Cover image for Open and distance learning in the developing world
Title:
Open and distance learning in the developing world
Author:
Perraton, H. D.
Personal Author:
Publication Information:
London ; New York : Routledge, [2000]

©2000
Physical Description:
x, 228 pages : illustrations ; 24 cm.
Language:
English
ISBN:
9780415194181

9780415194198
Format :
Book

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LC5808.D48 P47 2000 Adult Non-Fiction Central Closed Stacks
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Summary

Summary

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.


Author Notes

Hilary Perraton has worked in international education since 1970. He is currently Research Director of the International Foundation for Open Learning.


Reviews 1

Choice Review

Although Perraton discusses many issues common to open and distance learning worldwide, the main focus is open and distance learning in developing countries. Evidence is synthesized and analyzed against the backdrop of attempts to respond to critical development issues. Experiences of the successes and failures of open and distance learning in different developing countries are compared with topics such as nonformal education; primary and secondary schooling; teacher-training; provision by both single mode distance education and conventional universities; cost-effectiveness; expansion of informational technologies; the forces of globalization; and the ideology, politics, and rhetoric of open and distance learning. Although distance education has brought undeniable benefits in some countries, in others it is still regarded as an inefficient, cheap, and inferior system. The major strength of this book--an absolute "must read" not only for those involved or contemplating involvement in open and distance learning but for anyone interested in general educational change--is the author's commitment to evaluate in depth all of the evidence, both negative and positive, the disadvantages as well as the advantages, and the promise versus actual achievement of this exploding field. Upper-division undergraduates and above. ; Athabasca University


Table of Contents

Lord Briggs
List of tablesp. vii
Forewordp. ix
Acknowledgementsp. xi
1 Introduction: golden goose or ugly ducklingp. 1
2 Nonformal education: the light that never shonep. 15
3 Schooling: the door is ajarp. 32
4 Teachers: educating the largest professionp. 57
5 Higher education: beyond the courtyard wallp. 84
6 Costs: what the figures sayp. 118
7 Technology: after Gutenberg and Turingp. 139
8 Globalisation: and culture follows tradep. 152
9 Political economy: who benefits, who pays?p. 177
10 Legitimacy: a solution or a problemp. 191
Annex: Currency valuesp. 201
Notesp. 203
Bibliographyp. 209
Indexp. 223