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81(6&2,,&%$1(:6/(77(59RO1R'HF Ethiopia continues to expand that was founded during the Kennedy between the University of Umea its utilization of various distance educa- era. There are two universities in the US (Sweden) and Ethiopian Universities, tion programs for human resource which runs Skylight (Drake and St facilitated by IICBA. The essential con- development. The Ministry of Mary's). Skylight is scheduled to start cept behind UMEA is the creation of a Education has launched an ambitious up in Ethiopia by February, 2004. new formulation in the educator's devel- program to update the skills 17,000 In cooperation with the Indira opment, whereby their perspective of teachers to diploma level. The postgrad- Gandhi National Open University their own practical work and its devel- uate level training through distance (IGNOU) of India, study programmes opment is enhanced. UMEA's education about distance education initiated by leading to a Post Graduate Diploma in is not exclusively through distance as it IICBA is a commendable venture. This Distance Education (PGDDE) and combines online assignments with face- is a step forward in creating trained Master of Arts in Distance Education to-face tutoring. manpower in the field of distance edu- (MADE) are underway in Ethiopia Insufficient resources and cation. The Ministry's program, which among other countries and have in shrinking government budget alloca- began in 1999, includes participants Ethiopia been a success story. IICBA tions strain institutions of higher educa- from Ethiopia and Liberia who have plans to immediately expand the tion in Africa. These institutions are not received training on various aspects of PGDDE and MADE programs to other able to keep pace with demand for the distance education. The Ethiopian Civil Anglophone West African countries and Continent's need for specialized human Service College has also started distance start a Ph. D. program with IGNOU. capital. Distance education is one of the education program, which combines Though established quite means of surmounting this crisis. Thus, printed material with innovative tech- recently (1985), IGNOU has evolved the application of distance education as nology (that enables to receive and send into one of the few Mega Universities a mode of delivery for expanding oppor- image as well as voice and data). The fully dedicated to DE. With in-built tunity for education and retraining has technology installed in the college has quality assurance mechanisms, IGNOU become a necessity. In this case, the Internet connection, which enables pro- is not only a nationally accredited insti- prospect for distance education is essen- fessionals in the country to share experi- tution in India, but also an international- tially untapped. By introducing IICBA's ences and learn new things from profes- ly recognized center of excellence in Distance Education programs, this sionals around the world. DE. In light of its meritorious achieve- newsletter intends to portray DE in Conducting teacher education ments in DE, the Indian government has Africa as both an opportunity and a through distance education is something entrusted IGNOU with a responsibility response to a crisis in education, and not that has been done for a long time in the of promoting and coordinating open and merely a second-rate option for higher USA. One reason could be that the distance learning systems in the whole learning. American teachers have to do a test each country as well as determining stan- Finally this newsletter features fifth year in order to confirm their profi- dards. a special tribute to Dr. Fay King Chung. ciency. This has led to a long tradition in What is happening in Ethiopia’s Acting Director, Dr. Joseph Ngu's distance education in the US. One com- classrooms? How can classroom activi- speech for Dr. Chung's retirement party pany dealing with distance education is ties be improved? Questions such as is reprinted for our readers’ benefit in its Skylight, which is a US based company these are dealt with through a cooperation entirety. M.Ed in the Teaching of Math and Science via Distance mode A Collaborative program between UNESCO-IICBA and Addis Ababa University (AAU) Development economists have and secondary levels throughout Africa. long recognized the importance of hav- The central approach of this program is The IICBA Newsletter is published quarterly in English and French. ing a country's populace be proficient in to supplement the existing undergra- Articles may be reproduced with math and science fundamentals. The duate program which consists of both attribution. We welcome editorial majority of Africa's population has not theoretically based and practical classes. comments or inquiries about IICBA had the privilege of receiving quality please address all correspondance instruction. Ethiopia is no exception to IICBA is currently concentrat- to ing its efforts in Ethiopia. In order to this problem. Teaching within these The Editor subjects has been hampered by lack of address this need IICBA sought partner- IICBA Newsletter in-class resources and constrained ship with experienced professionals in P.O. Box 2305 the field. Skylight Professional Addis Ababa, Ethiopia from the allowance of individual Tel. 251-1- 55 75 87/89 creativity in presentation. UNESCO- Development, or "Lesson Lab" a com- Fax. 251-1- 55 75 85 IICBA (International Institute for pany representing a consortium of uni- E-mail: info@unesco-iicba.org Capacity Building in Africa) is con- versities in the USA provides high qual- Web-site: www.unesco-iicba.org tributing to the capacity of teachers' ity text-based and video enhances cours- pedagogical skills in the teaching of es in the teaching of mathamatics and mathematics and science at the primary the sciences.
Page 2 IICBA Newsletter Dec. 2003 Vol.5 No.4 A team comprising of the Dean, ized tutors, recruited from AAU and . Problem based learning and Faculty of Education, the Associate trained by staff from SkyLight. Course authentic curriculum models Dean for graduate studies and IICBA work will concentrate on the integration . Assessment staff traveled to Lesson Lab headquar- of "knowledge" into instruction so as to Action research ters in Chicago, Illinois and on August pass on a higher conceptual understand- . 29, 2003 a sales agreement for the pur- ing of the material from "facilitator" to Prospective graduates of the chase of these materials was signed. "learner", which in turn will be mutual- program will be able to obtain their MA degree and become certified instructors The new M.A. program will ly reinforced. Courses will include the at various teacher-education institutions promote excellence through innovation following themes: throughout the country. Ongoing con- in mathematics and science pedagogy . Teaching methods and strategies sultations with the Ministry of and classroom methodology. The cours- for assessment in mathematics Education are aimed at maximizing es are text based and video supplement- Models and methods of teaching access to students and ensuring program ed; course-work will be conducted pri- . biology sustainability. It is believed that the marily through distance mode, but there AAU program will lay the foundations, will also be at least 30 hours of face-to- . Brain compatible chemistry so that by 2005 IICBA will be in the face tutorial assistance. The face-to-face . Computer applications and position to help other universities in the interaction will be conducted by special- technology for teaching physics Country. Africa adds forty-four new Distance Education Specialists
Distance Education (DE) is sions, to heavy workload in their place In view of this, UNESCO-IICBA increasingly being employed in Africa of work. 33 students are still in the intends to develop a contingency plan to both for initial and in-service upgrading pipeline. In July 2003, 49 Ghanaian stu- help students of both countries to com- training of high-level professionals of dents were admitted in the PGDDE pro- plete their studies. all types and levels. Many African coun- gram through the cooperation and focal tries, including Ethiopia have adopted points of University of Cape Coast and MADE DE as an important vehicle for deliver- University of Education, Winneba. Eleven Ethiopian and three ing, particularly in-service upgrading The PGDDE program has been Liberian students have enrolled with and updating training to all categories in operation in four African countries IGNOU in January 2002 on the MADE of teachers. However, in planning, since July 1999. Table one shows program as a first intake. IGNOU is organizing implementing large-scale in- student enrolment from Ethiopia, currently processing the applications of service education for teachers through Madagascar, Liberia and Ghana (1999 - 14-second intake candidates from DE, many countries fall short of well- 2003). Ethiopia. The MADE students were trained and qualified high-level DE spe- selected on the basis of their perform- On the other hand, despite the cialists. ance on the PGDDE. high level motivation and capabilities of Cognizant of this fact, and as the Liberian and Malagasy students, the With regard to the performance part of its capacity building initiative, achievement of the PGDDE course of the MADE students, six candidates the UNESCO International Institute for completion rate in these countries have from Ethiopia, have completed the Capacity Building in Africa (IICBA), is for reasons that are obvious to all, not course work including their research currently cooperating with African been as impressive as in Ethiopia. So project and have also taken the final countries, including Ethiopia, in training far, only three Liberians managed to exams of the same. The rest of the group DE specialist at post graduate level. In successfully complete the PGDDE is through with more that 80 percent of cooperation with the Indira Gandhi package studies while none of the the course work and are expected to com- National Open University (IGNOU) of Malagasy students have done so. plete their studies by the end of 2003. India, study programs leading to a Post Graduate Diploma in Distance Education (PGDDE) and Master of Arts Countries No. of Intakes Enrolment in Distance Education (MADE) are underway in Ethiopia, Liberia, Ethiopia 4 102 Madagascar and Ghana. Madagascar 1 6 PGDDE The PGDDE is an Ethiopian Liberia 2 35 success story. To date, of the 102 candi- dates enrolled from Ethiopia in four Ghana 1 49 intakes 44 have successfully completed their studies. 25 have dropped out from Total 192 the program for reasons ranging from traveling abroad, joining other profes- Table 1: Enrolment in PGDDE program
IICBA Newsletter Dec. 2003 Vol.5 No.4 Page 3 Six National Tutors have been last for a year, AAU will use IGNOU's Specific Objectives trained to assist in the academic coun- course materials in their present form seling, face-to-face programs being and cooperate with IICBA and IGNOU 1. After successfully completing the implemented in Ethiopia. IICBA has in teaching the first batch of 35 students. PGDDE package, candidates will plans to immediately expand the IICBA will provide resources needed in be able: PGDDE and MADE programs to other implementing the program at this stage. To understand the Educational Anglophone West African countries and IGNOU may provide, at this stage, pro- . Philosophy that underpins instruc- start a Ph. D. program with IGNOU. fessional support such as, allowing AAU to use IGNOU course materials tion in DE. IGNOU setting and grading the final exams and . To design and develop self-learn- awarding diplomas. In the mean time, a Though established quite ing DE learning materials. team of experts will revise the course recently (1985), IGNOU has evolved materials in an effort to make the course . Appreciate the role of learner sup- into one of the few Mega Universities content more relevant for Ethiopia. A port service in student learning and fully dedicated to DE. With in-built contract was signed with AAU in July assist in organizing such a service quality assurance mechanisms, IGNOU 2003 to this effect. as per the needs of users. is not only a nationally accredited insti- tution in India, but also an international- The second stage in the process . Understand management's systems ly recognized center of excellence in of integration will be a stage of com- appropriate to DE Institutions and DE. In light of its meritorious achieve- plete and full integration of the PGDDE assist in organizing management ments in DE, the Indian government has program into AAU's study programs. At systems appropriate to the needs of entrusted IGNOU with a responsibility this stage, AAU will take-over the DE systems. of promoting and coordinating open and whole responsibility, running the pro- Understand the characteristics distance learning systems in the whole gram including the provision of . communication technology used in country as well as determining stan- resources although UNESCO IICBA DE and assist in media selection dards in the field of DE. IGNOU has will continue to cooperate in soliciting also been accorded recognition by the support for the program. and utilization in DE systems. Common Wealth of Learning, which after a rigorous evaluation conferred on IICBA is so far very much 2. After successfully completing the it in 1993 the honor of "Center of encouraged by the positive attitude of MADE package, candidates will Excellence in Distance Education" for the university officials towards integra- also be able: producing high quality course materials. tion and will work with AAU and . Understand scientific research IGNOU to materialize this vision. methods employed in DE and Vision into the Future IICBA belives that training design and conduct research on Right from its inception, distance education specialists should DE and report funding. UNESCO IICBA envisaged the integra- continue until enough DE specialists . Design and develop curriculum for have been produced to meet the needs of tion of the PGDDE and MADE pro- Distance learning programs. grams into the training activities of a both public and private DE institutions, few existing African tertiary institu- or at least a critical number of DE spe- . Understand the economics of tions. This vision is part and parcel of cialists that can impact the development Distance Education and advise DE the concept and practice of educational of DE provision. With relatively high system on the economic perspec- capacity building by empowering insti- and unpredictable dropout rates and tive of DE. tutions. In relation to this, IICBA is now staff turn over, the training of more Understand the role of staff devel- ready to go into partnership with specialists is necessary to compensate . African higher education institutions for losses. opment in DE and assist DE insti- that are willing to integrate the PGDDE tution in planning and executing program into their own national pro- Aims of the Programs staff development schemes. grams. In Ethiopia, IICBA intends to The PGDDE and MADE study pack- establish such a partnership with the Target Learners ages serve the following aims: Addis Ababa University (AAU) and ini- The PGDDE and MADE are tiate a staged and gradual integration of Promote awareness about the . targeted mainly on the personnel's of the PGDDE into AAU's programs. In concept and utility of distance African Teacher Education Institutions line with this, discussion with the staff education in African countries. that are already engaged or are planning of the AAU is already underway. As to engage in the provision of teacher part of this initiative, a team of the uni- . Develop the much needed human inservice training through DE. In versity's staff have reviewed IGNOU's resources for the existing African PGDDE course materials to see whether Distance Education Institutions Ethiopia, most of the participants of the the package meets the accepted post- and many more that will arise in PGDDE and MADE programs were graduate study standards and the recog- the near future. selected from the staff of the Teacher Education Colleges, Teacher Training nized distance teaching methods and . Create a core of high level principles. Institutes, Faculties of Education of the Distance Education specialist in Universities, Regional Education The report of the review was Africa that are capable of generat- Bureaus, Educational Media Agency positive with regard to both issues and ing a body of indigenous knowl- and the Civil Service College of recommended that the PGDDE can be edge in the field of distance educa- Ethiopia. integrated into AAU's program in two tion which is peculiar and relevant stages. In the initial stage, which will to the region.
Page 4 IICBA Newsletter Dec. 2003 Vol.5 No.4 Distance Education in African Universities: Rationale, Status and Prospect Gebre Egziabher Debebe Lecturer, College of Education Addis Ababa University Email: [email protected]
"Give people a handout or a tool, and they will live a little better, give them an education, and they will change the world."
Distance education is the edu- Background tiveness of distance education, many cational practice of bringing teaching countries of the world have started using institutions to the learner. The teacher The enrolment gap among the distance education for human power and the student are physically separated different regions of the world is high, development. by time and location, and the learner and enrollment in higher education holds greater control and responsibility institutions in Africa is extremely low. Distance education already of his/her learning. The reasons for such gaps range from contributes substantially to China's historical to socioeconomic. Failure to human resource development. For Definition seek alternative ways and total adher- instance, according to the reports by ence to the traditional residential system A number of individuals have Daniel (1996) China TV University of training could be mentioned as a con- defined distance education in different enrolls 530,000 degree students in its tributing factor. ways. The definition offered by Keegan (1990) may be more comprehensive. He Gross enrollment rate in higher education (percentage of relevant age group) has defined distance education through emphasis of the following features: 35
1. Quasi-permanent separation of 30 student and teacher: the separation of the teacher and the student for 25 most of the time. 20 1980 2. The influence of educational 15 1986 organization in the planning and preparation of learning materials 10 and in the provision of student 5 support service. Distance educa- 0 Europe & Lati n Ameri ca & M iddle East & Sub Sahar an tion requires prior registration in a Eas t Asia So ut h A si a recognized institution (organiza- C entr al A sia Caribbean North Africa Africa tion) and makes use of materials 19 80 3 30 14 11 5 1 19 86 8 32 19 16 6 3 planned and prepared by the institution and get the necessary Source: World Bank (2000) support. Many countries of the world distance education programme while Use of technical media: as the 3. have turned to alternative educational turning out 101,000 graduates per year. teacher and the student are separat- means such as distance education to Turkey also utilizes distance education ed for most of the time, it uses train their human power needs. to train human power Anadolu technical media such as print, Research conducted on the effectiveness University. This university enrolls video, audio, radio, television, etc of distance education in many parts of 578,000 degree students and produces in bridging the physical distance the world has proven that it can be as 26,000 trained human power per year between the two. effective as the conventional approach (Daniel: 1996). Despite the limited 4. Provision of two-way communica- in producing trained human asset. access to higher education, distance tion although the student and the Seventy years of research and sum- education is not well utilized in Africa. teacher are separated, two-way maries of 355 research reports have communication through various shown that there is no significant differ- Rationale media is employed. Such assign- ence in terms of outcomes between dis- ments play an important role in tance and conventional students when Distance education opens the facilitating exchange of informa- measured by test scores (Arger1990). door for education for those whom can- tion between the student and the Similar studies by Chu and Schramm not attend regular higher education. For teacher and in breaking the prob- (1977) have revealed that students learn instance, the regular educational sys- lem of isolation of the student. as well or better through distance educa- tems of Africa have failed to meet the tion. As research has proven the effec- demand for higher education. A report
IICBA Newsletter Dec. 2003 Vol.5 No.4 Page 5 by the World Bank (1988) cited by bers of higher education institu- response to a crisis in education not as Jenkins (1989) has indicated that tions, and the public at large gener- an optional extra to conventional because of rapid population growth and ally see distance education as infe- education. economic stagnation, the gap between rior to regular programs. sub-Saharan Africa and the rest of the Conclusion . There is an acute lack of trained world appears to be widening. Distance manpower in the field in most Distance education is a means education has a great potential in help- higher education institutions on of providing access to higher education ing fill the gap. Jenkins has reported the Continent. for the masses. Thus it should not be that distance education provides educa- seen merely as a supplement to regular tion not only for part-time adults, but . Adequate budget is not allocated face-to-face programmes. It can be also to young students who have not to run distance education initia- appropriately marketed as a lowcost been accepted in to a conventional uni- tives. alternative to expand educational oppor- versity or were not accepted in the field tunity. Furthermore it should be of their choice. Despite these obstacles, a few higher education institutions have been portrayed as a vital instrument for the Research has made it clear that successful. UNESCO - IICBA collabo- production of the required trained using distance education can solve the rative efforts with governments across human power. To meet this end, strong problem of the third world. According to the continent and established institutes backing from governments, NGOs, aca- Arger (1990), DE possess the following such as the University of South Africa demics, the private sector and others comparative advantages: (UNISA) are classic examples of the interested in the expansion of educa- tional opportunity is critical. . Avoid the opportunity cost of tak- kind of efforts that need to be expanded. IICBA's efforts have opened the door ing people out of their normal Whatever development strate- for education for thousands. However, employment for training; these seminal efforts alone cannot match gies Africa will design is dependent . Reach lager number of individuals the pace of demand for DE. Just as tra- upon the skilled human power it will be (massification of higher education); ditional universities have diversified able to create. The traditional residential their modes of income, so to must insti- programs alone cannot create such . Democratize education; tutes involved with distance education. human power. In order to meet its . Raise educational standards Eventually it is hoped that entrepreneurs demand for trained human power, through the use of high quality within the education field will multiply Africa needs to use distance education. materials; the linkages that have been created by One can be hopeful that the great poten- IICBA between host governments and tial for distance education will catapult . Cost effectiveness and efficiencies private ventures. Africa towards a higher standing of over traditional college campus living. based educational system. Prospects Current Status With the increasing demands References for training, the role of distance educa- Distance education for higher Arger, Geof (1990), 'Distance education tion is receiving paramount importance education is at an early stage of develop- in the Third World: Critical Analysis worldwide. According to one report, at ment within Africa. The overall partici- on the Promise and Reality," Open present, there are 986 distance-teaching pation rate and number of programs and Learning institutions of different types and sizes courses offered are small. Jenkins located in 107 countries. The number of Chu, G. and Schramm W. (1975), (1989) reported that although Africa has distance learners enrolled in higher edu- Learning from Television: What the made some attempts in using distance cation institutions around the world in Research Says, ERIC Document education to extend formal education, so the year1997 was about 50 million. Reproduction Service, ED 109985 far, few African countries have attempt- Growing rapidly, the number of students ed to provide higher education level Daniel, John S. (1996), Mega enrolled in higher education institutions training through distance education. Universities and Knowledge Media: has reached approximately 90 million Besides, the concept of distance educa- Technology Strategies for Higher by the year 2000. It is expected to reach tion is novel for the majority of the peo- Education, London, Kegan Page. 120 million by the year 2025. As budg- ple including professionals within the et allocation stagnates while demand Jenkins, Janet, "Some Trends in realm of education. increases, higher education institutions Distance Education in Africa: an The growth of distance education in in Africa will continue to be strained. Examination of the Past and the Future Africa is constrained by the following Because of this, they are unable to pro- Role of Distance Education as a Tool reasons: duce the required human power. for National Development," Distance Distance education can be one way to Education (10) 41-44-48. . Low status is given to distance escape the crisis. Thus the application of education. distance education as a mode of delivery Keegan, Desmond (1990), The . Lack of awareness regarding the for expanding opportunity for education Foundations of Distance Education, true potential of distance education and retraining has become a necessity. London, Rutledge. World bank (2000), as one of the modes of delivering The prospect for distance education is Can Africa Claim the 21st Century? education to the masses. For exam- enormous and untapped. Distance edu- Washinington D.C: World Bank. ple, policy makers, faculty mem- cation in Africa should be seen as a
Page 6 IICBA Newsletter Dec. 2003 Vol.5 No.4 Daniel, John S. (1996), Mega Jenkins, Janet, "Some Trends in Keegan, Desmond (1990), The Universities and Knowledge Media: Distance Education in Africa: an Foundations of Distance Education, Technology Strategies for Higher Examination of the Past and the Future London, Rutledge. World bank (2000), Education, London, Kegan Page. Role of Distance Education as a Tool for Can Africa Claim the 21st Century? National Development," Distance Washinington D.C: World Bank. Education (10) 41-44-48. UNESCO International Institute for Capacity Building in Africa launched Master of Education in Information Communication Technology
The UNESCO Director ICTs’ rate of growth in the 3. Lack of training to use the new tech- General, Mr Koïchiro Matsuura launched African region is increasing rapidly. nologies. The risk is of slow accept- the Master of Education in Information Countries are building a National ICT ance, adoption, and endorsement of Communication Technology (MEd-ICT) Network, SchoolNET, Research and new technologies or that the tech- Program at Cape Coast University in a Academic Network, etc. Computer nologies will go unutilized. colorful ceremony on Saturday January Science is being made part of the 10, 2004. The MEd-ICT Program is a Secondary School Curriculum and there In order to address this dire pilot project planned to run in three Sub- is a strong urge to integrate ICT into the need for ICT professionals in the general curriculum. Some of the African Sahara African countries: Ghana, education sector, UNESCO-IICBA Governments have formulated a strate- Uganda, and Ethiopia. It is a two year has introduced as a pilot project the gy of universal access to roll out ICTs in Master of Education in Information regular program designed for delivery every government district and every by distance. The first course facilitators Communication Technology. Initially school. The SchoolNet projects in SSA the pilot project will run in three univer- training will take place in the Sudan have evolved out of the development of University of Science and Technology, sities in SSA countries: Cape coast uni- the Education Sector Reform Plans versity (Ghana), Makerere University Khartoum, Sudan from January 16 to (ESRP), Education For All (EFA) and (Uganda), and Addis Ababa University 21, 2004. the Poverty Reduction Strategic Papers (Ethiopia). We have gained a valuable (PRSP). The ScoolNet can be used to roll out national distance education and experience by running the program learning programs. Through SchoolNet, for the first time in SSA in the Sudan. the governments hope to increase the The program is well matured in the population’s literacy rate, develop the developed countries. However, it is skills and capacity of the future work- totally new for SSA. A new curriculum force, and improve the quality of teach- is tailor- based on the one from South ers and education in general. Africa (University of Pretoria) and using the experience gained from the However, evidence shows that Sudan to suite SSA conditions. A special many of the current attempts at imple- emphasis is made on the mode of deliv- menting computers in African schools ery and choice of local participating are slowed down by insufficient teacher institutions. The local institutions are training in the effective use of comput- selected on the grounds of having ers in the classroom, both from a peda- gogical and a technological standpoint. experience in running postgraduate programs in the fields of ICT and UNESCO Director General, Mr Koïchiro Matsuura Teachers do not know how to set up and maintain their computers, nor do they Education, qualified staff that can Countries in Sub-Sahara Africa know how to integrate them effectively facilitate the courses and quickly are overwhelmed with major tasks relat- into classroom teaching. acquire the expertise. Furthermore the ed to access, finance, quality, internal project is designed in such a way that and external efficiency and therefore Some of the risks identified in the local institutions would be able to are unable to meet the demand for implementing SchoolNet include the build multimedia teaching facilities, education. In order to respond to following. acquire and develop content to enable these challenges, African countries are 1. The technology may not be effective- them run the program by themselves at following the global trend in use of ly used at individual SchoolNet site the end of the project. because technical staffing at the user that Information and Communication As an effective strategy to end is inadequate. Technologies. ICTs can play a critically achieve the objectives of the project the important role in assisting Africa to 2. SchoolNet will not be used as a local universities are required to adopt tackle many of the problems they are capacity-building tool since there is the curriculum, get formal approval and presently facing, including expansion no clear investment in new skills finally award degree for the successful and improvement of their education development. The training compo- students. systems through the use of distance nent falls far short of its potential. education.
IICBA Newsletter Dec. 2003 Vol.5 No.4 Page 7 Initially the content will be The successful graduates of the program hopes to expand to other universities in delivered from South Africa (University will have acquired skills, knowledge SSA. IICBA is also running a similar of Pretoria), and USA (George and understanding in the use of ICT for program in Cameroon. The lessons Washington University) using ICT and education. learned from this country would be valu- face-to-face modes. About 25 student- Once IICBA gains adequate able to expand the program into other teachers from each country are targeted. experience in running the program, it universities in Francophone Countries. My Experience as a Distance Education Student Aderajew Mihret T. Before I began my studies with attained through distance education, I tioned, the content is systematically pre- IGNOU, I had been working as a con- carried our research on the self-instruc- sented, and therefore I did not face any ventional college instructor and had no tional nature of physics courses being difficulty created by the presentation of appreciation for the system of distance given in Project 17,000. Until now, I the course material. education. My first exposure came as a have only been applying a minimum course writer in Project 17,000 amount of the knowledge I obtained in I am a student that tries to (Distance Education for Second Cycle distance education, working at a private understand concepts primarily through Primary School teachers in Ethiopia). college. I long for a National institute to reading. As a distance student, I was It was opportunity to develop print- be established in order to fully exploit free to choose my own style of reading, based material for physics courses at the my knowledge. my own pace of study and could budget tertiary level that enabled me to closely a time for study that was most conven- scrutinize the system of distance educa- As a student of distance educa- ient. Most importantly, I was not forced tion. The following are my impressions tion, both PGDDE and MADE, I have to look for other references if I wanted of my experience, both positive and found the content of the courses being elaboration of a particular subject. The negative. systematically structured and organized. course materials are "self-contained", The course is divided into modules (five which is to say that everything is Though it was very intensive modules for a given course). Each mod- explained within the course material. for a short period of time, the training I ule is made to consist of an appropriate acquired to develop the self-instruction- number of units, which are interconnect- I faced two major problems al material initiated my interest in dis- ed with one another and progress from during my experiences as a student of tance education and its theories and art it simple to complex issues. Each module IGNOU: the delay in getting feedback is defined by. Thoughts can become a begins with an introduction of the mod- for assignments and examinations, and reality when time allows. For me it was ule focus, what tasks are expected on the the delay issuing the diploma and the UNESCO IICBA which dropped by my part of the learner, as well as any prereq- degree. Students of conventional way with a chance for my Post Graduate uisites. Each module then provides the schools receive feedback on their Diploma and Master of Arts Degree in very objectives that it seeks to achieve at assignments and examinations based on Distance Education and allow my dream the end of his/her study. Finally, the the already established schedules of to become a reality. What if I call content is further broken down into their institutions. They can easily drop IICBA a messenger that clarified the units, sections and sub-sections together in and ask the professor if there is any course needed to crystallize my vision? with a unit introduction and unit objec- inconvenience. Distance learners, how- ever, cannot physically reach his/her I found my course studies to be tives, so that it flows from what is read- ily understood towards what is new and school whenever there is a problem as a very attractive and challenging. Its phi- spatial separation puts a barrier between losophy being a paradigm shift from the complex. It could be said that the con- tent is presented in a "self-instructional" him/her and the institution. However, conventional system, I believe it instills this problem can be greatly mitigated a new life to the rigid, traditional educa- format so that the learner can read, ques- tion and cross-check responses by refer- for a distance learner that is elec- tional process. In my course work, I tronically connected with the institute. have attained knowledge of developing ring to the referring to the feedback at the end of each module. What matters most is the commitment the following forms of distance learning of the institution to serve the students as material: support services and their As a full-time student, the to the definitions of the system. organization, curriculum development, course consumed most of my time, and growth and philosophy, technology, all of my leisure time. The course mate- As a result of not being able to research, economics, and how to devel- rial is densely packed with rich informa- physically present my degree for the op a staff for a distance education insti- tion. Ideas are clearly presented and MADE programme seven months after tute. I have also mastered how to carry facts are well-structured. I was therefore completing the course, I have seen some on research in distance education, which required to understand everything in the golden opportunities go by. It is really a is applicable to conventional schools as module and their various interrelation- pity. Had IGNOU been located in Addis well. I've acquired new knowledge as ships. Had I not used almost all of my or somewhere nearby, I could have held well as innovated systems that we have leisure time, I could not have made it. I my degree in my hands and introduced previously used at conventional schools. was made to take 60 credit hours both to those institutions and organizations for PGDDE and MADE programmes - Although the appropriate insti- that apologized for the positions I twice the credit hours required for a con- tutions are not yet in place, which can missed. ventional MA programme. As men- absorb and make use of the knowledge
Page 8 IICBA Newsletter Dec. 2003 Vol.5 No.4 Ethiopia is a country that must riculum. Although our numbers are cur- I would like to express my grat- deal with inadequate access to education. rently limited, our country is in a position itude to UNESCO IICBA for providing This is the country's most pressing issue. to make use of the knowledge we have this programme and would also like to It's future depends on how quickly and acquired, especially related to the core remind them of the promise they made: effectively the National system can be issues of distance education. I strongly that the top graduates of MADE would be further developed. This requires more wish to contribute to one or more of the allowed to continue for their Ph.D. I know well-trained professional that can assist a issues in distance education when there that I'm not alone in my hope that there national effort to change of direction, con- appears to be a demand for expansion of will be opportunity to further advance tent and methodology in the current cur- the system on a national basis. my career via the system of distance education. NEWS IN BREIF Dr. Fay King Chung, Founding ment" would have any effect on slowing Today, we honor Dr. Fay Director of UNESCO IICBA, Dr. Chung's varied activities down. Dr. Chung because she is a great leader with Chung herself said that her post-retire- vision and commitment and I am proud Retires, 19 December 2003, ment plans include writing stories, pub- to say that for the time that I've known Addis Ababa lishing articles and teaching University her, she has educated me on what lead- classes in her home country, Zimbabwe. ership is all about. She has shown us The founding Director of In her farewell address she stated her that effective leadership is about charac- IICBA has retired after five years of expectation that IICBA would surpass ter, it is about creating a social architect dedicated service. Under Dr. Chung's the productivity the Institute enjoyed that is capable of generating intellectual leadership, UNESCO IICBA developed under her guidance and tutelage. capital. I cannot exaggerate the fact that and expanded its programmes and activ- Everyone expects a visit back to when Dr. Chung has strong determina- ities in the areas of teacher education, Ethiopia in the not-too-distant future. tion to achieve a goal or realize a vision, distance learning, cost-effective utiliza- she defines the "reality", which sets tion of ICT's for education, develop- Mr. Joseph Ngu's Farewell the course and direction that we must ment of HIV/AIDS materials for educa- follow. She has the capacity to generate tion, curriculum development and Speech for Dr. Fay King and sustain trust on all that we do. As education for nomadic pastoralists. Dr. Chung, The Hilton Hotel, 19 the real leader that she is, Dr. Chung has Chung's varied positions include Chief December 2003, Addis Ababa an uncanny way of enrolling us and Educational Planner, Ministry of others in her vision through her opti- Education, Zimbabwe; Minister of It is a great honour and privi- mism-sometimes, I might add, her Education and Culture, Zimbabwe; lege for me to say a few words about unwarranted optimism. Finally, I cannot Chief of UNICEF Education Section; our distinguished leader, colleague and neglect to mention that as a leader, we and Special Adviser on Education to the friend, Dr. Fay King Chung. May I first will miss her at UNESCO IICBA. Dr. Organization of African Unity. These express my deepest gratitude to the Chung has a bias towards action that experiences all contributed to the vision Government and people of Ethiopia that results in success, and that translates brought to IICBA by Dr. Chung and the have hosted us, UNESCO IICBA over vision into reality. direction Dr. Chung has taken the young the past five years. I would also like to Institute in consolidating and scaling-up express my appreciation to our sister At UNESCO IICBA, Dr. its programmes for the benefit of the organizations within the United Nations Chung has built and expanded the activ- African continent. family who have helped assure that we ities and programmes in teacher educa- stand firmly on our own. Dr. Chung's farewell party was tion, in the use of ICT's in Education, in held on the 20 December 2003, at the Dr. Fay Chung who we are curriculum development, in nomadic education, in supporting programmes in Hilton in Addis Ababa. The festive honoring today, is the founding Director women's leadership and now we can affair was attended by friends, col- of the International Institute for count on the extensive electronic leagues and distinguished guests. Capacity Building in Africa. Dr. Chung Speeches were given by Addis Ababa libraries, videos and interactive CD is also an educator with teaching experi- ROMs to support education in many University Professor Dr. Teshome ence that varies from adult literacy and Nekatibeb, distinguished Minister of countries throughout the continent. The education, to secondary school teaching way forward for us now is to consoli- Education Woizero Genet Zewdie, during colonial Rhodesia, polytechnic UNESCO Director Mr. Condé, UNICEF date and expand what she initiated just and further education teaching in five years ago. We are counting on her Chief of Education Dr. Aline Bory Britain, lecturing at the University of Adams, Assistant Secretary General to continued advise and support. Zambia, and teacher education for pri- the ECA Dr. Lala Ben Barka and Mr. mary and secondary school teachers Excellencies, Honorable Ministers, Joseph Ngu who has assumed the posi- during the liberation struggle for Distinguished friends, I think the UN tion of acting Director at IICBA. Mr. should scrap the retirement age of 62 for Ngu’s inaugeraul speech has been Zimbabwe. She has also held leadership positions in education while serving as its staff. The UN must move away from reprinted in its entirety. Mr. Ngu's the idea of a fixed age at which people Chief of education planning, Ministry of speech was followed by similar must stop working. accounts that recalled fond personal Education, Minister of Education and experiences, and a common theme of Culture, Zimbabwe; Chief of UNICEF I know you will join me in admiration and respect for her service to Education Section; and Special Advisor wishing Dr. Chung a productive retire- Africa was evident. Much skepticism on Education to the Organization of ment. We will miss her dearly. was expressed that the so-called "retire- African Unity. I thank you for your attention.
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