Policy Issues in ODL: Professional Associations and ICT Impact

1. 10th Anniversary Conference – Pretoria – 23rd and 24th August 2006 Policy Issues: The role of professional associations and the impact of ICTs Anne Forster – President, OPEN & DISTANCE LEARNING ASSOCIATION OF AUSTRALIA

3. OUTLINE • Starting points- core values • The policy environment • The role of the professional association • Becoming a professional in ODL • In the interest of others… • Preserve the core • Stimulate progress

4. 30th Anniversary Summit 2003- CHANGE • What is the boundary of the “topic of passion”? • Whose needs are we serving? • Exercise leadership, advocacy and influence • The extended chain of potential members : Individuals, organisations, companies

6. Built to Last, Collins & Porras 1994 Preserve the core Stimulate progress

7. ODL core values Equality of opportunity: Access Equivalence Excellence

8. The policy environment

9. POLICY: Myths & Miracles A CIVIL SOCIETY – diversity – requires cultural intelligence – sustainable communities – embedded with learning

10. POLICY: Myths & Miracles • A KNOWLEDGE ECONOMY • – requires education and training in the engine room • Participation for all- skills - access • Connectivity- a technological base-

11. POLICY: Myths & Miracles • SKILLS FOR DEVELOPING CAPACITY • Digital literacy • Collaborative work • Flexibility- creativity • Inter-cultural communication

12. POLICY: Myths & Miracles • INDIVIDUAL RIGHTS AND DIGNITY • Gain dignity through learning • Learning is integrated with performance and livelihood • - Education in the service of humanity

13. The role of the professional association

14. PROFESSIONAL ASSOCIATIONS • Contribute to the processes of change • Commit to intergenerational transfer of professional knowledge and ways of knowing • Build and enrich the knowledge base and improve standards • Advocate and lobby for public policy reform • Engage in interprofessional and international exchange

15. Influencing policy change • Increasing equity & access to learning • Transformational pedagogy & quality • Mechanisms that address obstacles to participation • Connectivity- rural & urban poor • Adequate financing – social returns • Increase participation rates for lifelong learning • ODL as the tool for scale, distribution, mass media

16. USING ICTs • Potential for dispersed communities of interest to form, dynamic and online • Global networks, integration • Rapid dissemination, discussion groups • Democratisation of decision making • Continuous professional development programs, publications and resources

17. International ODL Networks Federation of Commonwealth ODL Associations - FOCODLA Secretariat at the COL – 4th Pan Commonwealth Forum- Jamaica- 30 Oct – 3 Nov 06 International Council for Open & Distance education – ICDE 22nd World Conference – Brazil – 3- 6 Sept 06 European Distance and eLearning Network - EDEN

18. Becoming a professional in open and distance learning

19. “In the interest of others” The Australian Council of Professions defines a profession as: …”a disciplined group of individuals who adhere to ethical standards and uphold themselves to, and are accepted by the public as possessing special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level, and who are prepared to exercise this knowledge and these skills in the interest of others.” ACP, 1997

20. Reflection from “our” here

21. AUSTRALIA’S NEIGHBOURHOOD • Over 60 distinct cultures • Social and political instability • Rise of regionalism/single market • Shortage of skilled workers: education, health, trades • Median age 19, population doubling in 25 years • 40 – 70% drop out rates at primary and secondary levels • Off shore education, remittances, stay-aways.

22. SMALL NATIONS – POOR & IN CRISIS • Over 60 distinct cultures • Social and political instability • Rise of regionalism/single market • Shortage of skilled workers: education, health, trades • Median age 19, population doubling in 25 years • 40 – 70% drop out rates at primary and secondary levels • Off shore education, remittances, stay-aways.

23. ONE CASE: The Solomon Islands Population 460,000 Double that in 30 years Median age 18 16,500 births/yr 547 classrooms/yr • Over 60 distinct cultures • Social and political instability • Rise of regionalism/single market • Shortage of skilled workers: education, health, trades • Median age 19, population doubling in 25 years • 40 – 70% drop out rates at primary and secondary levels • Off shore education, remittances, stay-aways.

24. Learning by Association PROFESSIONAL DEVELOPMENT

25. Becoming professional: mysteries and magic Learning: experiencing the unfamiliar Argyris & Schon (1982): Reflective practitioner Competency and artistry Objectivity and subjectivity Reflection, common sense, inner resources “ways of knowing”…”mysterious and sacred elements, access to which is the privilege of professional”

26. Continuing professional education Often a focus on improving practice. Transformational learning, New ways of knowing. Karpiak (1991) Transformation of consciousness; occurs through novel events (new experiences, information, perspectives, - ICTs) those who experience it return to serve their community in new ways. Jung (1954)

27. Learning by Association BECOMING PROFESSIONAL DEVELOPMENT A LIFELONG

28. In the interest of others: preserve the core, stimulate progress

29. “In the interest of others” The Australian Council of Professions defines a profession as: …”a disciplined group of individuals who adhere to ethical standards and uphold themselves to, and are accepted by the public as possessing special knowledge and skills in a widely recognised body of learning derived from research, education and training at a high level, and who are prepared to exercise this knowledge and these skills in the interest of others.” ACP, 1997

30. PRESERVE THE CORE & STIMULATE PROGRESS Individually, we must engage and contribute to the profession Collegially, we must question, critique and refine our practices to ensure new generations of members Collectively, we must sustain the many communities of practice, partners in the value chain of our joint enterprise…..Adapted from Wenger 1998

31. REFERENCES Collins, J & Porras J 1994. Built to last: successful habitsof visionary companies. New York: HarperCollins The Australian Council of Professions, minute AGM 1997 Forster, A 2004. Supporting Members Supporting Learners: a professional association grapples with change. Third EDEN Research Workshop, Oct 2004, Oldenburg, Germany. Wenger, E 1998 Communities of practice: learning meaning and identity, Cambridge University Press, UK Jung, C. 1954. In Collected Works The development of personality Vol 17 Princeton University press Karpiak, I. 1991. Personal transformation and professionals’ ways of knowing. In Proceedings AACE Canada 1991 Carol Rusaw: Learning by Association. HRD Quarterly. 1995 Summer The World Bank, 2003. Lifelong learning in the global knowledge economy: Challenges for developing countries. Directions in Development Series: Report Washington

32. Thank you. Any Questions? Anne Forster – President OPEN & DISTANCE LEARNING ASSOCIATION OF AUSTRALIA www.odlaa.org aforster@forgib.com