education fit for purpose fit for policy 3 december 2008
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EDUCATION FIT FOR PURPOSEFIT FOR POLICY
3 DECEMBER 2008
ODL and development
ODL is fast becoming an accepted and indispensable part of the mainstream educational systems in developing countries for offering access and opportunity for historically disadvantaged social groups.
It is seen as as a force contributing to social and economic development.
ODL should form a component of national efforts aimed at achieving the EFA goals, adopted at the World Education Forum (Dakar, Senegal, April 2000).
In particular it addresses the learning needs of young people and adults are met through equitable access to appropriate learning and life-skills programmes (EFA Goal) and through harnessing new information and communication technologies to help attain those goals (EFA Goal) and reducing illiteracy by 50% (EFA Goal).
Presently there is no policy in SA
There is a workgroup under the auspice of the Minister of Education to work towards policy.
Educational policies need to include the role of ODL in the national development plans in general educational policies in particular.
There is a need to define appropriate policies and strategies to ensure they make the best use of available distance learning.
Presently in South Africa all the components of legislation are drawn upon for informing ODL – from quality assuring to funding!
ODL needs its own policy.
Components of all distance learning systems
Basic education for all General education Teacher education (pre- and in-service) Vocational and continuing education Non-formal education Higher education
Areas of focus for policy
The types of institutions and their roles the development of expertise and resources, the financing of distance provision quality assurance monitoring and evaluation of the performance of distance
education providers. The role of open and distance learning in educational innovation
The significance of ODL for the African continent
NEPAD’s philosophy for the future development of the continent brings a renewed committment for establishing partnerships with African Governments.
NEPAD and the AU strives to ensure capacity building, skills training, collaborative research across the Continent
UNESCO’s deliberations of Article 14 and 16 which focus on the transmission of education, arts and culture will have implications here.
This has implications for Regional Qualification Frameworks and for MOUs and should be based on local policy.
Knowledge based societies
There is a significant trend towards intensifying globalization. Institutional and inter-governmental cooperation
the global classroom has been realized in quite a number of projects, particularly in connection with emerging global communications networks.
Governmental leadership concerning network development and access will be essential in this sphere.
What is the digital divide?
Open and distance learning are based on its overall priority to ensure the right to education for all.
The growing digital divide is leads to greater inequalities in development through a paradoxical situation where those who have the greatest need for information - rural communities, illiterate populations or even entire countries do not have access to the tools which would enable them to become full-fledged members of the knowledge society.
Support is also given to open and distance learning to meet the special needs of the disabled, migrants, cultural and linguistic minorities, refugees, populations in crisis situations, who cannot be efficiently reached by traditional delivery systems.
Diverse modes of ODL
Distance education at the tertiary level shows a two-fold development pattern.
On the one hand, a single dedicated ODL institution exists alongside - Increasing numbers of traditional universities have begun to offer their programmes also through dual mode – a trend reinforced by ICT.
Country drives for ODL and policy should emphasise the need for roads, electricity and other necessary infrastructure, as well as the role of the public broadcaster.
Economics of open and distance learning
The cost structures in open and distance learning are quite different from cost structures in conventional education. Capital investments usually substitute for high recurrent costs, making economies of scale a decisive factor.
Large distance-learning programmes may produce graduates at lower costs than conventional institutions.
The costs of open and distance learning vary a great deal according to the use of learning materials, media and technologies, and types and organization of student support services.
In South Africa, use is made of throughput rates for subsidies. ODL policy needs to address costing factors in relation to
conventional methods.
Three service delivery programmes
Practitioners in adult education
Practitioners for literacy campaign
Community development practitioners
Practitioner training using ODL
Training using ODL but including substantive tutor support. Groups of 1: 50 Contact sessions Learners placed in working situations where they are monitored
by centre managers or supervisors in municipalities who receive assessment guidelines and support.
In this way we have a dual form of capacity building. Text based, but uses SOL, DVD.
Fitness for purpose – contributing to the South African Mass Literacy Campaign
Policy and planning To enable 4.7 million illiterates to read by the end of 2012. The Constitutional right of all South Africans to basic education in
their own language is unfulfilled. The country was is not reducing the number of illiterates fast
enough. The numbers of adult illiterates are actually increasing. To meet the DAKAR EFA goal of reducing illiteracy by 50% by
2015.
Purpose# of VEs
Campaign timetable & targetsas approved by Cabinet (p4)
# of learnersYear
80 0001 220 0002011
49 000740 000 2012
1 220 0002010
1 220 000 2009
300 0002008
NoneNone
2007
80 000
Phase
Gear up
Pilot Phase
Mass roll-out
This timetable would have enabled the Campaign to achieve its goals within the period identified for the United Nations Decade of Literacy (before 2015). Note that VEs stand for volunteer educators
Mass roll-out
Mass roll-out
Mop up
24 000
80 000
# of super-visors
None
# of coordi-nators
None
2 400
8 000
8 000
8 000
4 900
150
800
800
800
490
Human resources
185Coord
s
3 290 SupervisorsEach responsible for
10 educators
31 180 EducatorsEach teaching 15 learners
357 161 learnersin classes of approx 15
The Implementation tiers & ratios
Coordinators at
provincial level
Supervisors at
district level
Volunteer educators at teaching & learning sites
1:20 1:10 1:15
Coordinator : supervisors
Supervisor : volunteer educators
Volunteer educator : learners
Learners per provinceLIMPOPO
GAUTENG
FREE STATE KWAZULU NATAL
EASTERN CAPE
WESTERN CAPE
NORTHERNCAPE
2990
5762
116090
17644
NORTH WEST
30561
67435
31534
44853
40326
MPUMALANGA
Learners by gender (79% female) (p13)
Learners by mother tongue – proportional breakdown of languages per province
Proportional breakdown of learners by age by province
Age breakdown of volunteers (p19)
Learning wherever you are
SchoolsChurchesHomesHome garagesCommunity centresFarmsRondawalsRoofed verandasUnder treesTechnical collegesContainers Markets
Pre-schoolsTraditional officesMunicipal hallsCommunity hallsBusiness premisesPrisonsOld age homesYMCAsImikhukhuLibrariesClinics
Kha ri gude wherever you are
Stakeholder participation
Engagement of other ministries.• Dept of Labour• Correctional services• Department of trade and industry• Department of Education• Department of defence• Extended public words• The formation of District Literacy Units comprising relevant
stakeholders including chiefs, members of the disability sector, women’s organisations, NGOs, CBOs, etc.
• 30000 Volunteers from impoverished households/unemployed receive a stipend in exchange for service.
Interactive materials
Activity driven materials
Literacy Manuals in 11 languages
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