The Future of Comparative and International Education in a Globalised World

Abstract – This article examines the history and future prospects of comparative and international education with particular reference to the impact of globalisation and Information and Communications Technologies (ICTs). Connections and interactions between comparative educationists and the technologies of printing and electronic communications are examined in a historical context. The global nature of commu-nications in comparative and international education is demonstrated both spatially and historically, using information from all regions of the world. The changing nature of technologies is noted to have broadened the audience for comparative insights. The development of textbooks, journals, conferences, international agencies, the Internet, web-based communications, and professional comparative education soci-eties is related to the themes of communications and globalisation. Zusammenfassung – In diesem Artikel werden die Geschichte und die künftigen Aussichten der vergleichenden und internationalen Bildung untersucht mit besonderem Augenmerk auf den Einfluss von Globalisierung und Informations- und Kom-munikationstechnologien. Verbindungen und Interaktionen zwischen vergleichende

ICT-based Distance Education : A Study of University Students’ Views and Experiences in Early Post-Apartheid South Africa

The overall aim of this study was to investigate how the introduction of ICT into distance education at public institutions of higher learning in South Africa during the early post-apartheid period from 1994 to 2002, provided learning opportunities for students and facilitated the delivery of learning content. More explicitly, it examined and analyzed the views and experiences of students and course facilitators at selected higher education institutions, which provided ICT-based distance education. The study also examined and analyzed the views and experiences of students regarding the services of a private on-campus Internet café located in a South African technikon (a technological institution). The empirical part of the current study was conducted in 2002, when some public higher education institutions in the country were involved in the provision of distance education as a means of increasing student participation and generating income. However, the proliferation of private actors who collaborated with some of these institutions to provide ICT-based distance education caused concern to the government that questioned their quality of content delivery. A case study research design was applied to collect, analyze and interpret quantitative and qualitative data at four universities and one technikon. Two electronic surveys were administered by email and on the Web, to self-selected students at the five case institutions. The first survey examined the views and experiences of respondents (n = 605) who participated in ICT-based distance education, while the second one investigated the views and experiences of respondents (n = 274) who used a private campus-based Internet café. Non-participant observations were made at some learning centers to understand how classes were carried out, and at the Internet café, to understand the type of services offered. Unstructured interviews were held with selected students and course facilitators at one institution, whereas informal interviews were conducted with some students and the Internet café manager. Further, a literature review was undertaken to understand certain issues and trends in ICT-based distance education, within and beyond South Africa. The findings indicate that the majority of respondents chose ICT-based distance education because it was flexible. They were also comfortable with using the English language for instruction. However, some complained that the learning materials were irrelevant and were not delivered on time. The course facilitators were generally satisfied with their work, although they were disappointed for not having the opportunity to influence changes in the study guides. Many respondents used the Internet café because they did not have any other means of accessing the Internet. Moreover, it was affordable and they used it for socializing. The study concludes that the system of instructional design and content delivery to distance education students in South Africa should be improved to become efficient. Further studies are recommended to examine the ongoing development of ICT-based distance higher education in South Africa

ICT-based Distance Education : A Study of University Students’ Views and Experiences in Early Post-Apartheid South Africa

The overall aim of this study was to investigate how the introduction of ICT into distance education at public institutions of higher learning in South Africa during the early post-apartheid period from 1994 to 2002, provided learning opportunities for students and facilitated the delivery of learning content. More explicitly, it examined and analyzed the views and experiences of students and course facilitators at selected higher education institutions, which provided ICT-based distance education. The study also examined and analyzed the views and experiences of students regarding the services of a private on-campus Internet café located in a South African technikon (a technological institution). The empirical part of the current study was conducted in 2002, when some public higher education institutions in the country were involved in the provision of distance education as a means of increasing student participation and generating income. However, the proliferation of private actors who collaborated with some of these institutions to provide ICT-based distance education caused concern to the government that questioned their quality of content delivery. A case study research design was applied to collect, analyze and interpret quantitative and qualitative data at four universities and one technikon. Two electronic surveys were administered by email and on the Web, to self-selected students at the five case institutions. The first survey examined the views and experiences of respondents (n = 605) who participated in ICT-based distance education, while the second one investigated the views and experiences of respondents (n = 274) who used a private campus-based Internet café. Non-participant observations were made at some learning centers to understand how classes were carried out, and at the Internet café, to understand the type of services offered. Unstructured interviews were held with selected students and course facilitators at one institution, whereas informal interviews were conducted with some students and the Internet café manager. Further, a literature review was undertaken to understand certain issues and trends in ICT-based distance education, within and beyond South Africa. The findings indicate that the majority of respondents chose ICT-based distance education because it was flexible. They were also comfortable with using the English language for instruction. However, some complained that the learning materials were irrelevant and were not delivered on time. The course facilitators were generally satisfied with their work, although they were disappointed for not having the opportunity to influence changes in the study guides. Many respondents used the Internet café because they did not have any other means of accessing the Internet. Moreover, it was affordable and they used it for socializing. The study concludes that the system of instructional design and content delivery to distance education students in South Africa should be improved to become efficient. Further studies are recommended to examine the ongoing development of ICT-based distance higher education in South Africa

Towards Inclusive, Quality ICT-Based Learning for Rural Transformation

Information and communication technology (ICT) has emerged as a tool that can enhance fl exible learning pathways. ICT has the potential to increase equitable access to quality learning, which is essential for skills development. Skills are required in technology-related nonfarm activities so as to improve livelihoods and achieve sustainable rural transformation. However, slow pace of the developing countries to utilize the benefi ts of the ongoing technological revolution in the North has resulted in the ‘digital divide’. Besides, it is still problematic to implement ICT programmes for educational development. The current and future challenges of providing ICT-based learning desperately call for the reengineering of education to move out of the formal structure of teaching and learning, towards building a more practical and realistic approach. By means of a literature review, this paper examines and discusses why it is important to provide inclusive, quality ICT-based learning, particularly in the rural areas of Asia and sub-Saharan Africa (SSA). It recommends that diverse ICT-based solutions be adopted to promote skills development and training within non-formal and informal settings. More comparative studies are also required to understand the impact of ICT-based learning in rural areas.Joint Issue 5.2 &amp; 6.1.</p