1. Working together to Fulfill the Potential of Distance Education in Higher Education Presentation to the NADEOSA Conference 25 August 2003 Jennifer Glennie Director SAIDE

2. This presentation  outlines a research process undertaken for the CHE remind us of the vision of and goals for higher education system  highlights key research findings  identifies ways we should work together

3. Aims of the Research n develop a shared understanding of the changing nature of distance education and its role in higher education n develop guidelines for role differentiation in the distance education sector n recommend defensible and durable conditions and criteria relating to distance education provision

4. Aims of the Research  propose ways in which distance education might be funded  recommend mechanisms to harness the best expertise in the country to develop high quality learning resources for widespread use in the higher education sector.

5. CHE Distance Education Project Task Team Workshop to develop recommendations for consideration by the CHE Various processes to distil the information gathered and to develop policy options Conditions and criteria under which distance education programmes/courses may be offered and quality assured How distance education should be funded Mechanisms to optimize the sharing of learning resources in higher education Underpinned by an understanding of the changing nature and role of distance education in South African higher education Key output recommendations on Financial analysis of Case Studies Stakeholder input on funding International examples of funding mechanisms for distance education Stakeholder Presentations on changing roles and appropriate regulation International examples of regulation Case Studies of 10 distance education programmes/ courses Proposed role and criteria for HEQC w.r.t. distance education Participation in HEQC processes on audit and accreditation criteria Local and international quality criteria in distance education Workshop with providers to develop appropriate strategies for sharing learning resources Local and international examples on sharing learning resources I n p u t s

6. Vision for Higher Education  Provides equity of access and a fair chance of success  is well-planned and co- ordinated  meets national development needs  encourages critical discourse, creative thinking, cultural tolerance  advances knowledge and scholarship, in particular to address diverse demands of our country and continent  upholds rigorous standards of academic quality

7. National Higher Education Plan  transformation objectives achieved  coherence of provision  effective use of resources  improvement of quality

8. Particular Roles for Distance Education  Improving participation rates  Increasing access to marginalised groups  affordability  easier entry requirements  remote areas  Accessing new markets  Providing for initial and ongoing career and professional development  Expanding access to post graduate programmes especially with use of ICTs  Increasing cost-effectiveness  Improving quality

9. Participation  Nearly one third of fte students in higher education declared d.e. students  In teacher education, more distance education fte students than face-to-face  In economics and management sciences at universities, nearly as many d.e. ftes as face-to-face

10. Cost Effectiveness – findings from case studies  In large-scale (>500) programmes/courses, student fees cover costs even where there is substantial support provided  Large scale correspondence style courses without compulsory assignments are enormously profitable  Small scale programmes (<100) cost considerably more than the student fees

11. Changing Nature of Distance Education  Lower funding and prohibition have obfuscated the debate  Convergence – not yet Blurring of distinctions – considerable evidence  Notion of continuum holds with most provision still close to each of the poles – distance education predominantly paper- based

12. Changing Nature of Distance Education (cont )  Growing number of programmes using mix of methods for distance students  Several institutions making increasing use of ICTs for on- campus students  Potential for “slipping” into distance education  Some case studies showed key role for formative assessment  Small towns were reached by traditionally face-to face institutions

13. Some Worrying Features  Little time spent on course materials development  Critical crossfield outcomes/appropriate exit level outcome achieved  Decrease in assignments in some quarters  none at all  not compulsory  recorded but not marked

14. Some Worrying Features cont  Extremely wide range of throughout rates: 5.4% to 85%  Unco-ordinated and unregulated expansion into Africa  Effect of the ‘Teach Out’ strategy at some institutions  An uncritical ‘type’ about the use of new ICTs

15. Mechanisms for Steering the System  No prohibitions, rather rely on  quality assurance  funding  programme and qualification mix  in order to achieve  transformation objectives  coherence of provision  effective use of resource  improvement of quality

16. Ensuring Quality in Distance Education  The necessity for clear and decisive strategies  Proposals for a mix of strategies

17. The Necessity for Strategies to Ensure Quality Provision  Stakeholders all agree that quality is a key concern and should be the key regulating mechanisms  Policy papers from 1994 onwards express doubts on  quality at dde  quality at traditionally face-to face  NPHE requested HEQC to pay particular attention to the quality of d.e provision  Ministry impatient, as evidenced by prohibition, caps, etc

18. Strategies for Ensuring the Quality of Distance Education Provision 1. Infuse distance education concerns into the HEQC criteria for institutional audit and programme accreditation as well as orienting HEQC panellists to particular demands of distance education 2. Through engagement with stakeholders, update the set of quality criteria for DE provision, and include a set of minimum standard?

19. Strategies for Ensuring the Quality of Distance Education Provision 3. As part of the HEQC process for new programme accreditation, develop a process for assessing institutional readiness to offer  distance education  e-learning  programmes for export

20. Strategies for Ensuring the Quality of Distance Education Provision 4. As part of the HEQC’s reviews of existing programmes, review  teacher education programmes  large scale programmes/courses  economic and management science programmes/courses 5. Work with student organizations to assist students in being discerning about services offered

21. Funding for distance education -way forward ?  Equal reward for graduates  Upper postgraduate-100% unit price  Rest at level that gives roughly same amount as at present: 50- 55% unit price BUT  Able to apply for increase in subsidy for large enrolment programmes, say >500 against a plan and budget

22. Advantages  Rewarded for doing well what distance education does best  Slowly move in real way to equal funding  Provides a mechanism to steer the system towards areas of national need- e.g. NPDE

23. Programme and Qualification Mix  Align with institutional mission and capacity  Meet regional needs  Not surprising, all but ddei, do not believe that ddei should have the monopoly  Specify particular role for dde and protect that?

24. How Can We Work Together ?  Quality guidelines  Minimum standards  Students expectations  Sharing good practice  Sharing learning resources  Sharing infrastructure