lifelong learning and distance higher education - Asia Pacific Region

More documents

Recommendations

Info

find a job. It must be said, however, that it is not easy to put lifelong learning – via themedium of ICTs, no less – into practice in an African context. But given the advantagesit offers for individuals, for businesses and for society as a whole, efforts must be madeto encourage its development, which will inevitably involve the introduction of specialmeasures.POLICY CONSIDERATIONS• Create local training centresEfforts must be made to encourage the creation of local training centres that aresuitably equipped with IT hardware and broadband Internet access, whose openingtimes fit in with employees’ working hours, and that charge affordable admissionfees. Apart from delivering ICT and ICT-based training, such centres could also serveas a community’s portal to the Internet.• Promote adult education and trainingIt is important to carry out awareness-raising campaigns that target training centres,to encourage them to develop adult training courses; businesses, so that they allowtheir employees to take courses while continuing to work; and adults, to make themsee the importance of upgrading and acquiring new knowledge.• Enhance research on experience validationExperience validation is a new concept whose mechanisms are complicated toimplement. Since Africa has no experience whatsoever in this field, it is necessary tobuild the required capacity by promoting training and research centred on this newbody of problems.• Encourage the development of short certificate training modulesThe e-archivist-researcher certificate has shown that a short certificate course with,inter alia, an ICT component, can help general higher education graduates easilyfind a job. Increasing numbers of these kinds of courses, in tandem with previousexperience, definitely could be of benefit to people seeking work or an opportunity toretrain.• Foster partnerships between the worlds of business and trainingThe EBAD experiment has shown how partnership between businesses and theworld of training can enable the use of a company’s resources for training (computersin the workplace, virtual training courses, etc.) and, in return, provide the companywith better-trained human resources already acquainted with the world of work andquicker to employ.58
RELEVANT INTERNET SITESFORCIIR project:www.ebad.ucad.sn/forciir/Site with information on lifelong learning:www.educnet.education.fr/dossier/eformation/vie.htmEBAD distance education courses:www.ebad.ucad.sn/acces_dedies/ufadis/portail.htmAUF French-speaking digital campuses:www.refer.org/AUF distance education courses:http://foad.refer.org/Community multimedia centres:www.unesco.org/webworld/cmcWorld Bank’s Global Development Learning Network (GDLN):www.gdln.org/RESAFAD network:www.resafad.net/African Virtual University:www.avu.org/default.aspWorld Links:www.world-links.org/Internet in Africa:www.aedev.org/article.php3?id_article=69Site with information struggle against the digital divide:www.dsf-fsn.org/Site with information non-formal education via ICTs:http://portal.unesco.org/education/fr/ev.php-URL_ID=30233&URL_DO=DO_TOPIC&URL_SECTION=201.html59
Page 1 and 2:
PERSPECTIVES ONDISTANCE EDUCATIONLi
Page 3 and 4:
The Commonwealth of Learning (COL)
Page 5 and 6:
ACKNOWLEDGEMENTSIn addition to the
Page 7 and 8:
These are some of the issues that a
Page 9 and 10:
What are the trends and issues in l
Page 11 and 12:
of policy implications relating to
Page 13 and 14:
evince important differences that c
Page 15 and 16: inequitable regulations governing t
Page 17 and 18: associations and groups of countrie
Page 19 and 20: THE CONTRIBUTORChristopher McIntosh
Page 21 and 22: INTRODUCTIONIn his 1996 report to U
Page 23 and 24: Lastly, our analysis of the situati
Page 25 and 26: diploma or similar certificates of
Page 27 and 28: force of the undertaking. Here agai
Page 29 and 30: RELEVANT INTERNET SITESUNESCO Task
Page 31 and 32: Notes1. This phrasing has been used
Page 33 and 34: goals (Daniel, 1996). Lifelong lear
Page 35 and 36: eported that group activity had red
Page 37 and 38: NEW AREAS FOR DISTANCE EDUCATION:WO
Page 39 and 40: targets systematically for the use
Page 41 and 42: Rausch, A.S. (2003). A case study o
Page 43 and 44: correspondence teaching systems tha
Page 45 and 46: significant differences between syn
Page 47 and 48: In distance flexible- and blended-e
Page 49 and 50: STATE-FUNDED DUAL-MODE SYSTEMS ATUN
Page 51 and 52: Table 4.2: Fundable elements in dis
Page 53 and 54: sciences in 21 countries of the reg
Page 55 and 56: How a system is funded depends in p
Page 57 and 58: Litto, Fredric M. (2004). Digital l
Page 59 and 60: CHAPTER 5LIFELONG LEARNING IN THE A
Page 61 and 62: education, which was initiated by C
Page 63 and 64: So the virtual classroom acted as a
Page 65: In June 2002, when the course came
Page 69 and 70: 11. The approximate rate for 1€ w
Page 71 and 72: The term modern distance education
Page 73 and 74: the National Networked Consortium f
Page 75 and 76: important resource for undeveloped
Page 77 and 78: standards have been proposed for th
Page 79 and 80: The development of e-learning withi
Page 81 and 82: RELEVANT INTERNET SITESCCRTVU Onlin
Page 83 and 84: MoE (2004b) The Notice on Running N
Page 85 and 86: CHAPTER 7QUALITY ASSURANCE SURVEYOF
Page 87 and 88: (Paris, France, 28-29 June 2004) in
Page 89 and 90: Examples of elaborated QA policies:
Page 91 and 92: plans and produces its conventional
Page 93 and 94: SHTVU (China)• Teaching• Teachi
Page 95 and 96: offers its programmes to Turkish ci
Page 97 and 98: mega universities apply a set of st
Page 99 and 100: RELEVANT INTERNET SITESThe Commonwe
Page 101 and 102: 2. QA initiatives or publications b
Page 103 and 104: assurance of ODL. This DST will be
Page 105 and 106: Educational Planning has been respo
Page 107 and 108: A system of weighting of the key qu
Page 109 and 110: RELEVANT INTERNET SITESHigher Educa
Page 111 and 112: CHAPTER 9THE FINNISH VIRTUAL UNIVER
Page 113 and 114: foreign providers. In Finland, the
Page 115 and 116: to make the best use of new educati
Page 117 and 118:
The foremost task for the Service U
Page 119 and 120:
part of quality management. The aim
Page 121 and 122:
online courses; an educational tech
Page 123 and 124:
polytechnics, research institutions
Page 125 and 126:
CHAPTER 10PROMOTING CROSS-BORDERREC
Page 127 and 128:
The Bologna Declaration was followe
Page 129 and 130:
indicators currently being used for
Page 131 and 132:
the qualification resulting from th
Page 133 and 134:
Table 9.1: Outline of the portfolio
Page 135 and 136:
• Make sure that incoming student
Page 137 and 138:
CHAPTER 11CHARTING THE EVOLUTIONOF
Page 139 and 140:
Another common characteristic was t
Page 141 and 142:
the current capacity of the educati
Page 143 and 144:
conditions for success. Conditions
Page 145 and 146:
Cultural and ethical issues in inte
Page 147 and 148:
the cost and maintenance of learnin
Page 149 and 150:
Research can be a useful tool for c
Page 151 and 152:
REFERENCESBates, A. (1995). Technol
Page 153 and 154:
Twigg, C. (2001). Quality Assurance
Page 155 and 156:
y, for example, entering into partn
Page 157 and 158:
and even greater steps, and the dec
show all

lifelong learning and distance higher education - Asia Pacific Region

Create successful ePaper yourself

Delete template?

Save as template?