Distance education is winning more and more friends as a practical and effective way of enhancing opportunities for people who lack access to training institutions or colleges in developing countries. But how can distance learning courses be made more cost-effective? Researchers at the University of Bath analysed the cost-effectiveness and efficiency of distance learning courses for training engineers in Zimbabwe, Sri Lanka and the Czech Republic. Their report offers broad advice on how to cut the unit costs of such education yet not sacrifice quality.

In many countries distance learning is the most important mechanism for effective continuing education currently available. For others it holds abundant potential. It can reach large numbers of students at low cost and connect to groups that have previously been excluded from educational opportunities. And it can offer a curriculum that is consistent in content and quality. In developing and emerging economies, training for industrial growth is a high priority, especially the initial education and continuing professional development of engineers at all levels.

The study, carried out in 1994, centred on a survey of current provisions for distance education courses for engineers from a number of major providers of such courses. This survey was followed by an in-depth investigation of the need for engineering training and the potential for distance education to suit those needs in three countries: the Czech Republic, Sri Lanka and Zimbabwe. In general, it is more cost-effective to buy 'off-the-peg' distance learning courses wherever circumstances permit, rather than develop new custom-built courses in the client country. New courses (if they prove necessary need to be modified and tailored to suit local demand with the providing organisation working together with an internal counterpart. Translation might be a necessity in the cases of Sri Lanka and the Czech Republic.

Other findings indicated that:

• In all three countries, networks exist that could profitably and cost-effectively be used to help support the infrastructure necessary for successful distance learning courses. Adequate support for students would be a fundamental need; where possible there should be a local tutor.
• Establishing a programme of distance learning in any country for the first time needs to take account of local availability, readability and reliability of delivery facilities: setting up teaching media and hardware that perform to a reasonable level will be a key to the success of any course.
• Any distance learning programme should be priced realistically to suit local income levels.

As to the practical demonstration aspects of engineering courses, the following suggestions arose:

• Practical subjects such as engineering can be taught effectively by distance learning only if practical demonstration sessions are offered locally in suitable facilities. To that end, the curriculum should be carefully analysed to make optimum use of time spent on practicals. Effective use of plant and facilities will trim costs and make room for greater numbers of trainees.
• Using modern communications technologies such as video or satellite broadcasting to deliver demonstrations could give large numbers of student a grasp of the practical aspects of engineering.

Source(s):
Distance education in engineering for developing countries, ODA Education Research Paper No.13, by T.D. Bilham & R. Gilmour (June 1995)

Funded by: Education Division, Department for International Development UK (1994-1995)

id21 Research Highlight: 1998-July-08

Further Information:
T.D. Bilham
Department of Continuing and Distance Education
University of Bath
Bath BA2 7AY
UK

Tel: +44 (0)1225 826623
Fax: +44 (0) 1225 826849
Contact the contributor: t.d.bilham@bath.ac.uk

University of Bath

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