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Access and Equity to Education in India through Synergy of Conventional and ODL Systems: A Step towards Democratization of Education - Purnendu TRIPATHI, Siran MUKERJI

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Author:	Purnendu TRIPATHI, Siran MUKERJI
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Abstract India has witnessed tremendous development in educating and training its vast human resource of over one billion through sustained effort of conventional and distance mode of education. In pursuit of making Right to Education a reality, the Government has been initiating efforts for developing the educational infrastructure and training human capital. Consequently, the Country with a literacy rate of 64.84%, has 767520, 274731 and 152049 schools along with 12 open schools at primary, middle and secondary/ higher secondary levels catering to 130.8, 51.2 and 37.1 million students respectively. At higher education level, 13578 colleges and 407 universities along with 106 distance education institutions address needs of 11.7 million students. These institutions of learning, in true sense have been instrumental in educating the vast human resource of over one billion but democratization of education i.e. access and equity to education is still a dream to be realized. This paper endeavours to explore the achievements so far and identify the challenges and constraints that have prevented the country to achieve the goal of universalisation of education and high level of literacy.
Keywords universalisation, access, equity, democratization of education

Who is the pedagogic subject/person in distance education? A contribution to the right to education - Claudia Rosana Floris

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Author:	Claudia Rosana Floris
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Abstract En este trabajo se pretenden establecer (no exhaustivamente) articulaciones entre: 1) los aportes de los estudios sobre las TICS y sus posibilidades respecto del conocimiento y la comunicación; 2) la mirada específicamente educativa (y en cierta medida psicológica) sobre el hecho educativo; y 3) los saberes generados a partir de los usos de las TICS en educación a distancia. De este modo se van identificando rupturas y continuidades respecto del aporte al derecho a la educación. Se parte de pensar la educación como lucha por el reconocimiento - deseo de aprender y poder de enseñar – (Cullen, 2005). Por ello, cuando se habla de garantizar la igualdad de oportunidades es fundamental pensarla desde la dignidad de los sujetos de la educación. El derecho a la educación como un derecho humano “significa una obligación para el poder político y los poderes sociales de garantizar la igualdad de oportunidades para todos, sin que medie ningún condicionamiento.” (Cullen, 2005, pág. 59). En este sentido, el trabajo constituye una reflexión que plantea diferentes temáticas orientadas a comprender y profundizar las rupturas en pro de una educación cada vez más orientada a construir una ciudadanía crítica, justa, equitativa y fraternal.
Keywords virtual, education, communication, ICT, distance education, recognition

How to realize social fairness and equality through distance and open learning? - Li Yawan, Qi Wei

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Author:	Li Yawan, Qi Wei
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Abstract For the past decades, China has formed a relatively perfect legal system for education. The Constitution of People’s Republic of China adopted on December 4, 1982 stipulates the general principles of equal rights to education. On the basis of that, China established a dozen of specific laws and regulations on education in which concrete rights to education are proclaimed. To realize equal right to education is to guarantee most people to receive education and more people to enjoy higher education. Applying the American scholar, Professor Martin Trow’s concept about the three phases of higher education, which are Elite Education, Mass Education and Popularizing Education, China is now stepping out of the elite education phase and progressing to the mass education. For the past ten years, China’s higher education is developing fast. The overall active enrolment from various kinds of higher educational institutions has amounted to 23 million and the recruits from higher education institutions have reached over 5 million by 2005. Though the gross rate for enrollment has been 21%, many people who intent to continue their study are closed outside the door of the higher education institutions and many who want to upgrade their knowledge and skill cannot find the places suitable to their concrete conditions. Therefore, there is great potential to develop open learning and distance education so that different people’s requirement for education and training can be satisfied.
Keywords equal right to education, mass education, equity

Role of Distance education as a way to guarantee the right to education - Dra. María Yee Seuret

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Author:	Dra. María Yee Seuret
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Abstract La crisis internacional que vive el mundo, agudiza la situación en el campo educativo y acentúa cada vez más el desequilibrio entre los países desarrollados y los subdesarrollados. A casi sesenta años de la adopción de la Declaración de los Derechos Humanos, no se ha podido generalizar lo planteado en su Artículo 26. Sin embargo, en 1966 se logró que 142 países suscribieran el Pacto Internacional de Derechos Económicos, Sociales y Culturales, y se ha alcanzado un mayor consenso sobre los problemas que afronta la educación en aspectos tales como el acceso, la gratuidad, la equidad, la diversidad, la permanencia, la eficiencia, los problemas de género, la prioridad y la calidad de la educación, la educación para todos a lo largo de la vida y el aprendizaje centrado en el estudiante (todos esenciales para lograr una educación sensible a los derechos humanos). Pero la educación no puede hacer frente con sus estructuras y métodos tradicionales a estas exigencias. Por tanto, se requiere la utilización de nuevos enfoques y estrategias educativas, para resolverlos. Una alternativa es “la educación a distancia”, modalidad que puede desempeñar un papel excepcional en la ampliación del alcance de los sistemas de educación.
Keywords human rights, distance education, diversity, equity, acees, free of charge

Democratisation of education in Brazil: reflections on digital inclusion and human rights - Carolina Costa Cavalcanti, Gina Strozzi

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Author:	Carolina Costa Cavalcanti, Gina Strozzi
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Abstract Este trabalho de reflexão apresenta os resultados de uma investigação bibliográfica que apontou e discutiu a realidade dos dados sobre a implantação e expansão da Educação a Distância (EAD) no Brasil – enfocando a inclusão digital – e analisa ‘como’ e ‘quanto’ ela corroborou para o fortalecimento dos Direitos Humanos e especialmente para o desenvolvimento da cidadania. A sistematização dos resultados contribuiu para uma reflexão crítica acerca do atual panorama de EAD e da democratização do ensino e de cidadania no país. A problemática da pesquisa circunscreveu-se sobre o binômio: inclusão digital e cidadania. A hipótese norteadora do trabalho é que a EAD é instrumento para uma ação que faz recuperar, avançar e fortalecer a cidadania e as competências para o desenvolvimento pessoal e profissional. O trabalho de reflexão foi conduzido através dos dados do Anuário Brasileiro Estatístico de Educação Aberta e a Distância – 2006.
Keywords distance education, democratisation of education, digital inclusion, human rights, citizenship

Roles of distance education in the implementation of the right to education in Indonesia: analysis and lessons learnt from the sociological, political and economic points of view - Aminudin Zuhairi, Ida Zubaidah & Daryono

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Author:	Aminudin Zuhairi, Ida Zubaidah & Daryono
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Abstract This paper addresses the roles of distance education in the implementation of the right to education, presenting sociological, political and economic analysis and lessons learnt from the specific context of Indonesia. Diversities in geographic, demographic, social cultural and economic conditions of the country provide specific challenges for its distance education practice and the process of social, political and economic transformation to which distance education can contribute.
Keywords distance education, right to education, challenges, socia, political and economic transformation

Martini - With or Without the Olive? - Bill McNeill

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Author:	Bill McNeill
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Abstract Distance education has been referred to as ‘any time, any place, any where’ - resonant of the 1970s Martini TV advert. For the purist a martini without the olive is not the real thing as an essential ingredient is missing, and the same can be said of education which is not the real thing for a disabled person if reasonable adjustment for their disability is absent. This paper considers the issue of study impairment within the context of a specialist distance learning institution providing vocational courses, and examines the aspiration, expressed by the United Nations (2003), that ‘the equalisation of opportunities for persons with disabilities is an essential contribution in the general and worldwide effort to mobilise human resources.’
Keywords disability, discrimination, distance, vocational, adults, international

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