Globalization of DE

1. Confederalizational
Gaps and Aspects of
Distance Education In
The Millennium
Prof. Dr. Ugur Demiray
udemiray33@gmail.com
Anadolu University
Eskisehir, Turkey

2.  Education, as a fundamental human right, in 1980s
gradually democratization process started in the
developing countries.
 With the restoration of democracy, people
became more aware of their freedom of
organization and freedom of speech. So the
people started to organize civil societies with
different purposes.
 In the field of education those civil societies
worked for the elimination of illiteracy. For this
purpose they initiated many types of literacy works
like functional literacy, civic literacy, legal literacy
and literacy for empowerment of women etc. At
the same time the idea of open market and
globalization became strong.

3. But it is well known fact that private businesses
are basically profit oriented and they try to
make profit even at the cost of environment,
health and welfare of the people. Thus there
are three main players in the democratic
society such as:
 Government
 Business sector and
 Civil Society, (which is include Government
Business Sector, Class Societies NGOs,
Educational Press, institutions)

4.  The government is basically power oriented.
So it has a tendency to try to control and
dictate. In such situation the civil society
sector has to try to restrain both government
and business sector taking the side of the
people in order to protect people's rights and
interests.
 The civil society includes class organizations,
educational organizations, non-profit non-
government organization (NGOs) and press. If
the civil society is strong the government will
try to become more democratic and
people's welfare oriented.

5.  Similarly the business sector will also
become more responsible and sensitive.
Therefore civil society including NGOs is
inseparable component of the
democratic society.
 The main mission of the civil society
including NGOs should be to provide
service to the most venerable part of the
society to defend their rights and to
enhance their life quality.

6.  During the 1970s social activists were urged to "think globally
and act locally". Over the past 10-15 years a vibrant NGO
community has emerged in the South with a profound impact
on development practice and thinking.
 Phases of NGOs Development
 In developing countries NGOs develop through different
stages which are shown below:
 Phase I: Most the NGOs are at first organized as an
emergency service providers when some natural disaster
happens like earth quack, flood, land slide, epidemic etc.
 Phase II: Then gradually they take up people’s welfare
oriented development program such as setting up health post
, saving and credit groups for women, starting literacy classes
etc.
 Phase III: Gradually they try to empower the marginalized
people and to undertake advocacy role with the
government, power holders in the society and to promote
international solidarity.

7.  They are required to go where the
government is not adequately reaching and
the areas where the government has not
paid adequate attention.
 Their objective is not to substitute the
government but to show examples of
services for the responsible agencies helping
the local people to be self-reliant.

8.  After reestablishment of democracy
NGOs, could play an effective role in
many people oriented programs such as
health, family planning, environment and
non-formal education.
 Since democracy provided an
opportunity to NGOs, it could be said that
the existences of NGOs is intimately linked
with democracy.

9.  Non-Governmental Organizations (NGOs)
have been playing a central role in
education of marginalized groups in
developing countries since 1980s
emerging as alternative providers of
educational services. They have pro-poor
orientation, flexibility, innovation, cost-
effectiveness, and participatory
approaches in their educational projects.
Democratization in 1990s has been
working as a further boost for role of NGOs
in education sector in developing
countries.

10.  Though NGOs vary in their ideologies,
strategies and geographical coverage,
donor make them as part of the global
“associational revolution”. NGOs are seen
as symbols of social responsibility and
global morality.

11.  Non-governmental organizations (NGOs)
have played a major role in pushing for
sustainable development at the
international level.
 Campaigning groups have been key
drivers of inter-governmental negotiations,
ranging from the regulation of hazardous
wastes to a global ban on land mines and
the elimination of slavery.

12.  According to Unesco (2006), the monitoring
report of ‘Education for All’ (2000-04) shows
that the literacy rate in Pakistanis aged 55-64
is 30pc while it is 40pc in the 45-54 age group,
50pc in the 25-34 group, and 60pc in those
between 15 and 24. These figures suggest that
the efforts made by the govt in collaboration
with NGOs and community participation are
doing well to improve the situation of
education in the country. Still, a lot of effort is
required to achieve the very goal of
universalising primary education by the end of
2015 under the ‘Education for All’ program.
(http://www.nation.com.pk/pakistan-news-
newspaper-daily-english-online/lahore/09-
Mar-2013/role-of-ngos-in-edu)

13.  The educational system also reproduces
social differences but plays a secondary role
(Tedesco, 1983). The meeting was hosted by
UNESCO 24 to 26 October at its Paris
headquarters.
 Representatives of nongovernmental
organizations (NGOs) from around the world
gathered to reflect on the achievements,
challenges and the future of Education for All
(EFA), an initiative adopted in 2000 and
scheduled to conclude in 2015.

14.  In addition to EFA, 2015 also marks the end
date for the Millennium Development Goals
(MDGs) and the UN-designated Literacy
Decade concludes in 2012. In light of these
milestones, the meeting focused on how to
strategically plan for the last several years of
these programs and what direction to take in
the future to effectively promote
development through education that
benefits all people.
 During the meetings, participants adopted a
new set of Working Procedures and elected
representatives to a new CCNGO/EFA
Coordination Group. Significant time was
spent discussing post-2015 education and
development goals.

15.  Dave Pearson, SIL’s representative to
UNESCO, was accompanied by Matt
Wisbey and Béatrice Konfé, two SIL staff
who are gaining experience in
international-level advocacy.
 SIL contributes to the Education for All
goals through language development
efforts such as multilingual education and
mother tongue literacy for children and
adults. SIL is an official NGO partner of
UNESCO with consultative status.
http://www.sil.org/about/news/ngos-look-
future-education-initiatives

16.  A sustainable NGO is an organisation that
plans ahead. First of all, if you are about
to set up an NGO make sure to build a
strong argument for the reasons why such
an organisation is needed. In fact the
future of an NGO highly depends on its
capacity to address real problems of a
community as well as to collaborate with
other actors and agencies working within
the area, which may strengthen your
organisation’s impact.

17.  Accordingly the first rule for sustainability is
to have a clear vision, which is consistent
with existing needs.

18.  Secondly, to guarantee a future to your
NGO, it is crucial to develop a strong
financial plan; without resources no
projects can be developed. Do extensive
research to define the ways in which you
could finance your activities in the long
term. Start by understanding who your
potential donors are, what their financial
priorities and strategies are, and also how
to successfully become one of their
partners.

19. Sustainability and Growth for
NGOs are important

21.  Thirdly, it is important to develop a long-
term plan that is able to manage the
NGO staff in a way that maximises each
individual’s potential and meets their own
expectations by supporting their
professional development. It is crucial to
establish collaboration and good
communication among members of staff
in order to strengthen their sense of
belonging and thus their commitment to
shared causes.

22.  Fourthly, your sustainability plan must be
realistic. It is good to cultivate ambitious
plans, but it is essential to establish a
realistic agenda when it comes to
proposing a project.
 Each project should be doable, which
means that it should be able to engage
with a specific problem and able to work
towards its resolution in a set time frame
and within the financial limits of your
budget. When proposing a new project, it
is important to stress the ways in which it
contributes to the fulfilment of more
ambitious goals in the long-term.

23.  Fifthly, while designing a new project think
about what could happen after its
implementation and imagine how its main
outputs could become starting points for
new projects.
 Also consider how you might collaborate
on specific projects with new partners,
which could present you with a way to
establish new networks that are able to
fundraise and together strengthening
each member’s financial capacity.
(http://www.fundsforngos.org/featured-
articles/develop-sustainability-plan-NGOs)

24.  Distance education courses and programs
provide flexible learning opportunities to
both undergraduate and post
baccalaureate students.
 It is estimated that about more than 10
million undergraduate students, took at
least one distance education course.
 The percentage of undergraduates who
took any distance education courses rose
from 16 percent in 2009-2010 to 20 percent,
today, the percentage who took their
entire program through distance
education arrived above 25 percent.

25.  The Distance education world and its
institutions are organized more than about 30
associations umbrella.
 Some of DE associations amongst to them are
well known around the world and they have
highly effective interactions with their
members and the member of institutions such
as AAOU, ABED, ACDE, ADLA, CADE, COL,
DEANZ, EADTU, EDEN, EADTU, GUIDE, ICDE,
ODLAA, SEAMEO, UNESCO and USDLA.
 The structure of the potential distance
education organizations and their regulations
will be discussed more detailed here but my
speech will focus on the
“Confederasinalization Gaps of Distance
Education in the Millennium”

26.  Welknown Associations of Distance Education As
NGOs are
 Distance education world and its institutinos are
organized more than about 30 associations umbrella
which some of them are membered more than 1 or 2
associations according to their geografical or cultural
sphere. Some of DE associatons amongst to them
are well known around the world and they have higly
effective interaction with its members and member
institutions such as AAOU, ABED, ACDE, ADLA, CADE,
COL, DEANZ, EADTU, EDEN, EADTU, GUIDE, ICDE,
ODLAA, SEAMEO, UNESCO and USDLA. When you
were research their structure action plans and
activities, it is possible to say that they are doing
efficient activities but not awaring from others what is
doing coordinately.

27. List of Associations of Distance
Education
African Council for Distance Education (ACDE)
American Distance Education Consortium (ADEC)
Association for Distance Education and Independent Learning (ADEIL)
Association for the Advancement of Computing in Education (AACE)
Association for Distance Education and Independent Learning (ADEIL)
Association for Educational Communications and Technology (AECT)
Association for Learning Technology (ALT)
Canadian Network for Innovation in Education (CNIE)
Commonwealth of Learning (COL)
Consortium of College and University Media Centers (CCUMC)
Distance Education and Training Council (DETC)
EDUCAUSE
eLearning Guild

28. European Distance and E-Learning Network (EDEN)
Instructional Telecommunications Council (ITC)
Interactive Multimedia and Collaborative Communications Alliance
(IMCCA)
The International Association for Distance Learning (IADE)
International Association for K-12 Online Learning (iNACOL)
International Council for Open and Distance Education (ICDE)
International Society for Performance Improvement (ISPI)
International Society for Technology in Education (ISTE)
Open and Distance Learning Association of Australia (ODLAA)
Sloan Consortium (Sloan-C)
Society for Applied Learning Technology (SALT)
United States Distance Learning Association (USDLA)
Western Cooperative for Educational Telecommunications (WCET)
World Association for Online Education (WAOE)

29. Confederalizational Gaps and
Aspects of Distance Education
in the Millenium
 The structure of the potential distance
education organizations and the regulations
of the organizations will be discussed more
detailed here but my speech will focus and
based on the “Confederalizationalsinalization
Gaps Aspects of Distance Education in the
Millenium”, from point of administrial structure,
finance, kind of activities, human capacity
and resources, cultural intraction and
globalization of distance education
institutions

30.  I will discusse on some recommendations
dealth with the importancy of the
neccesaty for confederasinalization gaps
at this moment and some suggestions will
mention about ICDEEEWANA
(International Council for Distance
Education for Eastern Europe, West Asia
and North Africa) for wyh need in due
course.

31.  "Confederation" refers to the process of
education bring to educational NGOs
together up to 1980s. By year of 2000s
educational NGOs are need to come
together.
 So that more than 30 educational
associations are estableshed. Much of
their aims and runningsystem and process
were the same.

32.  Now we have to realize and brind then
together under the confederalizational
umbrelaa and reduce confederalizational
gaps in theirrunning preccess. When we
detaly investigated their aim and looking
future perspective we will see tah not
much more diversity running model and
established style even their constitions too.

33.  The aim of my presentation is here that lets
establish conferation of distance education
associations for to working on an upper level
about aim by entegreting by economical,
cultural, socio-cultural, socio-ecenomical,
regional and technıological developments
for the future of distance education
associations developmentsS locally,
regionally and internationally, in due course.

34.  For to complete this establish conferalization
we have to established association of
ICDEEEWANA which is cover Distance
Education Institutions: Cover From the
Balkans (Southeastern Europe) to the Baltic,
Turkic and Caucasian Republics, to the
Middle East and North Africa.

36.  To fill this gap, it will be argued that Turkey
might have a leadership role in the
distance education field in this region and
can be organize the practices of the
regional countries in academy and
practice. The structure of the potential
distance education organization and the
regulations of the organizations will be
discussed more detailed separate article
based on this argument and available at
http://www.midasebook.com

37.  Than main idea is of the paper that
dicussing time is comming to
Confederalizational gaps and aspects of
distance education in the millenium from
point of administrial structure, finance, kind
of activities, human capacity and
resources, cultural intraction and
globalization of distance education
institutions.

38. REFERENCES
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39. http://www.midasebook.com Retrieved on 13, 08. 2013.
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40. THANKS FOR YOUR ATTENTION
Prof. Dr. Ugur Demiray
udemiray33@gmail.com
Anadolu University
Eskisehir, Turkey