From convocation to flexible learning : the role of ODL in community development

Abstract

Prior to the 20th century, education seemed to be the privilege of the wealthy who had access to learning opportunities. This situation characterised the educational arena until the 20th century when several issues including democracy, enhanced access and the search for a new mode of teaching and learning led to the advent of correspondence education, and more recently open and distance learning (ODL). The emergence of this form of flexible learning conferred new status on the learners, tutors and stakeholders, opened new horizons and enabled learning to be managed using all available resources within the community. The current global dispensation in education has led to the use of ODL as a weapon of mass instruction, and encourages lifelong individualised learning in a democratic and liberalised environment. The 21st century is emerging as one that will have a considerable impact on the provision of quality education and flexible learning as the world races towards the attainment of the Millennium Development Goals (MDG) and the objectives of Education For All (EFA). Given the new scenario in which technology will increasingly dominate domestic, economic and social life, and lead to a greater demand for constant communication and use of telecommunication to cater for escalating needs for education, ODL institutions must now shift their focus in instructional provisions. This will entail redefining several vital areas of their operations including learner support services, research and the use of information communication technologies to ensure that the new generation of global citizens receive the best as fast and as effectively as possible within a quality-driven learning environment. This conversational public lecture will discuss the salient issues raised above and tease out, with a view to developing a profile of the 21st century ODL students, the most appropriate instructional and learning environment for today’s world.