Futuristic Education

         Technological advancements have fueled a new branch of international development: information and communication technology. Controversial discussion surrounds this development idea, questioning whether technology should acquire funding that would otherwise supply basic needs and resources to developing countries. Although the extent, breadth, and investment of such technologies is highly debated, there is an accepted agreement that increased education will have positive, long-term affects on targeted populations. Information and communication technologies are considered revolutionary and sexy, which attracts demand from even the most poverty-stricken populations; dissemination and implementation of such technologies, therefore, are inevitable. Now, it is time for development activists to create practical, creative plans to use these technologies most efficiently—in ways that benefit society through education. I am interested in discussing the methods, benefits, and feasibility of open and distance learning in developing nations.

            The traditional concept of education has transformed as well. The typical teacher-student classroom environment has expanded to encompass myriad physical and mental capacities. Most notably, the development of open and distance learning has taken the reigns of this educational evolution. The United Nations Educational, Scientific, and Cultural Organization (UNESC) explains that open and distance learning “refers to approaches to learning that focus on freeing learners from constraints of time and place while offering flexible learning opportunities.” There are differential factors between open and distance learning. In distance learning, the educational process occurs when all or a majority of teaching is performed between two parties that are geographically removed from each other. In this method, the UNESC also states that communication between teachers and learners can be “conducted through electronic or print mediums.” Open learning refers to relatively flexible organizational structures in which engaged participants have the freedom of selection, as well as when and where to learn. Partnerships between USA educational institutions and other universities enable a grater flow of quality resources and information. By establishing this streamlined communication through internet technologies, developing countries can provide their students with learning opportunities that provide critical knowledge and skills; in turn, helping a society help themselves. Now that I discussed the basic premise and methods of open distance learning, let’s take a look at a modern case of such practices.

 

      In 1997, the African Virtual University was established to “facilitate the use of effective Open, Distance, and eLearning in African Institutions.” This non-profit organization is the largest mobile e-learning network, serving the pan African regions across 30 countries. The African Virtual University has experienced great success even with major limitations and challenges that can become cumbersome. Such success and benefits of open and distance learning are outlined by the Commonwealth of Learning organization. After extensive research and case studies, various benefits support the implementation of ICT’s for educational purposes. First, physical distance is no longer a barrier because learners in remote locations, or just less motivated to travel, can learn from the comfort of their home. Additionally, defying physical distance allows for teachers and students from all over the world to collaborate, exchange information, and expand their knowledge base. Second, time and scheduling issues can be mitigated. Students can take classes on their own time and schedule classes around work and family responsibilities. Third, this educational method accommodates low enrollments and limited number of teachers available. Institutions can now increase student enrollment through online courses, rather than depending on fluctuating admissions and income. Additionally, institutions are limited in teachers and the funds to pay them; open and distance-based learning allows one teacher to reach a mass audience of students. Finally, this method widens the opportunities for women, as well as populations affected by violence and displacement. 

            The feasibility of open and distance learning has shown to improve the capacities of institutions in developing countries. Expansion of these technologies will be a large hurdle until more computers can be provided to populations in need, efficiently and at low cost. Education is a key to developing a prosperous and working country, but it will take more than the attractiveness of innovations to bring such technologies to countries where education is lacking. It will take manpower and cooperation between both private and public sectors to assist in ameliorating the disparities in education. Logically, the return on the investment is apparent. One teacher or organization can reach a mass audience with the purpose of providing education. I believe the future of education lies within the development of open and distance learning methods, providing developing countries with resources and materials at low cost. The next step is to create effective plans and infrastructure to support these education development goals.

Commonwealth of Learning. INTRODUCTION TO OPEN AND DISTANCE LEARNING (ODL). http://www.col.org/resources/publications/trainingresources/Pages/intro.aspx

Cosmas, Makunka. Distance Learning Access to Higher Education in Zambia. http://pcf4.dec.uwi.edu/viewpaper.php?id=331&print=1

United Nations Educational Scientific and Cultural Organization. http://portal.unesco.org/education/en/ev.php-URL_ID=22329& URL_DO=DO_TOPIC&URL_SECTION=201.html