This report is the result of a research project, carried out during 1994 and funded by the Overseas Development Administration, into the effectiveness of distance learning techniques for the teaching of engineering and the training of engineers for developing and emerging countries.
The initial phase surveyed the provision of engineering distance learning education worldwide and specifically the views of major providers of distance education in the United Kingdom. Subsequently three countries were selected for in-depth investigation - the Czech Republic, Sri Lanka and Zimbabwe.
For the purposes of the project Distance Education is defined as education or training which is communicated via a variety of media which might include any combination of text-based materials, audio, video, radio, TV, satellite, and computer-based learning, but which has limited face-to-face contact between students and teachers compared with that provided in conventional teaching.
For the purposes of the project, engineering was defined as covering the following categories selected from the ICDL (International Centre for Distance Learning) database:
1. Engineering - general
2. Civil, structural engineering
3. Electrical engineering
4. Electronics engineering
5. Mechanical engineering
6. Materials engineering
7. Mining, minerals, chemical engineering
8. Production engineering/manufacturing engineering
9. Systems and control engineering
10. Telecommunications
In the UK, the research focused primarily upon a survey of distance education provision. Using the ICDL database as a source it considered the scope and quantity of the provision in engineering subjects and their suitability for delivery to developing countries. The research also looked in detail at the experience of providers in other subject areas. In particular it ascertained what features are likely to make distance education effective. UK engineering companies and corporate trainers were consulted for an industrial view on the cost-effectiveness and efficiency of distance learning. The views of the Professional Bodies in Engineering were also sought regarding recognition and professional formation. (1)
Three countries were then selected for further in-depth study: the Czech Republic, Sri Lanka and Zimbabwe. The selection was made against a set of criteria chosen as indicators of likely short-term success if distance methods were to be introduced for engineering education and training, namely:
· a reasonable in-country infrastructure for communications and transport
· reasonable levels of literacy
· an established, technical educational system
· command of, or a propensity for, English
· likely cultural adaptability to distance learning
· reasonable political stability.
The countries were also selected as being potentially representative of trends in totally different parts of the world. They were not chosen to form the basis of a comparative study.
The reforms currently taking place throughout Eastern Europe are bringing about enormous changes in the education systems. The Czech Republic was selected as an emerging country representing central or Eastern European countries. Similar political and social changes are affecting developing countries in many other parts of the world. Sri Lanka was seen to be reasonably representative of the Indian sub-continent and Zimbabwe likewise in Southern Africa.
