Conferment Citation
Award Recognising Distance Learning Experience
Neelam Narayan
The winner of this award is a Fijian, Ms. Neelam Narayan, from the Distance and Flexible Learning Support Centre of The University of the South Pacific. Neelam showed remarkable perseverance in pursuing her learning objectives. After obtaining a Bachelor's Degree in Education from the University of the South Pacific, she went on to obtain a postgraduate Certificate and, later, a Master's Degree in Online Education from the University of Southern Queensland.
Distance learning helped Neelam's professional development but the more important outcome of her learning experience was her keenness to help and empower other distance learners across the Pacific.
She was acutely aware of the problems and difficulties associated with pursuing distance education as a second language learner in the South Pacific Islands. She put her instructional design skills to work and developed her own strategies for a more learner-friendly approach, thus improving the quality of distance education provision at her Centre.
The award recognises the indomitable spirit of this young learner who has dedicated her achievements to the cause of empowering other distance learners.
There is a Chinese saying that the best fertiliser is the footsteps of the gardener. Sir John, I present to you, Ms. Neelam Narayan, recipient of the Award for Distance Learning Experience in a Degree Granting Programme, whose footsteps have fertilised the learning fields of many islands of the South Pacific.
Conferment Citation
Award Recognising Distance Learning Experience
Najwa Qaisy
The award for an eLearning experience under difficult circumstances has been established to celebrate learners from international organisations who have overcome significant challenges to successfully complete COL's workplace eLearning courses.
Najwa Qaisy is the Manager of the Disaster Management Department, International Federation of the Red Cross and Red Crescent Societies stationed in Baghdad, Iraq. She completed the Effective Writing course during some of the worst days of the social unrest in June 2005. She had to study without electricity, risked cross fire in the street to reach the internet café to send assignments to her tutor in Canada, and hid her English workbook from raiding combatants.
In recommending Najwa for this award, her tutor commented: "Throughout the course, I marveled at how this young woman could maintain her focus with the social turmoil of Iraq swirling around her".
All the applicants for this award work for humanitarian organisations. The Panel was privileged to read numerous accounts of their determination to seize the opportunity to learn while helping to alleviate suffering caused by natural and man-made disasters in situations of extreme deprivation and danger. In Najwa's case, the special bonus was that her appreciation of the value of her own experience on the eLearning course led her to set up English classes for orphans and displaced children in her community.
Sir John, I present to you, Ms. Najwa Qaisy, recipient of the Award for an eLearning Experience in Difficult Circumstances for her unquenchable spirit and love of learning and her inspiring application of the skills she learned in the course to bring hope to the dispossessed young people in her community through education.
The winners in Category A are:
School of Education, University of Witwatersrand, South Africa
for Advanced Certificate in Education in the Field of Learners with Special Educational Needs
The method of integrating the conversational tone, pictures, dialogue and the forms of scaffolding are imaginative and the materials demonstrate the principles of inclusive education. The constructivist approach to teaching and learning that underpins the entire programme increases the potential of the materials to make learning both effective and enjoyable. Additionally, the objectives of the programme are well linked to the wider societal goals.
Open University Malaysia
for Learning Skills for Open and Distance Learners
The materials are well designed, interactive and learner-centred. The activities facilitate cognitive development at all levels of the taxonomy of educational objectives. Learners have found the materials relevant and useful. The programme has been in existence for some time and is a good example of how feedback can be used to improve delivery. Moreover, the programme is well linked to the wider development goals.
Education and Development Trust, Kenya
for A Facilitation handbook for Women's Learning Group Facilitators
The materials that are made accessible to the facilitators of women learning groups fit well as excellent resource materials. The layout of the content is good and the materials are not only learner-centred and interactive but are also excellent examples of teaching practice. The methods used are appropriate to the stated objectives and these objectives are linked to socially and educationally disadvantaged women and the development goals.
The Winners in Category B are:
Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, Canada
for PharmaLearn − Anticoagulation.
The materials are learner-centred and interactive. The use of technology for incorporating movement and animation enhances the attractiveness of the materials. The programme is easy to use and the learner is able to access the materials at whatever point is appropriate for him/her. The programme is linked to the wider societal concerns. The objectives of the programme, having been successfully achieved, have gone on to inspire other programmes.
Namibian College of Open Learning
for NAMCOL Online − Welcome to the World of Physical Science Grade 12.
The electronic materials are interactive, learner-centred and attractive to learners. The programme is easy to use, relevant and is a good example of how technology can make a real contribution to the development and delivery of electronic materials and enhance education at the secondary and post-secondary levels. In addition, the objectives are linked to the wider societal development goals.
School of Social Work
for Indigenous Approaches to Healing and Helping.
The stated objectives of the materials and the teaching methodology are appropriately matched. The oral tradition was effectively used to encourage and effectively achieve learning. The materials embraced the culture of the target group by ensuring that the emotion and the intellect are closely aligned, making learning enjoyable as well as effective. In addition, the materials are linked to the wider societal goals.
Ladies and gentlemen, as the convener of the adjudication panel, it gives me great pleasure to request Sir John Daniel, President and CEO of the Commonwealth of Learning to present the Award of Excellence for Distance Education Materials:
For Category A to:
- Ms. Judith Inglis, School of Education, University of Witwatersrand, Johannesburg, South Africa
- Professor Ansary Ahmed on behalf of the Open University Malaysia, Malaysia
- Ms. Jennipher Kere, Education and Development Trust, Kenya
For Category B to:
- Ms. Theresa Schindel, Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, Canada
- Ms. Frances Jerry Ferreira, Namibian College of Open Learning, Namibia
- Ms. Maggie Kovach, School of Social Work, University of Victoria, British Columbia, Canada
Award of Excellence for Institutional Achievement 2006
Citation
The Award of Excellence for Institutional Achievement 2006 goes to three institutions:
Botswana College of Distance and Open Learning
Botswana for building and strengthening within a relatively short period, since its inception in 1998, a cost-effective system of open distance learning that provides school equivalency programmes as well as vocational, management and professional courses. BOCODOL thus has been facilitating equitable access to quality basic education, skill development and lifelong learning for young people and adults, the majority being girls and women, thereby progressing towards the universalisation of basic education and eradication of poverty and hunger.
Netaji Subhash Open University
West Bengal, India, in recognition of the institution's significant achievements including the remarkable growth it has achieved in the last 3-4 years by offering 65 courses ranging from vocational, technical and skill oriented courses to under graduate and post-graduate programmes. These programmes, including research programmes, are offered to over 75,000 students through a cost-effective and accessible system of distance education supplemented by appropriate technology. Most importantly, it supports adult learners to make positive changes in their lives and contribute towards building learning communities.
The University of the South Pacific
founded as a dual mode university in 1969 with its main campus in Fiji, caters to about 20,000 students, half of them through distance and flexible learning mode. The students are from 12 island nations spread throughout a large geographical area. The USP offers extensive educational provision on campus and by distance and flexible learning through its 13 regional learning centres, using a conducive and effective technology-based learner support system and thereby making a variety of higher education courses accessible to the learner population.
Ladies and gentlemen, in the capacity of convener of the adjudication panel, it gives me great pleasure to request Sir John Daniel, President and CEO of the Commonwealth of Learning to present the Award of Excellence for Institutional Achievement to:
- Mr. Daniel R. Tau, Director, Botswana College of Distance and Open Learning, Botswana;
- Professor Surabhi Banerjee, Vice-Chancellor, Netaji Subhash Open University, West Bengal, India; and
- Dr. Jennifer Evans, Head, Distance and Flexible Learning, The University of the South Pacific, Fiji.
Felicity Binns
Like many of us here at PCF4, open and distance education was not the first career of Felicity Binns, widely known as Flic.
She came to open and distance education after a first career in administration and finance. This brought her to the IEC (International Extension College) in 1988 as the Manager of Finance and Administration. She admits that ODL was then a new concept to her, but once she joined IEC, Dr. Binns was smitten with the ODL "bug".
She has worked in various roles at IEC, including Deputy Director and, from 2002, as Executive Director. IEC's mission is to provide technical assistance and professional development in ODL to educational institutions in developing countries. Dr. Binns helped numerous institutions that were established with technical support from IEC such as the Malawi College of Distance Education, the Botswana Extension College, the Mauritius College of the Air, the South African Extension Unit, the South African Institute of Distance Education, the Sudan Open Learning Organisation and the Women in the Fishing Industry Trust (Kenya).
The new developments at IEC in her time included an MA in Distance Education, developed with the University of London. This programme, designed especially for developing countries, has been taught entirely at a distance, using low technology media (print, audio and video tapes and correspondence assignments).
For many years, a regular feature at IEC was a short course, Distance Education for Development, offered face-to-face at the Institute of Education of the University of London. For many who would rise to leading positions in their country's education system, this course was a first opportunity to explore the application of distance education to development needs. Dr. Binns is particularly proud that this programme adopted a distance delivery model to help with capacity building at Uganda's University of Kyambogo, which is now working with COL to extend the programme to other institutions in Africa.
Similarly, Dr. Binns and her IEC colleagues recognised the difficulties faced by untrained primary teachers, refugees, internally displaced populations, nomads and other marginalised and excluded groups. In response, they secured funding for projects and institutions to address these needs. A lasting testament to her work is the innovative literacy programme developed with the Sudan Open Learning Organisation. Originally designed to reach a few thousand newly literate people among the displaced populations in Sudan, this programme, which leads to the publication of materials written by the neo-literates themselves, so captured the imagination of government and nongovernmental organisations that it now reaches hundreds of thousands of people.
IEC closed earlier this year, after 35 years of brilliant technical and social innovation that used open and distance education to promote equity for people in the developing world. IEC's impact has touched many lives and its role in fostering the growth of open and distance learning as an effective tool for development has been lasting and far-reaching. To recognise the leading role that Dr. Felicity Binns has played in this great story, COL today confers upon Dr. Binns the title of Honorary Fellow.
I request, Mr. President, that you confer upon Dr. Felicity Binns, the Honorary Fellow of the Commonwealth of Learning for her distinguished and sustained contribution to open and distance learning in the developing world.
Gajaraj Dhanarajan
Dato' Professor Gajaraj Dhanarajan, usually known simply as Raj, is a Malaysian. He holds degrees from the University of Madras, the Imperial College London and the University of Aston in Birmingham.
He began his career teaching biology at the University of Science, Malaysia. When his Dean urged him to take education to people in need, he discovered distance education and began a long and distinguished career in this field.
Raj is a builder of institutions. As the second President of COL, he led the organisation from 1995 to 2004, putting it in good financial shape and giving it an outstanding reputation for nurturing quality distance education programmes throughout the Commonwealth.
He has also fostered the development of other institutions and networks. In Hong Kong, he guided the Open Learning Institute towards university status. The Global Open Food and Agriculture University has benefited from his wisdom as Chair of its Programme Advisory Committee. In Asia, he helped to establish a network for research in distance education and also contributed to the development of the International Network on Bamboo and Rattan in China.
In all this work, Raj has demonstrated enormous empathy for Commonwealth people of all nations, races, religions and cultures. He is a man of humility, warmth, kindness and has a unique ability to communicate easily with people right across the socio-economic spectrum. For many, he is a friend, a philosopher and a partner.
COL was designed to show countries new and innovative ways for using open, distance and technology-mediated learning to take education and training to all their citizens. Raj realised that this meant COL had to experiment and take risks. He tried to prevent people wasting money on reinventing the wheel by sharing tried and true methods that worked.
Today, Raj is the Vice-Chancellor of the new Wawasan Open University in Penang, his home state where his heart resides. In this new challenge he is supported as always by his wife Sue and they consider their proudest achievement is their daughter Sumi!
Raj's distinction has attracted many honours. From the State of Penang he has received the Order of Chivalry which accords him the title of "Dato". He was the first-ever recipient of the Meritorious Service Award of the Asian Association of Open Universities and universities in six countries have conferred honorary doctorates upon him.
I request, Mr. President, that in recognition of his major contribution to the advancement of distance education you confer on Professor Gajaraj Dhanarajan, in absentia, the title of Honorary Fellow of the Commonwealth of Learning.
Zobaida Jalal
The Honourable Zobaida Jalal is known for the subtle art of moulding people's perceptions; for changing age-old traditions and attitudes with her strength and calm determination. Having been born in Kuwait and growing up in Pakistan, some 15 kilometres from the border with Iran, Ms. Jalal experienced both the city lights and living with limited resources in a tradition-bound, rural area. In their early lives, Ms. Jalal and her sister displeased traditionalists in the village by wearing non-traditional colours that crossed the boundary of acceptability. But her father supported her in this, as in her right to gain an education. With no schools for girls within 120 kilometers, Mr. Jalal encouraged his daughters to study at home and write examinations at a local boys' school, as private students. He then encouraged Ms. Jalal to open a small school for girls in the sitting room of their house, which again created shockwaves in their village of Mand. The school had a long way to go, starting from an 8% literacy rate for girls over the age of ten. While some supported their endeavours, others said "the road to hell" had been opened up by creating a school for girls.
Attitudes started to change within three years and when the number of students reached 400, the school moved to a 24-room building. The school, which aimed to make the daughters of the village "better human beings, aware of their rights given to them by Islam and God", outgrew the family's ability to support it privately. The government stepped in but could not find teachers. Determined to resolve the new challenge, Ms. Jalal established the Female Education Trust (FET) in 1991 which received donations and supported students' fees of some Rs150 per annum - that is a little over US$3.00 per year. With the innovation of the Trust, by the beginning of this decade, the school has over 1,000 village girls taught by teachers from all over the country, and boasts that more than 300 of their graduates are now employed. I mentioned something about changing age-old traditions . . . well; Ms. Jalal's school has now spurred the establishment of more than ten primary schools, many employing her ex-students as teachers.
With the success of the school established, Ms. Jalal inspired the community to begin repairs to the "karez", an old system of underground water channels; encouraged her brother's architectural firm to design a dam; and for the locals to build it. This has benefited both the community and environment, with even the marsh crocodiles or "Nehan" being saved from possible extinction in the area.
Ms. Jalal's life changed permanently in 1999 when she was asked to take up a new challenge, as Federal Minister for Education and Women; in the same year that she was married to a man outside her tribe - two more firsts for her village! In her new life as Minister, Ms. Jalal took a sector-wide approach, working to increase the supply of text books to schools, encouraging collaboration between the public and private education sectors and striving for a standardised national curriculum for schools.
Ms. Jalal says she has never let go of her past, saying that it is her memories of Mand that give her strength to face problems and issues and to be patient. For, says Zobaida Jalal, if you have patience, you can see clearly and solve even the most complex issues.
I request, Mr. President, that in recognition of the Honourable Zobaida Jalal's phenomenal contribution to the advancement of education for girls and women, that you confer on her, the title of Honorary Fellow of the Commonwealth of Learning.
T.V. Kunnunkal
The Reverend Father Thomas V. Kunnunkal, a well known Jesuit missionary, social and human rights activist and eminent educationist, is one of the pioneers who built the foundations for
a strong open and distance education system in India. As Research Director at the Indian Social Institute, New Delhi, Father Kunnunkal currently steers actions leading to education, socio-economic development and promotion of human rights among marginalised groups of Indian society.
Father Kunnunkal was born in a rural family in Kerala. After completing his university education in India and the United States, he assumed the responsibilities of a Jesuit missionary. He got involved in school education and, while heading St. Xavier's School, a prestigious school in Delhi, he was awarded Padma Shree by the Government of India for his contributions in education.
It was during his second stint as Principal that Father Kunnunkal conceived and developed his thinking about relevance and flexibility in schooling as a necessary requirement to facilitate access to education for rural and marginalised communities. The Government of India, realising the need to revitalise the secondary schooling system and considering the meritorious service to school education and his excellent administrative capabilities and leadership qualities, appointed Father Kunnunkal as the Chairman of the Central Board of Secondary Education (CBSE) under the Union Government. Father Kunnunkal thus got the opportunity to nurture and strengthen the Open School project, which was being implemented as part of the CBSE, the first open learning programme in India.
During his tenure as Chairman of the CBSE, Father Kunnunkal developed a Project Proposal for the National Open School for consideration by the Ministry of Human Resource Development, Government of India. This led to the establishment of the National Open School (later renamed the National Institute of Open Schooling) in 1989. Father Kunnunkal's vision of linking learning with livelihoods found concrete application in the flexible curriculum of academic and vocational courses offered by the NOS. Father Kunnunkal was Chairman until 1993 and during this time he developed and nurtured a flexible, innovative and workable system of open schooling. It allowed any learner, regardless of his/her age, location or educational qualifications, to enroll and study using self-learning study materials, to obtain tutorial support in accredited study centres and to get certification recognised for further education and employment.
Mr. President, for pioneering the idea and creating a model of open schooling in India which has literally shaken the rigid and conventional schooling system in the country by making school education more accessible, relevant and affordable to the socially and economically marginalised communities, as well as for influencing the establishment of such systems elsewhere in the Commonwealth, I request you to confer on Reverend Father Thomas V. Kunnunkal, the award of Honorary Fellow of the Commonwealth of Learning.
Fiamé Naomi Mata'afa
"Imagine an island with the most perfect climate in the world, tropical yet almost always cooled by a breeze from the sea. No malaria or fevers. No dangerous snakes or insects. Fish for the catching, and fruits for the plucking. And an earth and sky and sea of immortal loveliness. What more could civilization give?" wondered Rupert Brook, the English poet, recalling his visit to Samoa.
One of Samoa's greatest contributions to civilisation has been its kind and gentle people. And "kilikiti", or Samoan cricket! One kind and gentle person, who is as multi-faceted as the many seasons of her wonderful island, has accompanied COL closely on its journey in the last two decades. Daughter of Samoa's first Prime Minister, Fiamé Fauminua Mata'afa Munilnu'u II, who led the country to independence in 1962, this young girl was suddenly recalled from her studies in New Zealand to take up one of her father's titles, Fiamé from Lotofaga, when he passed away in 1975. Lotofaga was subsequently to become and remain her parliamentary constituency. Minister of Education for three five-year terms, she now serves her fourth term as Minister for Women, Community & Social Development. She is one of the most senior members of Cabinet and the only female member.
Nominated to COL Board of Governors in 1998 as the Representative for the Pacific, she quickly became a personal friend. I remember the 14th CCEM in Halifax where the organisers put on a fabulous dinner. It was day one of the lobster season in Atlantic Canada and delegates from around the Commonwealth struggled with large whole boiled lobsters! Except Faimé, who was perfectly at home with this very Canadian delicacy.
Faimé's valuable insights and solid support have helped to steer COL in good directions. She particularly enjoyed hearing about our field activities such as a solar-powered FM community radio station implemented in Papua New Guinea.
She has worked tirelessly for the development of education in Samoa and across the Pacific. For three decades, she has been an inspiring role model in promoting socio-economic and political equality for women and girls as Minister of Education and now in her new Ministerial portfolio. Mentoring young female leaders has been her special focus, alongside community education with a special emphasis on literacy and business skills for people with special needs. A distinguished daughter of the soil, she effectively bridges the gap between modern and traditional fa'a Samoa, capturing the best of both worlds. According to her, "countries that have good representation by women are those with a healthy economy, an effective democratic government and an educated population".
In view of her outstanding contributions to education, gender equity and good governance, I request you, Mr. President, to confer upon The Honourable Fiamé Naomi Mata'afa, the Honorary Fellow of the Commonwealth of Learning.
Michael Omolewa
I met him long ago in India. He stood apart from everyone in the room because of his infectious charm and unmistakable laughter. I remember him telling me that 'when one door shuts, another opens'. Wise, comforting words! The quintessential optimist, Michael Omolewa has made opening doors for others almost a career! Born in Nigeria, this child of the African awakening grew up dreaming about the emergence of a strong and united Africa, an Africa free from ignorance, poverty and disease. He realised that the key to the fulfilment of his dream was education.
Beginning his career as a teacher in Nigeria, reaching out and reaching all became his lifelong goal. Quite naturally, open and distance learning appealed to him. He supported many initiatives, engaged with many institutions and organisations, so that distance education flourished like the baobab tree in West Africa.
It did not take him too long to realise that the battle against illiteracy and poverty had to be fought at many levels and against many odds. It needed resources, in terms of people, materials and technologies. Not surprisingly, international organisations like UNESCO found in him a great ambassador for Education For All. As President of the UNESCO General Conference, he is well known for making the goat and the lion drink side by side at the same watering hole!
His association with the Commonwealth of Learning, as a member of its Governing Body started in 2001. The synergy was instantaneous; the causes he espoused and what COL stands for were the very same. His deep understanding of the needs of the poor countries of the Commonwealth, especially in Africa, and his deeper commitment to the cause of education, particularly open and distance learning, made him a natural ally of COL.
All this while, he never lost his academic creativity. He is a renowned author who has opened doors to many young and brilliant students to pursue education and has guided many institutions in Africa and elsewhere to shape and develop their response to the challenges of the Millennium Development Goals. In short, Professor Omolewa can be described very aptly in the Yoruba saying as "okunrin meta, ya ya mefa' which translates as 'a strong man with diverse powers of accomplishment'.
Mr. President, I present to you this son of Africa, this citizen of the world, this distinguished diplomat, this erudite scholar and humanist and request that the award of Honorary Fellow of the Commonwealth of Learning be conferred on Professor Michael Omolewa.
Asha Kanwar
Burchell Whiteman
The Honourable Burchell Whiteman has devoted his life to public service in Jamaica. He started his professional career more than 40 years ago as a teacher. He was subsequently appointed to the position of Principal, first at York Castle High School in 1969, and then at Brown's Community College. As an educator, he was known throughout Jamaica as an innovative and respected member of the profession.
Burchell began a new career as a politician in 1989 when he was first elected as a Member of the Jamaican Parliament and was immediately appointed Minister of State for Education. In 1992, he joined Cabinet as Minister of Education, Youth and Culture where he served for ten years before deciding not to run in the October 2002 election. But the Prime Minister would not let him off so easily; he appointed him to the Senate and kept him in Cabinet as Minister of Information and Leader of Government Business in the Senate. Burchell retired from politics, stepping down from the Senate early this year. He was also, and still is, a very active leader in the People's National Party.
Earlier this year, Burchell was awarded the Order of Jamaica for his outstanding contribution to Education and the Legislature.
In addition to his work in public service in Jamaica, Burchell has also made a significant contribution to the Commonwealth of Learning. In 2002, he was appointed as the Regional Representative for the Caribbean on the COL Board of Governors and since then, has proved to be an able, hard-working and conscientious member of the Board and advocate for COL. Although Burchell has only been on the Board for four years, his loyal and supportive relationship to COL, and his belief and commitment to open/distance learning and the use of communications technologies for education and training date back a number of years. He spoke at Telesphere '99, an international conference organised by COL in Barbados in 1999 and supported COL at the Conference of Commonwealth Education Ministers held in Halifax in 2000. Burchell has long been a friend and ally of distance education and COL.
I request, Mr. President, that you confer upon the Honourable Burchell Whiteman, the Honorary Fellow of the Commonwealth of Learning for his contribution to Jamaica as an innovative and highly respected educator and politician, and for his continuing contribution to the Commonwealth of Learning as a thoughtful, experienced and committed member of its Board of Governors.