Distance education in engineering for developing countries - Education Research Paper No. 13, 1995, 102 p.

Table of Contents

Tim Bilham
Rosie Gilmour
University of Bath

June 1995

Serial No. 13
ISBN: 0 902500 68 6

Overseas Development Administration

Table of Contents

Education papers

List of other ODA education papers available

Acknowledgements

Executive summary

Section 1: Introduction

1.1. Definitions
1.2. Scope

Section 2: Terms of reference

2.1. Overall aim of the research
2.2. Methodology

Section 3: Trends in education

3.1. Education and training
3.2. Increasing demands and expense
3.3. New technology for distance education
3.4. Financial implications
3.5. Current usage
3.6. The way ahead?

Section 4: Features of distance learning

4.1. Perceptions of distance learning overseas
4.2. Perceived advantages of distance learning
4.3. Disadvantages of distance learning

Section 5: Special requirements in engineering

5.1. Engineering by distance learning
5.2. UK provision of distance learning
5.3. Professional bodies and accreditation
5.4. Distance learning, continuing professional development and the professional bodies

Section 6: Criteria for effectiveness

6.1. The distance learning provider
6.2. The student
6.3. The employer
6.4. The financial sponsor
6.5. Relevance to the workplace

Section 7: Cost-effectiveness

7.1. The distance learning provider
7.2. The purchaser
7.3. Importance of student support
7.4. Benchmark measurements
7.5. Student fees

Section 8: Models for production and delivery

8.1. Models of open universities
8.2. Single mode institutions of distance education
8.3. Dual mode institutions
8.4. Mixed mode institutions
8.5. Models for collaboration
8.6. Forms of collaboration
8.7. Donor strategies
8.8. Benefits of cooperation
8.9. Importance of a local point of contact
8.10. Meeting local needs

Section 9: Development and sustainability

9.1. UK providers
9.2. Market research
9.3. Donor agencies
9.4. Sustainability
9.5. Sustaining the tutor-student relationship
9.6. Residential schools
9.7. Maintaining practical facilities
9.8. Updating of materials
9.9. Prioritising needs

Section 10: Prerequisites for successful engineering distance education

10.1. Cultural adaptability to distance learning
10.2. Attitudes towards distance education
10.3. Local point of contact
10.4. Implementation
10.5. Student support
10.6. Qualifications and accreditation
10.7. Good practice in distance learning

Section 11: Summary

11.1. General conclusions
11.2. Conclusions from the three country studies
11.3. Similarities between Sri Lanka and Zimbabwe
11.4. Czech republic - Special points
11.5. Sri Lanka - Special points
11.6. Zimbabwe - Special points

The Czech republic: A country report

Conclusions
Appendix 1.1 - Organisations/institutions consulted
Appendix 1.2 - Sources and references

Sri Lanka: A country report

Conclusions
Appendix 2.1 - Organisations/institutions consulted
Appendix 2.2 - Sources and references

Zimbabwe: A country report

Conclusions
Appendix 3.1 - Organisations/institutions consulted
Appendix 3.2 - Sources and references

Appendix A - UK institutions consulted in the course of the research

Appendix B - References