:
1. Managing ODL as a system
• To ensure the effective use of various human, technological and organizational elements, proper coordination among all entities and parties involved is necessary.
• Courses designed, produced and delivered in a given year should be systematically selected. In this way, organizing the right people in design teams and fitting their work with that of people involved in production and delivery will be ensured. The expected outcomes of coordination are maintaining quality control, timely delivery of learning modules, and cost efficiency.
2. Need for leadership competencies
• An effective distance education programme highlights the importance of individuals who have the vision, influence and leadership skills to get a project off the ground, nurture it through the initial years, and see through it in the long-term.
• Successful leadership requires skills in managing change, resources, risk, people, costs and skills in effectively interpreting changes in the social, political, economic, and education environment.
3. Budget and resource allocation
• The availability of adequate funds to meet programme goals is the aim of budgeting. Budget preparation can start from break-even analysis as World Bank suggests. Another consideration is a programme’s cost effectiveness so that sufficient budgetary planning can take place.
• Following the selection of courses for a given year, adequate resources (technology and specialists) must be designated for course design, course development and delivery, learner support services, and administration.
4. Activity scheduling
• Efficient management of resources involves scheduling the use of instructors, students and technologies for optimum employment at all times. Scheduling involves identifying the entities involved, assigning their tasks and responsibilities, and setting time lines. Materials must be ready at the same time to ensure timely delivery.
• The recruitment, appointment , and training of instructors must also be in time with the arrival of materials and enrollment of students.
5. Decisions relating to course creation
• Management’s responsibility is to devise a system for choosing the courses to offer in a given year. One possible way is through needs assessment.
• Design can be done by single instructor or it can be a team effort.
• An alternative to in-house production is purchasing materials from another institution.
6. Decisions relating to production and distribution
• Management decisions cover which materials to produce and which media to use, storage while awaiting distribution, and quantity of production.
• Other important issues include: deciding which content should be produced in video or text and which will be stored in less permanent media; shelf life of a particular course and the time frame to redesign it; languages to use.
7. Communication between an instructor and student
• To ensure that a student receives the same quality of service that an on-site student enjoys, he must be connected with his instructors or teachers through regional or local centers.
• Key issues on this matter involve the appointment, training and supervision of people deployed in the centers.
8. Decisions relating to staff and faculty
• Instructional staff (instructors and designers) should match with the needs of a programme and its clients. They must be familiar with the profile of the learners as a way of ensuring the staff’s commitment to distance learning. Instructors must be trained on the use of delivery methods, including how to handle constant dialogue with learners.
• As a team effort, proper delineation of tasks and schedules should be done.
References
International
/ Regional policies
:: Distance education for the information society: policies, pedagogy and professional development (2000)
This 94 -page paper discusses the historical context, theories and the global state of distance education particularly in relation to the technologies of the information society; identifies professional human resource development need and implementation strategies for distance education, and reviews policy, legislative frameworks and factors affecting distance education initiatives.
International
/ Regional policies:: Distance education for the information society: policies, pedagogy and professional development (2000)
This 94 -page paper discusses the historical context, theories and the global state of distance education particularly in relation to the technologies of the information society; identifies professional human resource development need and implementation strategies for distance education, and reviews policy, legislative frameworks and factors affecting distance education initiatives.
:: Distance education and open learning in Africa: What works
or does not work (1998)
Summarising the lessons learned in implementing open and distance learning in Africa, this article includes a short guideline for establishing a framework for a national policy on distance education.
Summarising the lessons learned in implementing open and distance learning in Africa, this article includes a short guideline for establishing a framework for a national policy on distance education.
This paper
describes the challenges of distance education, viewed by many Asian countries
as a viable strategy to achieve the national educational goals quickly and at
low costs.
This article
provides countries and institutions interested in developing tertiary distance
education an analysis of policies and institutional models to choose from.
:: Open and distance learning:
trends, policy and strategy considerations (2002)
Published by UNESCO, a section of this paper (Section VII) outlines UNESCO’s initiatives in open and distance learning, including its role in capacity building and international co-operation. It also reviews open and distance learning in the context of present challenges and opportunities, examines relevant concepts and contributions, outlines current global and regional trends, and suggests policy and strategy considerations. It is addressed to seek co-operation in meeting today’s urgent education and training needs, through open and distance learning.
Published by UNESCO, a section of this paper (Section VII) outlines UNESCO’s initiatives in open and distance learning, including its role in capacity building and international co-operation. It also reviews open and distance learning in the context of present challenges and opportunities, examines relevant concepts and contributions, outlines current global and regional trends, and suggests policy and strategy considerations. It is addressed to seek co-operation in meeting today’s urgent education and training needs, through open and distance learning.
Australia
General information
about the objectives and scope of this government funding programme for ICT
infrastructure for flexible mode of higher education delivery is found in this
resource.
Central
Asia
:: Report of the regional workshop on
higher education in Central Asia in transition: 10 years after – experiences,
lessons and future strategies (2002)
The report highlights the recommendations that were made and adopted unanimously during the regional workshop on higher education in Central Asia conducted in Almaty, Kazakhstan in September 2002.
The report highlights the recommendations that were made and adopted unanimously during the regional workshop on higher education in Central Asia conducted in Almaty, Kazakhstan in September 2002.
China
:: Cross-century strategies for the
development of open and distance education in China (2000)
The discussions in this paper include the formulation and documentation of the planning programme for the country’s modern distance education.
The discussions in this paper include the formulation and documentation of the planning programme for the country’s modern distance education.
:: Action scheme for invigorating education towards the 21st
century (VII) (2000)
Section VII – one of 13 actions for developing education in China – focuses on implementing the "Modern Distance Education Project" to build an open education network and a lifelong learning system in China.
Section VII – one of 13 actions for developing education in China – focuses on implementing the "Modern Distance Education Project" to build an open education network and a lifelong learning system in China.
Japan
This paper
contains the details of various policies and reforms implemented by the
Japanese government in the fields of education, culture, sports, and science
and technology. The section on education recognises the part of open and
distance learning in the creation of a lifelong learning society.
Korea,
Republic of
The first part
of this document describes the comprehensive plan for lifelong education
promotion in Korea including vision, strategies and major initiatives. The
development of a self-study system and cyber universities for adult education
is part of the major government initiatives in the promotion of lifelong
learning The second part discusses the 2001 policies for adapting education to
the information age.
:: Policy formulation and implementation
in the use of information technology for distance education: A case of Korea
(2001)
[Contributed by Insung Jung, Advisory Board Member]
[Contributed by Insung Jung, Advisory Board Member]
In this paper,
the historical context of information technology use in education, particularly
higher education is examined. Policies related to the establishment of
IT-supporting organizations and to recent initiatives in the use of IT for
distance education are presented. A set of policy recommendations is offered at
the end of the paper.
Mongolia
This report
describes Mongolia’s action plan for non-formal education for the period
2000-2004 and mentions the key role of the National Policy on Distance
Education in the development of non-formal education.
Pacific
Islands
This paper
documents the various policies and strategies on ICT for a number of
development objectives. The development of distance education programmes is
recognised as a strategic action in the development of the region’s human
resources.
Pakistan
This document
details the country’s policies for the education sector including the use of
information technology in education.
South-East
Asia
:: Sampler of open and distance learning in South-East Asian
countries (2000)
This is a compilation of country reports of open and distance learning in South-East Asia, including Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam.
This is a compilation of country reports of open and distance learning in South-East Asia, including Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam.
Vietnam
:: The EFA 2000 assessment: Country
reports, Vietnam
This report describes the country’s objectives and measures for the Education for All thrust, including the expansion of continuing education, particularly distance education.
This report describes the country’s objectives and measures for the Education for All thrust, including the expansion of continuing education, particularly distance education.
Institutional
policies:: Asking the really tough questions: Policy issues for distance learning (1998)
Seven key policy areas of ODL are discussed: academic, fiscal, geographic, governance, labor-management, legal, and student support services.
:: Implementation of distance open learning in the developing
Asian countries: problems and possible solutions (2001)
Analysing the challenges of distance education in Asia, this paper recommends five priority areas that need the immediate attention of institutional leaders who want to develop indigenous ODL systems in developing countries.
Analysing the challenges of distance education in Asia, this paper recommends five priority areas that need the immediate attention of institutional leaders who want to develop indigenous ODL systems in developing countries.
:: Open and distance learning policy
development (Particular reference to dual mode institutions) (2003)
This guide provides a background on developing policies for distance education and how to develop, review and revise policies of institutions that are interested in ODL delivery.
This guide provides a background on developing policies for distance education and how to develop, review and revise policies of institutions that are interested in ODL delivery.
:: Policy frameworks for distance education: Implications for
decision makers (2000)
This article discusses a framework for distance education to help decision makers in the development of ODL programmes. The strategic management decision zones under the framework are: academic, governance/administration/fiscal, faculty, legal, student support services, technical and cultural.
This article discusses a framework for distance education to help decision makers in the development of ODL programmes. The strategic management decision zones under the framework are: academic, governance/administration/fiscal, faculty, legal, student support services, technical and cultural.
[Contributed by
Colin Latchem, Advisory
Board Member]
The paper is
designed as a guide for institutions formulating strategic plans for open and
flexible learning. The institutional strategic focus must be clear, all of the
stakeholders must be consulted, and all of the desired changes must be
negotiated throughout the institution. The paper includes two case studies, one
from an Australian university and another from a technical and vocational
college in Barbados.
:: Six factors to consider when
planning online distance learning programs in higher education (2003)
The importance of these six factors in planning online distance learning prorammes is explained: vision and plans, curriculum, staff training and support, student services, student training and support, and copyright and intellectual property.
The importance of these six factors in planning online distance learning prorammes is explained: vision and plans, curriculum, staff training and support, student services, student training and support, and copyright and intellectual property.
:: Twelve important questions to
answer before you offer a web based curriculum (2001)
Twelve key areas that institutions offering web-based distance learning need to address are: mission and strategy, administrative support, institutional obstacles, intellectual property issues, faculty compensation, criteria for course selection, availability of facilities, delivery methods, student assessment, student skills on web use, course delivery platform, and maintenance of class materials.
Twelve key areas that institutions offering web-based distance learning need to address are: mission and strategy, administrative support, institutional obstacles, intellectual property issues, faculty compensation, criteria for course selection, availability of facilities, delivery methods, student assessment, student skills on web use, course delivery platform, and maintenance of class materials.
:: Who owns the e-learning
curriculum?
[Contributed by Denise Kirkpatrick, Advisory Board Member]
The use of new technologies into higher education presents both opportunities and threats for teachers and learners. This paper focuses on a policy area relevant to distance education - ownership of the curriculum.
[Contributed by Denise Kirkpatrick, Advisory Board Member]
The use of new technologies into higher education presents both opportunities and threats for teachers and learners. This paper focuses on a policy area relevant to distance education - ownership of the curriculum.
:: Current trends in distance
education: An administrative model (2003)
Based on current practices and procedures of distance education programmes at selected higher education institutions in the USA, this paper proposes a Distance Learning Administrative Operational Model covering the following aspects: assessment, budget, coordination, delivery methods, evaluation, faculty involvement and training, mission statement, hierarchical approval system and support systems.
Based on current practices and procedures of distance education programmes at selected higher education institutions in the USA, this paper proposes a Distance Learning Administrative Operational Model covering the following aspects: assessment, budget, coordination, delivery methods, evaluation, faculty involvement and training, mission statement, hierarchical approval system and support systems.
This resource
provides a detailed outline of managing distance education. It covers aspects
of governance, operations, managing teaching and learning and benefits and
costs of open and distance learning systems.
[Contributed by
Chaiyong Brahmawong,
Advisory Board Member]
Qualities and management skills for leading ODL institutions are defined in this paper using cases from Thailand.
Qualities and management skills for leading ODL institutions are defined in this paper using cases from Thailand.
:: Perception of administrative
styles of open and distance learning institutions in Asia – a comparative study
The paper presents preliminary findings of a comparative study on the perceived administrative styles of open and distance learning institutions in Asia. Discussions focus on pertinent issues such as government support and funding, perceived styles of administration, and application of ICT in relation to ODL management.
The paper presents preliminary findings of a comparative study on the perceived administrative styles of open and distance learning institutions in Asia. Discussions focus on pertinent issues such as government support and funding, perceived styles of administration, and application of ICT in relation to ODL management.
:: Planning and evaluating systems of open and distance
learning (1998)
Intended to help decision makers, this paper covers three main points: choice of technologies and their impact on cost, access and quality; organizational structures for ODL (including management of ODL and partnerships); and an evaluative framework for proposed activities using open and distance learning.
Intended to help decision makers, this paper covers three main points: choice of technologies and their impact on cost, access and quality; organizational structures for ODL (including management of ODL and partnerships); and an evaluative framework for proposed activities using open and distance learning.
:: Roles and competencies in distance
education (1993)
Designed for planners, policy makers and other decision makers, this guide discuses the basic tasks involved in managing distance education programmes and staffing requirements for carrying out those tasks.
Designed for planners, policy makers and other decision makers, this guide discuses the basic tasks involved in managing distance education programmes and staffing requirements for carrying out those tasks.
:: Strategic planning for open and
flexible learning (2003)
[Contributed by Colin Latchem, Advisory Board Member]
The paper is designed as a guide for institutions formulating strategic plans for open and flexible learning: The institutional strategic focus must be clear, all of the stakeholders must be consulted, and all of the desired changes must be negotiated throughout the institution. The paper includes two case studies, one from an Australian university and another from a technical and vocational college in Barbados.
[Contributed by Colin Latchem, Advisory Board Member]
The paper is designed as a guide for institutions formulating strategic plans for open and flexible learning: The institutional strategic focus must be clear, all of the stakeholders must be consulted, and all of the desired changes must be negotiated throughout the institution. The paper includes two case studies, one from an Australian university and another from a technical and vocational college in Barbados.
China,
Hong Kong SAR
[Contributed by
Enoch CM Young,
Advisory Board Member]
This paper
provides a background to the Hong Kong University’s School of Professional and
Continuing Education (SPACE), its evolution, mission and how it has responded
to the needs of a “learning society”.
Philippines
:: Pioneering efforts in open and
distance learning:
The Polytechnic University of the Philippines experience
[Contributed by Carmencita L. Castolo, Advisory Board Member]
This paper shares the brief history of the PUP Open University, its objectives, legal bases, delivery systems, target beneficiaries, instructional materials development, support services, programmes, expertise and role in ODL advocacy.
The Polytechnic University of the Philippines experience
[Contributed by Carmencita L. Castolo, Advisory Board Member]
This paper shares the brief history of the PUP Open University, its objectives, legal bases, delivery systems, target beneficiaries, instructional materials development, support services, programmes, expertise and role in ODL advocacy.
Thailand
:: Distance education:
The case of Sukhothai Thammathirat Open University
[Contributed by Tong-In Wongsothorn, Advisory Board Member]
In this paper, STOU’s study programmes, students and graduates, media for the distance education system, student support system, budget and finance and future plans are discussed.
The case of Sukhothai Thammathirat Open University
[Contributed by Tong-In Wongsothorn, Advisory Board Member]
In this paper, STOU’s study programmes, students and graduates, media for the distance education system, student support system, budget and finance and future plans are discussed.
:: STOU plan 2000: Distance
educational system of
Sukhothai Thammathirat Open University
[Contributed by Chaiyong Brahmawong, Advisory Board Member]
Starting with a background on distance education in Thailand, this paper reviews the STOU plans from 1980 to 2000
Sukhothai Thammathirat Open University
[Contributed by Chaiyong Brahmawong, Advisory Board Member]
Starting with a background on distance education in Thailand, this paper reviews the STOU plans from 1980 to 2000
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