Developing the Workforce, Shaping the Future: Transformation of Madagascar's Post-basic Education by Sajitha Bashir

Author:Sajitha Bashir
Language: eng
Format: epub
ISBN: 9780821378168
Publisher: The World Bank
Published: 2009-06-29T00:00:00+00:00

Open and Distance Learning Systems16

Open and Distance Learning (ODL) at both the school and tertiary level can greatly expand access by introducing flexibility in learning for those who are unable to continue long duration studies or those who wish to resume studies, as well as by reducing costs of delivery. The latter is achieved through using different settings and through use of part-time teachers as tutors. Madagascar has some experience in using distance learning at the tertiary level (CENTEMAD), which got off to a promising start but now is in a state of decline. Not only have enrollments halved over the last ten years, but the cost of producing a graduate is estimated to be higher than in face-to-face learning due to high dropout and repetition rates. Better designed programs are now being launched in primary education (teacher training through radio) and in junior secondary education (open schools).

In Madagascar's case, potential target groups are not only students but also teachers, health workers and others where there is a need to upgrade qualifications on a large scale and relatively quickly.

There are three critical success factors for using ODL systems. First, the course must be relevant and useful for the beneficiaries and lead to a meaningful qualification or certificate, accepted by the education system and/or employers. This means ensuring quality and equivalence with formal programs. Without this, programs run the risk of being seen as inferior education and will face poor demand. Second, to operate on a large scale (not as experimental or narrowly targeted programs) the business model must be based on the system becoming self-financing over a period of a few years—this not only leads to sustainability but ensures that there is pressure on managers to reduce costs and be demand-oriented. The selection of appropriate delivery mechanisms and technology platforms are critical. Third, a proper governance structure and professional management are required.

Advances in technology and the operation of large ODL programs in many countries have made it possible to operate such programs in low income countries with limited infrastructure. The availability of learning resources at different levels, which can be procured off the shelf, licensed or as open source material, (often in different languages) has reduced one barrier—the high developmental costs of courses. Models operating in other countries can be adapted easily, paying attention to the replicability of the design features.

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