Provision for education will be the biggest
challenge for most governments as they attempt
to attain the ideals of peace, freedom,
and social justice, while striving at the same
time to position themselves to generate more
wealth and compete in the free global market.
Bold steps have to be considered by states
to provide their people with affordable access
to education; using methods of mass education
will be inevitable. Even by using these
methods, not all aspirations will be met. Intervention
by outside agencies is one solution,
but it will come at a higher cost than
most individuals in the developing parts of
the world can afford. One solution available
for Governments of the Commonwealth is
to use the newer technologies as vehicles to
bring a variety of educational opportunities
to individuals in their respective countries. The knowledge, skills and a significant part
of the infrastructure to create a virtual campus
seems to be there in many jurisdictions but
little is known of the what, why, and how of
such operations.
(From A Proposal to Study Trends in the Virtual
Delivery of Education, presented to the U.K.
Department of International Development) With that rationale, the Commonwealth of
Learning proposed to the United Kingdom
Department for International Development that
a comprehensive study be made of the global
state of practice globally of virtual education in
schools and on campuses in order to achieve the
following:
The Department for International Development agreed to fund the study and work began in September 1998.
The study is intended to provide a global snapshot
of the state and practice of virtual education.
It is not meant to be an exhaustive analysis
of all virtual education initiatives. It should be
seen as illustrative, based on the knowledge and
perceptions of the individual members of the
study team. We also see this as a work in progress
because the interest and activity in the concept
we have called virtual education is extremely dynamic.
The Commonwealth of Learning identified
10 global regions and commissioned an individual
in each region to write a paper describing,
from his or her perspective, the state of practice
of virtual education in that region. Study team
members were selected on the basis of their
known interest, expertise, and experience in the
development of virtual education strategies and
models. The regional reports were completed in
February 1999, and the study group convened
during the first week of March in Brunei
Darrusalam during the Pan-Commonwealth Forum
on Open Learning to review regional developments
and synthesise a global perspective.
The first task of the study team was to define
the study parameters and agree on a working
definition of virtual education (see Framework
for Regional Reports in Appendix 1.1). This was
a difficult task, and the definition initially agreed
upon is admittedly broad. Making it more precise
would have meant excluding a great deal of
current practice that involves some exciting and
creative use of information and communication
technologies. Having now gone through the exercise
of applying the definition, we have concluded
that it remains a useful way to conceptualise
the notion of virtual education. As development
takes place, the definition may become more
focused on those teaching and learning interactions
mediated entirely through the application
of information and communication technologies. At this stage, however, there are very few examples
where that is the case.
Within the Framework (Appendix 1.1) team members were encouraged to develop their reports to reflect the context of virtual education development in their regions. Some of the reports focus on the state of information and communication technology infrastructure development in the region, while others (those where the infrastructure is readily available), provide examples of practice and discuss the related issues. Some team members, because of the size and complexity of their assigned regions and the lack of access to electronic data-gathering capacity, were compromised in their ability to make their reports as comprehensive as they would have wished.
(Note: Throughout this publication, universal resource locators (URLs) are included to permit readers to pursue additional information on sites and topics referenced. These URLs are valid Internet addresses as of March 1999. Due to the nature of the World Wide Web and the re-structuring of home pages by Web masters, the addresses might change by the time readers try to access the referenced sites. If you get an Error 404 or Invalid Location message when you try to access a site, try removing the last part of the address to at least get to the home page of the host organisation.)
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