Pacific open distance flexible learning framework (podflf)

Pacific open distance flexible learning framework (podflf)

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  PACIFIC OPEN,dISTANCE AND FLEXIBLELEARNING FRAMEWORK (PODFLF)
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  1 Published by thePacific Centre for Flexible Open Learning for Development. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivatives 4.0 International License. (http://creativecommons.org/licenses/by-sa/4.0/) CONTRIBUTORS: 1. Professor Richard Coll (Deputy Vice Chancellor Teaching, Learning and Student Services University of the South Pacific) 2. Professor Som Naidu (Pro Vice Chancellor Flexible Learning, Professor and Director Center for Flexible Learning) 3. Mr Hasmukh Lal (Executive Director Pacific TAFE, Project Director PACFOLD) 4. Mr Filipe Jitoko (Social Policy Advisor, Strategic Partnership and Coordinator, Pacific Islands Forum Secretariat) 5. Dr Shikha Raturi (Program Coordinator PGCTT and Elearning, University of the South Pacific) 6. Dr Ioana Chan Mow (Associate Professor Computing and Computer Education, National University of Samoa, COL Focal Point, PACFOLD Advisory Board Member) 7. Mr Melvin Ramkhelawan (Senior Computer Programmer/Analyst, South Pacific Community) 8. Mr Matai Tagicaki (PACFOLD Project Officer)
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  2 2 1. POLICY CONTEXT ThePacific Open, Distance and Flexible Learning Framework(PODFLF) has been formulated in response to the endorsement by the Pacific Heads of Education System (PHES) to address precipitating social and economic challenges, due to the lack of successful inclusive and equitable access to quality education within the Pacific Region. The Pacific member countries are greatly disadvantaged by the challenging geographical distances that separate land by great distances of ocean, even within national territories. This reality has contributed to the lack of development in human resources due to inequitable and non-inclusive access to quality education. This framework was developed after the 8th Pan Commonwealth Forum (PCF8), where it was presented to the Forum as an agenda for the Forum Education Ministers Meeting (FEdMM) after endorsement by PHES subcommittee. The process to develop the Framework was by a working group facilitated and coordinated by Pacific Center for Flexible and Open Learning for Development (PACFOLD) in collaboration with the University of the South Pacific (USP), Pacific Island Forum Secretariat (PIFS) and the South Pacific Community (SPC). The Framework will be reviewed annually before the Forum Education Ministers Meeting, to consider review outcomes. This Framework was the result of consulting existing strategic documents, Framework for Action for ICT for Development in the Pacific (FAIDP), Regional Education Framework (REF – underdevelopment)formerly PEDF and extensive collaboration of the working group. 2. BACKGROUND Since the establishment of ODFL in the Pacific through the University of the South Pacific in 1974, we can state that ODFL has successfully educated a large number of Pacific Islanders that have gone to achieve their life goals and much more, based in its existence and evolution through three centuries. The continuous evolution of ICT services and adoption of new technology by Pacific Island States is clear evidence of how effective ODFL practice is in the Pacific. Information is knowledge, knowledge empowers society, and empowerment underpins social and economic prosperity. The Framework for Action for ICT Development in the Pacific (FAIDP) outlines the formulation of a response to Pacific Island Leaders on the need to address Millennium Development Goal 8, and specifically target 18, ICT infrastructure development. FAIDP provides a guide for Pacific Nations towards developing and improving information and communication technology infrastructure in cooperation with the private sector. Regional Education Framework (REF) further underpins ICT’s role within the Pacific region by focusing on education emphasizing efficient, effective and equitable access to quality Education. PODFLF is responding to Sustainable Development Goal 4 (SDG4), “ensure 1
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  3 3 inclusive and equitablequality education and promote lifelong learning opportunities for all” (https://sustainabledevelopment.un.org/sdg4, 2017), and as an outcome of REF focusing on human resource capacity building in the Pacific through ODFL. Responding to the need for a broader focus, PODFLF includes relevant cross cutting themes that address the following:  SDG 5 Gender Equality  SDG 8 Decent Work and Economic Growth  SDG 13 Climate Action FAIDP and REF address the commitment by Ministers and Pacific forum leaders in developing infrastructure for information communication technology to enhance the dissemination of knowledge and information. PODFLF aims to pursue moving beyond incrementalism with the assistance of ICT in making that ‘quantum leap forward’ through HR capacity building and achieving our goal in equitable and inclusive affordable access to quality education to promote lifelong opportunities for all. The general purpose of this Framework is to align development in ICT infrastructure in Education with Education Practices through ODFL. PACIFIC OPEN, DISTANCE AND FLEXIBLE LEARNING FRAMEWORK SCOPE AND PURPOSE Vision Improved quality of life in the Pacific through Open Distance Flexible Learning. Goal Inclusive and equitable affordable access to quality education to promote lifelong opportunities for all. Outcome Achieve economic and social sustainable development towards quality of life through equitable and inclusive access to quality education. Guiding Principles and Values: The PODFLF aims to remain in synchrony with REF to ensure harmonization towards realizing our vision. PODFLF shares the same guiding principles and values as REF:  Education as a human right – The fundamental human right to inclusive and equitable quality access education is an underlying goal for the PODFLF.  Holistic approach – Open, Distance and Flexible Learning mode is the broadest avenue or pathway for offering students more learning choices. 2
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  4 4 Through established ICTinfrastructure, accessibility to quality education becomes equitable and inclusive.  Diversity – The diverse modes of learning reflect adaptability to suit individual’s needs, interest and learning styles.  Harmonisation–Diverse cultures in the Pacific, global access to quality education, ICT infrastructure defragmenting accessibility, National qualification framework, quality assurance and accreditation.  Partnership – Governance, education institutions, education stakeholders, global networks. Develop and sustain partnership in education. Regulatory qualifications framework and ODFL Regional and National qualification frameworks to be developed to acknowledge and include standards for programs delivered through ODFL.ODFL courses must meet National and Regional established qualifications standards for recognition, accreditation and adaptability. THEMES The following themes were adopted by the PODFLF WG as ODFL priority areas. These 6 themes reflect the core of which education is delivered in the Pacific. They are as follows: Theme 1 Early Childhood Care and Education – Recognises the importance of having trained ECCE teachers with highly qualified skills. Theme 2 Higher Education – Recognises the need to improve demand driven access to Higher Education that will be focused on achieving program completion. Theme 3 Open Schooling–Recognises the importance to reinforce second chance education for school dropouts and pushouts. Theme 4 Technical Vocational Education Training (TVET)–Recognises the importance of reducing unemployment and producing a better skilled and inclusive workforce. Theme 5 Education Resources–Recognises that most PICTs lack access to quality, affordable and up to date Educational Resources. Theme 6 Entrepreneurship- Recognises the importance of achieving an entrepreneurial future in the long term. 3
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  5 CROSS CUTTING THEMES Thecross cutting themes are adopted from SDG 5 and SDG 8: Cross Cutting Theme 1 Gender Equity – Recognises the need to address inclusivity through gender equity. (http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal- 5-gender-equality.html, 2017) Cross Cutting Theme 2 Decent Work and Economic Growth – Recognises technological innovation in the 21st Century as a contributing factor to finding decent employment and sustainable productivity. (http://www.undp.org/content/undp/en/home/sustainable-development- goals/goal-8-decent-work-and-economic-growth.html, 2017) Cross Cutting Theme 3 Climate Action – Recognises the drastic effects of climate change in the Pacific that causes long lasting changes to our climate system which threatens irreversible consequences. (http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal- 13-climate-action.html, 2017) 4
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  6 6 Goals/targets: 1. Improved progressin the number of qualified ECCE Teachers from regionally recognised teacher training colleges. 2. Enhanced Literacy and numeracy at lower K12 education level. Challenges Priorities and Strategies Not enough Institutions offering accredited ECCE Programs. ECCE programs not accredited Nationally or Internationally. Government’s and community partnership to facilitate recognition of ECCE programs for HR capacity building. Priority 1: Expand access through providers. Priority 2: Ensure all ECCE programs are accredited nationally and internationally. Strategy 1 – Identify and work with an Institution that provides Nationally accredited ECCE programs to improve quality of program and roll out programs through ODFL. Goals/targets: 1. Improved outcome in Higher Education student completion. 2. Increase in quality student turn over in Higher Education. Challenges Priorities and Strategies Students are not keen to participate in flexible learning mode because providers lack the capacity to deliver attractive demand driven programs. Lack of infrastructure, manage extremely remote areas, national government’s need to play an active role, providers and government partnership. Lack of diverse learning approaches and acknowledge ODFL as an alternative approach. Priority: Build provider’s capacity to enable demand driven programs delivered through flexible learning mode. Strategy: Partnership between tertiary providers and national governments to enhance access in remote areas. Theme 1: Early Childhood Care and Education (ECCE) Expected outcome: ECCE teachers successfully access high quality teacher training ECCE programs. Expected outcome: Improve demand driven access, active participation and successful completion. Theme 2: Higher Education (HE) 5
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  7 7 Goals/targets: 1. Dropouts andpushouts access second chance education through ODFL. Challenges Priorities and Strategies In sufficient providers offer courses in second chance education. Priority: Develop opportunities for second chance education. Strategy: Build or maintain capacity in ICT infrastructure and HR capacity building to deliver second chance education through ODFL. Goals/targets: 1. Proficiently Skilled workforce 2. Growth in skilled workforce Challenges Priorities and Strategies Industries are still new to ODFL and their participation is minimal in the Pacific providing training support with industries using ODFL. Industries need training in using ODFL to achieve this this. Managing flexible skills development online and Industry participation. Priority: Flexible Skills Development in the workforce and industry participation. Strategy: Tertiary providers work with industries focusing on industry driven and demand driven outcomes course provided online. Theme 3: Open Schooling Expected outcome: Inclusive of second chance education and access to quality education by rural, remote rural regions. Theme 4: Technical Vocational Educational Training (TVET) Expected outcome: Reduce unemployment and produce a better skilled and inclusive workforce. 6
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  8 8 Goals/targets: 1. Available accessto free and affordable educational resources 2. Pacific repository of resources, OER and non-OER 3. HEI develop policies on adopting OER practices. Challenges Priorities and Strategies Using the internet to access freely available quality ER that is non OER and OER, is not a common practice in the Pacific because of the lack of awareness and advocacy. Budget commitment focuses too much in purchasing textbooks alone. Priority: Make ER more freely available, affordable and accessible online. Strategy 1: Encourage higher education providers to make openly available non OER and OER resource materials. Strategy 2: Develop an ER regional repository, for non OER and OER. Goals/targets: 1. Progressive improvement in SME 2. Progressive improvement in employment 3. More enterprising Pacific community. Challenges Priorities and Strategies There is a lack of initiative to be job creators rather than job seekers, because of how the Pacific Islanders mindset behaves. There are inadequate number of programs offered by national providers for the entrepreneurial sector. There is not enough emphasis on government and provider partnership addressing these challenges. Priority: Deliver programs in Small and Medium Enterprise (SME). Strategy 1: PACFOLD will work with providers, providing OER and generic learning materials for program delivery. Strategy 2: PACFOLD will establish an Entrepreneurship digital group on PACFOLD learn for regional networking. Theme 5: Education Resources (ER) Expected outcome: Enable resource based individual and group learning including OER. Theme 6: Entrepreneurship Expected outcome: To achieve an enterprise culture in the long run. 7
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  9 9 Goals/targets: 1. Effective genderequity policy implementation. 2. Gender equity inclusivity in National Policy. Challenges Priorities and Strategies Gender unresponsive budget that declines to support advocacy, awareness and capacity building in empowering women and girls. Priority: More responsive government policy through budget commitment. Strategy: Build capacity in continuing awareness and advocacy programs through ODFL. Goals/targets: 1. Sustainably reduce the proportion of youth in unemployment. 2. Achieve higher levels of economic productivity through diversification. Challenges Priorities and Strategies Obsolete technology has led to lower and slower Economic activity. Priority: Embrace technological innovation for productive employment and sustainable economic growth Strategy: Capacity building through ODFL in Managing Skills Development Online and Industry Participation. Goals/targets: 1. Improve regional awareness and capacity building in climate change mitigation, adaptation, impact reduction and sustainable good practices. Challenges Priorities and Strategies There is a lack of capacity building in climate change mitigation, adaptation, impact reduction and sustainable good practices. Priority: Formal, non-formal and informal sector. Strategy: Capacity building through ODFL in Climate Change and Partner Participation. Cross Cutting Theme 1: Gender Equity Expected outcome: Empower all women and girls. Cross Cutting Theme 2: Appropriate employment and economic growth Expected outcome: Sustained and inclusive economic growth. Cross Cutting Theme 3: Climate Action Expected outcome: Awareness and improved practices in climate change mitigation and adaptation 8
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  Matai Tagicaki Project OfficerPACFOLD [email protected] ph: 9241380 tel: 3231298