Download - Transforming Nations Through Enculturation of Lifelong Learning – Role of ODL Institutions
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