Leaders in Distance Education in the English-Speaking Caribbean

Abstract

In examining the provision of distance education in the English-speaking (Commonwealth) Caribbean, it must be acknowledged that, historically, the main providers have been external institutions: the University of London International Programmes and the City and Guilds of London Institute are two institutions that have performed that function dating back to the early 20 th century. In more contemporary times, newer institutions have not only replicated that conventional model but have introduced different modalities for teaching from a distance. For example there are franchising arrangements with locally-based organisations as well as offshore schools (Marshall, et al, 2008).Notwithstanding the continued presence of these external interests, there is an internally driven operation that has been evolving over the last seven decades that warrants attention. It is in this regard, that distance education in the University of the West Indies (UWI), and its predecessor, the University College of the West Indies (UCWI), needs to be acknowledged. More specifically, this paper will examine the activities of key individuals who have emerged as leaders in this area of educational provision within the institution. Outreach through Extra-Mural ActivityIn 1947, the UCWI was established in Jamaica as an affiliate of the University of London, with a single residential campus on that island. However, as its name implied, it was intended to serve the people of all the West Indian islands that were colonies of England. In that regard, it would function not only as a campus-based residential higher education institution but also as the base for reaching out to adults not attending the institution. This outreach function would be carried out through the College's Department of Extra-Mural Studies which was modelled on similar operations emerging out of higher education institutions in England. Like its antecedents, its role was to offer adult education to the wider population.The activities of an Extra-Mural Department cannot really be considered as distance education. The separation of the teaching function from the learners to whom it is directed does not apply here. Nonetheless, its activities are included in this discussion for two reasons. First, while the teaching does not originate from the centre, there is a connection between the core institution and satellite units (University centres) set up to carry out that teaching function in the different islands across the Caribbean. The head of the Centre, known as the Resident Tutor, was responsible for the planning and implementation of the teaching programme locally. Secondly, this outreach operation would ultimately provide the foundation for the building of the more standard distance education operations in the ensuing years. It is therefore appropriate to start at this point. Setting the BoundariesThere are two distinct features about the provision of distance education in the English-speaking Caribbean. First, it is confined to a single institution. i Secondly, its target popu...

Neo-colonialism in Distance Learning in Barbados and Canada

“…Distance education programs were developed in the late 1970s, including correspondence study and audio conferencing technology (Howe, 2000). In 1992, the UWI began a new push for distance education utilizing modern technology and with a more robust, student-centered approach, and the UWI Distance Education Centre (UWIDEC) was established, enabling dual-mode delivery (both face-to-face and online) of postsecondary education (Harvey, 2000;Kuboni, 2017). Not only were ministers of education in the region concerned with broadening participation in higher education, but also with 'the economic advantage it would bring to small countries in a period of expansion of knowledge industries, globalization and trade liberalization' (Harvey, 2000, p. 326).…”