Online Education in developing

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What we see up-and-coming is a community of open and distance learning institutions with a strong connection between them. Sometimes this involves co-visual teaching materials, and some form of cross-licensing and skills. Delivery is becoming increasingly electronic, and we should now see that these educational systems.

Will the development interests of developing countries? There is clearly much need for caution. We need to oversee the development above the concerns about access to education, both in terms of students’ own previous knowledge and cultural perspectives, and in terms of access to technology as open education. We also need to worry about the impact on the culture of any power of imported materials and the culture of the developed world is that this confirmed.

National Distance Learning Programs

in developing countries is a natural desire to extend learning resources to all citizens.

Online education in schools began in both countries during the colonial era in the 1950s and 1960s, in part by voluntary associations and partly through public support that `a palliative for colonial conscience.” This provision has taken various forms -correspondence schools, radio programs in addition to the normal provision, radio and poster campaigns to promote literacy, health and other issues, as well as formal online education programs. These programs have continued since the colonial era, with 70,000 students involved in Tanzania and 42,000 in Zimbabwe. There has been much emphasis on the training of teachers. Applications in both countries have suffered from inadequate funding (10% and less than 5% of the education budget, respectively, in Tanzania and Zimbabwe). Neither country has established its own open their universities. One was fought in 1989 for Tanzania, with the use of radio and television broadcasting, but not the full use of IT. In 1993 founded the University of Zimbabwe Online Education Centre of which now has about 1,500 students. We believe that this uses traditional correspondence approach is based on text.

Online education saves the need to build university campuses with teaching facilities, and for students to travel and be accommodated centrally. IT network and further helps this, but need access to technology – and like Zinda and Aucoin have identified Tanzania, even something as basic as electricity may not be available within the community you wish to serve. Such problems structure are not faced by developed countries, although sometimes, as in Russia, which is also trying to use online education to meet the educational requirements, there can be infrastructure problems, like in Russia in the mail delivery may be difficult the delivery of electronic satellite to the best existing equipment could be perfectly feasible.

Transnational Programs

We have seen that large provides education as OU is already beyond the borders of the state, helped the IT network, to provide education on a global scale. Geography is no longer a barrier.

This means that local students could subscribe to a course that may be present only on the network, and through this would get rights from suppliers in the developed world. Presumably those qualifications would be recognized site, and could definitely have some special status.

It is noteworthy that one motivation for Zimbabwe to establish their own programs were to reduce the 163 million dollars flowing out of the country from the 40,000 students enrolled annually online continuing education courses. Developing countries may just not be able to finance transnational educational programs.

Language teaching is not the only concern. Classes often draw on case studies and examples, and this may not make any sense in other contexts. Examples of training materials for the database tool use was baseball, which was, of course, incomprehensible outside the United States – a translation of football made training much wider recognition.

The transnational and trans-cultural use of materials must be viewed with caution.

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