quality vs equity, role of ict based learning - awaah fred, aasu.ppt

8/9/2019 Quality vs Equity, Role of ICT Based Learning - AWAAH Fred, AASU.ppt

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STUDENTS REPRESENTATIVE COUNCILSUMMIT - 2014

Organized By

Amabhubesi Tai!i!" a!# C$!%ee!&i!" ' S$u(h A%i&a

Balancing Quality and Access in Higher Education inAfrica: The Role of ICT Based Learning

A)AA* +REDSecretary General

All-Africa Students Union (AASU)

29 & 30 April, 2014, 2014

+$&us R$$ms Su!!i!"hi,, .$ha!!esbu"/ i! S$u(h A%i&a


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ALANCINUALIT3

ACCESSIN *I*ER EDUCATION5T*E ROLE O+ ICT-ASED

LEARNIN

In !tudents "o#e$ent


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PRESENTATIONOVERVIE)

oncept of !i"#er $ducation (!$) %uality ssues in !$ $'uity ssues in !$

#e oon Ground * %uality & $'uity #e ase for - +ased earnin" oncludin" ear.s



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ertiary education is diided into 3 tiers 7

8ost Secondary Sc#ool eel or a ery alua+le resource in any

"ien country, as it "ies t#e ainresource in t#e deelopent of t#ecountry

Uniersity eel 8rofessionals it# t#eoretical and

analytical s.ills, and copetencies"enerally in application of t#e s.ills int#e deelopental issues : needs

urt#er $ducation or continual education : life lonIn !tudents "o#e$ent

LEVELS O+ *I*EREDUCATION


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INTRACACIES O+ *I*EREDUCATION

Cha,,e!"es ($ *E ha7e i!&ease# a!# i!&,u#e5

assi/cation of !$isin" pu+lic deand for +etter perforanceof !$s

$;ciency and accounta+ility deandsiited capacity +y !$s to a+sor+ t#esur"in" deands5iersi/ed odes of !$ proision suc#


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UALIT3 ISSUES IN *I*EREDUCATION


%A 5e/ned7

%uality Assurance7 A systeatic and continuousattention to 'uality and 'uality iproeent or

en#anceent t #as to (2) oponents

- nternal %A7 efers to t#e nstitution>sec#aniss for ensurin" and iproin" its on'uality

- $ternal %A7 efers to periodic onitorin" of'uality of !$ at institutions +y an $ternal %ualityAssurance ($%A) a"ency or +ody


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$nsures t#at !$s eet iniu standards *eferred as %uality ontrols

8roides pu+lic assurance of %uality *Accounta+ility

8rootes : $n#ances %uality * %ualityproeent

Assesses !$s or pro"raes in systeaticpro"ression t#at contri+utes to en#anceent of

t#e 'uality of t#e institution or pro"rae %uality safe"uards t#e producer and consuer,

in !$ it safe"uards acadeic inte"rity


)*3 A IN *I*EREDUCATION


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denti/es t#e producer and consuerand #ence "rants con/dence to +ot#, in!$ 'uality safe"uards 'uali/cation of"raduates

Allos trade or ar.eta+ility, in !$cross-+order education

Accreditation "rants reco"nition +y t#e

consuer and also t#e product itself


)*3 A IN *I*EREDUCATION


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nternal 5riers7

5esire to ful/l ?ision and ission of !$s5esire to delier proise to sta.e#olders6

@eed to eet t#e national re'uireents @eed to eet our eer"in" c#allen"es7a)ar"e lass Sies+)undin"

c)an.in"d)opetitieness


)*3 *EIs ENAE IN A


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E8(e!a, Di7es7

ncreased o+ility * Sta, Students, esearc##e desire to internationalieGlo+aliationross-+oarder reco"nition of erti/cationsGoernent policies suc# as transparency andaccounta+ility,ncreased deand for 'uality +y .noled"e

end-usersncrease in t#e population of students see.in"for !i"#er $ducation, construction ofclassroos,


)*3 *EIs ENAE IN A


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At t#e ontinental eel7AUBs 8lan for t#e Second 5ecade of $ducationfor Africa (200C - 201D)

$p#asies prootin", deelopin" and

assurin" 'uality in African !$ in all itsdiensions, includin" deelopin" and ratifyin"re"ional and continental 'uali/cationfraeor.s to facilitate o+ility of studentsand sta6

$sta+lis#ent of t#e African %uality Assurance@etor. (Afri%A@) to ipleent t#e African

%uality atin" ec#anis (A%)6 In !tudents "o#e$ent

A AT T*E CONTINENTAL LEVEL


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Accordin" to t#e Uniersal 5eclarationof !uan i"#ts (Article 2C, 8ara"rap#1), access to +asic education is not apriile"e +ut a +asic #uan ri"#t, and!i"#er $ducation is supposed to +e

e'ually accessi+le to all +y erit6

G#anaBs 1992 onstitution renders t#isaptly (Article 2D, ) E #i"# education

s#all +e ade e'ually accessi+le to all,on t#e +asis of capacity, +y eeryappropriate eans, and in particular, +yt#e pro"ressie introduction of freeeducationE


EUIT3 ISSUES IN *I*EREDUCATION


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ertiary Gross $nrolent ratio for su+-Sa#aranAfrica is only D6CF copared 2CF of $ast Asiaand t#e 8aci/c, and 1F for @ort# Aerica andHestern $urope6 (Source7 U@$S< nstitute for Statistics, 2009= Glo+al$ducation 5i"est)

o date no African ountry #as realied t#eU@$S< de/ned leel of 2DF participation in!i"#er $ducation6


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H#o is ar"inaliedK - #e disa+led

- Hoen and Girls

- #e 5isadanta"ed

#e predoinant pattern of #i"#ereducation in t#e deelopin" orld

principally +ene/ts t#e ost aLuent#ouse#olds, #o are also t#e ostpoerful politically (Source7 Horld Man. !i"#er $ducation8aper7 *he +essons &rom E$erience, Commens &rom 'round *he -or#d.




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ost-s#arin" it# students in t#e ay oftuition fees #its poorer #ouse#olds /rst,aectin" oen:"irls disproportionately6(Source7 Horld Man. !i"#er $ducation 8aper7 *he +essons &rom E$erience,Commens &rom 'round *he -or#d.

Social onditionin"

- #ildren or parents fro poorer #ouse#oldsay not alue education if t#ey ultiately returnto or. in t#e #ouse#old and on t#e far6

- #e rural student population continues todiinis#, and if only t#ose #o can aord auniersity education "o to uniersity6




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Mroadenin" access to .noled"e reains

paraount in !$s scope of or., +ut asiportant as t#is p#enoenon is, it is destructieto produce #alf +a.ed sc#olars #o cannotcopete in a "lo+alied orld

He ris. c#urnin" out #alf +a.ed sc#olars oin" to

t#e assi/cation of !$ #e epansion of #i"#er education enrolents

#as failed to narro ide disparities in t#e ratesat #ic# students fro #i"#er and loer incoe

failies enter * let alone coplete * tertiarystudies

#ere is eidence t#at !$ #as in soe instancesidened, rat#er t#an narroed, social disparities




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nternal "eneration of funds (Gs) to reducecosts of !$=

areer "uidance and counsellin" serices #ic#ai to sensitie t#e populace to t#e +ene/ts of

!$= nstitutional fundin" et#odolo"ies t#at proide

added /nancin" for t#e support of students frodisadanta"ed +ac."rounds=

@on-discriination policies re'uirin" proisionfor students it# disa+ilities=

nitiaties to a.e #i"#er education +etteradapted to t#e needs of non-traditional students


POLIC3 ISSUES TO ADDRESSEUIT3


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in t#e li"#t of t#e c#allen"es of eetin"t#e sur"in" deands for !$, !$s usin"t#eir traditional odels of instruction#ae proen incapa+le of eetin" t#isdeand it#out coproisin" 'uality

$en as t#e !$ space "roseponentially, suc# epansion s#ould notself destruct 'uality6

t is t#erefore crucial t#at control

easures are put in place to c#ec. t#ateen as e eet t#e "roin" deandsfor !$ e do not oerly coproise'uality6


T*E COMMON ROUND9 UALIT3VS EUIT3


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Siply assifyin" !$ ill not address t#e

pro+le of e'uity6 Siply stren"t#enin" 'uality controls ill

deny an incalcula+le percenta"e of t#ecitienry access to !$, and #ence #apersocio-econoic deelopent6

#e ay forard is to create a ia+le /t+eteen 'uality and e'uity6

He ust furt#er eplore t#e unliitedpotential of -+ased learnin" if e are toproide !$ t#at is 'uality and e'uita+le6


T*E COMMON ROUND9 UALIT3VS EUIT3


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uc# of t#e literature continues to portray -

+ased earnin" as Just a.in" aaila+le coputersto end-users6

#is is a soe#at narro ie #ic# o+scurest#e actual +readt# and dept# of +ased learnin"6

t needs to +e ep#asied t#at -+ased earnin"is uc# ore t#an Just supplyin" coputers, it isJust one of t#e .noled"e ec#an"e actiities=

a) Nnoled"e reators

+) $nd-users

c) ec#nolo"y irs

d) !$s


ICT ' ASED LEARNIN


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C$!s(ai!( +a&($s i!hibi(i!" e:$(s $% *EIs

($ e8;,$i( ICT5iited +ud"ets

o leels of priate sector support

iited tec#nolo"ical capacitynade'uate !$s - ndustry colla+orations

$nd-user s.ills

Access to a relia+le supply of electricity isa "eneral pro+le +ut is particularly seerein rural areas +ecause of t#e di;culty ofconnectin" to national electrical "rids6


ICT ' ASED LEARNIN


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#ere is a "eneral lac. of #uan resource

capacity to proide trainin" ande'uipent

!u"e "aps +eteen ur+an and rural areasin ters of access to infrastructure

Pt#e aera"e African uniersity #as+andidt# capacity e'uialent to a+road+and residential connection aaila+lein $urope, QandR pays D0 ties ore for

t#eir +andidt# t#an t#eir educationalcounterparts in t#e rest of t#e orld6


ICT ' ASED LEARNIN


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Mases on c#oices on tec#nolo"icalpossi+ilities rat#er t#an educationalneeds6 (ontetualised teac#in" andlearnin" needs to drie t#e

interention, rat#er t#an t#e tec#nolo"yitself)

oproises 'uality of pro"raesand instruction

S.eed to Social Sciences ac. of face-to-face counication

in#i+its +e#aioral odi/cation

StiTes creatiity and innoationIn !tudents "o#e$ent

CRITIUE O+ ICT ' ASEDLEARNIN


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At t#e ountry eel7#e folloin" are illustratie of eaples in pro"ress ade in -+ased earnin"7

ada"ascar is esta+lis#in" P illa"es it# a di"italclassroo, #ealt# centre, and counity access6

oa+i'ue #as counity ultiedia centresresultin" fro a er"er +eteen eistin" telecentresand soe radio stations6

auritius uses a Teet of Pcy+er caraans to ta.e facilities to reote areas6

odeled after Bs ia+, online la+oratories #ae +eenadopted +y


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n 2004 8arliaent passed into la G#ana>s forAccelerated 5eelopent (4A5) policy, #ic# is

currently at arious sta"es of ipleentation6 #e /rstpillar addresses t#e role of in education6

#e in education policy for G#ana #as si +roado+Jecties7

a) $nsure t#at students #ae literacy s.ills +efore coin"

out of eac# leel of education+) 8roide "uidelines for inte"ratin" tools in all leels ofeducation

c) 8roide eans of standardiin" resources for all sc#ools

d) acilitate trainin" of teac#ers and students in

e) 5eterine t#e type and leel of needed +y sc#ools forteac#in" and adinistration purposes6

f) 8roote as a learnin" tool in t#e sc#ool curriculu at allleels


PRORESS= ICT ' ASEDLEARNIN


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nstitutions, systes, and sta.e#olders ust

see. to ensure t#at 'uality, e'uity and e;ciencyc#aracterie all aspects of #i"#er education6

- encoura"e partners#ip and colla+oration indesi"nin" and deelopin" pro"raes across+orders

- Mroad consultations

- Stiulate nnoation

or t#e purposes of leera"in" for !$, policya.ers s#ould play t#is role it# a eryiportant +ut often oerloo.ed constituency,students6


CONCLUDIN REMAR6S


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H#ile it is eident t#at student "roupin"s see

to #ae lost focus in conteporary ties, ecannot rite o t#is ital +ut issin" lin.6

n any countries, students #ae ac'uired arespected place in #i"#er education "oernancestructures6 (n G#ana, @UGS seres on t#eG$und, S, and ot#er !$ "oernin" +odies)

oin" forard, e need to forulate policiesit# t#e students and not for t#e students

!ere in G#ana @UGS as ery instruental in

t#e esta+lis#ent of t#e G$und #ic# isserin" t#e needs of !$ in an unparalleledanner


CONCLUDIN REMAR6S


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AASU #as deonstrated often t#at

students at African Uniersities and ot#er!$s can +e a ery poerful +loc6!arnessin" suc# poer to put pressure on"oernents and lo++y t#e priate sector

ill facilitate ac#iein" a delicate +alance+eteen %uality and $'uity, leera"in" ont#e capa+ilities of -+ased earnin"6


CONCLUDIN REMAR6S


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T*AN6 3OU>

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quality vs equity, role of ict based learning - awaah fred, aasu.ppt

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