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ODL: New Approach to 21st Century Education
Olugbemiro JEGEDEOlugbemiro JEGEDE
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The Future is NowNew approach for a new century?
Old approach for an emerging concern?
An ageless realistic approach for all times
It is the answer to an age long question of enhanced access to education for all
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The QuestionsWhy educate everyone?why remove disparities in educational access?why search for alternative delivery modeswhy look for flexible and cost effective means?
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Security and Fairness‘human history becomes more and
more a race between education and catastrophe’ (HG Wells)
‘human insecurity comes in many forms. The most basic and lethal are illiteracy and innumeracy’ (Amartya Sen)
‘only the well educated will be able to act effectively in the Information Society’ (Michael Barber)
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Worst Kept SecretEffective national development
depends on education
The bedrock of education is the acquisition of knowledge
Leads to a Knowledge Society, a Learning Society and a Wise Society
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Education & Development
Since Independence, Nigeria has demonstrated an irrevocable and unwavering commitment to education as tool for national and personal development.
The country also regards the pursuit of education as an inalienable right of every citizen.
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RequirementsIndividual and institutional levels:skills and ability to be creative with
knowledgetechnical know-how and transfer of
technologypolicy analysisdevelopment managementassessment of alternative courses of
action
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Commitment to Education
international
1948: the Universal Declaration of Human Rights article 26 ensures right to free elementary education for all children.
1990: the World Declaration on Education For All
1993: the UN Standard Rules on Equalisation of Opportunities for Persons with Disabilities
2000: MDGs and 2001: the UNESCO EFA
Inclusive Education 2008
All G-9 Declarations
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Development Needssustainable development
highly educated, mobile and adaptable workforce
multi-skilled and multi-tasked
a knowledge and a learning society
use of ecological and geographical conditions to a nation’s advantage
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national
Universal Primary Education
Education For All
Nomadic Education
Education Sector Analysis
Universal Basic Education
Roadmap for the Nigerian Education Sector
Commitment to Education
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Lifelong Learninglearning – natural consequence
making learning a continuous lifelong activity
everyone to learn continuously from ‘maternity to grave’
development of a ‘Learning’ or ‘Knowledge Society
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00 SpatialSpatial
TemporalTemporal
Flexibility in time, space, contentFlexibility in time, space, contentNon formal
Formal
Informal
Adult
Home
School
Work
Retire
Self-directed learningSelf-directed learning
Sharing with othersSharing with others
Varied learning stylesVaried learning styles
Learning SocietyLearning Society
Dimensions
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Our Present
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DemographyPopulation is
about 140 million
Republic with 36 states, 774 Local Govts
6 geopolitical zones
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EnrolmentsLevel Number Students No
AccessPrimary 44,000 24 million 20 million
Secondary
Voc & Tech
10,000
65
8 million
280,000
27 million
Col. of Educ
& Polytechnics
64
80
550,000
350,000
2million
University 98 1,196,312 6 million
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ADMISSIONS
2004/515.4%
2005/0615.7%
2006/0716.5%
2007/0812.9%
2008/0914.1%
2009/1011.1%
Average14.3%
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Boom in H. EducTremendous expansion of secondary
education
Increase in jobs and professional activities requiring high level knowledge and skills
Continuing demand for higher studies
Continuing education
Education For All and social justice
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Concerns formal education system cannot cope with admission requests Less than 15 per cent of applicants admitted to Universities,
Polytechnics & Colleges of Education 2009 JAMB examined 1.9million candidates and less than
200,000 can get admission need to enhance Education for All and Life-long Learning
initiatives Cannot rely on brick and mortar structures, cannot afford the
expenses of conventional universities Option is ODL that guarantee access and ensure quality
Open Access: Open Access: a 21a 21stst Century Century
ImperativeImperative
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Current Realityopen and distance learning is not a future
possibility for which higher education must prepare
it is a current reality creating opportunities and challenges for educational institutions;
a reality offering students expanded choices in where, when, how, and from whom they learn;
a reality making education accessible to ever larger numbers of persons” (Mehrotra, Hollister, and
McGahey (2001, p. ix).
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..the UnreachedGROUPS
disadvantaged
marginalised
underrepresented
underprivileged
Nigeriawomen, girls &
childrenunemployed youthssocially
disenfranchisedNomads & people who
fishworkers
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DL has many labelsinstruction by a mode other than the
conventional face-to-face methodcharacterised by physical separation
between the teacher and the learner, instruction delivered through a variety of
media including print, and other information communication technologies to learners
What is DL?
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Open LearningOpen Learning - flexibility of and access to
instruction in order to ensure broad availability of educational opportunities to all
Openness disregards age, previous level of academic achievement, and other factors,
eliminate artificial barriers to education as a life-long pursuit in a democratic environment
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access
restricted open
closed flexible equitable equality cheap
rigid
entry qual
time bound
expensive
Extensive learner support
Instructionally designed materials
Learner-focused, modular, thematic
Individualised and self-paced
Allows for different levels of independent programmes: e.g B.Sc, MSc, Ph.d
Close and Open
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Our Past
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Origin of ODL began in the late 1800’s as Correspondence study
by:Isaac Pitman, who taught shorthand via correspondence study in
England in the 1840
started in the United States in 1873 when Anna Eliot Ticknor founded a Boston based society named
The Society to Encourage Studies at Home.
started in Australia1860s for primary education1901 by the University of Queensland
UNISA started in 1916 and became a correspondence university in 1946.
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ODL in Nigeria Nigeria started out with correspondence colleges
Rapid Result College, Wosley Hall, Pitman Institute, Exam Success Correspondence
Oxford Univ extra mural studies at UC 1948
ABU University of the Air in 1972
University of Lagos COSU 1974
The National Teachers Institute 1976 National Open University opened July 22, 1983, and closed April 25,
1984 Part-time/Sandwich/Outreach programmes by Universities Dual Mode Institutions: UI DLC 1988,CDL&CE Abuja 1990, OAU CDL 1993
National Open University of Nigeria 2002
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Social Purpose & Realities
The social and economic dimensions of providing education for all, within the context dwindling financial situation
astronomical numbers, the diverse nature of the unmet demands, the constraints of resources, the need for flexible tailor-made delivery of instruction with little disruption in the national, family and individual circumstances; and taking advantages of emerging information communication technologies (ICTs) in relation to Nigeria’s peculiar situation,
the most logical pathway is by the distance education method.
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Our Future
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technology will increasingly dominate domestic, economic and social life
financial and economic world will change into a plastic world
increase in demand for constant communication and use of telecommunication
society will become less personal, concentrate more on nuclear family
unrivalled demand for education
C21st Nigeria
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C21st Learnerseasily bored, require multiple stimuli
know more about technology than teachers and parents
unreasonable expectations: learning is easy, prosperity requires no hard work, access to information = acquisition of knowledge
Please fax, text or email
Check the web, facebook, blog or twister
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C21st Teachersnot the boss but the facilitator
guide learners to information
‘no longer sage on stage but guide on the side’
learning with technology must begin with educating teachers
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7-point AgendaPower and Security, Food Security, Wealth
Creation, Transport Sector, Land reforms, Security, and Education.
With regards to education the document says that:
“The two-fold reforms in the educational sector ……….will be achieved through massive financial injection into the Education Sector.”
Implications:Time, Excellent teachers and budget envelope
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21st century Education commitment to open and equal opportunities, a pedagogy that redirects significant control and
authority toward the learners, a set of instructional design principles and methods
of facilitating interaction, special leadership and managerial practices,
rethink educational policy, find an effective way of organising resources balancing technology and teachers to create a more efficient system
promises better instruction, better quality of learning, and far better returns on investment in education and training
• Human Resource
Development
•Capacity Building
•Mass Literacy
•Education For All
•Social Mobilisation
•Universal Basic Education
• Mass Teacher Education
Open and Open and Distance LearningDistance Learning
•Technology & Computer Literacy
•Communal Ownership of Education
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Mass EducationOpen and Distance Learning:
weapon of mass instruction
democratises and liberalises education
flexible and life long
quality assured and includes all
allows individualised learning and at own pace
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An Unusual SupportYale Professor William Rainey’s comments
about ODL about 50yrs ago:“The student who has prepared a certain number
of lessons in the correspondence school knows more of the subject treated in those lessons, and knows it better, than the student who has covered the same ground in the classroom. The day is coming when the work done by correspondence will be greater in amount than that done in the classrooms of our academies and colleges; when the student who shall recite by correspondence will far outnumber those who make oral recitations” (Watkins, p. 4).
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The Challenges
AC
CE
SS
COST
QU
AL
ITY
GOVERNANCE RELEVANCE
TheNIGAVEKAR
pentagon
Stakeholders
The Iron Triangle of Education
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ChallengesAdvocacy and mainstreaming of ODL low public and intra-institutional perception
of the ODL alternative lack / inadequate number of trained ODL
teachers and technical support services, Inadequate or lack of Infrastructural support
for excellent ODLDevelop full-fledged ODL strategic planCascading non-formal with formal leading up
to the tertiary level.
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Future of ODL opportunities for distance education are limitless
and ODL programmes are here to stay appreciate costs needed for substantial investment
and training, need for long-term planning and development and
re-organisation of administrations careful attention to designing and implementing
high quality distance education programmes quality issues and accreditation must be addressed distinction between andragogy and pedagogy
