Using Distance Education for Skills Development

Full title

Using Distance Education for Skills Development

122 pages.

2006

Authors

1. Reehana Raza
2. Terry Allsop

Abstract

In 2006 the International Research Foundation for Open Learning (IRFOL) has published an Educational Paper titled Using Distance Education for Skills Development. This very complete research paper is part of a larger project, the Skills for Development Project funded by the UK Department of International Development (DFID). The publication examined ODL institutions in Bangladesh, India, Sri Lanka and more generally the region of South Asia.

According to the authors, Reehana Raza and Terry Allsop, "South Asia is the region with the world’s largest numbers of ODL students and some of the developing world’s longest-established institutions." Whereas Africa is in the process of developing its ODL institutions, compared with other developing countries, South East Asia is an ODL pioneer. The region was the beneficiary of some of the first experiments with ODL (public) sector institutions in the world. Three of the four ODL institutions examined in this study have been working for more than two decades. The study mainly focuses on how those ODL institutions in the region have performed.

One of the barrier pointed out by the study regarding ODL positive impact might be that employers are still misinformed about programmes and diplomas and therefore do not recruit enough ODL graduates. Also if the number of programmes appears to be increasing in the region, those still attract small numbers and have low completion rates.

This Educational Paper also examined the quality of public versus private ODL institutions in South Asia, profiles of ODL students, and the opportunity for ODL to help make South Asia more competitive in a globalized knowledge Economy. Results pointed out are interesting, particularly regarding the impact of ODL for students enrolled. The most common profile of student is a lower-middle class urban-based men, taking this opportunity to combine employment with education at the same time. Students already working whom complete ODL degrees are more usually taking benefits of promotion rather than greater incomes. Also authors reveal that ODL appeared to be an opportunity for Muslim women in the region. Because Distance Learning helps to overcome social constraints that limit their ability to pursue higher education. Of course it is still not enough to challenge "gender boundaries".

The study also revealed that ODL public sector institutional are "not generally successful at providing relevant vocational training". Finally, like in many parts of the world, costs taken on by students are high, and do limit the accessibility for poorer students.

Source

http://www.dfid.gov.uk/pubs/files/distance-education-skills-dev-62.pdf

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