PACIFIC OPEN, DISTANCE AND FLEXIBLE LEARNING

FRAMEWORK (PODFLF)

1

1

Published by the Pacific Centre for Flexible Open Learning for Development.

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivatives

4.0 International License. (http://creativecommons.org/licenses/by-sa/4.0/)

CONTRIBUTORS:

1. Professor Richard Coll (Deputy Vice Chancellor Teaching, Learning and Student Services

University of the South Pacific)

2. Professor Som Naidu (Pro Vice Chancellor Flexible Learning, Professor and Director Center for

Flexible Learning)

3. Mr Hasmukh Lal (Executive Director Pacific TAFE, Project Director PACFOLD)

4. Mr Filipe Jitoko (Social Policy Advisor, Strategic Partnership and Coordinator, Pacific Islands

Forum Secretariat)

5. Dr Shikha Raturi (Program Coordinator PGCTT and Elearning, University of the South Pacific)

6. Dr Ioana Chan Mow (Associate Professor Computing and Computer Education, National

University of Samoa, COL Focal Point, PACFOLD Advisory Board Member)

7. Mr Melvin Ramkhelawan (Senior Computer Programmer/Analyst, South Pacific Community)

8. Mr Matai Tagicaki (PACFOLD Project Officer)

2

2

1. POLICY CONTEXT

The Pacific Open, Distance and Flexible Learning Framework(PODFLF) has been formulated

in response to the endorsement by the Pacific Heads of Education System (PHES) to address

precipitating social and economic challenges, due to the lack of successful inclusive and

equitable access to quality education within the Pacific Region.

The Pacific member countries are greatly disadvantaged by the challenging geographical

distances that separate land by great distances of ocean, even within national territories. This

reality has contributed to the lack of development in human resources due to inequitable and

non-inclusive access to quality education.

This framework was developed after the 8th Pan Commonwealth Forum (PCF8), where it was

presented to the Forum as an agenda for the Forum Education Ministers Meeting (FEdMM)

after endorsement by PHES subcommittee. The process to develop the Framework was by a

working group facilitated and coordinated by Pacific Center for Flexible and Open Learning

for Development (PACFOLD) in collaboration with the University of the South Pacific (USP),

Pacific Island Forum Secretariat (PIFS) and the South Pacific Community (SPC).

The Framework will be reviewed annually before the Forum Education Ministers Meeting, to

consider review outcomes.

This Framework was the result of consulting existing strategic documents, Framework for

Action for ICT for Development in the Pacific (FAIDP), Regional Education Framework (REF

– underdevelopment)formerly PEDF and extensive collaboration of the working group.

2. BACKGROUND

Since the establishment of ODFL in the Pacific through the University of the South Pacific in

1974, we can state that ODFL has successfully educated a large number of Pacific Islanders

that have gone to achieve their life goals and much more, based in its existence and evolution

through three centuries. The continuous evolution of ICT services and adoption of new

technology by Pacific Island States is clear evidence of how effective ODFL practice is in the

Pacific. Information is knowledge, knowledge empowers society, and empowerment underpins

social and economic prosperity.

The Framework for Action for ICT Development in the Pacific (FAIDP) outlines the

formulation of a response to Pacific Island Leaders on the need to address Millennium

Development Goal 8, and specifically target 18, ICT infrastructure development. FAIDP

provides a guide for Pacific Nations towards developing and improving information and

communication technology infrastructure in cooperation with the private sector. Regional

Education Framework (REF) further underpins ICT’s role within the Pacific region by

focusing on education emphasizing efficient, effective and equitable access to quality

Education. PODFLF is responding to Sustainable Development Goal 4 (SDG4), “ensure

3

3

inclusive and equitable quality education and promote lifelong learning opportunities for all”

(https://sustainabledevelopment.un.org/sdg4, 2017), and as an outcome of REF focusing on

human resource capacity building in the Pacific through ODFL. Responding to the need for a

broader focus, PODFLF includes relevant cross cutting themes that address the following:

SDG 5 Gender Equality

SDG 8 Decent Work and Economic Growth

SDG 13 Climate Action

FAIDP and REF address the commitment by Ministers and Pacific forum leaders in developing

infrastructure for information communication technology to enhance the dissemination of

knowledge and information. PODFLF aims to pursue moving beyond incrementalism with the

assistance of ICT in making that ‘quantum leap forward’ through HR capacity building and

achieving our goal in equitable and inclusive affordable access to quality education to promote

lifelong opportunities for all. The general purpose of this Framework is to align development

in ICT infrastructure in Education with Education Practices through ODFL.

PACIFIC OPEN, DISTANCE AND FLEXIBLE LEARNING FRAMEWORK

SCOPE AND PURPOSE

Vision

Improved quality of life in the Pacific through Open Distance Flexible Learning.

Goal

Inclusive and equitable affordable access to quality education to promote lifelong opportunities

for all.

Outcome

Achieve economic and social sustainable development towards quality of life through equitable

and inclusive access to quality education.

Guiding Principles and Values: The PODFLF aims to remain in synchrony with REF to ensure

harmonization towards realizing our vision. PODFLF shares the same guiding principles and

values as REF:

Education as a human right – The fundamental human right to inclusive

and equitable quality access education is an underlying goal for the

PODFLF.

Holistic approach – Open, Distance and Flexible Learning mode is the

broadest avenue or pathway for offering students more learning choices.

4

4

Through established ICT infrastructure, accessibility to quality

education becomes equitable and inclusive.

Diversity – The diverse modes of learning reflect adaptability to suit

individual’s needs, interest and learning styles.

Harmonisation–Diverse cultures in the Pacific, global access to quality

education, ICT infrastructure defragmenting accessibility, National

qualification framework, quality assurance and accreditation.

Partnership – Governance, education institutions, education

stakeholders, global networks. Develop and sustain partnership in

education.

Regulatory qualifications framework and ODFL

Regional and National qualification frameworks to be developed to acknowledge

and include standards for programs delivered through ODFL.ODFL courses must

meet National and Regional established qualifications standards for recognition,

accreditation and adaptability.

THEMES

The following themes were adopted by the PODFLF WG as ODFL priority areas. These 6 themes

reflect the core of which education is delivered in the Pacific. They are as follows:

Theme 1 Early Childhood Care and Education – Recognises the importance of having trained

ECCE teachers with highly qualified skills.

Theme 2 Higher Education – Recognises the need to improve demand driven access to Higher

Education that will be focused on achieving program completion.

Theme 3 Open Schooling–Recognises the importance to reinforce second chance education for

school dropouts and pushouts.

Theme 4 Technical Vocational Education Training (TVET)–Recognises the importance of

reducing unemployment and producing a better skilled and inclusive workforce.

Theme 5 Education Resources–Recognises that most PICTs lack access to quality, affordable

and up to date Educational Resources.

Theme 6 Entrepreneurship- Recognises the importance of achieving an entrepreneurial future in

the long term.

5

5

CROSS CUTTING THEMES

The cross cutting themes are adopted from SDG 5 and SDG 8:

Cross Cutting Theme 1 Gender Equity – Recognises the need to address inclusivity through

gender equity. (http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-

5-gender-equality.html, 2017)

Cross Cutting Theme 2 Decent Work and Economic Growth – Recognises technological

innovation in the 21st Century as a contributing factor to finding decent employment and

sustainable productivity. (http://www.undp.org/content/undp/en/home/sustainable-development-

goals/goal-8-decent-work-and-economic-growth.html, 2017)

Cross Cutting Theme 3 Climate Action – Recognises the drastic effects of climate change in the

Pacific that causes long lasting changes to our climate system which threatens irreversible

consequences. (http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-

13-climate-action.html, 2017)

6

6

Goals/targets:

1. Improved progress in the number of qualified ECCE Teachers from regionally

recognised teacher training colleges.

2. Enhanced Literacy and numeracy at lower K12 education level.

Challenges Priorities and Strategies Not enough Institutions offering accredited ECCE

Programs.

ECCE programs not accredited Nationally or

Internationally.

Government’s and community partnership to facilitate

recognition of ECCE programs for HR capacity

building.

Priority 1: Expand access through providers.

Priority 2: Ensure all ECCE programs are accredited

nationally and internationally.

Strategy 1 – Identify and work with an Institution that

provides Nationally accredited ECCE programs to

improve quality of program and roll out programs

through ODFL.

Goals/targets:

1. Improved outcome in Higher Education student completion.

2. Increase in quality student turn over in Higher Education.

Challenges Priorities and Strategies Students are not keen to participate in flexible learning

mode because providers lack the capacity to deliver

attractive demand driven programs.

Lack of infrastructure, manage extremely remote areas,

national government’s need to play an active role,

providers and government partnership.

Lack of diverse learning approaches and acknowledge

ODFL as an alternative approach.

Priority: Build provider’s capacity to enable demand

driven programs delivered through flexible learning

mode.

Strategy: Partnership between tertiary providers and

national governments to enhance access in remote

areas.

Theme 1: Early Childhood Care and Education (ECCE)

Expected outcome: ECCE teachers successfully access high quality teacher training ECCE

programs.

Expected outcome: Improve demand driven access, active participation and successful

completion.

Theme 2: Higher Education (HE)

7

7

Goals/targets:

1. Dropouts and pushouts access second chance education through ODFL.

Challenges Priorities and Strategies In sufficient providers offer courses in second chance

education.

Priority: Develop opportunities for second chance

education.

Strategy: Build or maintain capacity in ICT

infrastructure and HR capacity building to deliver

second chance education through ODFL.

Goals/targets:

1. Proficiently Skilled workforce

2. Growth in skilled workforce

Challenges Priorities and Strategies Industries are still new to ODFL and their participation

is minimal in the Pacific providing training support with

industries using ODFL.

Industries need training in using ODFL to achieve this

this.

Managing flexible skills development online and

Industry participation.

Priority: Flexible Skills Development in the workforce

and industry participation.

Strategy: Tertiary providers work with industries

focusing on industry driven and demand driven

outcomes course provided online.

Theme 3: Open Schooling

Expected outcome: Inclusive of second chance education and access to quality education by

rural, remote rural regions.

Theme 4: Technical Vocational Educational Training (TVET)

Expected outcome: Reduce unemployment and produce a better skilled and inclusive

workforce.

8

8

Goals/targets:

1. Available access to free and affordable educational resources

2. Pacific repository of resources, OER and non-OER

3. HEI develop policies on adopting OER practices.

Challenges Priorities and Strategies Using the internet to access freely available quality ER

that is non OER and OER, is not a common practice in

the Pacific because of the lack of awareness and

advocacy. Budget commitment focuses too much in

purchasing textbooks alone.

Priority: Make ER more freely available, affordable

and accessible online.

Strategy 1: Encourage higher education providers to

make openly available non OER and OER resource

materials.

Strategy 2: Develop an ER regional repository, for non

OER and OER.

Goals/targets:

1. Progressive improvement in SME

2. Progressive improvement in employment

3. More enterprising Pacific community.

Challenges Priorities and Strategies There is a lack of initiative to be job creators rather than

job seekers, because of how the Pacific Islanders

mindset behaves.

There are inadequate number of programs offered by

national providers for the entrepreneurial sector.

There is not enough emphasis on government and

provider partnership addressing these challenges.

Priority: Deliver programs in Small and Medium

Enterprise (SME).

Strategy 1: PACFOLD will work with providers,

providing OER and generic learning materials for

program delivery.

Strategy 2: PACFOLD will establish an

Entrepreneurship digital group on PACFOLD learn for

regional networking.

Theme 5: Education Resources (ER)

Expected outcome: Enable resource based individual and group learning including OER.

Theme 6: Entrepreneurship

Expected outcome: To achieve an enterprise culture in the long run.

9

9

Goals/targets:

1. Effective gender equity policy implementation.

2. Gender equity inclusivity in National Policy.

Challenges Priorities and Strategies Gender unresponsive budget that declines to support

advocacy, awareness and capacity building in

empowering women and girls.

Priority: More responsive government policy through

budget commitment.

Strategy: Build capacity in continuing awareness and

advocacy programs through ODFL.

Goals/targets:

1. Sustainably reduce the proportion of youth in unemployment.

2. Achieve higher levels of economic productivity through diversification.

Challenges Priorities and Strategies Obsolete technology has led to lower and slower

Economic activity.

Priority: Embrace technological innovation for

productive employment and sustainable economic

growth

Strategy: Capacity building through ODFL in

Managing Skills Development Online and Industry

Participation.

Goals/targets:

1. Improve regional awareness and capacity building in climate change mitigation,

adaptation, impact reduction and sustainable good practices.

Challenges Priorities and Strategies There is a lack of capacity building in climate change

mitigation, adaptation, impact reduction and sustainable

good practices.

Priority: Formal, non-formal and informal sector.

Strategy: Capacity building through ODFL in Climate

Change and Partner Participation.

Cross Cutting Theme 1: Gender Equity

Expected outcome: Empower all women and girls.

Cross Cutting Theme 2: Appropriate employment and economic growth

Expected outcome: Sustained and inclusive economic growth.

Cross Cutting Theme 3: Climate Action

Expected outcome: Awareness and improved practices in climate change mitigation and

adaptation