Using ODL and ICT to develop the skills of the unreached: a contribution to the ADEA triennial of the Working Group on Distance Education and Open Learning

Innovation in technology is occurring at rapid pace thus shrinking the distances and making information and knowledge more than ever accessible to everyone irrespective of where the person resides. This paper consists of four main articles. The first one deals with technological trends. The second one focuses on the deployment and use of open and distance education mode in rural areas by documenting initiatives that embrace information and communication technologies (ICTs). Due to challenges faced in rural areas only a few success stories/cases currently exist and some of these are cited in this article. The challenges faced in the deployment of ICT enhanced ODL have been highlighted as well as the potential of developing and delivering effective and relevant ODL programmes in rural areas in order to ensure that issues of educational equity and social exclusion rural communities are adequately addressed. ICTs in ODL are perhaps the greatest tool to date for self-education and value addition to any community’s development efforts, yet poor rural communities particularly in Africa do not have the necessary awareness, skills or facilities to enable themselves to develop using ICTs. Inadequate ICT infrastructures in rural areas remain a major source for the digital divide in Africa and for under-performance of distance learners. The third one analyses the support provided to ODL learners who often encounter difficulties in completing their studies through the distance education mode due to loneliness, uncertainties and de-motivation. ICT has not been able to sufficiently support distance learners in overcoming those obstacles efficiently. An investigation regarding those learning supports has been conducted in ten distance learning institutions, along with an intensive literature review with the aim of understanding the high percentage of dropout rates of distant learners. The learners’ interactions have been scrutinized through content analysis of their synchronous exchanges, during a completely online course. After taking into account the limited technical and human resources in Africa, a technological virtual environment along with a pedagogical framework has been proposed with the aim of giving adequate educational support to them. The fourth article has explored The Open University (UK) and its efforts to use new technologies to deliver online courses to difficult-to- reach learners in prison environments. The case study analysed here is an international course (called, B201- Business Organisations and their environments) which also touches an African cohort of learners. The implications for designing and delivering online ODL to the complex unreachable environments of prisons anywhere, and particularly in Africa, have been discussed

Youth and Unions

[Excerpt] Following a suggestion from the Cornell ILR Labor Advisory Counsel in early 2009 Cornell ILR began studying the relationships between young workers and unions. Marlena Fontes, a Cornell student, worked with Cornell Extension Faculty Ken Margolies and others during the summer of 2009 on the study. The study is based on a literature review, survey research, observations and focus groups. The report provides a glimpse into the issues that are facing young people and unions and how unions are seeking to organize and involve young workers and members. The table on page 9 summarizes the survey research conducted by Ms. Fontes and two other Cornell summer Fellows

Aging in the Social Space

A publication called Aging in the Social Space is a compilation of studies, which deal with theoretical understanding and empirical solutions, learning about problem spheres, specifying content parallels of social, legal, economic, moral and ethical views on senior issues in society, which are closely related to each other and are interconnected. This publication focus on the case study of Poland. It is supposed to provide a multidimensional view of old age issues and issues related to aging and care for old people in society. We believe that it is natural also to name individual spheres, in which society has some eff ect, either direct or indirect, within issues concerning seniors. Learning about these spheres is the primary prerequisite for successful use of social help to seniors in society

American Indian Leadership: Strengthening Native Communities and Organizations (Winter 2013)

Despite attempts to diminish, belittle and totally transform Native concepts, belief systems and values of leadership, strong leadership remains one of the most important assets in Native communities. American Indian leaders have held steadfast to tribal belief systems and values and fought for the preservation and perpetuation of Native identity, land and sovereignty. Leaders of Native nations today are still committed to these values. Native leaders still recognize that strong, ethical and innovative leadership from various sectors has the ability to transform American Indian communities.The primary goal of this paper is to provide a brief overview of American Indian leadership within an historical perspective, including what led to the development of tribal governments and Indian-led organizations today. Drawing on data from more than 93 leadership programs, organizations and initiatives, this paper provides a summary of findings on the current state of leadership programs in Native communities. Based on these findings, this paper offers recommendations for proceeding with the development of Native leadership programs in American Indian communities

Barriers and enablers of youth as drivers of social change: university students’ perspectives

As a progressive society, there is an expectation for young people to become the social leaders and innovators of tomorrow. Not only does this expectation imply an intergenerational ‘passing of the baton’ but also this scenario assumes that young people value social change and possess the self-efficacy that empowers them to ignite positive social change. Added to this is a fundamental assumption that social constructs will enable young people to work as change agents, rather than create hindrances. A complexity for higher education institutions is how to develop young people’s capacities for social change given the inevitable variance in how much their students value and believe they have the ability for ‘changemaking’. This study explored university students’ conceptions of social change and their perspectives on the tools and resources needed to engage in social changemaking. Two focus groups were held at the University of Northampton, which elicited students’ (n=10) views on 1) their conceptions of social change and social innovation, 2) their perceptions of what enables young people to engage with social change and 3) their beliefs about the barriers that exist for young people in being or becoming change agents. Findings from this study offer important implications for higher education institutions that aim to engage in positive youth development as part of the curricular or extra-curricular provision. By illuminating the perceived barriers and enablers for youth in driving social change, higher education institutions will be in a stronger position from which to nurture this generation of ‘changemakers’

Get yourself connected: conceptualising the role of digital technologies in Norwegian career guidance

This report outlines the role of digital technologies in the provision of career guidance. It was commissioned by the c ommittee on career guidance which is advising the Norwegian Government following a review of the countries skills system by the OECD. In this report we argue that career guidance and online career guidance in particular can support the development of Norwa y’s skills system to help meet the economic challenges that it faces.The expert committee advising Norway’s Career Guidance Initiativ

Now for the long term: the report of the Oxford Martin Commission for Future Generations

This report is the product of a year long process of research and debate undertaken by a group of eminent leaders on the successes and failures in addressing global challenges over recent decades. As the world slowly emerges from the devastating Financial Crisis, it is time to reflect on the lessons of this turbulent period and think afresh about how to prevent future crises. The Oxford Martin Commission for Future Generations focuses on the increasing short-termism of modern politics and our collective inability to break the gridlock which undermines attempts to address the biggest challenges that will shape our future. In Now for the Long Term, they urge decision-makers to overcome their pressing daily preoccupations to tackle problems that will determine the lives of today’s and tomorrow’s generations. Dr James Martin, the founder of the Oxford Martin School, highlights that humanity is at a crossroads. This could be our best century ever, or our worst. The outcome will depend on our ability to understand and harness the extraordinary opportunities as well as manage the unprecedented uncertainties and risks.   The report identifies what these challenges are, explains how progress can be made, and provides practical recommendations. The Commission outlines an agenda for the long term. The case for action is built in three parts. The first, Possible Futures , identifies the key drivers of change and considers how we may address the challenges that will dominate this century. Next, in Responsible Futures, the Commission draws inspiration from previous examples of where impediments to action have been overcome, and lessons from where progress has been stalled. We then consider the characteristics of our current national and global society that frustrate progress. The final part, Practical Futures, sets out the principles for action and offers illustrative recommendations which show how we can build a sustainable, inclusive and resilient future for all. &nbsp

An American Conversation on the Post-2015 Development Agenda

In the closing months of 2013, over 1,000 Americans gathered in communities large and small to discuss the world they want in 2030. They came together to answer a call to action from Secretary-General Ban Ki-moon for every UN member state to seek public input for a new and ambitious development agenda to replace the Millennium Development Goals when they expire in 2015.From October to December 2013, the United Nations Association of the United States of America (UNA-USA), a program of the United Nations Foundation, held day-long consultations in 12 cities across America. The 16 proposed development themes listed on the MY World 2015 website of the United Nations Development Programme (UNDP) served as the starting point for each conversation with participants ranking each theme while adding new ideas of their own.This report provides a window into the conversations that unfolded as Americans stepped back from their daily routines to think about how a new development agenda might impact their own lives as well as the lives of citizens of other UN member states around the world. The conversations included a diverse audience from age 15 to 95 and revealed both cross cutting themes and a few surprising findings

Releasing Seeds to the Wind: The Story of Generations Ahead

Generations Ahead is a nonprofit organization that ceased operation on January 31, 2012. This report aims to share the lessons learned by the organization from its work with social justice issues related to genetic technologies and includes interviews with key stakeholders: staff, board members, allies, and funders