Author:
Dr. S.K. Gandhe, Senior Academic Adviser, Symbiosis Centre for Distance Learning
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It cannot be denied that a general impression lingers in the minds of the common people as well as some of the authorities
– government authorities in particular – that quality-wise ODL is inferior to the conventional, face-to-face mode of education.
I have been closely associated with the ODL for over two decades and cannot agree with this point of view.
The critics of ODL fail to realize that the profile of the distance learner is materially different. While the conventional
college going student is in the much younger age-group (17 to 23), is aspirant of or in search of a career, is financed by
the parents and often if not always is influenced by the parents’ ideas of his future career, the distance learner is in a
senior age (modal value around 35), is already working, comes to ODL for career advancement, change of job, starting new job
in relation to experience already gained fortified by the ODL courses of study, or simply to gain new knowledge for the sake
of it. Unlike the college going student, he has limited time at his disposal for study (say, not more than 4 hrs. a day and
not more than 300 to 320 days a year), he comes from a variety of socio-economic background and has rural and semi urban backdrop.
His capacity for comprehension and hard work, and more importantly, his motivation for acquiring new knowledge are rather
limited. These factors cannot be overlooked while designing the Self Learning Materials – whether print or electronic – for
the distance learner. Then there are several difficulties in practical ( lab-based ) work, personal contact programs, access
to modern technology like computers, e-mail, web, online learning devices, etc which the distance learner from non-metros,
smaller cities and rural towns face. If the basic objective of the ODL is to reach the unreached, we cannot make it expensive
making it unaffordable to the rural masses. In this situation it is unjust and uncalled for to compare the courseware and
the delivery system of the ODL with the conventional, institution-based higher education. ODL is certainly not restricted
to the urban elite only.
ICDE may consider whether something can be done to erase the impressions created about the quality of ODL programs, without
fully understanding the system and its limitations.
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Author:
Carl Holmberg, Secretary General, ICDE
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One of ICDE’s four key objectives is the achievement of a global understanding of quality within distance education. As you
point out, this is a significant challenge as the perception that ODL is a less rigorous mode of education is widely held
throughout society and within government.
I can point to the declaration of the 2009 ICDE Standing Conference of Presidents (http://www.icde.org/en/icde_news/news_archive/january_2010/2009+Standing+Conference+of+Presidents+
declaration.b7C_wlfQWM.ips) as an important step in our aim to use the world financial crisis as a springboard to further
promote the cause of ODL. We argue that increased emphasis on ODL holds tremendous potential not only in order to educate
those needing retraining now, but also to help lessen the impact of future crises by better preparing the workforce for flexible
working, and creating an appreciation within society at large of the value of lifelong learning.
In 2009, ICDE was involved in drafting the final communiqué of the UNESCO World Conference on Higher Education (http://www.unesco.org/en/wche2009).
The communiqué stressed the importance of open and distance learning approaches, information and communications technologies
and open educational resources in widening access to quality education.
Within UNESCO, and also through our relationship with SEAMEO, ICDE is able to lobby for better understanding among governments
around the world of the value of ODL, and in addition through the ICDE website and wide distribution of declarations and communiqués
to news media, seek to spread this message to a wider public.
Going forward, SCOP 2010 (http://www.unisa.ac.za/scop2010/) will deal with many of the key issues brought to light at the
UNESCO World Conference on Higher Education from a developing country perspective. Further, the work of the OPAL Initiative
(http://oer-quality.org/) will be an important opportunity to promote the benefits of open educational practices. ICDE is
also working hard to develop further the concept of quality audits as reviews of student learning processes to help provide
our members with further arguments for the quality of their approach.
Finally, work has begun on preparations for an ICDE Regional Conference in 2011 to raise acceptance for and the profile of
ODL in Southern Europe. We encourage ICDE members with concerns in this area to consider arranging an ICDE Regional Conference
in their region to aid in the change of perceptions.
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