As I looked around and travelled during the past six months of my tenure at CEMCA , I began feeling that there were so many small ways in which we could all share what we know about the field of communication and information technology; about our common experiences and our inadequate exposure to each other's success stories, failures, trials and struggles.

This feeling was reinforced during the week long festival of ideas at the Pan Commonwealth Forum in Brunei from March 1 to 5. Whether from Africa, Asia, or the West Indies, educators began exchanging concerns, ideas and experiences. Common to all was our concern for the growing dichotomy between the technology rich and poor; our inability to meet even the basic information needs of the most needy; and our reinventing of the wheel every time we tried our hand at a new project. I became more convinced that unless our common concerns and experiences were given wide coverage and publicity, our efforts could be in vain.

So when I returned to Delhi, my conviction that CEMCA must do its little bit to reduce the information inequality among practitioners of educational media and the users of communication and information technology for development grew. We could use EDUCOMM ASIA as a window to all the institutions and individuals who form part of the educational communication community and also to make EDUCOMM ASIA an academic newsletter rather than merely a house journal. We have started this in a small way with this issue.

In this issue, we bring to you the inaugural address of Chief Anyaoku, the Secretary General of the Commonwealth. The report highlights his concerns in the new information order. We also bring to you a case study of a project in Pakistan, which focussing on women, has done its part despite being faced with the overwhelming constraints placed by paucity of funds, inadequate institutional support, an insecure future-when field workers have pride, passion, and commitment in their work.Our efforts to promote research are also slowly yielding results and proposals and queries for research support are coming in. Our first research grants have been given last month. To address more people, we are including the proposal proforma in this issue so that you may use it as a basis for writing to us.

We frequently get requests for names of experts who can be identified and approached for expert consultancies. In order to respond better to such requests, we are enclosing a proforma for empaneling you and your institution as an expert resource in the region. Use the tear out sheet or the proforma, fill it up and send it back so that we can include your name in our database. Share it with your colleagues. photocopy it and send it back to us so that the database can be published and distributed within the region .

But most important, please tell us how you feel about the direction and the image which we are creating for EDUCOMM ASIA and for CEMCA. Only you can guide us to the right path. We look forward to hearing from you.

Dr. Usha Vyasulu Reddi

THE COMMANWEALTH IN THE NEW INFORAMATION AGE

By
HE Cheif Emeka Anyaoku
Commanwealth Secretary - General

Honourable Ministers, Your Excellencies, Distinguished Guests, Ladies and Gentlemen.

On behalf of the Commonwealth family, let me first congratulate the Chairman, President, and Staff of the Commonwealth of Learning on this milestone anniversary. I would also like to extend our sincere appreciation to the Government of Brunei for being such excellent hosts.

It is particularly pleasing to be here in Brunei, whose government has given steadfast support to COL, as we celebrate the 10th anniversary of the institution. I must confess to some mixed feelings about this anniversary. On the one hand it seems only yesterday that the Commonwealth took the bold step of establishing COL; yet I find it difficult to believe that the institution has been with us only for a mere ten years, such has been its impact in the Commonwealth and beyond.

There could be no greater testimony to COL's achievements than the impressive array of eminent persons, noted academics and leaders in the field of information technology, who have joined us today at this celebratory forum. The Commonwealth Secretariat is of course well represented here, and I am delighted to inform you that our new Deputy Secretary-General for Eco-nomic and Social Affairs, Dame Veronica Sutherland, has been able to accompany me here. She succeeds Sir Humphrey Maud who was closely associated with COL matters on my behalf for a long time, up to his recent retirement.

This should be a significant occasion for all of us, as we ponder what lies ahead in the 21st century. As we embark on this open learning forum, let me invite you to explore briefly with me how far we have come and where we are heading in the new information age. I shall try to distinguish between information and knowledge, and attempt to discuss how we have overcome communication barriers over the years. I will also make a number of important contentions that I trust will not be too controversial for you to consider during your deliberations at this forum. Most importantly though, I intend to highlight the critical role that COL can play as a Commonwealth organisation in the new information age.

Chief Emeka Anyaoku addressing the gathering

Since language is the main symbolic expression of our thoughts and emotions, the spoken word has always been at the centre of information and communication for us as social beings. At its minimum, the face-to-face transaction of language use is the basic means of information transfer, as well as of imparting knowledge. This is not simply historical, for that which was so powerful in Aristotle's day is still highly valued today, as can be seen from the premium placed on seminars and tutorials in most of our educational institutions.

Indeed, despite three highly successful virtual debates organised on COL's website as a precursor to this forum, few of us would doubt the greater significance of the face-to-face transaction we are now engaged in at the forum itself. No doubt today's gatherings are somewhat larger than Aristotle could have imagined, and he certainly would have had difficulties with the concept of a virtual on-line debate! The primacy of the spoken word endures nevertheless. However, the spoken word has its limitations and human civilization over the years has progressed in direct proportion to our ability to overcome these limits. In this regard the quest has always been to overcome the challenge of distance and to deal with the problems of accessibility and preservation. I am no expert in these matters, Mr. Chairman, but permit me to suggest that this quest has been pursued through three main thrusts.

First, we have tried to augment natural language with forms of coding and symbolism that take us beyond the physical limits of voice projection. The successes of this thrust include talking drums, smoke signals, telegraphy and, most importantly, the invention of writing.

Second, we have sought to amplify and transform natural voice projection in a manner that helps to reinforce the face-to-face transaction of language use. Success stories include megaphones, radio, telephone and television. Finally, we have also tried to overcome the temporal limits and transient nature of the spoken word through forms of storage such as writing, printing, audio and audiovisual recordings as well as electromagnetic and digital recordings.

All of these, Mr Chairman, are really what we might call primary transformations, which have helped to advance our civilisation as social beings. It is in the combination and inter connectivity of these thrusts that we have come to witness a truly awesome quantum leap in the rate at which information can be processed and the speed with which we can now communicate in a global community without borders.

Central to this phenomenon of course is the now-ubiquitous computer, of which the less said by a novice like myself the better. What I would like to do instead is to pause for thought about the content, or essence of these wonderful communication tools. Is it about entertainment, information, education, or all three? Few can doubt that there is entertainment involved despite controversy and reservations about some of the material passing under that description. Similarly, there can be little doubt that these tools have brought us the surfeit of information flow that now characterizes modern society. But does it all add up to knowledge and education? Not quite! Although these new information and communication tools can play a major role in promoting knowledge or enhancing education, this cannot be taken for granted. Just as strings of words do not constitute language, so bytes of information do not add up to knowledge.

This brings me to the first contention that I propose to leave with you for further deliberation. While the information explosion we have witnessed this century is truly phenomenal, there is a disturbing asymmetry between the growth of information and its rate of consolidation into worthwhile knowledge. Do we therefore run the risk of being mesmerised by a world of information overload, whilst the critical challenges of our generation remain unanswered or poorly understood? Will millions of citizens be better entertained and more informed while remaining largely ignorant and powerless to deal with the forces that shape their lives as social beings?

Central to these sorts of questions is the fact that information only becomes knowledge when it is processed and utilised in a manner that influences the way in which we perceive and act on our world. Similarly, learning does not take place simply through exposure to information. The eminent Australian educator Professor Skilbeck pointed out at the last Commonwealth Education Ministers Conference in Botswana in 1997, that what goes on in even the poorest of our classrooms is infinitely more complex than what a computer can achieve. In the end we have to promote "learning how to learn" before our new technologies and the wealth of information we are constantly amassing can become useful as meaningful knowledge for empowering people and transforming societies.

My second contention stems directly from the social relations that are being fostered by these new information communication technologies. Information and knowledge are now the most powerful currencies of global transactions and the engines that drive the development process forward in this age. It is therefore rather disturbing to note that the exponential growth in knowledge and information, together with the new technologies that drive them, remain dangerously disconnected from our systems of democracy and accountability.

This raises issues of power, control, equity and social justice within and across societies. On the one hand the liberating power of these new technologies promises greater choice and increased freedom for individuals and whole communities, in terms of access to information and knowledge. On the other hand, the inequities in access to, and control of, these technologies threaten a new form of poverty for individuals and communities that could result in greater marginalisation of the poor. This threat can only diminish to the extent that we can successfully harness these technologies to our efforts to reform governments, reconstruct local communities, and restructure national economies in line with principles of integration, compassion and social justice.

It is now generally accepted that the new information age will inevitably be anchored in a new global culture that is inexorably being thrust upon us. There is an emerging pseudo-language that is universally understood in terms of its characteristic hype, sound bites and global metaphors. As with language, so it is with products and services. There is a convergence of expectations shaped by the powerful forces of advertising and entertainment. Because of these developments, there is a desperate need to create linkages between this universal culture and national \ local cultures in various societies. If this is not pursued, we risk exacerbating the socio-cultural and political problems that continue to divide societies and communities, for the emerging world culture has its roots and sustenance primarily in Western culture. This in fact is my third contention. It is in effect a plea for cultural pluralism which would have its expression in an emerging world culture, in which people everywhere would make a contribution and feel a part. We in the Commonwealth have a long tradition of nurturing the strengths that emanate from our cultural diversity, and therefore have a lot to offer the new world culture.

My fourth contention is that we need to develop new ways of returning information and knowledge to their ultimate roots in a common human understanding and the shared way of life tha^ defines us as human beings. This. in my opinion, is what we are doing with efforts to improve voice recognition technology and teleconferencing in the new information age. More than anything else, our common humanity is rooted in our language, its scope and infinite potential, as well as its fundamental limitations.

As human beings, there is a common denominator underlying what makes sense to us, because of the mental and physiological features that we share as language users. This intelligibility is at the core of what counts as information and knowledge - or what, on the other hand, is mere garbage. This in fact is what makes it possible for us to understand other cultures and appreciate their beliefs as well as recognise the meanings they attribute to events, activities and expressions. It would seem that all the major developments in information and communication technologies are now leading us to remove obstacles to talking directly with others across physical as well as cultural divides. Technology can therefore become a truly empowering tool rather than a complex imposition that dominates our lives or divides people from each other.

My final contention concerns what I believe should be the Commonwealths response to the new information age. Our member countries have already gone some way in defining theirs at various occasions. It was very clear from the last Education Minister's Conference, for instance, that we should take full advantage of the opportunities that these new technologies offer. In fact, quite specific mandates were given to both COL and the Commonwealth Secretariat's Education Department on ways of helping member countries get on board and stay in tune with developments in the field. I am pleased to note that we are already taking concrete action on these matters, as with the recent formation of the Commonwealth Electronic Network for Schools and Education (CENSE) which COL now hosts.

The issue, however, is not simply that we should take advantage of opportunities offered by technology, but that we should do so without losing what is our greatest strength as an association. As a force for good in the modern world, the Commonwealth is anchored in a heritage of shared values, institutions and traditions that brings a sense of unity to its culturally diverse member states. It has a proven track record in such areas as conflict resolution, cultural exchange, the sharing of resources and ideas, and the promotion of democracy and good governance, amongst other things.

Evidently, exchange of information and knowledge has been at the heart of what has held the Commonwealth together for fifty years now. It is therefore imperative that we should above all use the new information and communication technologies to strengthen those attributes that are central to the philosophy and practices of the association. That is why I was very pleased to learn that our Education Ministers also supported the idea of promoting Commonwealth Studies at schools and universities. This would help us to deepen the intellectual foundation that sustains the Commonwealth, and to sensitise our young citizens to the enduring values and current relevance of the organisation.

Against this background, it is my contention that the Commonwealth should not strive to carve out a technological niche for itself in the new information age. We should not see COL as the transforming body through which we will stake a major claim in the field of information and communication technology. What we need is a bridgehead into the new information age. Over time such a bridgehead would enable us to influence the new information age by reinforcing those attributes that make the Commonwealth a force for good. Chairman, ladies and gentlemen, I submit that we already have such a bridgehead in COL.

In practice, this means that, through COL, we can hopefully leam to take full advantage of the opportunities that abound in the areas of distance education and open learning, whilst avoiding the pitfalls that can be so negative for all that the Commonwealth represents. Indeed, this is precisely what COL has been doing throughout its ten years of existence. By bringing the technical know-how of distance and open learning to bear on the programmes of member countries as well as on education projects of the Commonwealth Secretariat, COL has given us a very important entry into the new information age. Through such intervention activities, COL has contributed greatly to educational development in terms of:

Reaching the "unreachable" by bringing programmes to communities deprived of access to knowledge and information
Providing for much greater flexibility in the way knowledge is made available to different groups in society.
Making the best programmes available to all those who need access to them.
Opening up new possibilities for packaging, disseminating, accessing, retrieving and utilising information and knowledge.

Improving the linkages between institutions and their communities by using the culture spawned by the new technologies to break down communication barriers.

Improving the level and quality of interaction between and within Commonwealth countries through more real-time exchanges of programmes and information.

So what does this imply for the COL agenda in the future? For one thing it does not mean simply more of the same. In addition to the excellent technical interventions, it is important for COL to take on the challenges inherent in the contentions I have listed earlier. This means for instance that when dealing with innovative projects hice "virtual universities". COL should not stop at the efficient transmission of the best programmes from the developed countries to the developing countries. It should also ensure that academics in the developing countries have a major input into their own program mes, as well as making appropriate inputs into programmes of developed countries. This is the way of the Commonwealth. Sharing and ensuring participation by all.

Chairman, ladies and gentlemen. I believe I have raised enough provocative issues for one forum. These are matters that challenge us and require serious thought. My role has been the easy one of raising them at this forum -and the more difficult business is how we in the Commonwealth, and COL in particular, can rise to these challenges.

For that, we are going to need wisdom - the missing third element to my emphasis on information and knowledge, and surely the greatest of the three. Remember the warning of T. S. Eliot: "Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information"

So let it be wisdom, above all, that informs your discussions over the next few days.

Introduction

The Tertiary Institute for Open Learning (T10L) was formed by Presidential decree on 1 October 1998. It operates under the Maldives College of Higher Education, which was formed at the same time as TIOL, and under which are all the government Institutes which provide tertiary level education in the Maldives. The other Institutes are:

1. The Institute for Teacher Education
2. The Institute of Health Sciences
3. The Institute of Hotel and Catering Services
4. The Institute of Management and Administration
5. Maldives Institute of Technical Education
6. The Maritime Training Centre

TIOL's Responsibilities

TIOL's responsibilities are, briefly:

1. To adapt suitable courses conducted by the other Institutes for delivery in the Maldives by Open and Distance Education.

2. To introduce in the Maldives suitable courses developed by various overseas Institutions.

3. To develop new Tertiary Open and Distance Education courses that will be useful to the Maldives.

Educational Circumstances

Since the Maldives consists of widely-dispersed islands and because the best educational opportunities at present are available mainly in Male', the capital island, tertiary level education in the Maldives is centralised in Male'. Additionally, Maldivians have to go abroad in order to study at first degree and higher levels, as well as many fields at further education level.

While it will be possible to provide degree level courses in the Institutes in Male' in the future, there is also the difficulty of accommodation and provision of other facilities for the students and also the educational staff of the Institutes.

Considering all these factors, one feasible solution to the problem of providing access to higher education in the Maldives is the development of ODE. This will enable access to higher education even in the most remote regions of the country, at the same time enabling the students in the ODE programs to carry on with their careers and most of their normal routines.

Present Status of TIOL

While TIOL is in the first half of the first year of its existence, only limited progress has been made in implementing its duties.,

At present the emphasis is on establishing TIOL as an independent organisation within the structure of the Maldives College, and one of the difficulties is that of finding suitable staff.

The Maldivian government has signed an MOU with the government of Sri Lanka regarding post-secondary education and is about to sign a tripartite agreement with the government of India and the Indira Gandhi National Open University. Through these two agreements, TIOL stands to benefit from the valuable experience of the two most eminent Universities in South Asia which deal with open and distance education.

The Future

Within this first year, TIOL will conduct two pilot ODE projects in one of the southern atolls of the Maldives,in the fields of teacher education and English language enrichment (which is important due to much of the education in the Maldives being English-medium).These will provide much needed experience in the conducting of ODE, and will lead to the establishment of similar ODE programmes in other atolls of the country.

Additionally, mathematics and language improvement (bridging) courses for students who wish to join the other Institutes of the Maldives College of Higher Education will be provided.

It is hoped that further in the future, TIOL will provide many useful and career-building courses that will contribute to the development of the nation.



Map Of MALDIVES

Second Chance :
An opportunity to step forward

Riffat Haque & Syeda Najeeba Batool

In Pakistan, the state of literacy within the context of cultural and historical heritage of an Islamic Society, presents a paradoxical picture. The present rate of literacy is estimated to be 38.9%. During the last fifty years the literacy rate has gradually increased at the rate of half a percent. Consequently, Pakistan stands at 142nd position among 160 countries in the world and among SAARC countries, its position is 6th. It is certainly a depressed scenario.

According to the recent data available the participation rate in primary education still lags behind at 92% for males and 64% for females. And, of this enrollment, 52% drop out during the first two years. No more than 25-35% children actually complete full primary cycle. Furthermore, at elementary stage, the participation rate is 66% for males and 34% for females. Therefore the estimates show that out of the total 78% primary entrants only 35.5% reach secondary level. And at the secondary level the participation rate is 25% in females (National Education Policy, 1998-2000).

Education in Pakistan is the privilege of a few and of men in particular. In every sub-sector of the entire education system women's participation rate is low. The reasons are quite complex and can be traced within the system. But there can be no miracles and instant remedies. The lack of infrastructure, teachers, need based curriculum, cooperation from elders/ family, distance of schools from home, transportation, finances and the overall socio-cultural set-up has contributed in hindering females from participating in education.

The scenario of education in Pakistan was not very different in early 1980s when AIOLJ planned a project to cater to the need of women for acquiring secondary education through distance learning system.Women's Secondary Education Programme( WSEP). This is an opportunity for middle grade ( 8th Class) dropout or those who discontinued at ninth or tenth grade.The programme was developed with the sensitivity to the problems of women.

From the point of view of curriculum and delivery, there are in-built flexibilities which facilitate learners to continue their education. The main features of the programme are:

-Minimum age limit for learners is 14 years, there is no maximum age limit.
-Programme duration is four semester (semester is four and half month study period) i.e.: two years at learners pace.
-Eight credits to complete Secondary School Certificate.
-Two credit courses per semester in order to keep minimum burden on the learners.

The distance education policy forms the parameters for the subject committee, who write the course materials. The specific curriculum features are:

-Written materials which are in National Language i.e. Urdu and for Provinces, translation of some courses in regional language has been provided.
-Course material is a book which is suitable for self study and is highly illustrated with diagrams.
-Allied supplementary material, workbooks are prepared. Vision books with audio cassettes, audio programme and video programmes for educational TV are included.
Self assessment questions at the end of each unit of the course book. -Course guides.
-General guide of the programme.
-Practical manuals, drafting etc.

The syllabi covers a variety of need-based and functional courses. Besides the core of six credit compulsory courses there are sixteen elective courses which are offered in groups which automatically guides the learners to choose their area of interest i.e. Agriculture group. Home Economics group. Technical group. Health group and Education group etc.

The student's case studies have proved that the curriculum and materials are suitable to their life situation and learning is in a proper context. Moreover, the interdisciplinary approach which cuts across the boundaries of specialized knowledge also facilitates the learners to excel in their future endeavours, whether it is continuing the education, taking up a job or self sustainability. Within the University the programme has not only established its credibility but has started to expand. All over the country now it is being offered for females as well as males. Within the University there is a privilege of education continuing for Secondary level completers. They are preferred for admission in Higher Secondary education both in science and arts group as well as in Primary Teacher Training programme.

In the distance education system the delivery mechanism has to be efficient and all possible support is given to facilitate the learners for smooth completion of their education. A two pronged strategy has been adopted i.e. support from head office and from the regional network of thirty two offices through out Pakistan.

The Head Office supports the activities related to nation wide publicity, admission, registration, mailing of study package, holding of examination, advisory service from academics. monitoring and evaluation of course materials and issuance of certificates. The regional offices do the work of publicity in the field. The male regional directors are accompanied by female field coordinators who were appointed specially to cater to the needs of female clientele. They visit the field and approach the females, their parents and do the publicity, motivation and counselling throughout the study period After the head office finalizes the admission the regional offices make the study groups and allocate the study centres, appoint the part-time tutors and all this information is dispatched to the students and the part-time tutors. Once the weekly tutorial starts, where the students get the opportunity to benefit from their tutors and interact with fellow students, the field coordinator supervise and monitor the study centre activities at least once a month. Even sitting at their offices they get to know the performance of study centres because weekly attendance sheets and cumulative assessment of assignments are sent to the regional offices by the tutors.

The students are provided with guidance, counselling and advisory service through a very well established system. To disseminate information News letter. Instructional posters. Interaction through direct correspondence with students. Telephonic and personal contacts are used to make the system effective. For career counselling the students are made aware of possible job opportunities available and besides the stereotype roles of teachers and nurses they are advised to take up jobs as telephone operators, office secretaries, health visitors or workers, small entrepreneurs etc. Many students have been facilitated directly by referring them to related agencies, i.e. First Women bank, Lady police stations. Social welfare dept., NGOs dealing with domestic violence etc.

The Head Office staff also provide training to part-time tutors and field coordinator and all kind of backup support need in the field. Because of a very well-established monitoring and evaluation system, problems are identified and solved properly. The detailed research studies have also been conducted which has helped the University to take long term decisions.

Many case studies have also been collected which are indicative of positive impact of the programme on women's lives. The enrollment with Matric programme has brought in them a general awareness, confidence, financial benefits, job security, self sustainability, empowerment and many openings to a new world. The following case studies speak for themselves:

Case Study One
Saeeda Akhtar

Saeeda, age 33 years, comes from a low income family. She lives in small village. She is married and has one child. She could not continue after middle level because there was no high school in the village. After a gap of 6 to 7 years she started studying matric trough WSEP.

Her sisters were younger to her but were going to school and were very keen to leam. Saeeda herself, at first, was not interested in getting education but on seeing her sisters' learning, she also became interested in education. Her sister who was a teacher told her about AlOU's programme and motivated her to take admission in Matric for Women. After knowing the salient features of the programme and the benefits that distance education could bring, she decided to join the programme. The main reason of joining WSEP was that she could study at home, at her own pace and could do it without disturbing the routine household work.

Like all other village girls Saeda also had to do a lot of household work. She used to cook, clean, wash and look after younger brothers and sisters. She looked after cattle and fetched water.She also used to do embroidery for her own use and for the family. These chores consumed a considerable part of her day and left her with a little time for studies. Thanks to the distance education system she did her studies to her satisfaction as this system does not put heavy burden on the student.

Saeeda is one of the earliest students of the programme. She took admission in 1988 as soon as the programme was offered in her area.Her parents were happy and the entire family was very supportive. The sister would share the workload, would help whenever she came across any problem in her studies. Her sister even accompanied her to the study centre which was located in the town away from the village. She says that in completing her Secondary School Certificate (Matric), the support and motivation by the family, especially of her younger sisters, played a vital role. She says "without their help I could never manage to complete my Matric".

Saeeda is one of the lucky students who has completed matric in four semesters (two years). She never faced problems in understanding the course materials and in solving the assignments. Here comes the importance of having an educated family. From the University side, she also had minimum problems. Saeeda still does a lot of work but the nature of the work is changed because she has the Matric certificate. She is now able to use her faelilties in many more directions than the household work. Though there are additional responsibilities as she has got married and has a child, she is working in a private school as a teacher since last three years. Though the salary is small, it is enough for meeting small needs.

Case Study Two
Nasreen Gul

Nasreen is 40 years and is unmarried. She lives in Nawanshehr in Abbottabad. The need to take admission in a vocational college was the main motivating factor to obtain matric certificate because matric certificate was needed to enter the vocational college. She was also interested in getting more education. According to Nasreen she wanted to do matric after middle level but her brother never liked her to that. She says "Now I am bigger and more wise (samajdar), so I did it on my own".

She took admission in WSEP and completed it in two years. She attended tutorial regularly and was happy about the behaviour and guidance of the tutor. She also liked to talk to fellow students. Tutorial was always looked after as it provided an opportunity to get out of the house once in a week. She never failed any subject. Most of the girls in her group got married during their studies, had babies and dropped out. But she never lost her interest and determination. Her elder sister was very supportive. She was the one who brought the news of WSEP and asked her to join the programme. She always encouraged her in her studies and often accompanied her to study centre. Above all her own strong motivation led her to complete her matric. There was no one to share household work and she paid the fee herself. She says, "If I start something, I complete it".

Nasreen is a hardworking and determined woman. She was busy in giving training in sewing, cutting and embroidery simultaneously with the household work and her studies. Distance learning system suited her a lot. Nasreen has completed two year diploma from vocational college. She has established a boutique business and is running a private vocational school. She has sewing machines and embroidery and knitting machines at her centre. She has started her business by taking loan from the First Women Bank. To get the loan sanctioned she had to go through negotiations with the bank authorities and did all correspondence on her own. She plans to expand her business in future. She says that matric has changed her life. Matric has helped her in two material ways. First it enabled her to get admission in the college and obtain the diploma, secondly it was needed for the loan. If she did not have this certificate she would not have been able to do what she has accomplished now. She says that it gave her confidence to go here and there on her own and to meet and negotiate with people. WSEP course on selling of home made products helped her how to do the business and to market her products.

Case Study Three
Kalsoom Akhtar

Kalsoom is a teacher in Government school. She is 35 years old, married and mother of four children. She completed her middle level in 1997. She got married at an early age and left school for good. The reason why she did not continue her education was that her husband did not approve of girls education. But the desire to get more education was there in her. When her husband committed murder in revenge and was sent to jail, she faced real hardships in those days. It became impossible for her to bring up her children and to feed them properly. The husband slowly realized that if she was educated she could work and support the family. When she expressed her desire to him, he granted permission for the admission in WSEP.

Studying through WSEP was a great advantage at this stage because she had small kids and there was no one to look after them in the house. Apart from that she had to take care of the household on her own. Through WSEP she could study by sitting at home and at her own convenience. Moreover there was no extra financial burden on her because there was no fee. Ms. Zakia who was a very kind teacher told her about the Women's Matrie programme and remained very helpful throughout the period.

Kalsoom was very determined to fight the worse circumstances of her life. She wanted to get some work. As the social environment allowed teaching as the only respectable profession, therefore, she geared her energies to reach that goal. She took admission in matric and simultaneously joined PTC programme announced by the Prime Minister. Kalsoom completed matric in the minimum period and applied for a job in the local Govt. school. She was on the top of the merit list and got the job. With the matric certificate from AIOU she was now able to support her children.

Case Study Four
Balqis Begum

Balqis is a widow with five children to take care of. She is 36 years old and has completed matric in 1990. She is one of the earliest students of WSEP. After doing her middle level she got married. Her husband died after a few years of marriage and she faced the worst crisis of her life. She had to arrange finances for the family. She tried to get some work but with the middle certificate what kind of work could she do? There was no job for her, therefore she decided to improve her education. The WSEP proved to be the only suitable option for her. She could study as well as could look after her children and the household. She took admission and started studying. Apart from self-motivation her brother-in-law was the most supportive. Her sisters accompanied her to study centre and to the examination centre, they also arranged fees for her.

She has done PTC and has got a job in a Govt. school. She plans to do F.A to improve her job. She thinks matric has enabled her to get a job and to get further education.

Case Study Five
Mehjabeen Gul

Mehjabeen Gul is 38 years old and is married with no children. She took admission in WSEP as soon as admission was opened in her area. She completed her matric in 1992 taking four years instead of two. She had a passion for education but as she got married she had to leave her education. Her own family wanted her to continue education but the in-laws were against education. Despite their disagreement she took admission in WSEP. Her brother and sister were a great support to her. She used to hide her books from her in-laws for fear that they might tear them apart. Her brother was exceptionally supportive to her in all aspects. He encourages her to be brave and take a stand in the house for her education. He says, "tell your in-laws that you are an educated girl". In these circumstances she studied and has completed matric.

She does a lot of work in the house. She cooks, washes, cleans and takes care of the house. She is the one who looks after the sick, the old and all the guests. In addition to that she does embroidery and stitching for her own use and for others without taking money. She is so busy that she hardly can take out time for studies. She complains, "now she also has to take care of the goat which my father-in-law has bought. The goal is a bolt from the blue. It takes most of my time". She is quite depressed with the in-laws' behaviour. "My in-laws used to say look she is doing matric at this age" She could not apply for the post of lady health worker because her husband did not recommend that. He approves teaching only.

She plans to continue her studies through Allama Iqbal Open University. About Matric she says that it has enabled her to get more knowledge and has given courage to fight back the forces which are hindrance to her education. It has opened the doors of further education to her. She thinks she is well respected now.

References

Batool, S.N and Bakkar S. (1996) Matric: A Milestone. Allama Iqbal Open University: Pakistan.

National Education Policy 1998-2010 (1998) Government of Pakistan, Ministry of Education, Pakistan

The authors teach at Allama Iqbal Open University, Pakistan

A veritable feast of ideas, experiences shared and unique, of innovative experiments in open and distance learning in the Commonwealth marked the five day Pan Commonwealth Forum on the theme "Empowerment through Knowledge and Technology" held in Bandar Seri Begawan, Brunei Darussalam from March 1 to March 5 this year.

The more than 400 participants at the Forum came from 47 of the 54 Commonwealth countries and consisted of Ministers of Education, diplomats, educators, academics and field workers, all committed to the use of open and distance learning for empowerment of the disadvantaged and needy in developing countries and the advanced learner in the more information rich countries. The Forum was co-hosted by the Ministry of Education, Brunei Darussalam, the University Brunei Darussalam, and the Commonwealth of Learning

Setting a tone for the conference, the Crown Prince of Brunei cautioned people not to be mesmerised by the information characteristic of the modern society. On his part, Chief Emeka Anyaoku, Commonwealth Secretary General, applauded the efforts of the Commonwealth of Learning in "reaching the unreachable by improving linkages between institutions"

Pre-conference round table discussions, plenary sessions, and more than 100 case studies presented at parallel sessions constituted the feast of ideas and experiences at the conference. A three volume publication of the Commonwealth of Learning, (now available on the COL web site) compiled all the case studies, and plenary papers presented, making available the experience of the Commonwealth in the area of empowering learners, young and old, poor and rich. As part of the many conference activities, there were special interest sessions, the release of a book, 9 formal and informal interaction among participants many of whom met each other for the first time to share common concerns.

The Forum also recognised the pioneering contribution of several distance educators in the Commonwealth. The late Prof. G. Ram Reddy, and the late Prof. Donald Swift of South Africa, Prof. V.C. Kulandaiswamy of India and Mr. Michael Young of the U.K. were made Honorary Fellows of the Commonwealth of Learning.

Recognition by way of COL'S anniversary honours were bestowed on the National Open School and the Indira Gandhi National Open University for their innovative and effective applications of learning technologies.

Bandar Seri Begawan, the quiet capital city of the equally idyllic country. Brunei Darussalam, was humming with activity as the country was playing host to the Pan Commonwealth Forum. A country, small in population, but rich in educational and other facilities and opportunities for its citizens can justifiably boast of providing its smiling and hospitable people a standard of life equal to few nations in Asia.

A galaxy of speakers including Ministers of Education, representatives of international agencies and special speakers such as Prof. Wang Gung Wu of the National University of Singapore, the Right Honorable Dame Claire Short of the U.K. the Honorable Maurice Strong of Canada, Madam Mia Motley of Barbados, Sir John Daniels of the U.K. Open University, lent depth and wisdom to the deliberations. Such was the outstanding quality and range of the speakers that it became difficult to single out any one speaker for special mention.

Prof. Gajaraj Dhanarajan, President and Chief Executive Officer, COL, who chaired the final closing session was treated to a veritable mountain of constructive suggestions on ways to make open learning vibrant and stimulating for every section of society in the second decade ofCOL's fruitful existence, which incidently spills over into the next millennium.

Distinguished Guests of Pan-Commonwealth Forum

For those who could not be there, EDUCOMM ASIA begins by bringing you reprints of speeches and case studies in forthcoming issues.

Internet Radio in Sri Lanka

The Internet is increasingly used for broadcasting radio programmes. The Kothmale Internet Community radio project in Sri Lanka demonstrates that this is a particularly interesting approach in rural areas.This pilot project aimed at assessing the potential benefits of new communication technologies to remote areas , is being implemented by UNESCO in collaboration with the Ministry of Posts,Telecommunications and the Media, Sri Lanka Broadcasting Corporation, Sri Lanka Telecommunication Regulatory Commission and the University of Colombo. Kothmale is located in the central part of Sri Lanka. It takes about three hours bus ride from the capital city Colombo to reach the location. Kothmale community radio serves a target area of 20 km radius, which includes a number of rural towns such as Gampola, Nawalapitiya and Thispane.

The project uses community radio as an interface between the Internet and rural communities. While UNESCO provided computer equipment and training, the Government of Sri Lanka through its Telecommunication Regulatory Commission provided the Internet connectivity to the community radio through a dedicated 64 KB line. For more details access:
www.unesco. org/webworld/highlights/intemetradio/ 130599.html

BRAOU to Get Uplinking Facility

Dr. B.R. Ambedkar Open University,Hyderabad will soon get uplinking facility from its studios to telecast interactive educational television programmes in the teleconferencing mode. This will have two way audio and one way video telecounselling for the students who are located at various places in the state of Andhra Pradesh. The Indian Space Research Organisation has allotted 100 hours a week to BRAOU for telecast of programmes for educational purposes.

Singapore Tops Internet Usage

Singapore has the highest internet penetration in Asia,according to an ACNielsen study into Internet Usage. The study conducted in 16 countries, found that one in four Singaporeans regularly used Internet. Hong Kong , in contrast, recorded internet penetration of 12.5 percent. Penetration in Taiwan is 12 percent and Indonesia has the lowest penetration at 1.2 percent.

Next AAOU Conference

China Central Radio and Television University( CCRTVU) will host the 13th AAOU conference in Beijing in October, 1999. The theme of the next conference will be " Open and Distance Education Systems and Models facing 21st Century"

Virtual University from APTC

Apple Publishing Technology Centre, India has launched its internet site, www.virtualuniv.net for offering online courses for people who want to upgrade the knowledge through the use of internet technology. Online learning is based on the use of internet to deliver the course content and enable asynchronous communication between the instructor and the student. Students and professionals can register from websites itself for courses in website development, Peri programming, VRML.Java and CGI development. With flexitime, interactive content supplemented with a CD, online testing 10 on the fly quizzing.chat and BBS facilities, and provision for off-line browsing, the website has the makings of an effective distance learning facility.

Prof. Tarn and Prof. A.W. Khan launching AAOU Net

AAOU Net Launched

A website dedicated to the needs of the Asian Distance Learner was inaugurated jointly by the present president of AAOU, Prof.Tam and Prof. Abdul Khan at closing ceremony of the Asian Association of Open Universities Conference held on 4-6 November 1998. The AAOU Net (http:// www.ouhk.edu.hk/cridal/professional/ aaou.htm) designed by the OUHK, primarily aimed at enhancing professional and academic networking as well as collaboration between individuals, groups, organizations and institutions that are AAOU members. It is linked to other major players in the open and distance learning world as well as relevant journals and publications. Eight professional discussion groups under topics such as : design and development of instructional materials, teaching at a distance, technology and distance learning, culture and distance education, research, assessment and evaluation, industry, work place learning and distance education have been initially set up on the AAOU net.

Infosys and Microsoft Launch Educational Programmes

Infosys Technologies Limited and Microsoft have announced the launch of the joint Computers Classrooms programme.Under this initiative, Infosys will donate used PCs preinstalled with Microsoft software to educational institutions.Software include Microsoft Works and Microsoft Encarta.The programme has been possible thanks to the recent government announcement that used PCs, imported by export-oriented software organisations could be donated, free of duty to educational institutions.Infosys says, it has handed over 138 computers to schools in Bangalore and Mangalore under the programme. Students from 19 schools in Bangalore and 24 in Mangalore would be benefited from the donation. This initiative will be expanded to cover more schools around the country.

Rediffon the Net launches online Education Channel

Rediff on the Net launched an online education channel. This section contains tutorials, online self-evaluator tests, chat forums, a comprehensive education guide and a bulletin board. This channel targets on higher secondary students in India focussing on English, Mathematics, Geography , History and Science. There are facilities of counselling and expert tips through on line chat and a bulletin board. A ready to use guide of colleges.student services and jobs is incorporated in the website. The website has also a bookstore which has reference books, encyclopaedia, guides and question papers. In the near future,Rediff Education will provide a free home page service for schools that will facilitate any education institutes in India to put up details and alumni pages, making it available across the world.

COL's Portable Radio Station

The Commonwealth of Learning installed a portable Radio station in the main community centre of the Makuleke people who are located in the Northern Province of South Africa. The station had been configured to transmit to 30 to 40 km area.Training took the form of both technical aspects of running the station and issues with organising community broadcasts.Test programmes were prepared and a time set for initiation of the first broadcast to the villages. Programming includes community discussions regarding health care and education.For more information please contact: David Walker.Education Specialist (Educational Technology/Media),The Commonwealth of Learning.
e-mail:dwalker@col.org

Software Replays Missed TV programmes

Imagine you are watching your favourite educational programme when you stood up and left for answering a phone call or to prepare cup of tea.You missed an important portion of the programme.Will you be able to see it again? The answer is yes. Television viewers may soon be able to pause television programme then replay the missed part.

New software called Aktiv, can store television programme on a computer hard drive so that users can pause live programmes and resume watching them at any time. The system is able to play back and record list at the same time so there is no need to wait. The system even has a " catch up" mode that replays the paused broadcast at 125 percent speed until the viewer has caught up with the live action.

MGI the Canadian company that created Aktiv, says that will be useful for sports events. Aktiv can also record a users' favourite programmes automatically. It can be linked with electronic programming guides so all users have to do is click on a title to have it recorded.

The main drawback of the system is the amount of disk space it requires. Josef Zankowicz of MGI says:"a half an hour programme needs about 1.5Gb of hard-drive space. But drive sizes are increasing all the time and 25Gb of hard drive are already in the works.We are also working to improvise the MPEG2 compression algorithm we use and we hope to reduce the space needed by a third."

MGI also plans to add artificial intelligence software to Aktiv allowing to predict if a user would like a particular programme and if so, record it. "We can create your own television channel, containing the programmes you want to see.says Jankowicz. By analysing what is watched and recorded, you can work out what you may want to watch in future".Although Aktiv runs on PC, it can be controlled by an infrared remote control in another room, allowing users to watch all the recordings on the normal TV set. The software has to be run on Intel 500MHz Pentium III processor, which has new instructions that allow television and DVD pictures to be played back smoothly and quickly.

New Microchip makes Use of the Sense of Smell

Strap yourself in for the next wave of smart devices: Jewelry that emits aromas to match your mood. TVs that give off a cheese smell during a pizza commercial and pills and implants that dispense drugs in carefully measured doses. An experimental microchip from the Massachusetts Institute of Technology (MIT) in Cambridge promises all that and more. The new chip is the first silicon semiconductor to be able to store and release a variety of different chemicals in precise amounts at specific times from tiny, built-in reservoirs. And it has no moving parts. The chemicals are released when a small electric current dissolves a thin gold cap covering each reservoir. Future versions might be made of new, biodegradable materials with biosensors. "The applications are almost unlimited," said Robert Langer, Co-developer of the chip and professor of chemical and biomedical engineering at MIT. "The chips can be made larger or smaller. They can have all kinds of chemicals in them. And they can be integrated with microprocessors to make them smart."

The First Radio Station on
the Net from India

The first radio station on the Net from India online radio station. So, what's the big deal, you say? There are lots of radio stations on the Net. Well, what if I say it is an Indian radio station? There are quite a few India-specific radio stations, you say? Then, let me tell you that MediaArc.com is the first India-specific radio station from India. All the other Indian radio stations are hosted by NRIs staying abroad. But MediaArc has been put up by an Indian from India.

That's one thing that sets MediaArc apart from the rest of the radio stations on the Web. Another feature that is unique to the site is the fact that, while most similar sites concentrate on Hindi songs, this one focuses on news and only news. Says Shubir Sarbavidya, Manager (Programming), Media-Arc. "We won't have any songs, music etc. on the site. It's just news and media reviews."

At present, the site has two news bulletins daily. One is a 15 minute one in English and the other is a five minute one in Hindi. For news, Media-Art has tied up with United News of India. Apart from these, special features will be posted regularly. According to the site, "We hope to graduate from being a radio station to a radio-driven site with a detailed treatment of issues in text shortly. And, at a later stage, moving pictures as well. The hours of programming will increase and the content will diversify into entertainment."

Electronic Post Office

The electronic post office of the future could soon become a reality: SingPost has launched a year-long pilot on the virtual post or vPost in Singapore.vPost complements the existing service offerings of SingPost by providing an additional platform using the electronic medium to promote electronic communication and e-commerce. vPost services include message management, bill presentation, order presentation and fulfillment, home delivery and electronic payments.To further secure electronic communication and commerce, SingPost will also consider providing certification services locally and on a global basis by establishing cross-border certification services with foreign postal administrations. The vPost pilot involves four organizations and up to 5,000 electronic mailbox pilot users. SingPost will manage the communication of these organisations to the recipients.

Radio
The 1999 BBC Reith Lectures

Runaway World by Prof. Anthony Giddens
Lectures on Globalization, Risk, Tradition, Family and Democracy. Broadcasting of the lectures started from February, 15,1999 in the UK on BBC Radio 4 and worldwide audience can listen to the lectures on BBC world service and join in the debate on the Reith Lectures web sites, www.bbc.co.uk/reith99

Video
Talking On the Bus

A demonstration of language development between ages 3 and 10 Duration : 29 minutes Source: Shotlist, EBS Trust,36-38 Mortimer Street. London WIN7RB
Tel: 0171-7654635 Fax:0171-5806246
E-mail: mail@ebstrust.u-net.com

The Eye of the Fish

The film attempts to facilitate articulation in the field of education and foster a questioning attitude which lies dormant, but has the power to effect profound changes in both personality and environment.AFilm by Monica Narula, Shudhbrata Sengupta, Jeebesh Baghchi. Source: Foundation for Universal Responsibility, UGF, Zone 4A,
India Habitat Centre,
Lodhi Road, New Delhi-110003
Fax 91- 11-4648451

Video, Audio and Computer Technologies in the Teaching of English

British Council is organising a summer school to offer a course on^Video, Audio and New Computer Technologies in the Teaching of English" at University of Brighton from 5-15 July, 1999.For further details Contact Information Manager, International Seminars,British Council, Beaumont Place,OxfordOX12PJ
Tel.+44(0) 1865557368
E-mail: International.seminars@britcoun.org

Software

Video to SlideShow System ( ViSS) Making Effortless Slide Presentation from Digitized Video

NetEffect

NetEffect overcomes one of the biggest challenges in networked virtual reality to enable simultaneous user interaction amon g players in the virtual world

Video Conferencing

Software for broadband networks

iASSESS

A web-based intelligent assessment system
For further details contact:
Director. Kent Ridge Digital Labs. 21.,
Heng Mui Keng Terrace,Singapore-119613,
Tel: 65-8748003
Fax:7768109
E-mail: busdev@krdl.org.sg

CRIDALA 2000:

The First Conference on Research in Distance and Adult Learning in Asia Theme: Research as Professional Development
To receive call for papers and further details contact: Olugbemiro Jegede Centre for Research in Distance & Adult Learning.The Open University of Hong Kong,30,Good Shepherd Street,Ho Man Tin, Kowloon, Hong Kong
Tel: 852-27686701
Fax: 852-27159042
E-mail:cridal@ouhk.edu.hk
July 16-20, 2000

IAMCR 2000 22nd General Assembly and Annual Conference Theme: Communication Beyond 2000 :The role of technology, government and the Industry in the age of globalisation For further details Contact: IAMCR 2000 Secretariat c/o Nanyang Technological University ( NTU) Conference Management Centre Administration Annex #04 -06 Nanyang Avenue, Singapore 639798
Fax :65-7930997
E-mail: HYPERLINK
mailto:iamcr@ntu.edu.sg / iamcr@ntu.edu.sg
December 10-12,1999

An International Conference on Educational Management, Technology and values is proposed to be held on December 10-12, 1999 in Udaipur. Rajasthan India . The Theme of the conference is Educational Management, Technology and Values. Further Details can be obtained from Prof. Hemalata Talesra. Secretary General, RCEAM. 12-A, Panchawati, Udaipur-313001, Rajasthan, India
11-13 September 2000

International Conference on Distance Education: An Open Question?

University of South Australia.Adelaide. Australia in collaboration with the International Council of Open and Distance Learning for further details contact: Karen English, International Relations, University of South Australia.
GPO Box 2471 Adelaide. South Australia,5001
Telephone:61-S-S3020710
Fax.61-8-S3020733
E-mail: HYPERLINK
E-mail to: karen.english @unisa.edu.aukaren/ english@unisa. edu.au
25 to 27 November. 1999

TEL-isphere 1999:The Caribbean & Technology-Enhanced Learning
Venue: St.Michael,Barbados An International Conference presented by The Commonwealth of Learning and The Caribbean Broadcasting Union For further details contact conference secretariat,Technology-enhanced Learning Conference,
The Commonwealth ofLeaming(COL)
Tel:6047758200
Fax:6047758210
E-mail:tel99@col.org