WGDEOL Publications
Costing
Distance Education and Open Learning in Sub-Saharan Africa: A Survey
of Policy and Practice (1,0 Mo. PdF document)
This document presents and explains the logic of costing DEOL programmes
as well as various factors that influence costs and approaches to costing.
It focuses on exploring ways in which to avoid the symptoms of weak
financial planning. Key concepts and approaches to financial planning
for distance education are outlined. The report explores some key mistakes
that have been made in financial planning in different contexts. Twelve
case studies of costing in DEOL programs were conducted and summarized.
Appendices also include case studies showing costing of actual DEOL
programs which provide helpful reference examples.
ADEA Working Group on Distance Education and Open
Learning; the Commonwealth of Learning; South African Institute for
Distance Education (SAIDE), 2005. ISBN: 92-9178-051-0
Technological
Infrastructure and Use of ICT in Education in Africa: An overview (1,4
Mo. PdF document)
By BUTCHER Neil
This overview of existing technological infrastructure and use of information
and communication technologies (ICT) in education seeks to explore how
ICT can provide support to distance education and open learning in Africa.
It provides insights into the major issues and challenges of introducing
ICT in education in light of the current structure available, kinds
of projects being implemented, as well as the financial considerations
for ICT-based educational strategies. It also includes a literature
review and examples of current initiatives in open and distance learning.
ADEA Working Group on Distance Education and Open Learning, December,
2003 ISBN: 92-9178-043-X
Open and Distance Learning
in Sub-Saharan Africa – A Literature Survey on Policy and Practice
(1,5 Mo. PdF document)
ADEA Working Group on Distance Education and Open Learning.2003.
ISBN: 92-9178-039-1.
Exists in english only.
This document outlines the issues present in sub-Saharan
Africa today that must be addressed in order to advance the development
of distance education practices particulary in relation to anglophone
Africa. It examines key aspects of distance education in the continent:
its definition, how it can be expanded, its management and administration,
curriculum and course design and quality assurance. This review describes
the associations that promote distance education and includes several
case studies from 10 countries (Botswana, Ghana, Kenya, Mauritius, Mozambique,
Namibia, Nigeria, South Africa, Uganda and Zambia). Suggested quality
indicators for most of the key issues explored in this report are also
provided.
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