Timing
Content
Preweek:
May, 24 to May, 30		 Preweek: (read only)
Week 1:
May, 31 to June, 06
Introduction;

Module 1: Introduction
During this week participants are intoduced into the course. Main issue: the project and steps leading to the project (annotated bibliography; seminar paper; student moderated conference). Assessment issues clarified.
MT1: The CDE Developing countries
- introduces into the certificate program.
MT2: National and international policies for distance education
- introduces into this course.
MT3: Individual projects
-discusses the individual course project and the steps leading to the final project paper (annotated bibliography; seminar paper; student moderated conference); clarifies assessment issues
- suggests a number of project topics and schedules their integration into the course program.

Module 2: Education and development
In the same week, content related discussion on the notion of development begins. Main topics:
MT1: Introducing Module 2
-introduces the module 'Education and development'.
MT2: "Development as freedom"
-discusses the notion of developmet based on a chapter of A.Sen.
MT3: The 'Human development indicator'
-introduces attempts to measure development.
MT4: Education and development
- revisits the discussion on human capital theories. Introduces in use of GED.
MT5: Debate
- introduces main strands of development theories; participants are grouped into groups to report on the various theories and discuss them.
Week 2:
June, 07 to June, 13
 Education and development (cont.)
Week 3:
June, 14 to June, 20
National policies for distance education

Module 3: National policies for distance education
This module links to the discussion on education and development. Soaring costs and increasing demand make policy makers to examine distance education.
MT1: Why distance education?
-examines the reasons why distance education is used: It includes a discussion cost-effectiveness reasons as well as equity arguments for distance education.
MT2: Debate
-groups participants in two groups to discuss pros and cons of 'Klees' thesis on DE'
MT3: Audiences for distance education
-is forward link to Module 5 Organizational models; suggests the topics for projects/seminar papers

Week 4:
June, 21 to June, 27
International policies for distance education
 Module 4: International policies for distance education
This module identifies major players shaping educational policy internationally, examines their role and policies, giving special emphasis to distance education.
MT1: International policy in education
-discusses the role of international agencies in shaping educational policies; special emphasis is given to the World Bank, the OECD and UNESCO
MT2: Policy statements on distance education
-examines the policy statements on distance education issued by international agencies (including World Bank, UNESCO, European Union).
MT3: Specialized agencies
-describes the role of COL and CIFFAD being specialized agencies for distance education.
MT4: Group task
-suggests to join forces to construct an annotated webliography of international agencies and resouces related to distance education in the developing world.

Week 5:
June, 28 to July, 04
Organizational models

 Module 5: Organizational models:
This module reviews the role distance education has played in different fields of application including basic education, schooling, teacher training and higher education.
MT1: Basic education
- makes a case for the use of distance education and examines the reason why it is underused.
MT2: School equivalency
-surveys different applications of distance education in the school context.
MT3: Teacher Training
-surveys experience with teacher training at a distance; a template for otherother kind of professional support at a distance?
MT4: Higher education
-examines the use of distance education with special emphasis to 'open universities'.

Week 6:
July, 05 to July, 11
Organizational models

 Module 5: Organizational models: Basic education and vocational training
(continuation)
MT5: Project conference on basic education
(due date for annotated bibliography and project conference: to be specified)
Week 7:
July, 12 to July, 18
Organizational models		 Module 5: Organizational models: School equivalency
MT6: Project conference on distance education in primary and secondary schools
(due date for annotated bibliography and project conference: to be specified)
Week 8:
July, 19 to July, 25
Organizational models

Module 5: Organizational models: Teacher training and professional support
(continuation)
MT7: Project conference on teacher education
(due date for annotated bibliography and project conference: to be specified)
Week 9:
July, 26 to August 01
Organizational models

Module 5: Organizational models: Higher education
(continuation)
MT8: Project conference on higher education
(due date for annotated bibliography and project conference: to be specified)
Week 10:
August, 02 to August 08
Outcomes

Module 6: Outcomes
Central to the conference will be approaches to assessment of distance education.
MT1: How to assess distance education?
- suggests a number of performance indicators; discussion should center around methodological and conceptua issues relevant for students' projects.
MT2: "What the figures say"
- clarifies concepts of costing and cost-effectiveness; summarizes the evidence (based on Perraton Chapter 6)

Wrapping up and looking forward
MT3: Looking back, looking forward
-main topic summaries and evaluates the course
-looks forward to OMDE626