Open and Distance Learning in the Developing World  book cover
2nd Edition

Open and Distance Learning in the Developing World

ISBN 9780415393980
Published December 19, 2006 by Routledge
256 Pages

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Book Description

This revised and updated edition of Open and Distance Learning in the Developing World sets the expansion of distance education in the context of general educational change and explores its use for basic and non-formal education, schooling, teacher training and higher education.

Engaging with a range of topics, this comprehensive overview includes new material on:

  • non-formal education: mass-communication approaches to education about HIV/AIDS and recent literacy work in India, South Africa, and Zambia
  • schooling: new research projects in open schooling in Asia and subsaharan Africa, and interactive radio instruction in South Africa
  • the impact of new technology and globalisation: learning delivered through the internet and mobile learning
  • the political economy: international agencies, the role of private sector, and funding.

With its critical appraisal of the facts and examination of data about effectiveness, this book provides answers to problems and poses key questions for the consideration of policy makers, educational practitioners and all professionals involved in implementing and delivering sustainable open and distance learning.

Table of Contents

1. Introduction: Golden Goose or Ugly Duckling  Evidence  2. Nonformal Education: The Light That Never Shone  3. Schooling: The Door is Ajar  4. Teachers: Educating the Largest Profession  5. Higher Education: Beyond the Courtyard Wall  6. Crossborder Enrolment: Virtually Wandering Scholars  Explanation  7. Costs: What the Figures Say  8. Technology: After Gutenberg and Turing  9. Globalisation: And Culture Follows Trade  10. Political Economy: Who Benefits, Who Pays?  Evaluation  11. Legitimacy: A Problem or a Solution

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Hilary Perraton has worked in international education for more than 30 years. He is now a research associate at the von Hügel Institute, St Edmund’s College Cambridge.