13.7 INTERNATIONAL ISSUES

Distance learning delivery systems, particularly those that rely on telecommunications, have benefitted from the economic growth of the industry. In 1990 alone, telecommunication equipment and services, accounted for $350 billion and employed 2.8 million workers. The communication industry in OECD countries has recently become an extremely profitable and competitive business with public telecommunication operators developing new integrated services digital networks (ISDNs) and satellite services. It is predicted that the increased development of high definition television (HDTV) and mobile communications will be matched with increased deregulation and privatization of networks, increasing competition and lowering costs.

In many countries, although the existing communication infrastructure is old and dysfunctional, newer technologies are developing which will provide for the flow of information to the majority of the population through distance education delivery systems (McIsaac, 1992). This is particularly true in the newly emerging Eastern European countries where previous communication suppliers were sparse or non-existent. In these situations the newer cellular radio technologies, which can handle a greater number of users than previous fixed link networks, may provide the answer . Such mobile technologies can be put in place with less cost than wired networks and, in addition, occupy a very small spectrum of the radio frequencies.

Although the future of new technological developments promises increased accessibility to information at low cost, this access is not without its own pitfalls. Economic power remains largely within the hands of developed countries. From an economic point of view, some disadvantages include the selection of a costly technological solution when a simpler and existing technology might suffice. Technology which must be used over long physical distances with primitive and unreliable electricity and telephone services is not in the best interest of the developing country. The most important consideration for the majority of developing countries is economic independence. It is in many of the economically developing countries that the largest distance learning projects are undertaken. A top educational priority for many such countries is to improve the cost effectiveness of education and to provide training and jobs for the general population. Researchers across the globe are calling for the establishment of national priorities for research in areas such as distance education (Jegede, 1993).

Research based distance education programs face a number of obstacles around the world. The lack of financial resources available for conducting adequate needs assessment in many countries, particularly prior to embarking on a massive distance education plan, is a common problem (McIsaac, 1990). In many cases investing money in research is perceived to be unnecessary and a drain from areas in which the money is needed. Time is an additional problem, since programs are often mandated with very little start-up time. In the interest of expedience, an existing distance learning program from another country may be used and revised but many times this does not adequately answer the needs of the specific population.

One solution to the lack of adequate resources available locally has traditionally been the donation of time and expertise by international organizations to help in developing project goals and objectives. The criticism of this approach is that visiting experts seldom have adequate time to become completely familiar with the economic, social and political factors influencing the success of the project. A second, and more appropriate solution, has been to train local experts to research, design and implement sound distance learning programs based on the needs of the particular economy.

Distance education and its related delivery systems are often called upon to support national educational priorities and the current political system. One goal of education, particularly in developing countries, is to support the political organization of the country and to develop good citizens. Distance education programs which endorse this priority will have greater chance for success. National political philosophies and priorities are found reflected in the diversity of distance education programs around the world. These programs conform to prevailing political, social and economic values. Research, particularly of the applied variety, is essential to avoid the trial and error approach which costs international distance education projects millions of dollars.