For many countries distance learning is the most important mechanism for effective continuing education currently available. For others it holds immense potential. Its ability to reach large numbers of students at low cost, to reach groups that have previously been excluded from educational opportunities, and to do so with a curriculum which is consistent in content and quality makes distance education pre-eminent throughout the world as effective continuing education.
In developing and emerging countries where economic development is of fundamental importance, training for industrial growth is essential. Consequently, the initial education and the continuing professional development of engineers at all levels is paramount.
This paper summarises the findings of a major study carried out during 1994 on behalf of the Overseas Development Administration. The study involved a survey of the current provision of engineering distance education from the major providing countries. This was followed by an in-depth investigation of the need for engineering training and the potential of distance education in satisfying those needs in three countries: the Czech Republic, Sri Lanka and Zimbabwe.
Supply
The study identified over 28,000 distance education courses available around the world, of which about 5,000 are in engineering areas. In the UK, 122 organisations are listed as providers of engineering courses by distance education.
It was found that engineering distance education courses are increasingly being exported. In some cases, the providing institutions operate the programme 'at a distance', in other cases they collaborate with a local provider or agency.
The majority of courses are currently text-based, with surprisingly few institutions offering more than one or two audio- and/or video-cassette tapes as back-up materials. Computer-based training is slowly being introduced in a few instances.
All providers agreed that student support is as important for the success of a distance learning course as the materials themselves. Effective support is essential to keep students motivated as they deal with problems such as lack of time, isolation, learning in a language that may not be their first language or concepts perhaps alien to their own culture.
The study found that the issues related to engineering distance education were different in kind from non-technical education and could not easily be explained just by text; students needed to have someone to talk to, especially if they did not come from a technological society. A local centre or point of contact can also help to improve communication.
Demand
The study found a universal need in all three countries for updating in engineering, although the extent, level, subjects and immediacy of the need varies, depending on the country. In most cases, however, there is little support from industry with regard to updating, as there are often more pressing concerns, such as survival, at the top of the agenda.
At the professional engineering level, numbers in individual countries requiring updating in any specific subject are smaller, so that the economies of scale brought about by distance education are less advantageous. In these cases and where the training requirement is common, specialist courses should be produced or adapted and used to serve more than one country.
At the level of craft and apprentices, the practical skills aspects of the job are dominant and distance education becomes less appropriate. The greatest need lies at the technician level where the large number of people allows for significant economies of scale compared to the smaller numbers of engineers at a higher level. Zimbabwe in particular needs to focus on the application of skills.
In each country, priority is being given to export competitiveness, which implies a market-led approach, increased productivity and continuity of supply and efficient management. Yet there is a universal need and a great demand for the management skills required to bring about competitiveness: entrepreneurship, quality and quality assurance, communications, engineering management training, project management etc.
The study found significant complexity in the assessment of both cost-effectiveness of distance education and learning effectiveness of training generally. However, given certain conditions, distance education can clearly be delivered at lower unit cost.
Conclusions
· For developing countries it would almost certainly be more cost-effective to buy in existing distance learning courses where possible, rather than to develop new courses in-country. These would need to be modified and tailored to suit local demand with the providing organisation working closely together with an internal one. Translation might be required in the case of Sri Lanka and the Czech Republic.· In all three countries, there are networks which could profitably and cost-effectively be used to help support the infrastructure necessary for any successful distance learning course. Student support would be fundamental and where possible there should be a local tutor.
· The networks often provide existing facilities which could be used for the practical instruction necessary for engineering training, thereby increasing the cost-effectiveness of the course.
· The establishment of a programme of distance learning in a country for the first time would need to take account of the local availability, readability and usability of the appropriate media of delivery, as setting up a reasonable level of infrastructure would be crucial to the success of a course.
· Practically-based subjects such as engineering can be taught effectively by distance learning if the practical issues are taught locally in suitable facilities. To that end the curriculum should be carefully analysed and the medium of delivery utilised accordingly. This will reduce the time spent on the practical aspects of an engineering course with obvious cost advantages and more effective utilisation of plant and facilities, allowing greater numbers of students to be trained.
· The use of modern technologies such as video or satellite broadcasting as a medium of delivery would allow large numbers of students to be instructed in practical techniques.
· Any distance learning programme should be priced realistically in accordance with the means of the local population.
