Being an Invited Keynote Address Presented at the West Africa E-Learning Conference & Exhibition

1. Education for National Growth and Development: National Open University of Nigeria (NOUN) Perspective Being an Invited Keynote Address Presented at the West Africa E-Learning Conference & Exhibition Held at University of Lagos from March 27th to 28th, 2013 Professor Vincent Ado Tenebe Vice Chancellor National Open University of Nigeria (NOUN) 14/16 Ahmadu Bellow Way, P.M.B. 80067 Victoria Island Lagos, Nigeria

2. Subheading Introduction Preamble Should Higher Education be for all? Population Ratio to Students’ Enrolment Millennium Development Education for all Higher Education Scenario in Nigeria: The Giant of Africa? Education Laws, Conventions and Documents Nigeria signed Nigerian Universities Improving National Growth and Development thru ODL National Open University of Nigeria: NOUN Contributions Student Support Service to improve enrolment Role of ICT in ODL Funding Higher Education Collaboration for Quality Assurance Conclusion

3. Introduction Gross Enrolment Ratio (GER) is a statistical measure used by the United Nations to compute education index of a nation Total population of all ages enroled in different education programmes to the total population of the country in the age group of 18-23 The world GER average is 23.2%, 36.5% for developing countries and 45% for developed countries (Parekh, 2010) According to UIS, (2010:1) tertiary enrolment grew faster in Sub-Sahara African than any other region over the past four decades. Fewer than 200,000 tertiary students in 1970, but it soared to over 4.5million in 2008 In Nigeria, about 10% of candidates eligible for higher education are enroled in the tertiary institutions. In United Kingdom and United States of America 60 and 70% of eligible candidates respectively have access to higher education

4. Introduction cont. Nigeria is located in the West African sub-region. It surface area covers about 923,768 sq km. It population as at August, 2012 was estimated around 167.57 m, (Lawan ,2012)thus making it the most populous country in Africa. Presently there are 36 states and 774 Local Government Area in the country National means General Growth means enlargement Development means increase, expansion, progress

5. Introduction Cont. Efficient and effective national development depends on education. Consequently, the bedrock of education is the acquisition of knowledge that leads to a Knowledge Society, a Learning Society and a Wise Society Industrial countries have been by far the greatest contributors to, and beneficiaries of knowledge revolution We concur with Daniel and others that higher education institution, as the prime creators and conveyors of knowledge, must be at the forefront of efforts to narrow the development gap between North and South Revolution has occurred in people’s ability to access knowledge quickly and from increasingly locations (Daniel, 1997; Page, 1996) These changes are fundamentally altering what many nations’ economies produce, as well as where and how they produce it. (USA Today, 2008)

6. Preamble Characterised by high unemployment and underemployment, Africa’s economy that is largely rural still remains at the early industrial age level in a post-modern era Canada and Japan have over half the population age between 25 and 34 years old in tertiary education, while Sub-Sahara Africa has less than 10% Poor educational funding in Sub-Sahara Africa – the total public expenditure on education as percentage of the GNP is 4.4%, while it is 18% on the average as total of government expenditure Poverty level in the African continent, caused by socio-economic, political and institutional factors, has reached a dreadful average rate of 67.8% in the rural and 57.7% in urban areas (Jegede, 2009)

7. Preamble Nations and leaders of higher education must be “…informed and enlightened enough to ask fundamental questions that could well influence their institutions’ future viability” (Beaudoin, 2003 p.10) It is only when people are equipped with clear understanding of their strategic direction, priorities and realities that they can channel their energy towards achieving those goals and objectives These include specialised process of learning design, specialised techniques of instruction and specialised organisational structure to name but a few (Saint, 1999) To Improve National Growth, institutions of higher learning should address the following concerns: Should higher education be for all? Simply stated, who should benefit from higher education? Better still, is access to higher education a citizen’s right or privilege?

8. Should Higher Education be for All? “The Wealth of a Nation,” Adam Smith argues for universal education on the bases of public order and the preservation of freedom: The more (ordinary people) are instructed the less liable they are to the delusions of enthusiasm and superstition, which, among ignorant nations, frequently occasion the most dreadful disorders An instructed and intelligent people, besides, are always more decent and orderly than an ignorant and stupid one… (Cited in Daniel, 2009) A one time European Prime Minister was asked how his country got out of her economic rout. The Prime Minister responded “Education, education, more education” Suffice it therefore to say that knowledge is the new currency of the world Let’s quickly compare some selected nations enrolment ratios

9. Table 1: Population Ratio to Students’ Enrolment Country Population (Approx) No. Univs. Total Studt Enrol Pop/Enrol Nigeria120m 73/117 727,765 165 India1bn 8,407 6,060,418 165 Indonesia 242m 1,236 1,889,408 128 S/Africa 44m 19 800,000 55 Japan 127.5m 1,223 3.917.09 325 USA296m 5,758 14,261.778 20.7 Modified from: National Universities Commission (2006)

10. Millennium Development Goals • A Millennium Declaration was made and adopted by 189 nations and signed by 147 heads of state and government at conference, • To positively respond to the world’s main development challenges, eight (8) goals were drawn up. • These goals were labelled “the Millennium Development Goals (MDGs)” and they include: • Achieve universal primary education • Promote gender equality and empower women • Reduce child mortality • Improve maternal health • Combat HIV/AIDS, malaria and other diseases • Ensure environmental sustainability • Eradicate extreme poverty and hunger • Develop a Global Partnership for Development

11. Education for All • To focus the MDGs within the purview of education, the UNESCO at one of its meetings fashioned out six internationally-agreed education goals designed to meet the learning needs of all children, youth and adults by the year 2015. These are: • Expand early childhood care and education • Provide free and compulsory primary education for all • Promote learning and life skills for young people and adults • Increase adult literacy by 50 per cent • Achieve gender parity by 2005, gender equality by 2015 • Improve the quality of education • (http://portal.unesco.org/education/en/ev).

12. Education for All Developed countries have over 90% of literate adults. For instance, the completion of school education of the school eligible age children in the developed countries is near over 85% (Jegede, 2009) The Millennium Development Goals represent determination of the global community to drastically reduce, and if possible completely eradicate poverty and hunger, ill-health, gender inequality, lack of education, lack of access to clean water and environmental degradation These can only be actualised through qualitative and quantitative education Conceivably, in recognition of this plight the United Nation’s Millennium Development Goals advocates “Education for All”

13. Higher Education Scenario in Nigeria: The Giant of Africa? In most developing countries higher education exhibits severe deficiencies. Experts, including J. S. Daniel, all indicate that a demand for increased access is likely to continue, with public and private sectors seeking to meet it with an array of new higher education institutions Rapid and chaotic expansion is usually the result, with the public sector generally underfunded and the private (for-profit) sector having problems establishing quality programmes that address anything other than short-term, market-driven needs Developing countries are left with a formidable task – expanding their higher education system and improving quality, all within continuing budgetary constraints To ensure access to education for all and guarantee individual’s right to education, Nigeria has been a signatory to all the laws, conventions and document

14. Table 2: Education Laws, Conventions & Documents Nigeria singed • Date Law • 1948 The Universal Declaration of Human Rights article 26 ensures right to free elementary education for all children • The UNESCO Convention against Discrimination in Education • The Convention on the Rights of the Child • The World Declaration on Education For All • The UN Standard Rules on Equalisation of Opportunities for Persons with Disabilities • The Salamanca Statement and Framework for Action on Special Needs Education • The World Education Forum’s Framework for Action • The UNESCO EFA Flagship Programme towards inclusion • The UN Convention on Rights of People with Disabilities .

15. Economically struggling nations have an estimated 72 million children who are not in school. It is also recorded that about 774 million adults still lack basic literacy skills – more than three quarters of whom live in only 15 countries • Nigeria as an E9 country (one of the world’s 9 most populous developing countries) has its own fair share of this statistics: • 22.1million out of 42.1 million Nigerian children are in primary schools • Out of 33.9 million Nigerians eligible for secondary education, only 10.4 million are attending • Of all the students who sat for SSCE examinations, from 2000 to 2006, only 25 per cent passed with credits in Mathematics and English • Out of the 1.5million Nigerians seeking admission to tertiary education, only about 26.5 per cent get admitted (Jegede, 2008)

16. Nigerian universities have a low absorption capacity (between 10-15%) on the average; universities – 105 (27-Federal; 36- State; and 42– privately owned) (NUC, 2010) Although universities’ admission rates have increased, to an unprecedented level it has not kept up with the rates of demand thus between 2002- 2007, the highest point of admission of Nigerian universities has been only 15% of the total number of applicants India presently has about 150 universities. According to Parekh (2010) it requires more than 1,500 universities Any fundamental change in the intellectual and social outlook of any society has to be preceded by an educational revolution. No better way to achieve this than improving enrolment ratio in Higher Education

17. Applications and Admission Statistics for Nigerian Universities Source: The Joint Admissions and Matriculation Board, (JAMB) and the National Universities Commission (NUC), 2007

18. National Growth and Development entails: • sustainable development • highly educated, mobile and adaptable workforce • multi-skilled and multi-tasked • a knowledge and a learning society • use of ecological and geographical conditions to a nation’s advantage To be able to achieve ‘Education for All’” access need to be widened, and cost contained without compromising quality. Technology will play the role of a catalyst to achieve this...the case for E-learning Open and Distance Learning need must be fully exploited with the accepted level of quality There is need for some basic entry requirements in open and distance learning institutions. Learner ability and level of preparedness must be ascertained to avoid “revolving door”

19. Improving National Growth Through Development ODL To respond to increasing demand for higher education, many countries have resulted to Open and Distance Learning. Distance learning programmes can be offered in any of the following modes: Dual-mode, single, franchised and direct unfranchised modes. Dual-mode institution: this offers both classroom and distance education programmes Single – model institution: this is a wholly dedicated distance learning institution. Franchised International Programme: Constrained by limited resources and poor educational funding, a foreign distance education programme provider could partner with a local tertiary institution to offer programmes on a joint basis Direct-unfranchised international Programme: An established distance learning institution or a “Virtual University” as it is called offers courses internationally via the Internet and interactive e-mail

20. NOUN: Gateway to Accessible, Flexible, Affordable and Sustainable Education in Nigeria National Growth Through Development ODL: NOUN

21. Mission To provide functional, cost-effective flexible learning which adds life-long value to quality education for all who seek knowledge

22. Map Map of Nigeria showing NOUN location of Study Centres

23. Set-Up Head Office Lagos Abuja Office (Permanent Site) 49 Study Centres Centre for Educational Technology and Entrepreneurial Development, Kaduna

24. Technologies • Print Television Broadcast • Telephone CD-Rom/VCD/DVD • Audiocassettes Computer • Videocassette Multimedia • Radio broadcast e-learning • M-learning

25. NOUN’s Quality Assurance and Collaboration

26. Matriculation of NOUN students ( cuts across all ages)

27. The beauty of ODL

28. Student Support Services to Improve ODL According to Cross, it is not just enough to admit students, we owe them moral and social obligation to make them succeed Thus to increase enrollment ratio institutions of higher education should fashion out ways and means to assist academically struggling student to compete favourably with their peers Furthermore, rigid admission requirements should be reviewed with a view to seeking applicants’ strengths in other areas Student Support Services can broadly be categorized into two : Academic function: these include tutorial, advising, counselling services Administrative functions; such as enrollment, admission and registration: Record keeping, information provision and delivery of study materials

29. Role of Information Communication Technology in ODL Technological development allows for new paradigms of access and new delivery systems, linked to new types of demand These changes can support a more open “networked society” with greater variation and more equitable access to educational resources through a network infrastructure While there appears to be unlimited application that could be ICT-enhanced, the ability of most developing countries to apply and assimilate ICT, particularly, into strategic aspects leaves much to be desired Developed countries’ access to internet facilities, computers, working telephone lines increases, most nations still relay heavily on print media that is inexpensive and does not require access to specific equipment or service Interestingly, technology does not determine learning, thus the cost of acquiring and maintenance should determine the technology to be employed

30. Role of Information Communication Technology in ODL Technology is central force which both facilitates and encourages the spread o many forms of distance learning, often acting as a catalyst for change and advancement (Post, 2004) Technology industry has significant interest in the advancement of ODL because technology companies provide software, applications and hardware used by OD programme (Saba, 2005) Daniel et al., (2009) fear that while technologically advanced countries will benefit from advanced technology and develop more cost-effective pedagogies, developing nations of the world may continue to use older technologies

31. What Technology Should be Employed? According to UNESCO (2002), technological development allows for new paradigms of access and new delivery systems, linked to new types of demand. ICT has a significant effect on the ways and manners ODL is conducted. The speed, cost, size and capacities for these technologies can make or mar both the quality and quantity of ODL instruction preparation and delivery methods. The most popular communication technologies used in ODL include: Print, Audio (Radio AM/FM, Audiotape. Packet Radio, Compact Disk, Talkback Radio, 2-way Radio, Mobil sat, Telephone, Answering Machine, Voice Mail, Audio-conference)

32. Funding Higher Education Government funding on education declined from 6 percent in 1980 to .065 percent in 1995…from US$3,719 million in 1980 to US$181 million in 1995 in current US Dollars (Adesina, 2007:7) The budgetary allocation for higher education by the Government of India has been increased from Rs.2, 225 crores (2004) to Rs.9, 600 crores (2010). Even at that the support of the government to the education, particularly higher education is insignificant compared to some other countries, including China (Parekh, 2010) Perhaps, proper funding of education institution will ensure greater access and quality. The table below shows Webometrics Rankings (2011) of 10 top universities in Africa. Webometrics is one the top three acclaimed ranking agencies of the world

33. Collaboration for Quality Assurance Institutions of higher education should share resources with one another because no one institution has it all. Exchange programmes among students and Sabbatical between institutions should be encouraged There is a serious need for public-private partnership to start new universities. Big corporate organisations should take the lead in setting up endowments to support higher education institutions Good pedagogy can inform and be supported by good ICTs. ICT is, therefore, creating a paradigm shift from on-campus teacher – centred education to learner-centred education where a student completes a degree from a comfort of his or her office or home computers Course-sharing through or via the Internet and use of a range of ICT platforms including e-mail, newsgroups, text and video conferencing can be fostered among institutions

34. Conclusion Global educational and economic realities have forced changes in the way nations view education. For instance the emerging concept of education has: a. changed from an elitist-based to mass higher education b. recognised the exponential growth in knowledge c. embraced the shift from an industrial-based to information-based global economy. d. accepted the emergence and consequent effect on education for all of a postmodern view of knowledge generation These changes have pointed to the need for a comprehensive search for educational solutions, which include open and distance education as a central focus. Alternative funding for education to widen access All nations of the world, especially the developing countries, desirous of a cost-effective, convenient, conducive, efficient and comprehensive way to educate all its citizens shouldembrace open and distance learning

35. Conclusion To finance any nation’s total demand for education (especially developing and economically struggling nations) with a view to providing education for all is colossal and would over-stretch all the available resources. Indeed, no country has been able to meet the demands for education through the formal classroom-bound system Higher Education Institution must therefore explore cost effective means to deliver education to all. The answer, evidenced from countries like the United Kingdom, Australia, Canada, China, South Africa, India, Tanzania, Kenya, Zimbabwe etc lies in open and distance education Older or adult (non-traditional) students for instance face greater challenges, while also managing the responsibilities of work and family relationships. Institutions of higher education should therefore, provide assistance to students to better equip the students for success during their tenure at college or university

36. Conclusion Student Support Services which include those activities that help students enter, enjoy, endure, and exit from college or university with little or no hassles are imperative for students’ retention and improvement of enrollment ratio This is supported by Thompson (1988) who opines that new access to higher education demands meaningful academic support programmes to increase the academic success of newly admitted students Thus improving enrollment ratio without an ongoing support mechanism will be an empty promise of hope to students from academically and economically disadvantaged background Research equally supports significant relationship between students support services: academic advisement, counselling, tutoring, supplemental instruction, developmental education, etc and enhanced academic performance of students who participate in these programmes and services (Ifeanyi, 2008)

37. Conclusion Any fundamental change in the intellectual and social outlook of any society has to be preceded by an educational revolution. Education is therefore, the panacea to changing the entire societal structure, create new instruments, and advance new values and new patterns of integration We totally agree with Maiyaki (2000), that any attempt to create new social arrangement based on the national philosophy of freedom, equality and justice can only materialise when the traditional educational system is revolutionized in both content and context. Japan for instance expanded her education and health care systems before it broke out of poverty Higher Education Institutions must fashion out new ways and means of funding higher education to increase widen access

38. Conclusion While the IT penetration in Africa is less than 7% and 5% in Nigeria, the current learning technologies are now social networks: blog, face book, twitter etc. Government must support institutions of higher learning through increased educational funding allocations All those involved in IT must begin to look into the directions of the above named emerging learning technologies Finally, no nation can talk of sustainable development, National Growth without increased access through ODL It is unarguably true that “…the most important and urgent reform needed in education is to endeavour to relate it to the life, needs and aspirations of the people and thereby make it the powerful instrument of social, economic and cultural transformation necessary for the realisation of the national goals. For this purpose, education should be developed so as to increase productivity, achieve social and national integration, accelerate the process of modernisation and cultivate social ,moral and spiritual values.” Radakrishnan , 1948-49

39. Thank you