Search results

This chapter begins with a description of recent developments in non-formal adult education in Central America and the Caribbean. The chapter looks at the role information and communication technology (ICT) plays in open and distance learning (ODL) in these poor countries, noting that while there are examples of the use of ICT in ODL available to the poorer sectors in Central America, these programs are funded from abroad by international development operations and usually operate on a local, regional or ethnic basis for a limited period of time. The chapter then describes the Toolbox Network, a joint Central American ICT/ODL project which is in its very early stages and is aimed at the marginalised micro, small and medium sized enterprise sector and the consultants/teachers who train entrepreneurs and their staff and including unemployed people with Internet access. The importance of sustainability and quality assurance in such a project are briefly touched on. The chapter concludes that there is a need to evaluate the system with particular attention paid to recommendations made by users. Plans have been developed to include more interactive module training and it is recognised that cooperation will be needed between appropriate institutions in participating Central American countries.

In this chapter, the author suggests that open and distance learning is under-utilised in training adult literacy and non-formal educators and should be used as a strategy for adult basic education and training instead of just an approach. The chapter discusses three recent projects involving the use of the methods of open and distance learning for adult educator training and support in Southern Africa, Namibia and Mozambique. It goes on to look at the functional education of adult educators, the need for continuing training and support of these educators and the importance of recognised qualifications in this area. The author highlights the role of open and distance education in providing such education and training and concludes by suggesting four vital areas for further work: (1) research and evaluation; (2) networking of expertise and materials; (3) dissemination of information about experience; and (4) promotion of collaboration between institutions.

This chapter presents analyses of extant policies and practices in the training of fieldworkers in adult basic education in Nigeria, exploring the potential use of open and distance learning in the training of adult basic education staff. It contains a critical examination of the only known systematic attempt to use open and distance learning strategies to train adult basic education personnel in Nigeria, the Interactive Radio Distance Learning Scheme (IRI) piloted by the Nigerian National Commission for Nomadic Education (NCNE). The chapter suggests that adult education seems to be narrowly conceptualised in Nigeria and examination of educational policy provisions reveals the absence of explicit guidelines on the roles and expectations of the various units and levels of government with regard to adult education practice. Adult education grassroots fieldworkers and their trainers strongly expressed the need for reform of training. While the IRI pilot was successful, lack of funds and inadequate qualified personnel have prevented the nationwide implementation of the scheme. There is an urgent need to develop and put into practice the open and distance learning programs necessary for the nationwide training of adult basic education workers.

This chapter examines the role of distance education in the training of grassroots workers in South Africa. It offers a brief background to education in the South African context, highlighting the need for adult basic education and considering the policies which inform its delivery in South Africa. A case study of the training of adult educators by the University of South Africa's Adult Basic Education and Training (ABET) Institute is described, followed by discussion of methods of delivery of distance education. The chapter ends with a discussion of ways the ABET Institute has used its networks of tutors and graduate students to assist the South African National Department of Education with implementation of its South African Literacy Campaign.

This chapter describes a Department for International Development (DFID) funded project using information and communication technology (ICT) to promote literacy particularly applied to distance education approaches to training adult education and literacy functionaries. The project is being implemented in India and Zambia and the intention of the chapter is to reflect on the past three years of project implementation in order to highlight some of the lessons learned and issues for further consideration. Lessons learnt include the importance of having a clear vision from the beginning and the necessity of choosing suitable institutional partners.