What we see up-and coming is a society of Open and distance learning institutions with a strong association between them. Sometimes this includes cooperation and the exchange of course materials, a form of cross-border permits and credit transfer. The delivery is increasingly electronic, and now we have to view these educational systems and IT systems.
These development will serve the interest of developing countries? There is clearly a great nedd for caution. We must ensure the developments reported above with access to education in terms of the knowledge of the students own and cultural perspectives, both in terms of access to the technology that allows access to education to moderate. We must also be concerned about the impact on the local culture that materials imported by the developed world may mat and embody this culture.
National programs for distance-learning
In developing countries there us a natural desire to educational provision should be extended to entire population. Online education in the schools level began in both countries during the colonial era in the 1950s and 1960s, partly by voluntary organisations and partly through the support of the Goverment as 'a pallative to the colonial conscience.
The provision has taken different forms- correspondes schools, radio programs in addition to the normal provision, radio and poster campaigns to promote literacy, health and other issues, as well as more formal online education programs. These programs have continued in the post-colonial era, with 70,000 students involved in Tanzania, and 42,000 in Zimbabwe.
The provision has taken different forms- correspondes schools, radio programs in addition to the normal provision, radio and poster campaigns to promote literacy, health and other issues, as well as more formal online education programs. These programs have continued in the post-colonial era, with 70,000 students involved in Tanzania, and 42,000 in Zimbabwe.
There is a large emphasis on training of teachers. Programs in both countries have suffered from inadequate funding (10% and less than 5% of the educational budget, respectively, in Tanzania and Zimbabwe). Neither country has their own open University established. An Advocated in 1989 for Tanzania, with use of radio and television broadcats, but not the full use of IP. In 1993 founded the University of Zimbabwe are Online Educayion Center that now has some 1,500 students. We beleive that this uses the conventional correspondence approach based on text.
Online education saves the need to build University campuses with educational facilities, and for students to travel and Central. The networks and help further this, but requires access to the technology and if Zindi and Aucoin for Tanzania, even somtehing as basic as electricity may not be available within the community to submit his wishes that you have raised.
Such infrastructure problems are not by developed countries, although sometimes, as in Russia who is also looking into the use of online education to an educational need, there may be difficulties infrastructure in Russia conventional mail delivery can so problematic while electronic delivery via satellite to the best of current equipment would be perfectly feasible.
Such infrastructure problems are not by developed countries, although sometimes, as in Russia who is also looking into the use of online education to an educational need, there may be difficulties infrastructure in Russia conventional mail delivery can so problematic while electronic delivery via satellite to the best of current equipment would be perfectly feasible.
 |
| Educational Technology Development |
We have seen a huge supplier of education if the organizational unit has been helped by reaching beyond national borders, and to provide networking, education worldwide. Geography is no longer a barrier.
This means that local students can subscribe to sources that may be provided purely on the networks, and through this to qualifications of the suppliers in the developed world would acquire. Presumably these qualifications would be recognize locally, and indeed might have some special standing.
It is worth noting that one motivation for Zimbabwe for its own national programs was to the 163 million dollars flowed from the country of the 40,000 students entered on online education courses. Developing countries, just not possible for the financing of transnational educational programs.
The language of education is not the only concern. Didactic material often pits of case studies and examples, and these may not make sense in another context. An example of the training materials for a database tool is the use of baseball, which, of course, a translation into the incomprehensible outside the US-football tarining much more widely acceptable was created. The transnational and trans-cultural use of educational material should be viewed with caution.