ISBN 978-92-820-1203-1 CCClllooosssiiinnnggg ttthhheee GGGaaappp OOppppoorrttuunniittiieess ffoorr ddiissttaannccee eedduuccaattiioonn ttoo bbeenneefifitt aadduulltt lleeaarrnneerrss iinn hhiigghheerr eedduuccaattiioonn A. Carlsen, C. Holmberg, C. Neghina, A. Owusu-Boampong An important objective of European education policy is to explore possibilities of increasing the participation of adult learners in higher education by means of distance education. Against this background, the UNESCO Institute for Lifelong Learning (UIL), together with the International Council for Open and Distance Education (ICDE) and StudyPortals (SP), set out to examine the potential of the distance education programmes provided by higher education institutions on adult learning in Europe. Their research project entitled ‘Impact of Distance Education on Adult Learning’ (IDEAL) was funded by the European Commission’s Lifelong Learning Programme. The task force for the project consisted of experts on adult and dis- tance education from the European Association of Distance Teaching Universities (EADTU), European Association for the Education of Adults (EAEA), European Distance and E-Learning Network (EDEN), European Foundation for Quality in E-Learning (EFQUEL) and European Society for Research on the Education of Adults (ESREA). This final report highlights the findings of the research which was carried out from October 2013 until November 2015. Closing the Gap Closing the Gap Opportunities for distance education to benefit adult learners in higher education A. Carlsen, C. Holmberg, C. Neghina, A. Owusu-Boampong Published 2016 by UNESCO Institute for Lifelong Learning (UIL) Feldbrunnenstr. 58 | 20148 Hamburg | Germany © UNESCO Institute for Lifelong Learning This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CCBY-SA 3.0 IGO) licence (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://en.unesco.org/open-access/terms-use-ccbysa-en). While the programmes of the UNESCO Institute for Lifelong Learning (UIL) are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. UNESCO is not responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or the UNESCO Institute for Lifelong Learning. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or the UNESCO Institute for Lifelong Learning concerning the legal status of any country or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. Graphic design and layout: Sabine Siegfried Photographs: Cover: Top left: ICDE | Top right: aslysun/shutterstock.com Bottom left: Andrey Popov/fotolia.com | Bottom right: photopitu/fotolia.com Inside pages: p. 40: Mother child education foundation (AÇEV), Turkey p. 66: nenetus/fotolia.com Acknowledgements: The authors would like to thank the project team members and c olleagues Joran van Aart, Vibeke Hoffmann Alnæs, Suehye Kim, Werner Mauch, Nick M oe-Pryce, Tiina Niemi, Cornelia Racké, Chripa Schneller, Gard Titlestad and Monique Udnæs, as well as the advisory board members Diana Andone, Ingeborg Bø, Sofia Nyström, Susana Oliveira and George Ubachs for their valuable input and feedback. ISBN 978-92-820-1203-1 2 The IDEAL partners International Council for Open and Distance Education The International Council for Open and Distance Education (ICDE) is the leading glob- al membership organization for open, distance, flexible and online education, including e-learning, and draws its membership from institutions, educational authorities, commer- cial entities and individuals. ICDE has consultative partner status with UNESCO and shares UNESCO’s key value – the universal right to education for all. ICDE further derives its posi- tion by using the unique knowledge and experience of its members throughout the world in the development and use of new methodologies and emerging technologies. Founded in 1938 in Canada as the International Council for Correspondence Education, the organi- zation today has members from over 60 countries worldwide. ICDE’s Permanent Secretariat is in Oslo, Norway and has been hosted by this country on a permanent basis since 1988. ICDE is supported by the Norwegian Ministry of Education and Research and by member- ship fees. UNESCO Institute for Lifelong Learning The UNESCO Institute for Lifelong Learning (UIL) is a non-profit, policy-driven, international research, training, information, documentation and publishing institute. One of seven edu- cational institutes of UNESCO, UIL undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education, and alternative learning opportunities for marginalized and disadvantaged groups. Within UNESCO’s broad educational mandate, the mission of the Institute is to promote the recognition of and create the conditions for the exercise of the right to education and learning. StudyPortals StudyPortals is an online platform where students can find and compare higher educa- tion opportunities worldwide. StudyPortals aims to motivate people to pursue a university degree and helps them in their decision-making process by making information on study options accessible, understandable and comparable. StudyPortals’ ultimate ambition is to make study choice transparent globally. They operate a set of student-focused online study choice platforms, including MastersPortal.com and DistanceLearningPortal.com. The focus is on quality from both a student as well as a university perspective. Since 2007, the StudyPortals, websites have informed and motivated millions of students to choose the best (international) university programme, and have helped universities to reach out to the right students worldwide. Table of Contents FOREWORD 6 EXECUTIVE SUMMARY 8 OVERVIEW OF THE REPORT 10 PART 1: THE STUDY 12 Introduction 12 Study 1: What do European higher education institutions offer? 16 Study 2: The enrolled students and their demands 19 Study 3: Characterizing potential students 20 Implementation of the studies 22 Provision of distance education for adult learners in European higher education institutions 24 The programmes offered: Who is providing distance education at higher education institutions? 24 Provision: How is distance education delivered? 26 Target group: Who is participating in distance education in higher education? 28 Study programmes and courses: What are subject areas, levels, degrees and credits offered? 28 Access: What are the entry requirements? 29 Cost and funding: How much does participation in distance education cost? 31 Services: Which support services are provided? 34 Potential adult learners: How to reach prospective distance education students? 35 Future perspectives: What are the key factors for distance 37 education providers? PART 2: PROSPECTS FOR DISTANCE EDUCATION IN HIGHER EDUCATION 40 Challenges for higher education 41 Policies 43 Developments in the use of technology in distance education 47 Developments in pedagogical theories in relation to distance education 48 Adults as learners in distance education 50 4 Has higher education responded to the challenges? 53 Policies, regulations and strategies in distance education 53 Use of technology in distance education 56 The application of pedagogical theories in relation to distance education 58 Adapting for adult learners 61 PART 3: RECOMMENDATIONS 66 Recommendations 67 Respond to the wide range of different needs 67 Increase flexibility within the programmes offered Remove regulative barriers and develop standard procedures for validation 68 Inform adult learners of access to alternatives 68 Improve funding models 69 Facilitate learning for adults 69 ANNEX 70 Summary of empirical results from the three independent studies 70 Study 1: Distance education programmes offered 70 Study 2: Distance education students 79 Study 3 Potential distance education students 83 An Overview of Distance Education 90 History 90 World scenario 91 Distance education in Europe 93 The Distance Education Concept 96 Adult learners in distance education 99 GlOSSARY OF KEY TERMS 105 BIBLIOGRAPHY 106 5 Foreword The 2030 Agenda for Sustainable Development recognizes the value of adult learning and education as a catalyst for the achievement of its ambitious and transformational vision. While the Education for All goals have not been fully met, the Sustainable Development Goals (SDG) are guidelines for moving forward with a view to further sustainable and social development by ensuring inclusive and equitable quality education and promoting life- long learning opportunities for all. Significant progress has been made in meeting many development challenges, and the spread of information and communications technology (ICT) has great potential to acceler- ate this progress even further. ICT plays a crucial role in enabling the realization of SDG Goal 4, which explicitly calls for education to be both equitable and inclusive. By simultaneously expressing the need to increase accessibility and enhance usage of ICT, especially in the least developed countries, the SDGs provide a clear way forward in making adult learning and education more accessible, effective and inclusive. Inclusive education is not merely a way of integrating more learners into mainstream edu- cation, but rather an approach that can transform education systems in order to meet the needs and diversity of learners. Inclusive education is necessary to provide an appropri- ate response to all the needs a diverse group of learners might have in both formal and non-formal educational settings. Creating alternative pathways and facilitating the recog- nition of learning are vital means in widening access to education opportunities. UNESCO has been very clear in the past that it will only be possible to make the right to education a reality if inclusive education reaches out to all learners while respecting their diverse needs. The increasing role of higher education institutions in lifelong learning processes is a trend in the global knowledge society. As emphasized in the canon of the World Conference on Higher Education in 1998, with globalization, higher education has become recognized as a significant catalyst for social and economic progress due to the creation, dissemination and application of all forms of knowledge. Widening access to higher education to enable inclusion is a precondition for societal progress and economic development in times of increased social mobility. Understanding the important role that inclusive education plays in lifelong learning and consequently sustainability and development is also deeply rooted in the Belém Frame- work for Action (BFA), which was adopted at the Sixth International Conference on Adult Education (CONFINTEA VI, Belém, Brazil, 2009) by 144 UNESCO Member States. The BFA encompasses commitments to develop policies and programmes, foster good governance, increase funding, widen participation and improve quality in adult learning and education, and to monitor and report on progress. Thus, it presents a strategic guide for the global development of adult literacy and adult learning and education within the lifelong learning perspective. 6 Conceived as an integral part of lifelong learning, youth and adult learning and education are seen as an indispensable foundations for creating peace and sustaining personal, social and economic well-being. This outlook reiterates that the challenges of the 21st cen- tury can only be met effectively with an inclusive, informed, literate and active citizenry. Given this, it has become apparent that it is more urgent than ever to facilitate access and inclusion for adult learners to learning and education by means of ICT. The possibilities cre- ated by ICT are immense and promising. Its ability to make education available to remote areas through ICT and Open and Distance Learning (ODL), for instance, continues to be a relevant topic in matters of inclusive education. Specifically, the BFA mentions explic- itly that ICT and ODL can be used to respond to the specific need of excluded learners. UNESCO’s new Recommendation on Adult Learning and Education (2015) similarly under- lines the strong potential and supportive function of ICT in achieving the overall aims of adult learning and education. More specifically, the Recommendation on Adult Learning and Education (2015) highlights ICT as an enabler for learning anywhere, anytime, and for everybody, while also facilitating access to education for people with disabilities and other marginalized or disadvantaged groups. Much work is required, however, for an effective utilization of ICT in the field of education. Training teachers in ICT skills, bridging the digital divide and financing are just a few examples of the challenges policy makers, implementers and the learners themselves will face. The research within IDEAL addresses these issues directly. It explores the possible impacts of ODL on adult learning and education and provides the foundation for cooperation and dialogue between the stakeholders involved across countries within the European Union. Readers concerned with social inequalities for adults to higher education will find it useful not only as a rich source of information, but also as a tool for advocacy. Mirroring the assumed benefits of inclusive education, the IDEAL report puts the adult learner at the centre of attention by presenting unique insights into their needs, social pro- files and barriers. Ultimately, IDEAL manages to make a clear link between adult learning and education and other lifelong learning approaches offered, namely ODL. In doing so, IDEAL analyses the overall potential of ODL in Europe as a means of increasing the partici- pation of adult learners. Arne Carlsen, Director UIL 7 Executive Summary The Impact of Distance Education on Adult Learning (IDEAL) has been studied in a joint project between the International Council for Open and Distance Education (ICDE), the UNESCO Institute for Lifelong Learning (UIL) and StudyPortals (SP). The project period ran from October 2013 to November 2015. The project examined the interrelations of adult learning, higher education and distance education while analysing if and how higher education institutions contributed to adult learning by means of distance education. The adults targeted by the IDEAL project were adults who have completed their initial education and training and plan to return to studies. The project aimed to: ◆ offer policymakers and distance education providers insights into the needs of adult learners; ◆ strengthen the social dimension of higher education by better meeting the needs of adult learners; ◆ increase the participation of adult learners in higher education through distance education. In separate research studies the following information was created and analysed: ◆ distance education programmes offered by European higher education institutions; ◆ the social profile of enrolled distance education students and their study experi- ences; ◆ the characteristics of potential distance education students, what they looked for and the barriers they faced. To complement the collection of information, five external experts delivered country reports with overviews on distance education and existing research on potential distance education students in their respective countries. From the analysis of information collected the following should be e mphasized: ◆ National policies concerning higher education through distance education were not in place but should be developed and implemented. This could lead to reduced regulative barriers and the development of standard procedures for recognizing prior learning. 8 ◆ Formal entry requirements constituted general access barriers. Eligibility criteria need to be more visible and more information on credits and the transferability of qualifications should be available. ◆ The general lack of communication regarding alternative access opportunities was a significant barrier for the openness of higher education to adult learners. ◆ Higher education institutions should inform adult learners in more detail about tuition fees. Ultimately, higher education institutions should improve funding models and provide options for financial support. Funding opportunities need to be diversified. ◆ Increasing attainment levels, improving career prospects and self-fulfilment were the major motivations for adult learners who engaged in distance education. Hence, higher education institutions should aim to achieve an adequate balance between providing full-scale programmes and offering short-term and long-term courses in these areas. ◆ The provision of online education as the main mode of distance education fulfilled most adult learners’ requirements for more flexible learning opportunities. ◆ Higher education institutions should be advised to communicate more effectively and to use new media to provide further possibilities for access. ◆ Limited possibilities for direct interaction between all players involved hampered learning and may prevent adult learners from participating in distance education. ◆ It is strongly recommended that teaching methods and skills improve and that learning be embedded with good study guides, improved possibilities for interac- tion and support structures that meet the needs of adult learners. 9