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Comments made by the groups included the following:
- The role of the state should be as a facilitator for access to ODL.
- The state should promote the development of distance learning at traditional institutions.
- Some countries will more naturally embrace a new mode of teaching within the state model than others.
- There is a role for state bodies in quality assurance.
- State support is required to promote ODL. If this is not forthcoming, then only a business model is possible.
- There is tremendous potential for advocacy for ODL through alliances with local and regional organizations.
- A clearer message describing the role of ODL will aid advocacy.
- There is a clear need for case studies to help make arguments for ODL.
- A key argument for ODL is the economies of scale which may be achieved.
- ODL is a mode of learning which facilitates choice - this is particularly the case for returning students
- ODL can transform people’s lives by giving them a second chance
- A published systematic and critical self-evaluation by ODL institutions would be a valuable tool for advocacy
- In making arguments for ODL it is important to focus on the audience and the benefits for lifelong learning rather than on mode of instruction
- The support of alumni should be sought
- It is important to develop separate value propositions for politicians, the corporate audience, and regional audiences
- ODL is essential for the up-skilling of mid-career employees
- ODL brings openness and access to burgeoning young populations in developing economies
- ODL should be able to offer its students flexibility in how they pay for their studies to counter increased tuition fees
- ODL has the ability to draw on global resources far more easily than traditional modes of learning