REPORTS

    BOTSWANA

    ETHIOPIA

    KENYA    

    MALAVI

    MOZAMBIQUE

    NIGERIA

    SOMALIA

    TANZANIA

    UGANDA

    ZIMBABWE

    SWAZILAND    

VALEDICTORY SESSION

RECOMMENDATIONS

LIST OF PARTICIPANTS

Honourable guests

• Shri M.K.Kaw,                                     •   Shri S.K.Tripathi,

    Former Secretary to the                         Secretary to the Government of India

    Government of India                               Ministry of Human Resource
    Ministry of Human Resource                Development, Department of 
    Development,                                           Secondary and Higher Education,   

    New Delhi ( India )                                   New Delhi , ( India )

 Director of the Meeting

•  Prof. N.K.Ambasht,

    Chairman,

    National Institute of Open Schooling,

    B-31-B, Kailash Colony, 

    New Delhi – 110048  

TOP

Delegates from International Orgnisations

•     Ms. Susan E Phillips,

       Education Specialist,

       The Commonwealth of Learning

       Vancouver ,

       Canada                                                      

•     Mr. Armoogum Parsuramen,

       Director, UNESCO-BREDA

       P.O.Box 3311

       Dakar ,

       Sunegal                                                    

•     Prof. Asha Kanwar,

       UNESCO-BREDA,

       12, Avenue Roume,

       P.O.Box 3311 ,

       Dakar ,

       Sanegal                                                     

•     Mr M.Tawfik

       Director,

       UNESCO ( Delhi ),

       New Delhi

 TOP

       Delegates from African Countries

·     Mr. M. Mazebedi

         Principle Adult Education Officer

         Serowe Region

         Dept. of Non Formal Education

         Ministry of Education

         Gaborone , Botswana

·     Mr. Daniel Tau

         Director

         Botswana College of Open and Distance Learning

         Gaborone Botswana

·     Mr. Mequanint Ejigu,

         UNICEF

         Ethiopia

·     Mr. BN Gachanja

         Deputy Director of Education (Secondary)

         Ministry of Education

         Nairobi , Kenya

         C/o Secretary General NATCOM for UNESCO, Kenya

·     Mr. Stanley Varioono Chamdimba

         Director

         Secondary Education

         Ministry of Education, Science and Technology

         Lilongwe

         Malawi

·     Mr. Samuel Mondlane

         Department of Distance Education, Head

         Ministry of Education

         Mozambique

         Av. 24 de Julho, 167, P.O. Box 34

         Maputo

·     Dr. A. M. Tura

         Deputy Director (Secondary Education)

         Federal Ministry of Education

         Abuja , Nigeria

         C/o Nigeria National Commission for UNESCO

·     Dr. S Ibrahim

         National Open University of Nigeria

         245 Samuel Ademulegum Street

         Central Business District

         Abuja , Nigeria

·     Henry Ndede

         UNESCO-PEER Hargeisa

         Somaliland

         P.O. Box 30592

         Nairobi

·     Mr. S. S. Mkhonta

         Director of Edn, Ministry of Edn

         C/o Principal Secretary

         Ministry of Education

         P.O. Box 39

         Mbabane

         Swaziland H100

·     Mr. Charles Philemon

         Assistant Director

         Secondary Education, Ministry of

         Education and culture

         P.O. Box 9121

         Dar-es-Salaam

         Tanzania

·     Mr. Uma Agula Francis

         Principal  Education Officer (Secondary Education)

         Ministry of Education and Sports

         Kampala , Uganda

·     Dr. Steven Mahere

         Deputy Director

         Quality Control

         In-charge Distance Education

            C/o TK Tsodzo Permanent Secretary

TOP

Botswana

Botswana : an introduction

Botswana is a landlocked country at the centre of Southern Africa .  The area of Botswana is 582,000 square kilometers with a population of 1.8 million (2001 census).  Setswana and English constitute the official languages.  However, English is widely used in business and all post primary education. 

Educational Scenario

A fast growing economy and political stability since independence have helped the education system of Botswana to develop steadily to date.   The first comprehensive education policy (The National Policy on Education) was adopted in 1977.  The Revised National Policy on Education, whose emphasis revolves around quality of education, was adopted in 1994. 

The key issues identified in the revised policy are:-

(i)        Access and equity, given the prevailing imbalances between regions and genders in terms of access to educational opportunity.

(ii)       Effective preparation of students for life, citizenship and world of work.

(iii)     Development of training responsive and relevant to needs of economic development.

(iv)      Improvement and maintenance of quality of the education system.

(v)       Improvement and maintenance of quality of the education system.

(vi)      Enhancement of the performance and status of the teaching profession.

(vii)     Effective management of the education system.

(viii)    Cost effective/cost sharing in financing of education.

The history of the open learning is as old as 1960.  A project on Training of Elementary Teachers (1960-1965), proved the effectiveness of Distance Education as a viable alternative mode of education. The experiment was repeated in 1968-1973.   Consequently Botswana Extension College (BEC) was set up in 1973.  This was the first Secondary Level Correspondence School of the country. BEC under took massive literacy project in 1977-78.  The Department of Non Formal Education replaced BEC in 1978.

The adoption of the Revised National Policy of Education led to the creation of Botswana College of Distance and Open Learning (BOCODOL) 1998.  It is a semi-autonomous and statutory organization, set up through an act of parliament.  BOCODOL and centre for continuing education of the university of Botswana , are now the lead agencies in Distance Education and Open Learning, BOCODOL with its Headquarter at Goborne, has five regional centres and fifty study centres.

Present Concerns

Botswana ’s National Vision targets Education For All by 2016.  The current policy developments in education towards the vision are:-

(i)        Pre-school education is being formalized and integrated into the mainstream education.

(ii)       All Secondary Schools have been computerised with the view to bridging the existing digital divide.

(iii)     Following computerisation e-learning is to be integrated into the education system.

(iv)      National qualifications framework is in the offing.

(v)       Tertiary Education Council is being established for regulation of higher education.

(vi)      Distance Education is receiving much more attention than was the case previously.

Open Schooling: Areas for Collaboration

Based on the country’s presentation and the subsequent discussions during the Advocacy meeting some areas emerged wherein bilateral collaboration between India (NIOS) and Botswana may take place.  UNESCO ( BREDA ) and COL may facilitate the envisaged collaborations.

1.   Fine Tuning Present ODL Policy Framework

       Notwithstanding the progress so for made, the current Open and Distance Learning system (ODL) needs to be subjected to a review.  This review would help the country refine/fine-tune the existing Policy Framework.  The exercise would ideally cover the following:-

       t   Efficacy of current ODL infrastructure including providers 

       t   Regulatory mechanisms

       t   ODL quality standards and Accreditation

       t   Cost sharing in education and training

       t   Role of prominent stake holders

       COL , UNESCO and NIOS may help in fine-tuning the policy framework through the technical expertise.

2.    Adoption of courses

       BOCODOL is interested in adopting/adapting some of the vocational courses offered by NIOS.

These include:-

1.    Certificate in Computer Applications (CCA)

2.    Certificate in Desk Top Publishing (CDTP)

3.    Computer Technician Course

4.    Computer Awareness Course

5.    Secretarial Practice Course

       These courses may be adopted in the form of ready made printed material as well as on License (copyright) basis. (Whichever is more economical)

       In addition, a tailor-made course in Computer Applications for Teachers may also be developed with the help of NIOS for launching in Botswana following the recent computerisation of secondary schools. 

3.    Examinations

       NIOS may help in improving and consolidating the examination system in respect of vocational education courses at BOCODOL as well as help in the development of a Blueprint for the Adult Basic Course to be implemented by the department of Non-formal education.  

4.    Curriculum Development for Adults (Basic Education)

       Department of Non-Formal Education of Botswana is interested in improving the curriculum of Basic Education for Adults (standard 1-7).  Life Skills/Pre-vocational components have been identified and it is now proposed to initiate development of curriculum and course material on each of then.  Computer and Information technology components could also be included in the life skills.  NIOS may help in this venture.

5.   Training of ODL Functionaries

      NIOS may undertake the training of different functionaries of ODL like Tutors, Facilitators and Centre Coordinators.  The different areas for training may include curriculum development, evaluation strategies, conduct of examinations and management of study (Learning) centres.

6.   Involvement of NGOs

      Basic Education programme at NIOS involves a number of Non-government organisations (NGOs), Botswana may undertake a similar project with the guidance and assistance from NIOS. 

      Time frame For The Action Plan

      The timeframe including details of the action plan would be decided further through mutual negotiations between BOCODOL, DNFE and NIOS.  The negotiations may be facilitated by UNESCO (BREDA), COL and other concerned international agencies.

      Daniel Tau                      M. Mazebedi                         Abhay Kumar

      Director, BOCODOL     PAEO, Dept. of                     Faculty Member, NIOS

                                                Non-Formal Education                                          

Date: 13/09/2002      New Delhi ( India )

TOP

Open Schooling for Ethiopia

Mission – Universal Primary Education by 2015

Educational Scenario of the country

In Federal Democratic Republic of Ethiopia (FDRE) the school education is divided into two parts- Primary and Secondary education. Primary Education is for 8 years i.e., from grade 1 to 8 and Secondary Education is for 4 years i.e., from grade 9 to 12. Primary Education offers Basic and General primary education and aims at preparing the students for further general education and training. Secondary Education consists of two years general secondary education and two years specific education in the area of interest of the learners to prepare them adequately for higher education.

Out of the total Ethiopian population of 65.3 millions, only 39% are literates. The reasons of this low literacy rate may be due to inadequate access to the education because of poverty, geographical condition of the country, lack of awareness, showing less interest to study than to enter into the world of work and so on. As per the latest figures available out of 13 million children in the age group of 7-15 only 55% i.e., 7.1 million are enrolling to the primary education. So 45% of children at this age group are out of school.  The dropout and repetition rate at primary level is 17.8% and 9.1% respectively. Over twenty percent of the learners who pass the primary school are not attending the secondary education due to reasons beyond their control. The pupil teacher ratio is 60 in primary and 46 in Secondary. The percentage of qualified teachers at lower primary stage (grade 1-4) and upper primary stage (grade 5-8) is 96.5 and 23.8 respectively.

As per the new education and training policy of the Government of Ethiopia in grade 1-3 the promotion to higher grade is automatic based on the continuous assessment. The national examinations are conducted at grade 8 and 10 to certify completion of primary and general secondary education respectively. Examination is also conducted at the end of second cycle of the secondary education i.e., at grade 12, which is known as Ethiopian School Leaving Certificate Examination (ESLCE).

The Government expenditure on education has been increasing since 1997-98. The annual average growth rate of the government’s expenditure is 18.5%. Although both recurrent and capital budget for education have shown an increasing trend, the capital expenditure is growing faster at an average annual rate of 34.4% than the recurrent expenditure. The share of education expenditure out of the total govt. expenditure is 13.7% in the year 2000-01.

The sucess rate in Ethiopian School Leaving Certificate Examination (ESLCE) i.e., in grade 12 is 58.9%. The percentage of students admitted in higher education after passing from ESLCE is just 29.2% in 2000-01. At grade 10 the percentage of students who scored a GPA of 2.0 or above is only 43%.

The major problems characterized by the Ethiopian Education System are-

t               Low participation at all levels

t               Wide regional, rural-urban and gender disparity

t               Low quality of education

t               Inadequate funding

t               Weak planning, implementation and management capacity

Major area of Concern

1.      In order to achieve the target of Primary Education For All by the year 2015 the major concern before Ethiopia is how to bring the out of school children into the education system of the country. In spite of all efforts of Govt. and non-Govt. organizations still 45% of the total children in age group of 7-15 are out of school. The govt. of Ethiopia provides free primary education to all the children. NFE centres are also being run by number of NGOs under the aegis of various international agencies. The Govt. of Ethiopia is spending 13.7% of its total expenditure on education. The spending in capital budget is increasing day by day. With these efforts the Ethiopian Govt. is heading the gigantic task of achieving Universal primary education by the end of year 2015.

2.      Education for Nomadic community is a great challenge before the govt. of Ethiopia . This community constitutes about 12% of the total population.

3.      Another challenge is to develop need-based and relevant curriculum for the learners at different levels of education. Study shows that students taking admission in secondary level are not able to cope with the contents of the secondary level. So there is a need to develop need-based curriculum and also make a proper linkage between primary and secondary level curriculum.

4.      Effective use of Information and Communication Technology (ICT) in the field of education

Rationale for Open Schooling

Keeping in mind the vast potentiality of open schooling system to cater to the needs of a diversified client group in terms of accessibility, cost effectiveness, need-based, and relevant quality education, it is expected that it would be a very useful approach to accomodate and address the educational need of out of school children and youth particularly the girls and the disadvantaged. Among other this would help to -

t   Create awareness among the people and communities about health, family welfare, population education etc

t   Provide education at the door step of the learners

t   Provide support to the learners to study at their own pace and choose subjects as per their liking and interest

t   Provide education to out of school population with minimum cost and time

t   Extend programmes to the remote areas of the country in which the formal and other systems are not feasible. 

Proposed Model

Since UNICEF deals with the complementary education in the different region of Ethiopia , it may help to develop a small experimental project of open schooling in the country. More specifically it could be experimented for the nomadic community of the country, which constitutes more than 12% of the total population. This community moves from place to place in search of food and their mainstay of livelihood is livestock. For education of this community unicef and other organisations are presently considering the concept of mobile schooling. But looking into the diverfied potentiality of Open schooling concept and approach it may be considered as a viable alternative to start a pilot project where and when appropriate to the Ehtiopian context.

Plan of Action

i.          Area of Operation

            The entire country of Ethiopia is divided into eleven regions. As a pilot project open schooling concept may be experimented in one or two region or in specific area..

ii.         Courses and Subjects to be offered

            The focus of the system could be Basic education i.e., from grade 1 to 8. Initially all the subjects taught in formal system will be offered through this system.  Additional focus could be on a number of capsule courses like health and family welfare, population education, AID/HIV related courses, courses relating to agriculture, plants and animals are proposed to be offered.

iii.       Organisation and Management

            All activities of the proposed system could be managed by the Regional Educational Bureau and will be implemented by NGOs. Unicef will assist in the planning, management and implementation of such initiative.

iv.        Student Support Service

            Since the people of this community are new to this approach a massive pre-admission programme will be very useful to attract their attention and convince them to enroll their children and themselves. The counseling and enrolment process will be carried on through out the year. The transaction process will mostly rely upon the electronic media. The Ethiopian radio service- Voice of Ethiopia and the Ethiopian TV will play a vital role here. The teaching-learning process will be carried on through a variety of audio programmes, visuals like poster, cartoon and pictures etc., and audio-visuals programmes.  All these will definitely be supported by well-planned mobile Personal Contact Programme (PCP) system. The same study-team will provide PCP facility as per their scheduled programme.

v.         Curriculum and Self Learning Material – design and development

            Looking into the client group and the transactional strategy it would not be practically possible to provide education in each grade through this system. As per the formal education system, which is divided into two cycle (grade 1 to 4 is the first cycle and grade 5 to 8 is the second cycle), Open Schooling system could think in terms of providing two level of education at the primary stage. Since it is a combination of four years course in each level the framing of the curriculum needs serious consideration. The self-learning materials will be designed in such a way that it would really serve as a teacher-in-print.

vi.        Material production and distribution

            This system will rely more upon the audio materials, visual, audio-visual materials. Here the use of self-learning print material cannot be completely ignored. It will supplement the electronic media in the process of transaction. All study materials will be distributed immediately after the enrolment. Therefore the study-team will have to keep sufficient number of materials with them.

vii.       Evaluation

            In an innovative way evaluation will be conducted through door-step examination system (DSE). The study team will visit different places and provide full support to the candidates in appearing the examination. There will be no fixed date for examination. The study team will assess the need and move to various locality accordingly. When ever required the team will also keep its option open to receive the request from the candidates to conduct the examination in their locality.

            This system requires the support of a well-developed question bank, question paper design, blue print and a computer programme to generate parallel sets of question paper. The computer will generate one set of question per centre per examination for a particular locality.

viii.      Staff Training and Development

            Persons to beengaged in various activities will definitely need proper orientation.  For Design and development of curriculum, learning materials and counseling at various stages orientation of staff as well as resource persons is required.

ix.        Openness

            Since it is proposed as a pilot project all the features of openness may not be possible to incorporate initially. However, admission and examination will be open throughout the year, there will be no age bar in taking admission, no limited in appearing examination will be some of the features of this new system.

Collaboration

Areas in which Ethiopia may seek the expertise of NIOS

a.      Help to design the curriculum relevant to the needs, interests and goals of the learners

b.      Development of Quality self learning study materials

c.      Management of Students Support Services

d.      On Demand Examination System

e.      Money management to make the system cost effective.

f.        Staff Training and Orientation

TOP

A Draft Model for Open Schooling and
Distance Education in Kenya ( Africa )

Geographical Context

Kenya has a surface area of 582,366 Square Kilometres.  Its neighbours include Tanzania , Uganda , Somalia , Ethiopia .

It has a population of 29 Million people(1998 population census).  More than 75% of the population is concentrated on the South Western highlands and plateau which have fertile soils, adequate rainfall and a mild temperature.  The capital is Narobi which lies on the eastern side of this fertile region.  Approximately 80% of the country mainly in the northern and eastern regions is classified as  ASAL (Arid and Semi Arid Land ).

People

The Country consists of over 40 indigenous communities.  A small proportion of the population – less than three per cent consists of descendants of immigrants from Europe , Asia and elsewhere.  English is the official language and the medium of instruction from standard IV of Primary School.  Kiswahili – is a compulsory subject at the Primary and Secondary level.  Christianity is the predominant religion with a third of the population being  Muslim. Other religions are practised by small communities.

Government

Kenya attained independence in December, 1963 and became a sovereign State in 1964. It has a representative form of Government, which comprises of an executive, a legislature and a judiciary.

The Economy

Kenya is primarily an agricultural country.  Its cash crops include tea, coffee, and horticultural crops.  Livestock also plays an important part in the economy.   Tourism, which used to be a major foreign exchange earlier, is now on the decline. Crude petroleum and Industrial machinery and related inputs co the major imports. 
One of the Governments policy is to make Kenya achieve an Industrial status by the year 2020.

Current Status of Education

The Kenya   education system is characterised by several untoward features.  The participation rates are low at all levels.  At the ECD level the enrolment rate is only 35% of the relevant age groups leaving a large percentage of children out.

At the primary school level serious problems in both quantitative and qualitative aspects exist.  Access, retention, completion and attainment rates are declining and geographical and gender disparities exists.  Increasing poverty and the HIV/AIDs pandemic resulted in a high drop-out and non-completion rates.  Only about three quarters of primary school age children have access to education at this level and of these less than 50% complete the cycle.  In spite of both Government at and parental commitment to keeping the children in school, approximately 3 m children are out of school.  (Include completion, enrolment by gender, region  and any other relevant data).

This level is no different from the Primary one.  First, the rate of  enrolment is not keeping pace with the growth of the population of the eligible age group.  A number of adolescents are missing out on Secondary School Education.

Secondly, gender and regional disparities exit.  The female GER (46% of the total enrolment remained lower than the near parity 49:51 which has already been achieved at the primary school sub sector.

Disparities exist in the rural areas.  High Potential districts recorded higher GERS compared to low potential and arid and semi arid districts.

Thirdly, there are high drop out rates at this level.  The girls record a higher drop out rate and this level due to several reasons such as early marriages, pregnancies, household preferences for males, household chores and unfriendly school environments harassment, etc.

From the foregoing, it is evident that there is need for an alternative delivery strategy to cater for the large numbers out of school or otherwise deprived of educational opportunities.

It is proposed that an alternative in the form of Open Schooling would be the best model keeping in mind the educational scenario of the size and structure of a country like Kenya .  The mode proposed will be  Open Learning at the school stage, based on delivery of self learning materials in both print and media including ICT and through operationalisation of the delivery system with credible evaluation, certification, recognition and equivalency.

Kenya National Institute of Open Schooling

The potential and possibilities to establish the Kenya National Institute of Open Schooling(KNIOS) to cater to the needs of various clientele requiring education up to school level (up to Secondary level), will be explored.

Such an Institution will be established through an Act of Parliament.

Mission :                   

To provide opportunities for continuing education at various levels.

Objective :

To provide educational opportunities to many groups of Kenyans who have missed out on schooling and to those who would like to continue with their education at an affordable cost.

TARGET GROUP:  This will comprise the following:

·   Those who do not enrol in the formal system

·   Those who drop out for one reason or another

·   Displaced persons

·   Nomadic and pastoralist groups

·   All others who are out of the prevailing formal schooling

Course to be offered :

·   Primary education up to Standard VIII

·   Secondary education up to Form IV

·   Vocational Education and Training

·   Entrepreneurship Studies

·   Life Enrichment Courses(HIV/AIDs, Environmental Education, Life & Population Education etc.)

KNIOS Features

·   Opportunity for continuing education with modern ICT and printed texts.

·   Freedom to choose subject according to abilities and needs

·   No lower or upper age limits

·   Use of personal contact program at identified study centres

·   Decentralised educational facilities through open schooling at the provincial level.

·   Facilities of transfer of credi8t, accumulation of credits, tutor marked assignments etc.

Delivery Machinsms :

The program delivery through distance education mode will be based on the following:

·   Printed materials (Self-learning materials

·   Audio Visual Support materials

·   Personal Contact Programms

·   Using interactive open learning materials

·   Use of Study Centres.

Fees Structure :

This will be worked out after considering several parameters.  However, as much as possible, it will  be kept to a bare minimum.

Recognition and Equivalency

Official recognition will be provided so that Parity of esteem will be established and graduates who go through the Open Schooling System will be at par with those who go through the formal system.  The curriculum will be synchronised and both  curricula (formal and open )complement each other

Study Centres

Study Centres will be designated in existing public primary and secondary schools and no extra infrastructure in terms of school buildings, tools and equipments etc will be created separately by the proposed KNIOS.

Budget

Funding and budgetary provision will be worked out once the decision on the establishment of an Open Schooling System is taken.  Details will be included in the final Project proposal.

Proposed Action Points

1.   Follow up of the recommendations of the workshops

2.   Identification of need for Open Schooling and Distance Education at Primary, Secondary as well as tertiary levels.

3.   Designing and development of Courses and Materials by way of borrowing, adoption, adaptation, best prevalent practices in NIOS, COL, UNESCO.

4.   Steps for creating related Student Support Services, Study Centres, etc.

5.   Capacity building in Open and Distance Education.

6.   Establishing suitable system and mechanisms of networking, collaboration, interaction amongst Government of Kenya, NIOS, COL & UNESCO.

7.   Launching awareness campaign for promoting open schooling and distance education, especially in the ICT area in order to reach and teach the unreached.

Expectations

NIOS: Experts to assist in

·   Carrying out research on evaluation and working out modalities of incorporating continuous assessment in the final examination.

·   Working out learners material distribution and Postage(Logistics).

·   Assisting in adopting/adapting existing NIOS Courses.

·   Any other support in the promotion operationization development and extension of open schooling in Kenya .

UNESCO

·   Provision of experts in Costing and budgeting for the establishment of the KNIOS.

·   Provision of initial equipment such as computers faxes, e-mail facilities.

GOVERNMENT

·   Provision of Office space and staff to start off the KNIOS

·   Put in place supportive legislation and policy framework.

COL

·   Technical expertise

·     support for Workshops, Seminars, Conference relating to Open Schooling.

 TOP

Malawi

1.  Educational Background:

     The missionaries started education in Malawi . Their main objective was to ensure that people are able to read the Bible and could write and numerate.  They gave less emphasis on skills development and they were less interested in  higher Education.  In 1926 the Government took over the management of Education.  During that period, the Government’s intention was to prepare Malawians for simple clerical jobs in the Government.  Because of this, the Government was not in a hurry to introduce Secondary Education in Malawi .  The first secondary school in Malawi started in 1940 and this was Zomba Catholic Secondary school .  In 1942, Blantyre Secondary school opened its doors.  By the time we got our independence, from the British who were our colonial master.  In 1962, we only had seven secondary schools.  At independence time the whole country had less than twenty-degree graduates.  In 1963, the government decided to build one-day secondary school in each district.

     In 1965, the Government opened its own university to prepare Malawians for middle level and high level managerial positions.  As I am talking now, university of Malawi provides university Education in Agriculture, (Bunda College), arts, Liberal arts and natural Science (Chancellor college), Nursing at Kamuzu college of Nursing, Business Studies, Engineering, Technical Education at (Polytechnic) training of medical Doctors at College of medicine.  We also have got a second university which started in 1998.  It is known as Mzuzu University .  It is training secondary school teachers and it also runs other courses not run by university of Malawi .

     The Malawi Institute of Education started in 1982 and it develops and evaluates the school curriculum at both primary and secondary school level.  It also co-ordinates In-Service teacher training. 

     We have our own Malawi National Examinations Board (MANEB) which administers all Nation Examinations.

2.  The Present Educational Scenario:

     Malawi’s Education system comprises of eight years of primary, four years of secondary and an average of four years tertiary Education (8-4-4 system).   Primary Education, pre-school education and non-formal education like adult literacy fall in the category of basic Education whose purpose is to equip Malawians with basic knowledge and skills to enable them become productive citizens.

     Like most developing countries, Malawi ’s Education system is examinations oriented. Out of the pupils who complete the primary Education, only 18 percent enter into the Secondary Education Sector.

     Secondary Schools in Malawi are in three categories.  These are: National Boarding         Secondary Schools, which are well established and resourced.  District Day Secondary which rank second in terms of resources and they cater for students within the District.  The third one is -Community Day Secondary Schools.  These are poorly resourced and are meant for pupils in those local communities.  The sad part is that almost 70% of Malawi ’s Secondary School students are in these Community Day Secondary schools. At University level, only about 0.3% of the pupils who complete secondary Education are admitted.

3.  Need for Open Schooling:

     In Malawi , Secondary Education is highly competitive. There is a big bottleneck at the end of primary cycle. Very few pupils get the opportunity of entering form one. Out of 300,000 pupils who have written primary school leaving certificate examination this year, only less than 30,000 will get places into secondary schools. There will be over 270,000 pupils looking for places for their secondary education.

     It is, therefore, a must that we should look for an alternative means of providing secondary education. Open Schooling is the answer. It enables students to work at their own pace, they are allowed to take subjects of their choice. They can write the examinations as and when they feel ready for the exams.

     The type of examination they take, is different from the examination of the formal education system. Students in this system of schooling can rise upto diploma or degree level. It is a good parallel system to what is already there.

     The other advantage of this system is that it is able to combine Academic and Vocational subjects, so that after completing the course the student will vocationally as well as academically be prepared.

     Open Schooling system is relatively cheaper than the formal education system. It is therefore, cost effective.

     It can accommodate working students also. In Malawi , Open Schooling system can benefit working people because there is no rigidity in this system.

     The Open Schooling system known for its flexible approach may prove very useful in Malawi .

4.  Proposed Model 

     Keeping in view the educational scenario in Malawi where ICT is not fully developed, a combination of print media and face to face approach will be useful model. Therefore, the Open Schooling system stands out as the best alternative method to provide secondary education in Malawi .

5.  Support Expected from NIOS , COL and UNESCO    

(a) NIOS

     •     To guide in establishing the system of Open Schooling in Malawi ;

     •     To guide in designing and developing study materials for this programme;                        existing material may also be used;

     •     To guide in training the teachers to handle Open Schooling at the Study Centres;

     •     To provide assistance in establishing On Demand Examination System which                    is different from the normal examination system in Malawi ;

     •     To provide assistance in organizing radio programme for Open Schooling;

     •     To provide assistance in optimum use of ICT;

(b) COL and UNESCO

     •     Assist Malawi in carrying out the assessment of the needs;

     •     Review the old Distance Education Programme in Malawi , look at the problems                it had, and propose the way forward;

     •     Assist in establishing Open schooling system and Open University in Malawi ;

     •     Assistance for training the teachers for Open Schooling programme;

     •     Capacity building in all areas of the programme.

 TOP

Draft Proposal For Collaboration and Networking in Open and Distance Learning (ODL) In Mozambique

Educational Scenario

The Government of Mozambique (GOM) is a signatory to the World Congress on Education for All (WCEFA, 1990; 2000) and the associated International Development Targets (IDTs) for education.  This includes providing basic education for all citizens by 2015, with a significant reduction in gender disparities by 2005.  The main priorities and strategies for achieving this are outlined in the GOM’s Education Sector Strategic Plan 1999-2003 ‘ Reviving Schools and Expanding Opportunities’ (MINED 1999). The core values of this plan are inclusion and participation:

The Government’s first priority is increased access to educational opportunities, at all levels of the education system.  The central goal is accelerated progress toward universal primary schooling, with particular emphasis on increasing enrolments among girls…The Plano Estrategico de Educacao proposes three main objectives for the education system.  The first among these is to increase access to educational opportunities at all levels of the education system for all Mozambicans.  The second objective is to maintain and improve the quality of education, while the third is to develop the institutional and financial framework that will sustain Mozambican schools and students in the future (ESSP, 1999:1-2)  

At the time of national independence i.e. June, 1975, Mozambique had an illiteracy rate of 93%.  Following the Government and other partners actions in this field, it was possible to reduce illiteracy rates to nearly 60.5% by 2000 (INE:2001). At the moment, there are about 105 secondary schools.  The government plans to build an additional 25 secondary schools adding an extra 250 classrooms during the present education sector plan period (1999-2003).  The additional 25 schools will be able to accommodate another 1,00,000 students.  The country will have to explore some other viable strategies for making educational provision for the remaining students. Such a planning must, of necessity, be based on a review of the existing infrastructural and other support system.

Review of Existing Educational System

Primary education in Mozambique is divided into two stages i.e. EP1 (grades 1-5) and EP2 (grades 6-7).  Similarly, the secondary education system is divided into two stages ESG1 (grades 8-10) and ESG2(grades 11-12).  The country has made considerable progress at the primary level expanding access steadily over the 1990-2000 decade.  The 2001 Annual Sector Review showed that 92% of 7 year olds were enrolled in the school.  However, only 67% of these children completed the first five years of compulsory education  (EP1).  For a variety of reasons, only about 25% of grade 5 school learners continued to the next phase, EP2 (grades 6-7).  Of these, only 53% complete the grade 7 level.  The number of pupil completing grade 7 level who are eligible for progression to ESG1 (the first secondary level) remains severely limited.  However, grade-7 graduation rates are expected to grow rapidly in the coming years as the EFA measures gets momentum.  Hence, there is a strong pressure to prepare the secondary education system for expansion.  In view of the above situation, it has become imperative to take note of influx of students completing grade-7.  Formal schooling situation  has its in-built limitations.  The only way would be to look for alternative delivery system that would ensure absorption of grade 7 pass out students alongwith increasing number of out-of-school student  for continuation of educational and developmental programmes.  A systematic plan calls for going into the specific reasons for children dropping out before completion of course.   

Reasons for Dropping Out of the Formal School

There are various reasons for the poor attendance in the formal schools at secondary level.  The major reasons for high drop-out are:

(i)        There is a limited capacity in the existing formal secondary school.

(ii)       Many children are forced to interrupt their schooling for a variety of reasons including lack of money, ill health and early pregnancy.

(iii)     The quality of building, availability of furniture, apparatus and equipment, teaching materials and consumables are also extremely low.

(iv)      Most of the school building have not been regularly maintained and in many cases are in warying stages of disrepair.

(v)       Boarding facilities in particular are often overcrowded and are unhealthy places for children.

(vi)      Practical science is impossible in most schools.

(vii)     There is wide age differences occur in all classes.  This wide age-spread is a serious problem for schools both pedagogically and organisationally.

It is for these reasons that the Government of Mozambique has been willing to experiment with alternative forms of educational provision to complement the work being done in conventional schools.

The Current Status of ODL in Mozambique

New Initiatives

Mozambique has a relatively short history in the development of ODL programmes.  The Department of Distance Education (DDE) was the first distance education project established in independent Mozambique at the National Institute of Educational Development in 1983.  A year later the first pilot distance education course was launched to upgrade in-service primary school teachers.  The pilot course was run between 1984-88 and despite its relative success, it was forced to be interrupted due to political instability caused by the civil war which affected the operation of course.  It is during this period, due to restructuring of the Ministry, DDE was closed.  In the subsequent years other initiatives were implemented, such as, the Agrarian Training Centre Programme (CFA) at the Ministry of Agriculture, using self-contained printed material with target group was agricultural extension workers.  Other different course within Ministry of Agriculture targeted civil servants of the Ministry outside of Maputo combined self-contained printed materials with three to four months of residential tution, with the final examination set up by MINED.  There was also existence of small radio programmes aiming to broadcast to peasants and women.

In view of the special emphasis of the Government of Mozambique for evolving alternative strategies for reaching the unreached, the Department of Distance Education was set up again in 2001.  The mandate of DDE is to develop policies, to promote and co-ordinate ODL initiatives under the aegis of Ministry of Education. The first initiative of DDE is Mozambique Out-of-school Secondary Education Project (MOSSE).  This project is funded by DFID and got its technical support from COL.  This is a pilot project to be tested in the northern province of Nampula with the support of tutors in Learning Centres, aiming to cover an initial intake of 250 students, (i.e. 50 students for each learning centre). 

The project goal is to expand the capability of the education delivery systems in Mozambique and to improve learner capacity for employment, self-employment and further education and training. One objective is to increase education opportunities for disadvantaged people in remote districts of Mozambique , through piloting, development and delivery of a range of courses using distance and open learning strategies and materials from grade 8-10.  A second objective is to promote access and success of girls to secondary education (COL-MINED, 1999:3).

The primary target audiences for the programme are young boys and girls who have completed primary school (grade 7), for whom there are no places in secondary schools, and adults who have completed primary school some years earlier, who were then unable to gain access to secondary education.

Learning and student support centres have been set up in 5 different districts. Learning Centres are physical infrastructures established for the purpose of giving the students a space for face-to-face tutorial, individual or group study, research and access to a library and media facilities, particularly radio, video and, if possible, computers, to enhance their learning.  A full time district supervisor will manage the centre.  Each student will be offered two hours of tutor contact per week for every course that they enroll in.  It is expected that the some students could complete eight subjects in each year, thus completing the courses within the normal time frame.  However, it is also expected that many students be engaged in other duties-such as goat minding.  In the case of women and girls due to domestic duties they do not have the time to commit to full time study and so will take up to year and half to complete the required eight subjects per year.    

The following diagram presents the propose Organisational Structure of the project.. 

Another important initiatives in the field of ODL is the establishment of the National Institute of Distance Education (INEAD) with funding from World Bank.  This is a joint initiative between Ministry of Education and Ministry of Higher Education and Science and Technology.  The major functions of INEAD will be collaboration between different Ministries and Departments of Education, capacity building, sharing of information and technical know-how.    

Effective Strategies

For effective operationalisation of the project proposal, the following strategies have been visualised:

w Identification and mobilisation of country’s existing resources.

w Convergence of different Ministries and Departments for effective implementation.

w Planning for identification of potential experts from different agencies in consonance with project requirements and their involvement at various stages of the project development.

w Advocacy and networking with government as well as NGOs.

w Utilisation of existing infra-structural resources to ensure cost-effectiveness of the programme.

w Orientation of key level functionaries to equip them for identified responsibilities at different levels.

w Establishment and strengthening of 11 Resource Centres for providing necessary support to the ODL programmes.

w Preparation of plan for detailing out activities to be taken up with regard to different dimensions of programme, namely, curriculum and material renewal, capacity building of functionaries, ICT programmes, learner support and open examination etc.

w The basic strategies of implementation will be on participatory partnership basis with maximum involvement of people with minimal cost.

w In order to minimize expenditure, experts will be engaged on a consultancy basis for a shorter duration rather than employing staffs on full time basis.

w Networking will be done at different levels, namely, within the country, inter-country level and international level.

w Exchange of material with NIOS and other countries.

w Strengthening research component to provide feed-back at regular interval of time to review, monitor and provide necessary technical and academic support at appropriate level as measure towards quality assurance.

w Special focus will be given in reducing the gap in enrolment and participation between male-female learners.

w Emphasis will be provided to mitigate HIV/AIDS through ODL.

w The basic guiding principles in the operationalisation of the project will be relevance, flexibility, equity and sustainability.

Suggestive Plan of Action

Suggested below is the proposed Plan of Action to be covered in different phases of the project. This has already been developed by Government of Mozambique with the help of DFID.

S.No.                             Activities                                Financial Implications

1.           1.1    Develop ODL policy, and information             No financial implication.
& communication strategy

              1.2    Prepare management & organisation             No financial implication.
structure for DDE

              1.3    Acquire and install furnishing, equipment       As per the Government other material     norms                                                                resources                                                                         

              1.4    Recruit and train required staff                            To be calculated on the basis of                                                                               Government norms.

              1.5    Establish steering group, task forces and              Nil      
working relationships with Directorates of
Secondary Education and Teacher
Education, IAP and MINED gender and
HIV/AIDS groups.

              1.6    Commission and disseminate surveys                   As per Government norms      
on demand for ODL.

              1.7    Identify and implement research and                As per the nature of the project
evaluation programmes in areas agreed
with partner directorates.                    

              1.8    Commission studies on cost                                   As per the nature of the project 
effectiveness and delivery
mechanisms in:

                       (i)  Secondary education

                       (ii) Secondary teacher education

              1.9    Develop with partner directorates a                     As per Government norms
range of gender sensitive ODL models
with accompanying risk analyses.

              1.10  Commission research into role of         w Depend upon the type of research
ODL in mitigating impact of HIV/AIDS.

              1.11  Implement with partner directorates     Depend upon the type of research

agreed outcomes of cost effectiveness
and delivery studies, and research into
issues of gender and HIV/AIDS.

              1.12  Develop and implement special                   Nil
measures to empower core groups of
women at national and provincial levels
in design & delivery of ODL to                                  Nil  
girls and women.

              1.13  Develop and commission multi-media w Depend upon nature and size of the
packages in accordance with timetables          programmes   
agreed with partner directorates.

              1.14  Relocate MOSSE in Secondary                                Nil  
education directorate by end of year 2
(progress review).

2.           2.1    Analyse existing capacity in ODL and                      Nil      
associated social development.

              2.2    Forecast ODL and associated social                    As per Government norms.
development capacity building needs in :
MINED, DPEs, DDEs, Schools, IMAPs,
IAP, CFPPs, NUFORPES and ZIPs
with particular reference to gender and
geographical needs.

              2.3    Design and commission capacity building              As per Government norms.     
support measures identified by forecast.

3.           3.1    Design and build resource and                              As per specific planning      
 information data-base.

              3.2    Establish external collaborative                             As per specific planning    
networks.

              3.3    Investigate potential contribution of                          Nil  
ODL in:

              (i)      Other areas of MINED responsibility.

              (ii)     Activities external to MINED

              3.4    ODL initiatives with other ministries                     As per quantum of activities           
and civil society and private
organisations.

              3.5    Develop a regulatory and quality                          As per specific planning    
assurance framework.

4.           4.1    Training needs analysis of practicing                      Nil  
secondary school teachers.

              4.2    Design and development of in-service                  Depend upon quantum of work
training programmes using lessons
from STEP and other programmes

              4.3    Delivery and evaluation of in-service                Depend upon quantum of work
training programmes

              4.4    Explore potential for collaboration with                 Nil      
private sector and Imfundo project in
new technological approaches to ODL
delivery.

5.           Annual report through ESSP review                           Depend on specific task

              mechanisms

6.           Joint reviews end of Year 2 and Year 5.                      As per tasks involved

The following nature of collaboration and networking is visualised

Areas of Collaboration and Networking at Different Levels

              Nature of Assistance/Collaboration               Concerned Agencies

1.           Curriculum Renewal

   w  Assistance with regard to curriculum   NIOS
renewal incorporating life skill and
vocational component suitable to girls
and women.

2.    Material Development

w Material Development with a focus on special needs                     NIOS
of girls/women with due modification of NIOS title
‘Paripurna Mahila’ (Empowerment of Women)   

3.   Training                                                                                        NIOS/COL/UNESCO ( BREDA )

w Capacity building of key functionaries on a priority
basis.  Staff development, programme of 11 Resource
Centres’ faculties through International Centre for
Training in Open Schooling (ICTOS).

w Training in planning for process oriented pupil
evaluation programme, learner support service,
initiating On-Demand Examination, specially, know
how and techniques. 

w Use of ICT in ODL                       

4.   Research

w Assistance for identification of research needs                          COL/UNESCO( BREDA )
and conducting of action research.

5.   Exchange of Material/Tools                                                             NIOS

w Supply of :

(i)   write up on steps for handling learner
information system

(ii)  write-up on literacy development
through ODL

(iii) science practical kits

6.   Consultancy

w For giving vocational and life skill
orientation to curriculum.

w Planning and operationalisation of Learner
Support Services.

w Installation of ODES.

w Planing and evolving strategies for Literacy
Development through ODL           

7.   Strengthening of  ‘Resource Centres for                                        COL/UNESCO( BREDA )
playing a vital role in quality assurance  of
ODL programme.

8.   Support for creating a forum for Exchange                                      COL/UNESCO(BREDA)
of IDEAs, Innovations through Inter-country
level seminars, conferences, workshops   

This is a proposed project proposal for collaboration and networking between Mozambique , NIOS, India , COL , UNESCO (BREDA) and other possible bilateral and multi-lateral agencies.  This is subject to modification on the basis of interaction of the country representative with the concerned Ministries in Mozambique . Actual time phasing will be done after the strategic plan meeting to be held between October-December, 2002 with the support from International Consortium.  

 TOP

NIGERIA

Action Framework on the implementation of Open Schooling

1.         National action plan on distance education has been embedded in the National Policy on Education  to facilitate the open schooling system.  The rationale is to ensure that quality education and its access is extended to all regardless of age, gender and disabilities. 

Launching of the Universal Basic Education by the President of the Federal Republic of Nigeria Chief OLUSEGUN OBASANJO in July 1999 with an initial enrolment of about 2.1 million pupils provided us with an excellent background to pursue to objectives of open schooling. 

2.         The U.B.E. programme is 9 year basic education comprising primary Junior Secondary, Adult and Non-formal Education. Transition from primary school to junior Secondary School is 100%.  

3.         In the light of foregoing, the National Teachers Institute (NTI) should be enhanced and empowered to become a nucleus for the administration and implementation of open schooling at secondary school level in addition to its current role of providing pivotal teacher training programme for Basic education.  

4.         Open Distance Learning office in Abuja should be enhanced to handle the secondary level and empowered to fully operate as a “Board”.  

5.         National Technology Centre at Kaduna should be upgraded as a centre for Radio and Telecasting distance learning programmes.  

6.         Area of collaboration  

Joint Collaboration with UNESCO, Indira Gandhi National Open University  NIOS, in terms of capacity building and information technology sharing as well as financial support where necessary.

SOMALIA

Country Situation

Background

The Republic of Somalia democratically elected its first president in 1960, shortly after gaining independence. Less than a decade later General Siad Barre overthrew the government and imposed a dictatorship which lasted until 1991, when General Siad Barre was deposed by an alliance of rebel groups. The alliance failed to prevent internal conflicts and soon after taking power it fragmented along clan lines. In the absence of central authority political institutions collapsed and conflict spread. Combined with the impact of droughts, and general disintegration of environmental conditions, this led to one of the worst humanitarian crisis of the decade.

Somalia suffered enormous destruction, loss of life and population displacement. Widespread violation of human rights occurred. The situation prompted the international community to intervene in an attempt to provide humanitarian relief and to restore peace. Between April 1992 and March 1995 the United Nations organised two operations in Somalia, known as the United Nations in Operation in Somalia (UNOSOM) II and I. However, escalating insecurity culminated in withdrawal of UNOSOM and the relocation of country offices of UN agencies in Somalia from Mogadishu to Nairobi , Kenya .

Current political situation

As of 2002 the political situation in Somalia remains bleak. Most of the country continues to be dominated by localised factional rivalry and fighting. In many areas the rule of law is non-existence. The Transitional National Government (TNG) set up in Mogadishu in 2000 has failed to establish full authority in or beyond the capital city of Mogadishu . The city remains raven by inter-clan and inter-factional rivalries, which frequently erupt into, localised armed conflict. Separate administrations are holding in other parts of the country, including the northwest, northeast and southwest. Of these, the self-proclaimed state of Somaliland in the northwest has been has been the most successful so far, with fragile but functional systems of governance and administration. Outbreak of factional fighting continues in the Northeast, in the self-declared autonomous region of Puntland, and in the southwest, in the self-declared  of South Western Somalia . Elsewhere insecurity remains high.

The Somalia Aid Coordination Body (SACB)

Faced with the breakdown of Somali state and the ensuing economic and humanitarian crisis, and in the absence of a central government partner, the international community moved to develop new mechanisms for supporting operations in Somalia . The principal structure that emerged was the SACB, which was established in 1994. The SACB does not seek to provide a substitute for government but rather to bring coherence to UN and other International non-UN programmes of assistance to Somalia .

Participants to the SACB include donors, UN agencies and international NGOs. The SACB operates through a network of committees and working groups that aims to facilitate aid agency coordination. The SACB comprises a policy level, headed by the Executive Committee; an operational level, managed by the Sectoral Steering Committee; and the public interface, the Consultative Committee. There are five main Sectoral Committees:

•     Education-Education Sectoral Committee (SACB/ESC);

•     Food security and rural development;

•     Governance;

•     Health; and

•     Water, sanitation and infrastructure.

These committees meet regularly, mostly in Nairobi , and contribute to programme coordination

Status of Education in Somalia : SACB/ESC strategy for education 

The UN Joint Action and Recovery Plan (UN-JARP) has been developed in consultation with the members of SACB, which has set out the overall common strategy, priorities and goals of the UN system in Somalia . It thereby constitutes a common framework for the programmes of individual agencies and aims to contribute to strengthening UN coordination and effectiveness in humanitarian, recovery and development programming with education as one of the main priority areas with the better promise to build peace from the grassroots up, creating conditions that will help sustain an eventual agreement between warring parties.

Primary Level Education

Context

As a result of the combined effort of the UN agencies, international and local NGOs, and the local authorities in Somalia , improvements have begun to be made in education. Between academic year 1998/99 and 2000/01, the number of operational primary schools increased from 651 to 859 (an increase of 32%). Over the same period gross enrolment at primary school level increased from 148,015 to 203,776 (up 38%), while the total number of teachers increased from 6,310 t0 6,531 (up 23%).

Despite this progress, primary education still face enormous challenges. More than 80% of children aged between 6 and 18 are out of school and are growing up without basic education. Gender disparity is a major concern. Girls account for only 35% of children enrolled in primary schools and female teacher account for only 14% of the total teacher population. Primary level education faces a high dropout rate among boys and girls. Education results are poor. As of 2002, 60% of teachers had not received preservice teacher training, while 74% had not received any in-service until an in-service training session was provided for 5000 teachers in the second quarter of 2002.

To date, recovery of primary education has been supported through:

•     The development of a standardised curriculum and syllabuses

•     The provision of educational materials, such as textbooks for lower primary grades,

•     Teacher guides, and

•     An education Management Information System (EMIS)

In addition to this, preservice teacher training has been initiated through college-based, school-based and Open/Distance learning programme, Somali Open Learning Unit (SOMOLU). Finalisation of upper primary school textbooks is underway. A standardised NFE package for out-of-school illiterate and semi-illiterate youth has been finalised.

The education Profile at a glance

                                                                                1985-90             Latest         Year
                                                                                (base)                 data

Adult literacy rate (% for those above 15 yrs)      24.0                   17.1.           2001
Youth literacy rate (% for 15-24 yrs. age group)  N/a                    N/a             N/a

Primary age group enrolment ratio (%                
of relevant group enrolled  in primary school)     18                      13.6            2000-01

Split of children enrolled                                      N/a                    63              2000-01

Grades 1-4 male                                                     N/a                    37              2000-01

female                                                                     N/a                    71              2000-01

Grades 5-8 male                                                     N/a                    71               2000-01

female                                                                     N/a                    29               2000-01

Enrolled children of primary age who
are attending school                                              N/a                    58.4            1999           % of children entering grade 1 reaching grade 5                                       N/a                    72.5            1999

Secondary enrolment ratio (% of relevant age group
enrolled in secondary school)                                10.0                   1.1              2001
Tertiery enrolment ratio (%)                                 2.9                     0.1              2001

Note: Sources of data in this table include: UNDP, UNESCO, UNHCR, UNICEF and SACB

Summary of achievements in Primary education

•     Lower primary curriculum development

•     Textbook provision for grades 1 to 4 in seven subjects at a ratio of one book to two pupils

•     Teacher guides in seven subjects grades 1 to 4

•     Upper primary syllabuses and textbooks have been written. Finalisation and distribution of these textbooks are underway

•     5000 teachers have been in-serviced in the use of the lower primary textbooks by UNICEF

•     An assessment and certification unit has been set by UNESCO and capacity building for the education authority in setting and managing security of national examination conducted

Alternative primary level education for youth

•     NFE curriculum for youth out of school has been developed with teacher guides by UNICEF but not yet implemented. Plans are underway for implementation by UNESCO in Nugal Region of the N/E Zone of Somalia better known as Puntland State of Somalia .

•     Research has been conducted on the possibility of starting nomadic schools, which will be piloted by UNESCO-PEER in Nugal Region of Puntland (N/E zone of Somalia) in the next two months with the sponsorship of the European Community

•     Flexible timetable for girls has been a major issue worth considering taking into account that girls’ participation in education at all levels in Somalia is the lowest worldwide. After visiting the NIOS website, I concluded that the Institutes’ programmes are a great learning point worth adopting and adapting for the Somalia situation.

•     Seasonal schools for the fishing community youths are one other area of concern in Somalia . Somalia has the longest coastline in the whole of Africa . Despite this, Somalis are not the best-known society as far as consumption of sea products are concerned. Somalis are generally nomads who survive on meat. From an educationist point of view, one would automatically realise that the interest in fishing for the Somalis is basically an income generating activity. This in itself causes a problem as far as EFA policies and objectives are concerned for what becomes of the relevance of education when a child at the age of 11 can and indeed exploits the natural resources to feed the immediate family and still remain with enough for his leisure?  Indeed, in most of the coastal areas of Somalia , there are no school facilities beyond lower primary, leave alone secondary, vocational or even undreamed tertiary education. What would be the learners’ motivation to continue with education when in the first place there are no such opportunities? Talk of the internal efficiency, external efficiency of education visa-avis the economical return, cost opportunity and the cost fore-gone in education, where would one naturally place the Somali child or even the Somali parent as far as choice for relevance in education is concerned? Is it possible to establish other relevant channels of interest within the vocational applicability for the Somali youth within the fishing industry to be able to exploit his environment in the most conservative way while being able to maintain the fishing nets and at the same time predicting and pre-empting the business aspects of exploiting the natural environment without destroying it?

Technical and vocational education

•     Curriculum and syllabuses have been developed in 11 trades

•     Managers, tutors and supervisors of 32 vocational training centres (VTCs) have been trained, and were fully involved in the design and write-up of the curriculum and syllabuses under the supervision and coordination of UNESO-PEER

•     More than 45, 000 books in 11 trades with 160 tittles were distributed to the VTCs, thanks to the development in India in the Vocational and Technical Education, for most of these books were imported from India .

Financing the Education sector

Capacity building for the local education authority at the community level

•     CEC leadership training in school planning and administration has been experimented and conducted by UNESCO-PEER in Nugal Region of the N/E Zone of Somalia, the Puntland State of Somalia

•     The CEC training manuals were however developed by UNICEF, Somalia , based on the experimentation and implementation by UNESCO-PEER

•     Small-scale business management for the CECs have been conducted in Puntland by UNESCO-PEER

•     Income Generating Activity (IGA) support with community contribution for the purpose of sustainability of the Community Schools was experimented, implemented and evaluated under the UNESCO-PEER, Nugal Phase II project in the Puntland State of Somalia.

•     School rehabilitation was conducted in 14 schools with community contribution

•     School fees payment was introduced in all the pilot schools with UNESCO contribution of Student Subsidy Payment (SSP) on every child attending school. This was to encourage sustainability of the system whereby teachers were encouraged to maintain a sustainable teacher to pupil ratio that would be able to compensate for the teacher’s salary. This was done in a sliding scale such that, as UNESCO contribution reduced every six months, the parents’ contribution increased by almost similar amount.

      UNESCO contribution reduced every six month, the parents contribution increased by almost similar amount.

                                    PLAN OF ACTION TO SET UP OF OPEN SCHOOL

 TOP

Tanzania

1. Introduction

The united Republic of Tanzania is situated in the East Africa bordering the Indian ocean between Kenya and Mozambique . Tanzania is bordered by Burundi , Kenya , malawi , Mozambique , Rwanda , Uganda , Zambia and Democratic Republic of Congo.

The United Republic of Tanzania is divided into 26 administrative regions. Dodoma is the capital of Tanzania , however, Dar – E – Salam remains the largest business centre of Tanzania .

The population of Tanzania as per year 2000 estimate is about 33.69million, constituting about 45% of 0-14 year old, 52% of 15-64 years old and 3% of above 65 years old peoples. The sex-ratio between male and females is about 1:1, slightly titled towards females.

Kiswahili is the national language of Tanzania . The official languages, however, are Kiswahili and English.

2. Educational Scenario in Tanzania

The United Republic of Tanzania realizes that quality education is the pillar of national development. It believes that it is through education that the nation obtains skilled manpower to serve in various sector in the nation’s economy. Through quality education, United Republic of Tanzania will be able to create a strong and competitive economy which can effectively cope with the challenges of development and which can also easily and confidently adapt to the changing market and technological conditions in the region and global economy.

a. The structure of the Formal Education and Training System in Tanzania

The formal education in Tanzania consists 2 years of pre-primary education, 7 years of primary education, 4 years of Secondary (Ordinary (O) level), 2 years of Secondary (Advanced (A) level) and a minimum of 3 or more years of Tertiary Education i.e. University education. Thus, the education system has three levels, Basic, Secondary and Tertiary levels.

Basic or first level education includes pre-primary, primary and non-formal adult education.  Secondary or second level education has Ordinary and Advanced level of secondary schooling while Tertiary or third level includes programmes and courses offered by non-higher and higher education institutions.

b. Pre-primary Education

Pre-primary education is intended for age cohort 5-6 years and prepares children for primary education.

c. Primary Education

Primary education is the largest and central component of basic education.  In Tanzania , primary education is universal and compulsory for all children of the age of 7years and more until they complete their cycle of primary education.

Tanzania during the period of 1978-85, nearly attained universal primary education in quantitative terms. However, there has been a decline in terms of Gross Enrolment Rates during the period. This situation is inflated by late enrolment of children in school. Access of primary education to 7years and more has been fluctuating in recent years, indicating that those who are enrolled are over aged. As of Jan. 2001, only 4,842,875 children of school age were in school. This represents a Gross Enrolment Ratio of only 75% and a net enrolment ratio of only 57% as of 1999 (BEST, 2000). Overall it is estimated that about 3million children of primary school age are not in school as of 1999. The decline in enrolment may be due to many reasons. Similarly a lot of children who enrol in primary schools drop out of school every year for various reasons including early marriage and pregnancy of girls, shortage of class rooms etc.

Most recently the Primary Basic Education Development Plan (PEDP) has been launched and of July 2002, the enrolment in primary education has increased and changed the Net enrolment ratio and Gross enrolment ratio at that level.

d. Secondary Education

Secondary school education refers to that full programme of education provided in accordance with government approved curricula and availed to students who will have completed primary education. In Tanzania , formal secondary education consists of two sequential cycles: a four year ordinary level secondary education and a two year programme of advanced level secondary education.

The transition rate from primary to secondary level is only about 21%. The net enrolment rate is about 5.5% (2000). while the gross enrolment rate is about 7%. In June 2002, the country had 1011 secondary schools and a total of 294, 575 students.

e. The basis human capabilities in Tanzania are as follows:

i)       Illiteracy rate

          28.6% (year 2000-01), 30.88% (2002).

          Target year for 0% illiteracy is year 2012.

ii)      Gross enrolment rate (primary level)

          77.6% (year 2001), 100.4% (2002).

          This includes presence of overage people.

iii)     Net enrolment rate

          58.8% (year 2000), 85.0% (2002).

          Target 90% (year 2005).

iv)     Drop out rate  (primary level)

          6.6% (year 2000), 5.5% (2001).

          Target 3% (year 2005).

v)       Pass rate (primary)

          22.0% (year 2000), 28.6% (2001).

          Target 50% (year 2005).

vi)     Transition rate (primary to secondary)

          21.7% (year 2000), 21.7% (2001).

          Target 28% (year 2005).

vii)    Secondary level enrolment rate

          6.6% (year 2001),

          Target 8% (year 2005).

viii)   Net Secondary level enrolment rate

          5.5% (year 2001),

          Target 6.5% (year 2005).

ix)   Girl/Boy ratio (primary)

        0.98 (year 2001),

        Target 1 (year 2005).

x)    Girl/Boy ratio (secondary)

        0.85 (year 2001),

        Target 0.90 (year 2005).

xi)   Number of secondary schools : 1011 (year 2002) out of which 596 government run and 415 non-government.

xii)  Pupil-teacher ratio :    1:20 (year 2001)

f.  Adult education

Adult education is a component of non-formal education. This programme led to reduced illiteracy rate among the adults from 90% at the time of independence to about 9.6% in 1986. However, these gains could not be sustained and there remains a large no of adult population illiterate. It is estimated that illiteracy is increasing at the rate of about 2%.

g. Medium of Instruction

In Tanzania there is bilingual policy, which requires the children to learn both Kiswahili and English. English is essential and is taught as compulsory subject in the primary education whereas at post -primary stage it is medium of instruction. The kiswahili is the medium of instruction at primary education  while at secondary stage it is taught as a compulsory subject and as an option at tertiary education.

h. Role of Public and Private Sector

In Tanzania , the government role is now changing from that of a key player to that of a facilitator in the provision of education. This new role of the government has provided a more conducive environment for the private sector to increase its investment in education. It will lead to establishment of a more learning environment that will allow imparting both knowledge and technology to the youth for a more active participation in the agriculture sector and the economy as a whole. In addition donor community in terms of funds, technical support and carrying out researches has supported various programmes and projects.

3. Imperative for Open Schooling in Tanzania

Open learning is an international movement that is spreading fast. The international concern to provide education to all has given a significant impetus to open schools. The open learning movement is an idea whose time has come. Many countries have now set up open schools for primary and secondary level students, for example, in Bangladesh , India , Indonesia , South Korea and Zambia . Initiatives to start similar institutions are under consideration in many other countries, including African countries. Although having begun much later, the open schools are rapidly gaining grounds and some of them have quite high enrolments. In India itself, there is one national open school (National Institute of Open Schooling) while in 10 other states similar institutions known as State Open Schools are functioning efficiently.

There are four common distinctive features which are as follows:

1.    Reaching out with education to the disadvantaged population group in dispersed locations where conventional schools are not viable.

2.    Providing a choice to students and their parents for what they want to learn.

3.    Providing a safety net to school drop-outs so that they do not lapse into illiteracy.

4.    Providing education to those who can not attend conventional schools for a variety of social and economic reasons, as well as to those who missed out and are over-age now.

Such a method of open or distance learning can be considered for Tanzania due to following reasons:

1.    There are still many out of school children who are out of primary school going age and secondary school age.

2.    The drop out rate is still high.

3.    Transition rate from primary to secondary level is only about 21%. The net enrolment rate is about 5.5% while the gross enrolment rate is about 7%.

4.    The high cost of secondary education for a large number of population.

5.    The quantity of schools available are inadequate to provide education to all.

6.    Economic use of available teachers to their utmost capacity.

4.  Proposed Models of Open/Distance Learning in Tanzania

The organization and management of open schools can take more than one shape and structure. There are many models of open/distance learning

The first model is the duel-mode institution where distance education activities are a part of the conventional school system. In this model the curriculum may be same and transactional strategy may involve sending the print material by post. It is a kind of correspondence education system.

The second model is the independent open school, which has complete autonomy, an independent infrastructure at the head office and make use of infrastructure of conventional schools. . Such open schools enjoy the freedom of designing the courses and curriculum, building the flexibility and to remain innovative. Independent open schools usually serve large population groups. This model becomes cost effective after few years of setting up. In this model already available resources and infrastructure are made use of when it is freely availably. For example, NIOS operates independently and makes use of infrastructure and teachers of conventional schools for providing education. In such a system the manpower like teachers and councilors are specially oriented and trained for open learning system. This model may involve print material and information communication technology for transacting the curriculum.

A third model is now emerging in which open schools are part of a dedicated distance education institution, as in Bangladesh , where the open school is a part of the Bangladesh Open University.

Tanzania can have any one or a mix of the above mentioned models or a separate model as it deems fit for its population. The currently available non-formal education system in the country can take advantage of the above mentioned models and make the necessary structural changes/ adoption to suit the needs of our people.

5. Collaborations With COL/ENESCO/NIOS

The areas of collaboration and networking can be at different levels.

a)    COL /UNESCO

        1.     The COL and UNESCO can help in building partnership and establishing networking among institutions like NIOS and other international organisations like UNFPA, world Bank etc.

        2.     The COL and UNESCO can help in capacity building by providing training to those engaged in open schooling.

        3.     The COL and UNESCO can help in acquiring funds for educational development especially in the area of open schooling in Tanzania by mobilising donor agencies.

        4.     The COL and UNESCO can organise more such workshops for the continuous efforts in this area of open schooling.

        5.     The COL and UNESCO can have dialogue with the goverment to mobilise it.

b)    NIOS

        1.     Preparation of project proposal and its execution to start open school;

        2.     Setting up of the open school by providing logistical and manpower resources;

        3.     Curriculum planning and development;

        4.     Course material development and research;

        5.     Exchange of materials/tools;

        6.     Evaluation of learners through conventional exam, On Demand Examination System (ODES);

        7.     Mid term evaluation of the open learning system;

        8.     Training/capacity building of those who will be involved in open schooling at various levels; and

        9.     Consultancy.

6. Suggestive Plan of Action

The issues in opening the Open schools and their management relate to the following:

a. Actions

1.    To prepare an approach paper;

2.    To generate awareness about the advantages of distance and open learning.

3.    To mobilize the government to prepare a policy framework based on the approach paper, discuss and finalize it in consultation with those working in the field of open schooling and the highest decision makers in the government.

b. Cost and Funding

Open schools are often less expensive than conventional schools. Similar to the conventional system, the cost of education is directly proportional to the quality of the programmes the open school offers. However, the open schools provide education to a large number of students at the same cost and at comparable quality, to the extent, they are cost effective.

The principal cost in open schools is in the,

1.    development, printing and production of self-study material, which accounts for a sizeable part of total expenditure.

2.    quantity and quality of support material like audio/video programmes, learning aids etc.

3.    duration and level of personal contact classes;

4.    quality of teachers and instructors;

5.    infrastructure development at the head office;

6.    salaries to the core staff at head office. Generally the core staff is very thin as they are not directly involved in the instructional/teaching process. For example, the core staff (academic and administrative both) is about 180 at NIOS that looks after the development and distribution of course material (about 500 title and about 10million books) and management of about 2000 study centres in India and abroad.

7.    The cost decrease when calculated per student and the per-student cost of program delivery remains more or less constant.

An important point in the economics of open schools is that they require considerable investment at the beginning to set up the infrastructure and to start the process of course development and material design and production. But as the students enroll this cost is shared by the revenue generated from fees from these students.

Most open schools have largely come up with the government support, which varies from country to country. Unlike conventional schools, open schools are often only partially funded by the government, which can vary from a token five to six per cent of recurring expenditure in India, to nearly total funding in British Columbia. Similarly, the funding by the International and bilateral agencies can also help establishing the open school.

The cost of starting Open school in Tanzania will depend upon the size and structure of the program and policy of the government. 

c.     Characteristics of Open School

1.    The classical model of an open school comprises of –

        (a)     an academic division;

        (b)     a media and educational technology division;

        (c)     a printing and publication division;

        (d)     an admission and accreditation division;

        (e)     a material distribution division;

        (f)     a student support division; and

        (g)     a central administration division to coordinate among various divisions.

The actual size and structure of each division varies, depending on the number and type of courses offered and the level of student enrolment. The main consideration in structuring an open school is to guard all critical areas of operation and quality arrangement and to keep a core staff at a minimum.

The academic expertise and management services available in the country should be maximally utilized as it will save a lot of expenditure on recruitment.

2.    To identify the areas where open schooling system is to be made operational/available and accredit the conventional schools/NGOs etc. after a rigorous selection process. This will help make use of infrastructure and manpower already available within the country. There is no need to build more schools/classrooms for starting the open schooling scheme.

3.    Identify the areas/course of study on the basis of need assessment. At the same time offer those courses that are being offered by conventional schools also.

4.    To prepare the curriculum and course outline in consultation with the educational planners in the country.

5.    To prepare course material, support material etc. that is required for any course to be offered.

6.    Print and distribute the course material;

7.    Supervise the implementation of the program and evaluate at regular intervals the efficacy of the open learning system and the various courses being offered.

8.    Make an evaluation plan that is of the similar standard as the conventional boards of examination and conduct public exams, evaluate answer scripts and declare results.

d. Time Frame

The time frame depends upon the finalisation and acceptance of the policy by the government. After approval, it will require about an year to start an open school in Tanzania . 

 TOP

Development of a Framework for launching Open Schooling Progrmme in Uganda : Programme Proposal Outlines.

I       Educational Scenario

1.1   The population of Ugenda in estimated as 22,000,000. Of these, the people in the  age group 5-21 are 9,946,667 ( 45% approximately).

1.2   The education system provides for:

  w 7 Years of Primary education, (P1 to P7)