WGDEOL Archived Publications

Trends in Distance Education and Open Learning: Policy Papers
Edited by Sukon Kaviraj Sharma and James-Sarr Nieshaakema
This report is a study about mobile learning and it presents case studies in order to make an assessment of the current progress in m-learning across the globe. It also proposes a comprehensive framework for the successful implementation of any m-learning project in the context of the African educational setup. This research has shown that m-learning should be viewed as a paradigm shift rather than a simple extension of distance/on-line learning. M-learning offers several benefits that still need to be exploited on the continent.
ADEA Working group on Distance Education an Open learning, 2010. Exists only in English.

Distance Learning in Francophone sub-Saharan Africa : Comparative studies Compiled under the direction of Jacques Guidon and Jacques Wallet
This publication is made up of a series of workshops on TIC and open and distance education carried out between 2004 and 2006. It takes stock of past and ongoing training approaches which gives an appreciation of the diffi culties and opportunities offered through the new methodological and technological approaches in the African Education system. The sharing of experiences and good practices allows inter-country comparisons, highlights the existence of certain sub-regional programs and puts into perspective the expectations, diffi culties and perspectives for future actions.
ADEA Working group on Distance Education an Open learning, UNESCO BREDA, 2007 Exists only in French. Also available online at http://www.edusud.org/spip.php?article268.

Costing Distance Education and Open Learning in Sub-Saharan Africa: A Survey of Policy and Practice
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 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 SubSaharan Africa – A Literature Survey on Policy and Practice (1,1 Mo. PdF document)
ADEA Working Group on Distance Education and Open Learning. 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.

Enseignement à distance et apprentissage libre en Afrique subsaharienne. Etat des lieux dans les pays francophones (Distance Education and Open Learning in Sub-Saharan Africa. The situation in francophone countries)