Distance Education Delivery – Constraints in Developing Countries

The education sector in most developing countries is the most neglected sector, which is expected to be the sector with the lion’s share of the budget. The reason for this anomaly is more political than technical as most of the leaders of these countries have spent more funds to perpetuate themselves in power than the development of the economy. Mainly, most developing countries spend less than 20% of the national budget on education, which is the minimum recommended by UNESCO. Most of the developing countries with rapidly growing economies that have left this category, such as Singapore, South Korea, have devoted a great deal to education and human resource development.
The advent of the Internet and the Information Age has helped a lot in the delivery and cost-effective access to educational content from the fundamentals to the highest emblems of education that you literally source for any educational content on the information highway. The resource and human capacity development needs to develop the workforce for a developed economy can be found on the Internet. It’s no wonder, then, that most developed economies register most of their higher education enrollments online – in most advanced economies more than 40% of their higher education is online.
They are leveraging the Internet and distance learning technologies to deliver quality educational content to most of their population, especially the workforce. The economy becomes more fluid and mobile as the workforce has access to education and retraining without necessarily taking time off from work. The goal of distance learning anyway is to eliminate the distance barrier to access to education. However, at this time, it removes the hurdle of both space and cost. We know that online education cuts the cost of access by more than half.
The obvious and obvious constraint in developing countries lies on the borderline of the following

  1. Insufficient access to educational opportunities, such an inability to exploit leverage and human capacity development opportunities from distance and online education enable savings in the information age.
  2. Lack of educational staff trained in education for development in the 21st century, especially in online and distance education in the information age
  3. Insufficient funding, especially on
  4. Primary, intermediate and higher education,
  5. Teachers’ fees, training and retraining,
  6. Educational and educational material,
  7. Conditions of basic educational infrastructure,
  8. Educational technology system
  9. Institutional autonomy
  10. Poor quality assurance mechanisms and inadequate maintenance system to support self-preservation of national education policies and plans.

One of the main, easily observable and dynamic aspects of education in the information age is the use of digital technologies for learning. These have evolved over the decades from the adjacent electronics, information, communication and telecommunications technologies that have made online and distance education today a real development tool. short and long term human resources. Adopting these technologies which are very cost effective than the traditional mode of education will help these developing countries to leap forward and advance their economies.

Source by Julius Momoh Ozoh

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