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FOOD, HEALTH AND EDUCATION FOR ALL: THE ROLE OF DISTANCE LEARNING

FOOD, HEALTH AND EDUCATION FOR ALL: THE ROLE OF DISTANCE LEARNING Yashwantrao Chavan Maharashtra Open University 13 November 2003 EDUCATION FOR ALL AND THE ROLE OF OPEN AND DISTANCE LEARNING The Global Scenario John Daniel Assistant Director-General for Education. How do you see

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FOOD, HEALTH AND EDUCATION FOR ALL: THE ROLE OF DISTANCE LEARNING

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  1. FOOD, HEALTH AND EDUCATION FOR ALL:THE ROLE OF DISTANCE LEARNING Yashwantrao Chavan Maharashtra Open University13 November 2003 EDUCATION FOR ALL AND THE ROLE OF OPEN AND DISTANCE LEARNING The Global ScenarioJohn DanielAssistant Director-General for Education

  2. How do you see globalisation?

  3. Questions • Why? • How? • What principles? • For whom? • Where? • Which technologies?

  4. Questions • Why use technology in education?

  5. Technology is the answer but what was the question?

  6. Aspirations for education • Access – increase it • 2. Quality – improve it • 3. Cost – reduce it

  7. ACCESS QUALITY COST

  8. Education for All

  9. Aspirations for education • Access – increase it • 2. Quality – improve it

  10. Aspirations for education • Access – increase it • 2. Quality – improve it “Fitness for purpose at minimum cost to society”

  11. AIMS: • Human capital • Social capital

  12. ACCESS QUALITY COST

  13. ACCESS QUALITY COST

  14. TECHNOLOGY is the application of scientific and other organized knowledge to practical tasks by organizations consisting of people and machines.

  15. Two types oflearning activities: INDEPENDENT

  16. Two types oflearning activities: INDEPENDENT INTERACTIVE

  17. INDEPENDENT - read a book- watch TV- listen to radio- work on computer

  18. INDEPENDENT = Economies of scalesuch as:- printing books- broadcasting TV- downloading software

  19. INTERACTIVE

  20. INTERACTIVE The student’s work obtains a response from another person

  21. INTERACTIVE Different cost structure

  22. Example OPEN UNIVERSITIES

  23. Total cost more interactive more independent Number of students

  24. Questions • Why? • How? • What principles? • For whom? • Where? • Which technologies?

  25. Example OPEN UNIVERSITIES

  26. ACCESS QUALITY COST

  27. ACCESS QUALITY COST

  28. The Open University • ~200,000 students in 2003 • (the UK had 130,000 students in all universities combined in 1963)

  29. BRITAIN’S TOP NINE UNIVERSITIES Quality Rankings of Teaching based on all subject assessments 1995-2003(Sunday Times University Guide 2003) • 1 CAMBRIDGE 96% • 2 LOUGHBOROUGH 95% • 3= LONDON SCHOOL OF ECONOMICS 88% • 3= YORK 88% • 5 THE OPEN UNIVERSITY 87% • OXFORD 86% • IMPERIAL COLLEGE 82% • UNIVERSITY COLLEGE LONDON 77% • ESSEX 77%

  30. Questions • Why? • How? • What principles? • For whom? • Where? • Which technologies?

  31. DISTANCES: • GEOGRAPHIC • - TIME • SOCIAL • DISABILITY

  32. “When I asked about the possible use of alternative learning technologies one woman suggested that her most pressing need was not for learning technologies but for other technologies such as washing machines, cookers and vacuum cleaners, which would help shorten the time she spent on housework and increase the time she needed for studying.”

  33. Questions • Why? • How? • What principles? • For whom? • Where? • Which technologies?

  34. Start with the learner!

  35. Technologies: • available? • at reasonable cost? • easy to use? • independent or interactive?

  36. TECHNOLOGY ISTHE ANSWER but WHAT WASTHE QUESTION?

  37. “education for all” “the defences of peace” EDUCATION The four B’s “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  38. “education for all” “the defences of peace” EDUCATION The BAD ‘B’s - BIAS “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  39. “education for all” “the defences of peace” EDUCATION The BAD ‘B’s - BIAS e.g. vendor bias “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  40. “education for all” “the defences of peace” EDUCATION The BAD ‘B’s - BIAS e.g. political bias “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  41. “education for all” “the defences of peace” EDUCATION The BAD ‘B’s - BIAS e.g. private vs. public bias “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  42. “education for all” “the defences of peace” EDUCATION The BAD ‘B’s - BIAS - BULL**** (BS) “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  43. “education for all” “the defences of peace” EDUCATION The global great and good are obsessed with the ‘digital divide’. Half the people of the world, they fret, have never made a telephone call. Africa has less bandwidth than Brazil’s city of Sao Paolo. How, ask dozens of inter-governmental task forces, can the poor get connected? “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  44. “education for all” “the defences of peace” EDUCATION Amid all the attention paid to developing countries’ lack of Internet access, some people feel that more fundamental problems are being ignored. Ted Turner, an American media boss, observed last year that there was no point in giving people computers when they had no electricity. The Economist, November, 2001 “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  45. “education for all” “the defences of peace” EDUCATION The GOOD ‘B’s - BREADTH “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  46. “education for all” “the defences of peace” EDUCATION When I asked about the possible use of alternative learning technologies one woman suggested that her most pressing need was not for learning technologies but for other technologies such as washing machines, cookers and vacuum cleaners, which would help shorten the time she spent on housework and increase the time she needed for studying. Edith Mhehe “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  47. “education for all” “the defences of peace” EDUCATION Q: How do you get the kids to school? “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

  48. “education for all” “the defences of peace” EDUCATION Q: How do you get the kids to school? A: Donkeys “the free exchange of ideas and knowledge” “ the unrestricted pursuit of objective truth” “intellectual and moral solidarity” “mutual understanding” ,

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