PERSPECTIVES ON DISTANCE EDUCATION: TOWARDS A CULTURE OF QUALITY
Badri H. Koul and Asha Kanwar, Editors
2006, 187 pages
The third publication on the theme of quality in the COL Perspectives on Distance Education series widens the discussion beyond external quality assurance processes to a more generic focus on a "culture of quality." This volume brings together a rich collection of experience from a diverse range of institutions, at basic, secondary and post-secondary levels, and takes us beyond the level of common quality assurance protocols and their applications to a more mature quality framework, namely the culture of quality, which transcends control mechanisms and managerial dictates. The book includes 12 case studies from Commonwealth countries-from the South Pacific to the Caribbean and from the North to the South. Each case opens with its context-specific moorings, details its concerns, practices, challenges and achievements and closes with its considered view regarding the culture of quality.
The book should prove valuable not only for ODL policy makers, managers, academics, researchers and field workers, but also for those interested and involved in education and development.
The book is available online through COL's website. Hard copies are also available through COL's distribution agents. Government agencies and institutions in developing Commonwealth countries may receive copies at no charge. Nominal charges apply to orders from developed, newly developed and non-Commonwealth countries - usually CDN$12.00 plus shipping. These orders must be accompanied by pre-payment or charged to VISA or MasterCard accounts. QPPublications@gems5.gov.bc.ca or order online at www.publications.gov.bc.ca/
www.col.org/PSQuality
FACTORS FOR SUCCESS IN DUAL-MODE INSTITUTIONS
By Andrea Hope, 2006
As education providers in both face-to-face and distance modes embrace the use of Internet-based technologies to facilitate student learning, the boundaries between distance and face-to-face education and the institutions that offer them are becoming increasingly blurred. This study examines conventional face-to-face and dedicated distance learning institutions that have "gone dual-mode" as a survival strategy as well as successful dual-mode operators who have introduced flexible learning for all their students.
Dual-mode learning is not synonymous with online learning, the study finds. In many jurisdictions, the technology involved in the distance-mode delivery of programmes may still to a large extent be print-based. Nevertheless it is the flexibility offered by online learning technologies that is making technology based learning an increasingly attractive option for the senior management of campus-based universities around the world. Its ad-hoc adoption by enthusiastic faculty members is giving a much-needed kick-start to dual-mode initiatives that in some cases have languished for many years in the face of indifference or even hostility from the faculty towards the off-campus enterprise.
This study will be useful to single-mode institutions that are contemplating a move into dual-mode delivery. It may also inform the discussions of government ministers and policy makers contemplating policy initiatives in dual-mode education. And the study's Best Practice Framework will help dual-mode providers to improve the quality of their course offerings.
www.col.org/consultancies
STRATEGIC ISSUES IN SINGLE- AND DUAL-MODE DISTANCE EDUCATION:
The Organisational Blending of Two Canadian Distance Universities
By Dominique A.M.X. Abrioiux
In 2005, two of Canada single-mode open and distance learning (ODL) universities became part of dual-mode universities, leaving Athabasca University as the only single-mode ODL university in the country. This report reviews the literature that compares single- and dual-mode ODL universities and briefly traces the history of both British Columbia Open University (BCOU) and Télé-université de l'Université du Québec (TÉLUQ) before seeking to elucidate - primarily from interviews with key personnel and government officials - the factors that led to their demise as single-mode ODL universities. The report concludes with a thoughtful discussion of major lessons learned.
www.col.org/consultancies
SOCIAL JUSTICE
Widening Access to Education as Social Justice
Edited by Professors Akpovire Oduaran and Harbans Bhola
The UNESCO Institute for Education (UIE), Hamburg published this collection of essays in honour of Nigeria's Ambassador and Permanent Delegate to UNESCO, Professor Michael Omolewa, who is a member of COL's Board of Governors. The book was launched at the biennial meeting of the Association for the Development of Education in Africa (ADEA) in Gabon in March 2006.
COMMUNITY MULTIMEDIA CENTRES AROUND THE WORLD
A Global Directory Published by UNESCO, November 2005
Community Multimedia Centres (CMCs) are "last mile" development service providers that can help development partners to implement their projects and activities at the community level. UNESCO has produced this directory to give partners an indication of where CMCs are operating, their main focus of activities, the media they use and the communities they serve.
www.unesco.org/webworld/cmc