Open and Distance Learning and Development - Back to basics Helen Lentell Director Centre for Educational Development, University of the South Pacific.

GREETINGS! BULA MALO E LELEI TALOFA LAVA KONAMAURI YOKWE KI ORANA GRITING TALOFA YOU ORAIT NO MOA OMO YORAN FAKALOFA ATU TALOHA NI GREETINGS!

Objectives 1.Reassert importance of ODL for development 2.Give context of USP 3.Celebrate achievements/share frustrations 4.Identify some key variables for successful implementation of ODL in developing societies. No quick fix.

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

Background and context: Diversity Cultural and linguistic diversity Language of formal study is English Educational systems shaped by colonial heritage

Background and context: Commonalities Inadequate access to schooling/increase in demand Poorly/under qualified teachers Shortages – resources Inappropriate curricula How to use scarce resources? Poor quality

Why DFL? The implications of birth rates: CountryClassroom Fiji1.6 classrooms daily Vanuatu1 classroom every 2 days Kiribati1 classroom every 4 days Nauru1 classroom every 30 days Samoa1 classroom every 2 days

Why DFL? The implications of birth rates in the Solomon Islands: Classroom 1.5 new classrooms per day 547 new classrooms per day 547 new primary school teachers

Why DFL? Applying Population data to Resources in the case of the Solomon Islands would mean: ClassroomsResources in $ 547 $5,000US$2,735, $3,000US$1,641,000 Total EducationUS$4,376,000 (SI$30.6million)

DFL: Issues for USP Heterogeneity of students Expanding demand What should the curriculum be? Local development needs vs. international labour market demands What should a relevant Pacific curriculum be? Distance Political instability Resources – human and financial

USP Income 2007 & 2006 Income Government grants38%37% Student tuition fees18%20% Aid and donations19%16% Trading activities14%15% Other income 8%10% Release of deferred revenue 2% 1% Interest receivable 1% Total operating income100%

USPNet

Whose concerned about distance learners when: Resources are scarce and over-stretched Technology gets donor funding Educational provision becomes defined as a technical engineering problem rather than a complex interplay between needs of learners and what technology can enable.

Success factors/back to basics DFL is an integrated, holistic systems model Leadership Technology – enabling and not determining Institutional Policy Planning and communicating Management, team work and partnership Staff development Quality – benchmarking, feedback and accountability

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

Vinaka Vakalevu!