The use of Public Broadcasting in the Caribbean for Open/Distance Learning: Feasibility study report

Consultants' report
The use of Public Broadcasting in the Caribbean for Open/Distance Learning:

Feasibility study report

Betty Mitchell, Canada
(formerly of the Open Learning Agency of BC and the Knowledge Network)

and
Dr. Krishnapillai Murugan
University of the West Indies Distance Education Centre

May 2000

This paper was produced on commission from The Commonwealth of Learning with funding assistance from the Caribbean Development Bank.



Executive Summary

The purpose of this study was to determine the feasibility of using broadcast media for open/distance education and training to promote socio-economic development in the Caribbean Region.

The study, supported by the Caribbean Development Bank (CDB), and executed by the Caribbean Broadcasting Union (CBU) in partnership with the Commonwealth of Learning (COL), involved the countries of Antigua and Barbuda, the Bahamas, Barbados, Belize, Grenada, Guyana, Jamaica, the Republic of Trinidad and Tobago, and St. Lucia.

A combination of qualitative and quantitative approaches was used to gather the range of information that formed the basis of the report. This included fifty-four interviews with post-secondary institutions, broadcasters, government ministries and regional development agencies across the region, a document/literature review, and an analysis of distance learning enrolment statistics. As information was gathered, it was simultaneously tested by participant feedback to ensure accuracy and relevancy. Those interviewed received copies of the initial findings, and oral presentations were made in Barbados, Jamaica, the Republic of Trinidad and Tobago and St. Lucia at mid-point of the study. A discussion seminar based on the study-results was also conducted at the TEL-isphere '99 conference in Barbados.

The findings showed that currently a few institutions in the region offer courses by distance education. The largest provider is the University of the West Indies that has more than tripled its enrolment in distance education courses in the past ten years. The study revealed a consensus across the region for the need to expand distance education and identified both radio and television as possible components of this expansion. There was little consensus regarding the type of content that should be offered by educational broadcasting. A wide range of programming was recommended including both formal educational courses and programs of interest to the general public.

However, to be effective, it was expressed, broadcasting would have to be combined with emerging Internet systems, and provide high quality programming reflective of the region. Some concerns were expressed regarding availability of skilled producers and technicians to develop quality products and the need to build a system that could expand to integrate new technologies and delivery systems.

The study found broadcasters in the Caribbean to be very supportive of educational broadcasting. Many television stations identified available time in their schedules to accommodate educational programming and were well equipped to undertake local production of programs. The study also found that educational broadcasting has strong support within the region and is viewed as having the potential to be an important feature of the growth of open/distance education in the Caribbean. The study revealed that the region has a well established television and radio infrastructure that is willing to support educational broadcasting, and that a key organization, the CBU, can take a lead role in establishing and operating such a system.

Based on the information collected and feedback from survey participants, the study identifies three educational broadcasting models for consideration. Each model focuses on educational television supported by radio programming and Internet services. But, each differs in the extent to which these components are implemented. The differentiating factors are the capacity requirements, complexity, and cost of the three models.

Model One involves a modest amount of television programming (one hour per weekday) broadcast by member stations of the CBU, Model Two recommends a block of daily programming (3 hours per day), and Model Three proposes a full educational channel. As the television component increases, the radio programming and on-line services that are part of each model also expand and become more complex.

The three proposed models are not mutually exclusive. A decision can be made to start with Model One with the intention of moving to Model Two, or to begin at Model Two with the intention of moving to Model Three. Each model can act as a starting point to prepare for the next model. This provides the flexibility and scaleability needed to ensure that educational broadcasting has the opportunity to grow and change.

The report, however, favours Model Two and proposes that Model One be used as a starting point with the intention of implementing Model Two in year 2 or 3 of the initiative. While Model Three was identified by some as the long-term strategy, the report notes that the estimated costs to implement and operate a full channel may be prohibitive and will be risky at a time when technology is changing so rapidly. Model Two is flexible enough to allow the Caribbean to use broadcast systems effectively and to expand the use of new technologies, as they become available.

Based on the results of the study, this report affirms that it is feasible to use broadcasting media for purposes of open/distance education in the Caribbean and strongly recommends to proceed with a plan to implement Model Two. The report also recommends an administrative structure that involves participant groups at the regional and local levels. This includes a central steering committee with representatives from educational institutions, regional agencies, and the CBU, plus local working groups in participating countries. The CBU is in the best position to implement and operate the recommended model, according to the guidelines established by the steering committee.