1. Transforming Nations Through Enculturation of Lifelong Learning – Role of ODL Institutions By TM Wong Wawasan Open University

2. Clarifying terminologies Transforming: changing or bringing about positive change Enculturation: influencing or making individuals/communities to embrace a particular activity as a way of life Lifelong Learning: EC’s definition: ‘ all learning activities undertaken throughout life, with the aim of improving knowledge, skills and competence, within a personal, civic, social and/or employment- related perspectives’ (ESAE, 2007) Lifelong Learning: ‘ Learning from cradle to grave ’ Open Distance Learning: delivery of easily accessible learning where the teacher and learner are separated by time and/or space Lifelong learning (and ODL) are about learning and learners (not about teaching or teachers!) 2

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4. Mega trends in 20th and 21st Century Population growth 4

5. Mega trends in 20th and 21st Century Modernization: individuals, communities, cities, countries 5

6. Mega trends in 20th and 21st Century Globalization 6

7. Mega trends in 20th and 21st Century Explosive development of ICT 7

8. Mega trends in 20th and 21st Century Knowledge economy 8

9. Impact of these trends Demand for education and training opportunities increase tremendously Conventional Secondary and Tertiary Education systems and curriculum cannot possibly cope Need for lifelong learning and LLL provisions Increasing need for alternate delivery systems for education and training on a worldwide basis 9

10. Major Solutions Open Distance Learning  E-Learning Open Universities Open Schools (India) Universities of the 3rd Age (China) 10 quality and timeliness of delivery.

11. Basic ODL delivery model Quality learning materials Quality learner support (blended) Rigorous assessment strategy Underpinned by rigorous quality assurance system and processes 11

12. Features of ODL Accessibility (anytime, anywhere, anyone, anything) Flexibility Affordability Pedagogical approach: learner centered, self learning Quality learning experience: many specialists worked to ‘teach’ the individual student (cf F2F) Accepts diversity of learners and individual learning style 12

13. Features of ODL (good quality assumed) DL capitalize on virtually almost all new media to enrich the learning environment ( radio, television, audio, video cassettes, digitization, CD, DVD, computer applications ). Use of enabling technology such as Internet &WWW to improve quality and timeliness of delivery. ( Use of graphics and audio capacities of the Web to create courses for those without literacy skills). Model suitable for ‘mass’ scaling. Cost generally 1/3 to 1/2 of traditional universities. Industrial approach – processes transparent and lends itself to quality assurance practices. 13

14. O D L institutions offer Regular university degrees Lifelong learning Occupational/professional development Personal enrichment 14

15. 15 TotalSex MaleFemale 1.To get degrees1,311(54.4)563(52.3)732(56.7) 2.To acquire vocational qualification 243(10.1)82(7.6)159(12.3) 3.Carrier-ups on the job338(14.0)145(13.5)191(14.8) 4.Continuing learning694(28.8)301(27.9)378(29.3) 5. To enhance basic knowledge and for lifelong learning 1,851(76.9)844(78.4)977(75.7) 6.To seek friends176(7.3)105(9.7)70(5.4) 7.Others213(8.8)80(7.4)128(10.0) Total2,4081,0771,291 Responses to Survey of OUJ Alumni Asking, “What motivated you to enter OUJ?” (multiple responses) (Ishi, 2010)

16. Achievements of ODL institutions Expanded access tremendously. Can deliver quality education e.g. UKOU. Most Asian OUs now have rigorous QA in place. Programmes accredited by National QA regulatory agencies using same criteria benchmarks as conventional universities. Often the largest single contributor of graduate output in the country e.g. UKOU, STOU, OUJ, KNOU, OU China and IGNOU, AIOU. Ability to reap benefits from economies of scale (1/3 to 1/2 of cost of conventional institutions). Efficient and effective use of ICT to increase access and improve quality of learning experience. 16

17. University Established Enrolment* Table 1: Mega Universities in Asia *Updated as at 1 Nov from Wikipedia and pers comm.Asia 17 UniversityCountryEstablish YearStudent Indira Gandhi National Open UniversityIndia1985 3.5 million Open University of ChinaChina1979 2.7 million Allama Iqbal Open UniversityPakistan1974 1.8 million Universitas TerbukaIndonesia1984 646,467 Bangladesh Open UniversityBangladesh1992600,000 Ramkhamhaeng UniversityThailand1971525,000 Dr B R Ambedkar Open UniversityIndia1982450,000 Yashwantrao Chavan Maharashtra Open UniversityIndia1989300,000 Korea National Open UniversitySouth Korea1982215,000 Payame Noor UniversityIran1987183,000 Sukhothai Thammathirat Open UniversityThailand1978181,372 Madhya Pradesh Bhoj Open UniversityIndia1991150,000 Shanghai Television UniversityChina 1960101,218

18. Future trends E-Learning China’s University of the third Age India: National Open School system Latest : OERu 18

19. Conclusion Open Distance Learning is amongst the most significant educational innovations of the 20th century. ODL provides unprecedented access to a broad range of degree programs and LLL opportunities. Rapidly spreading ICT has expanded this further! ODL’s Role in Lifelong Learning ??? 19

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21. Thank you 谢谢您 Terima Kasih Nandri