INTERNATIONAL COUNCIL FOR OPEN AND DISTANCE EDUCATION. Annual Report

Transcription

1 INTERNATIONAL COUNCIL FOR OPEN AND DISTANCE EDUCATION Annual Report

2 ICDE profile The International Council for Open and Distance Education (ICDE) was founded in 1938 in Canada and is today the leading global membership organization for open and distance education. ICDE is funded by the Government of Norway, membership subscriptions, and income from conferences and is supported by in kind contributions, notably from the universities and organizations represented within the Executive Committee. ICDE is a registered not-for-profit organization in Norway and operates under Norwegian law. ICDE seeks to promote open, distance, flexible and online education, including e-learning and aid intercultural cooperation and understanding throughout the world. ICDE works to foster international collaboration, support and develop networks at national, regional, global and linguistic affinity groups levels and provide forums where individuals, corporations, institutions, governments and associations can engage in professional interaction. Further, ICDE contributes to the development of new methodologies and technologies to improve lifelong learning and works to encourage the development of good practice and standards in flexible learning. ICDE has consultative partner status with UNESCO, and shares that agency s key aim the attainment of quality education for all. In addition ICDE is guided by the following values: ICDE is member focused and involves members in decision making, in cooperative action and in cooperative problem solving. ICDE is transparent and members are able to follow the activities and decisions of the organization. ICDE believes that the needs of the learner must be central in the pursuit of education as a universal right. According to its constitution, the organization is governed by the following bodies: The Executive Committee is responsible for making policy decisions in accordance with ICDE s mission and constitution. Its responsibilities shall include those specifically noted in the constitution and all other matters not specifically allocated to another business body or the Secretary General. The Executive Committee is composed of six elected members. The Board of Trustees advises the Executive Committee, and monitors the conduct of the Secretary General, the President and members of the Executive Committee and is composed of five members The Election Committee verifies the qualifications of potential candidates for the Executive Committee and is composed of three members. ICDE s senior officers are the President and the Secretary General. The Secretary General being head of the Secretariat is responsible for the sound operation of ICDE in accordance with the particular legislative framework in which it operates. ICDE s legal representation and liability is with the Secretary General, who shall also be responsible for conducting the day-to-day management and business and all legal and financial matters of ICDE in accordance with the policies defined for ICDE by the Executive Committee and the mission and aims stated in the ICDE Constitution. The Secretary General represents ICDE in matters regarding its day-to-day activities and shall be responsible for the management of the Secretariat. In 2012, the staff of the Secretariat comprised four persons; the Secretary General, Head of Administration, Head of Information and Membership Services, and Information and Promotion Coordinator (part-time position). The Secretariat has contracts with third-party providers for services including accountancy and IT provision and has a cooperation agreement with the Norwegian Association for Distance Education for sharing office space and some administrative services. In 2012, ICDE had 136 paying members comprising 104 institutions, agencies and authorities, and 32 individual members, in addition to honorary individual members and associate members. 35% of ICDE s paying membership is in Asia, 25% in Europe, 13% in North America, 11% in Latin America and the Caribbean, and 8% in both Africa and Australasia. 1 ICDE Annual Report 2012

3 Contents ICDE profile Introduction Introduction by the President of ICDE Introduction by ICDE s Secretary General Executive summary The ICDE Strategic Plan Strategic Plan Development of the new Strategic Plan ICDE and Norway Activities providing added value for Norwegian institutions Relations with Norwegian distance education actors Relations with Nordic University Cooperation and Nordic actors Relations with UNESCO On-going areas of cooperation between UNESCO and ICDE UNESCO World OER Congress UNESCO participation at the 2012 ICDE Standing Conference of Presidents ICDE s General Delegate at UNESCO Events and related initiatives Events held in The 2012 ICDE Standing Conference of Presidents and Policy Forum Session at European Distance and E- Learning Network Annual Conference Online debate Planning for future events th ICDE World Conference on Open Learning and Distance Learning The 2013 ICDE Standing Conference of Presidents International Conference Projects and partnerships Regulatory frameworks for distance education Global Outlook on Open, Distance and Online Education The Open Educational Quality Initiative Quality standards Quality reviews Teaching Online an OER for teacher training in quality open and distance learning (ODL) International awareness campaign for open, distance and online learning ICDE Chairs in Open Educational Resources and Open Educational Practices Applications for externally funded projects under preparation Membership services Communication with members Benefits for ICDE members ICDE Annual Report

4 8.3. Recruitment of new members Regional and key national associations Membership fees Information Printed materials Electronic media Open Praxis, the peer-reviewed open access journal of ICDE Representation at conferences and meetings Governance The Executive Committee The Board of Trustees The Election Committee Changes to the ICDE Constitution Financial summary Conclusion ICDE Annual Report 2012

5 1. Introduction 1.1. Introduction by the President of ICDE This past year has been an interesting and challenging, but at the same time, also a rewarding year for me as President of ICDE. Since taking office in February 2012, I have been in intensive communication with the Secretariat in Oslo, Norway, and have seen how the commitment of and great synergy between the new Executive Committee members, the Secretariat and member organizations have enabled ICDE to strengthen its role as the leading global membership organization for open and distance education. And for this, I would like to convey my great appreciation for the tremendous effort by all parties to make 2012 a fruitful year. Looking back, in 2012 ICDE has managed to accomplish many objectives through existing networks, enhanced partnerships with key organizations endorsing open and distance learning (ODL), and good cooperation with member organizations. Through ICDE Standing Conference of Presidents meeting and Policy Forum, discussions of ODL policies have taken place, and joint activities with global as well as major regional players have enabled the promotion of quality in distance, flexible and ICT-based education. The ICDE International Conferences have provided necessary foums for the fostering of cooperation between members and widening opportunities for future collaboration. Greater cooperation with UNESCO during the World Open Educational Resources Congress has given significant exposure to ICDE s work, and commitment to promote global understanding and implementation of open educational resources. Internally, significant work was also undertaken by the Secretariat to increase membership services and participation which has resulted in an increased number of new memberships. More intensive communication among the ICDE business bodies and with member organizations using various means and through different forums have indeed sparked greater enthusiasm and interests in members to participate in ICDE activities and new initiatives. The projects, programmes, and activities undertaken by ICDE in 2012 are presented in this Annual Report prepared by the ICDE Secretariat and hopefully demonstrate how much has been achieved over the past year. We have a lot to be proud of and we will continue to follow up and build on the programmes and activities as a solid foundation upon which to raise further achievements in the upcoming year. Tian Belawati President of ICDE 1.2. Introduction by ICDE s Secretary General 2012 was the year when open education really made an entry on the global political agenda. The UNESCO World Open Educational Resources Congress issued the 2012 Paris OER Declaration calling upon governments worldwide to openly license publicly funded educational materials for public use. 1 In many regions OER, open, distance and online education became hot issues and, for example, in Europe a ministerial conference was held dedicated to these themes. In the United States, 2012 was labelled the year of massive open online courses (MOOCs), and disruption has been on everybody s lips also in ICDE. ICDE approaching 75 years and 25 years in Norway In 1988, shortly after the United Nations World Commission on Environment and Development published the Brundtland Report, Our Common Future establishing the broad political concept of sustainable development Gro Harlem Brundtland the chair of the Commission and the Prime Minster of Norway, offered for Norway to become the host country and a permanent supporter of ICDE. She declared: We hope that the Secretariat will be able to make an important contribution to the development of international cooperation in this vital and expanding area. The Minister of Education, Mary Kvidal, added that the Norwegian Government s offer would be one of the contributions of this country to international development and collaboration in the increasingly important field of distance education. The next 25 years what purpose for ICDE? Now, almost 25 years later, one can question whether ICDE has delivered what the Norwegian Government expected? Well, I leave it up to others to have the final say on this, but one can observe that ICDE during this period has been an active, global network which has supported its members throughout the world in delivering quality higher education to tens of millions of young people and adults through open and distance education, thereby contributing to a sustainable world. Many of the people who have benefitted from this 1 ICDE Annual Report

6 opportunity, have belonged to groups that otherwise would not have gained access to higher education. The impact that ICDE member institutions have made on the world has been significant for the global knowledge society and for contributing to social justice and innovation. ICDE has also in this period provided a two-way channel for Norwegian actors and higher education institutions for knowledge exchange with the world and to adapt to international achievements in the field. Has ICDE fulfilled its mission? In September 2012, the United Nations Secretary-General Ban Ki-moon launched the global Education First initiative with this appeal: I call on world leaders and all involved with education to join this initiative and fulfill the promise to make quality education available to all children, young people and adults. Together, we can empower individuals to transform our world. 2 In a further key UN initiative, the UNESCO led Education for All (EFA), Olav Seim, Director of the EFA Global Partnerships Team, said in an interview that even though there was considerable progress between 2000 and 2008, since 2010 the number of out-of-school children has stayed the same, at 61 million, and aid to education has stagnated. 3 And the World Bank has found that more than 620 million young people are neither working nor studying. 4 The OECD has shown through comprehensive studies that higher education is a goldmine for the individual and the society, 5 and the slogan education, education, education is on many ministers lips as an answer to global challenges. As we know from UNESCO estimates, more than 100 million new places are needed in higher education before Through the Global Consultation of Education NGOs during the Sixth Meeting of UNESCO s Collective Consultation of NGOs on EFA CCNGO/EFA4 (Paris, France, October 2012), ICDE was able successfully to influence the final declaration, in relation to the final push up to 2015 with the addition that Open Educational Resources and quality open, distance online and e-learning offer an important opportunity to be used to deliver on the EFA goals years after the Norwegian Government initiated its generous support for ICDE, and 75 years after the ICDE first came into being, we can conclude that the need for ICDE is stronger than ever. And I would like to add that in particular when disruptive initiatives such as MOOCs are capturing the educational and political agenda, the need for direction, purpose and quality in higher education increases. This is a task for ICDE. In conclusion I would like to give special thanks to the members of ICDE s business bodies - the Executive Committee, the Board of Trustees and the Election Committee - for their valuable contributions in building a new future for ICDE. Gard Titlestad Secretary General, ICDE nt.pdf 5 ICDE Annual Report 2012

7 2. Executive summary This Annual Report describes the activities carried out by the International Council for Open and Distance Education (ICDE) during It demonstrates progress towards the objectives of the organization in relation to its Strategic Plan and Activity Plan ( ICDE entered into partnership with key actors in higher education in its host country, Norway, to organize a leadership seminar and other activities to provide added value for institutions in line with the criteria stipulated by its key funder, the Norwegian Ministry of Education and Research. Cooperation with UNESCO has increased, through projects and initiatives, most notably ICDE s involvement in the UNESCO World Open Educational Resources Congress. The 2012 ICDE Standing Conference of Presidents and Policy Forum was hosted by member institution, Hamdan Bin Mohammed e-university in Dubai, United Arab Emirates, and ICDE reached out to members and the wider distance education community through a session at the European Distance and E-Learning Network Annual Conference, and through an online debate on the UNESCO/ World Bank Group sponsored Educational Technology Development portal. Preparations begin in 2012 for the organization of the 25 th ICDE World Conference, to be hosted by Tianjin Open University in China, and for the 2013 ICDE Standing Conference of Presidents to be hosted by the Open University of Portugal, in partnership with the European Distance and E-Learning Network saw the further development and consolidation of partnerships with key organizations including the Sloan Consortium, OpenCourseware Consortium, International Association of Universities and African Virtual University to carry out joint activities with regional or global reach. New projects including a global survey on open, distance and online education and the development of an open educational resource for teacher training in quality open and distance learning are under development. Existing initiatives have meanwhile received new impetus and direction through partnerships, targeted follow-up actions and research. ICDE s online journal, Open Praxis, was re-launched in 2012, hosted by member institution, Universidad Nacional de Educación a Distancia (UNED), Spain. Communication with ICDE s membership and key stakeholders has given greater emphasis to electronic communication, forums, and streamlined administrative procedures was a strong year for the recruitment of new members reflecting successful outreach activity. A new ICDE Executive Committee began its term of office on 1 January 2012 and this Executive Committee, through consultations and discussion groups with members of ICDE, has developed a new Strategic Plan for the period Note: The Annual Report is written in English, ICDE s language of operation. ICDE Annual Report

8 3. The ICDE Strategic Plan While this Annual Report follows the objectives of the Strategic Plan , 2012 saw the development of a new Strategic Plan for the period Strategic Plan The Strategic Plan published in 2009 provides the foundation for ICDE s work. Key objectives are as follows: ICDE shall be the global arena for the discussion of distance education policies. ICDE shall promote quality in distance, flexible and ICTbased education, and work for the achievement of a global understanding of quality within distance education. ICDE will contribute to the development of new methodologies and technologies, through the dissemination of information, supporting efforts to find solutions for countries with developing economies, and through working to increase awareness of the digital divide and steps taken to minimize the divide. ICDE will foster cooperation between members, leading to significant increases in cooperation between national and regional organizations, and greater opportunities for collaboration between institutions in the northern and southern hemispheres. The ICDE Secretariat s Activity Plan is published in combination with the Strategic Plan where activities designed to meet the strategic objectives are described. During 2012, a publication entitled ICDE Achievements was published summarizing achievements to date. Work towards meeting the objectives during 2012 is described throughout this report and is summarized in the conclusion. The Strategic Plan may be downloaded from: Development of the new Strategic Plan The new Strategic Plan was developed with the involvement of the ICDE membership during 2012, including a significant contribution from member institution, Universitat Oberta de Catalunya, Spain. Open online consultations with members in the form of focus groups were held in September and October and key external stakeholders were subsequently consulted. In November, at the Standing Conference of Presidents (SCOP) meeting in Dubai, leaders of ICDE member organizations discussed the draft strategy and recommended priorities in plenary session and in groups. The ICDE Executive Committee developed the final Strategic Plan taking into consideration input from the entire process. While the new Strategic Plan builds on the strategic objectives of the previous one, one new strategic objective was added: To strengthen ICDE membership and governance, and engage members in collaborative activity and organizational development. The Strategic Plan for is published at: 4. ICDE and Norway ICDE established its Secretariat in Oslo in 1989 on the basis of generous funding from the Government of Norway. Today, ICDE receives an annual grant for the promotion of international activity in the area of distance education and flexible learning. The terms of the grant are that ICDE shall work to foster relations with Norwegian educational institutions and authorities in order to provide access to ICDE s expertise and network in international distance education. Representatives of the ICDE Executive Committee and the Secretary General hold annual meetings with the Ministry of Education to coordinate approaches, while the Secretary General ensures regular contact. ICDE is proud to count five institutions, one agency, two individual members and one associate member from Norway among its membership. 7 ICDE Annual Report 2012

9 4.1. Activities providing added value for Norwegian institutions ICDE formed a partnership with the Norwegian Association of Higher Education Institutions and ICDE member Norway Opening Universities to arrange a seminar for rectors and senior management of Norwegian institutions of higher education on the theme of High quality higher education in an increasingly more open and online world. The event sought to bring together perspectives on open, distance and online learning from around the world with those from Norway, with emphasis on leadership, strategies and organization at the intersection of campus-based and distance education. The seminar was opened by Kyrre Lekve, State Secretary at the Ministry of Education and Research and featured contributions from leading international and Norwegian universities including ICDE Executive Committee members. The event was successful in raising awareness of open and distance education and open educational resources on the strategic level among higher education institutions in Norway. Most higher education institutions in Norway were represented at the event. Also in cooperation with Norway Opening Universities, rectors of Norwegian institutions received personalized Norwegian language invitations to attend the ICDE Standing Conference of Presidents Relations with Norwegian distance education actors ICDE has a highly beneficial relationship with actors within the distance education community. Through sharing office premises, ICDE and the Norwegian Association for Distance Education (NADE) are fortunate to be able to benefit from continuous dialogue and information exchange about the Norwegian distance education arena and how the Norwegian context interacts with the international context of ICDE. NADE is an associate member of ICDE. ICDE is fortunate to have Norway Opening Universities (NOU) as an active member of the organization. Norway Opening Universities is an enthusiastic supporter of the organization s work and the Secretary General of ICDE has regular contact meetings with the Executive Director of NOU. In December he took part in an NOU Board Meeting where he delivered a report entitled Open Educational Resources (OER), MOOCs and Open Education what is happening? This is foreseen as the first step in preparing a Norwegian and/ or Nordic Initiative for knowledge exchange on OER and open and distance education. ICDE, NOU and the Norwegian Association of Higher Education Institutions have also initiated regular tripartite dialogue with a view to carrying out future joint activity Relations with Nordic University Cooperation and Nordic actors ICDE established cooperation with Nordic University Cooperation through the Norwegian Association of Higher Education Institutions. ICDE has been represented in a Nordic network promoting OER, the Nordic Alliance for Open Education. 5. Relations with UNESCO ICDE has consultative partner status with UNESCO, and works together with UNESCO in the service of international cooperation and development. This status grants ICDE s members a voice at UNESCO, while obliging ICDE to acquaint its members with UNESCO programmes, activities and achievements pertaining to open and distance education. The Secretary General held a series of contact meetings with staff at UNESCO Headquarters in Paris, France, during 2012 including the Assistant Director-General Education Sector and the Assistant Director- General Communication and Information Sector. ICDE has also been represented in the UNESCO Education for All, EFA, consultations, and was instrumental in establishing OER and distance education as a key measures in follow up on the post EFA agenda (after 2015). New guidelines for UNESCO relations have been agreed by ICDE s Executive Committee and implemented, and relations and partnership development are good On-going areas of cooperation between UNESCO and ICDE ICDE and UNESCO cooperate on a number of areas, in particular: Discussions on the organization of a high level policy forum on open, distance and online learning The inclusion of a survey of the use of innovative technologies in the BRICS countries as a part of the Global Outlook on Open, Distance and Online Learning (see 7.2) ICDE Annual Report

10 Issue relating to the greater acceptance of open educational resources, and follow up actions on the Paris OER Declaration (see 5.2, below) Teacher education and open, distance and online learning in Africa (see 7.6) 5.2. UNESCO World OER Congress ICDE was invited by UNESCO to provide good practices, identify key stakeholders, and to raise awareness and promote the First UNESCO World Open Educational Resources Congress in Paris, France June 2012, as well as the series of regional policy forums due to precede it. The Congress gathered governmental actors, and included a programme of seminars and panel discussions and exhibition of OER initiatives. The focus was to invite governments to view and discuss the merits of open educational resources and to adopt a declaration that calls on governments to support the sustainable development and dynamic use of OER. ICDE had a role in the parallel Open Seminar and Exhibition. ICDE held first a good and wide-reaching dialogue with regional actors within open and distance learning on OER and on the content of the declaration to be adopted at the World OER Congress. These associations gave input to the organization of the Congress, to the declaration itself, and discussions lead to the formation of a panel which will examine the opportunities from OER and open and distance education. Participants in the ICDE panel were Tian Belawati, Universitas Terbuka, Indonesia, and President of ICDE; Gard Titlestad, Secretary General, ICDE; Tony Mays, National Association for Distance Education and Open Learning, South Africa; Mona El Ayoubi, Hamdan Bin Mohammed e-university, United Arab Emirates; Anthony Camilleri, European Foundation for Quality in E-learning; and Jim Barber, University of New England, Australia. ICDE also took part in the political part of the Congress and achieved a prominent role for the organization, recognition from relevant stakeholders and wide dissemination of the outcomes of the World Congress UNESCO participation at the 2012 ICDE Standing Conference of Presidents David Atchoarena, Director of the Division for Teacher Development and Higher Education and Zeynep Varoglu, Programme Specialist, Communication and Information Sector participated in this ICDE meeting, and also met for informal talks with the ICDE Executive Committee ICDE s General Delegate at UNESCO ICDE s General Delegate at UNESCO, Bernard Loing, stepped down from his position as President of the NGO Conference and President of the NGO-UNESCO Liaison Committee at the International Conference of Non-Governmental Organizations (NGOs), which took place at UNESCO Headquarters in Paris, France in December. ICDE s Secretary General attended and expressed ICDE s gratitude for his work. UNESCO ICDE relations are now handled directly between UNESCO headquarters in Paris and the ICDE Secretariat in Oslo. 6. Events and related initiatives ICDE s fourth key objective is to foster cooperation between members. Conferences bearing the ICDE brand are important elements to this strategy (Strategic Plan , page 3 and page 6). Since 1939, ICDE has organized conferences to support the exchange of ideas between practitioners of open and distance education. These arenas have proven valuable for the development of institutions and for on-going analysis of open and distance education policies worldwide. Three types of meetings have developed: World Conferences organized biennially, International Conferences with a regional focus and the Standing Conference of Presidents (SCOP) and Policy Forum organized every year for Presidents and other Executive Officers of member institutions. Each of these events is run in cooperation with a member institution. Formal calls for the hosting of meetings are announced through the ICDE newsletter and website, and an institution must present a written proposal for consideration by the ICDE Executive Committee Events held in 2012 The seminar organized for rectors and senior management of Norwegian higher education institutions by ICDE and the Norwegian Association of Higher Education Institutions in partnership with Norway Opening Universities was a significant achievement for the organization in 2012 (see 4.1.). The 2012 ICDE Standing Conference of Presidents and Policy Forum were held in the United Arab Emirates, and ICDE reached out to members and the wider distance education community through a session at the European Distance and E- 9 ICDE Annual Report 2012

11 Learning Network Annual Conference, and through an online debate on the UNESCO/ World Bank Group sponsored Educational Technology Development portal The 2012 ICDE Standing Conference of Presidents and Policy Forum The 2012 ICDE Standing Conference of Presidents (SCOP) meeting and Policy Forum were held in November 2012 in Dubai, United Arab Emirates, hosted by Hamdan Bin Mohammed e-university. Around 85 institutional leaders and other executives from 45 countries participated in the meeting. The theme was ODE: Barriers, Opportunities & Strategies Forward, and the focus was on challenges and strategies for the implementation of open, distance and flexible learning. H.H. Sheikh Nahyan Bin Mubarak Al Nahyan, UAE Minister of Higher Education and Scientific Research, inaugurated SCOP Keynote presentations were given by Badr Aboul-Ela, Director of the Commission for Academic Accreditation, Ministry of Higher Education and Scientific Research, U.A.E. and Vice-President of the Arab Network for Quality Assurance Agencies in Higher Education,; David Atchoarena, Director for Higher Education, UNESCO and Sanjaya Mishra, Director of the Commonwealth Educational Media Centre for Asia. The Policy Forum held within the programme of the meeting discussed the development of the ICDE Strategic Plan for the period Session at European Distance and E- Learning Network Annual Conference The Secretary General presented in the session entitled Distance and e-learning policy and strategy on Thursday morning with an address entitled Challenges for policies, strategies and leadership in an increasingly open world. An evening event for ICDE members was organized for representatives of member institutions and associations, as well as individual members. A presentation of ICDE s on-going activities was held and input sought on where ICDE's priorities should lie, and which activities the organization should concentrate on in partnership with its members. This activity represented the first stage in a series of consultations with members during the development of ICDE s strategy for the period Online debate ICDE convened an online debate on open and distance learning on the UNESCO/ World Bank Group infodev sponsored Educational Technology Debate portal. The debate featured contributions from ICDE members representing the BRIC nations of Brazil, Russia, India and China on trends and challenges in open and distance learning in their countries. The debate was the fourth most read debate of 2012, and significant contributions came from the wider ODL community to this forum with over 2,000 subscribers. The inspiration for the debate came from a session organized by ICDE at the annual Online Educa Berlin conference in Germany in December It is a key priority for ICDE to increase communication between developed and developing nations (Strategic Plan , page 3). ICDE Annual Report

12 6.2. Planning for future events During 2012, ICDE began planning for events to be held in 2013 and th ICDE World Conference on Open Learning and Distance Learning The 25 th ICDE World Conference on Open and Distance Learning will be hosted by Tianjin Open University, China, on October Tianjin is a coastal city approximately 120km from Beijing and was selected following a bidding process. The Secretary General made a visit to China in 2012 to undertake planning meetings with Tianjin Open University. A Core Programme Committee, and International Programme Committee, have been established, speakers invited, and the website and initial promotion launched The 2013 ICDE Standing Conference of Presidents The Open University of Portugal in partnership with the European Distance and E- Learning Network was selected as host after an open bidding process, and. the contract was due to be signed in early The theme is to be Leadership in the Time of Openness: Sustainable Visions, Innovative Strategies and Creative Business Models International Conference An ICDE International Conference to be hosted by Universidad Nacional de Educación a Distancia (UNED) was under planning in 2012, to be held in March The purpose of the conference is to bring together higher education institutions, distance education institutions, and traditional face-to-face education institutions that apply methodologies based on open and distance education technologies, and to create a space where academics, teachers, researchers, politicians and social and economic actors can collaborate and discuss how to generate and transfer knowledge for building inclusive, successful and intelligent societies. The theme for the Conference is Mobilizing Distance Education for Social Justice and Innovation Projects and partnerships Cooperation and partnership represent a core working method and strategy for ICDE (Strategic Plan , page 2). Development of partnerships with the following organizations was carried out during 2012: UNESCO; the Southeast Asian Ministers of Education Organization (SEAMEO); the European Union (EU); Commonwealth of Learning (CoL); The Sloan Consortium (SLOAN-C); The OpenCourseWare Consortium (OCWC); International Association of Universities (IAU); African Virtual University (AVU) and regional associations. A Memorandum of Understanding was agreed with OCWC, and an agreement is under preparation with AVU. Dialogue continued on closer cooperation on projects with the Southeast Asian Ministers of Education Organization (SEAMEO) and ICDE member institution Universitas Terbuka, Indonesia, represented ICDE at the SEAMEO Centre Directors Meeting during Several projects are underway Regulatory frameworks for distance education As a key activity under the objective to become the global arena for the discussion of distance education policies, ICDE launched a project with partial funding from ICDE to study regulatory systems within distance education throughout the world (Strategic Plan , page 4). The successful project consortium of the International Network for Quality Assurance Agencies in Higher Education, the Australasian Council on Open, Distance and E-Learning, the Distance Education Hub (DEHub), and the Australian Universities Quality Agency (AUQA) looked at the regulatory environment for distance education in 24 countries in the Southwest Pacific/ South East Asia Region. The consortium delivered their final report in early 2012 and an online resource presenting key data on the countries and case studies of nine institutions in the region was also completed. Lessons were learned about the limitations to methodology, and the conclusion reached was that policy frameworks are not the most significant issue in constraining the development of distance education. Work in disseminating the findings was carried out, including a presentation at the 2012 ICDE Standing Conference of Presidents. An ICDE Policy Brief is under preparation by representatives of ICDE member institutions in Australia, Portugal and South Africa, and is expected to be published early in ICDE Annual Report 2012

13 7.2. Global Outlook on Open, Distance and Online Education The purpose of this project is through a survey and report - to provide greater global visibility and to promote the importance of open, distance, flexible and online learning, including e-learning and to provide background for policy development on the field. It thus seeks to fulfil similar aims to those stated in the Strategic Plan in relation to distance education statistics and development of an understanding of the values and possibilities of distance education (Strategic Plan , page 4). A partnership has been established between ICDE, UNESCO, the Sloan Consortium and the Babson Survey Research Group (BSRG). Other close partners are the International Association of Universities and StudyPortals. The draft project description has been approved by the Executive Committee The Open Educational Quality Initiative ICDE s second strategic objective to contribute to the development of new methodologies and technologies challenges ICDE to develop a strategy for enhancing open educational resources freely available teaching and learning materials in an international setting (Strategic Plan , page 5). As the first element of this, and indeed to meet ICDE s strategic objective to promote quality (Strategic Plan , page 3), ICDE was from a project partner in the Open Educational Quality (OPAL) Initiative. During 2012 final reports were completed and accepted by the European Commission. ICDE s involvement led to visibility, improved the basis for future activity with UNESCO, created a basis for future European projects, engaged members, and provided members with useful results and tools. ICDE took part in an application to the European Commission for funding for a follow-up project, EUOER, though this was unsuccessful. It is expected, however, that ICDE will enter into partnerships in order to deliver a new application for the next round of funding proposals in The OPAL website: Quality standards Following discussions and consultations at the Standing Conference of Presidents meetings between 2008 and 2010, and the Policy Forum of 2010, it was determined that ICDE would seek external help in its aim to explore and describe criteria for excellence and accreditation strategies for its members (Strategic Plan , page 5). It was envisaged that this would lead ultimately towards the creation of a template for defining quality (Strategic Plan , page 5). No acceptable proposal had been received, and it was envisaged that a new call would be announced in Quality reviews As a key action to promote quality in flexible and ICT-based education, ICDE will offer member institutions an external peer review of the student learning experience (Strategic Plan , page 5). This is designed to support institutions in their ambitions to enhance quality in student support, and in their developmental work. The proposal is thus not accreditation but assessment of quality, the opportunity to learn from others and to implement best practice. During 2012, the Secretariat launched a call for expressions of interest for reviewers which has now created a healthy pool of experts from all areas of the world. A Market survey was conducted, business case report delivered, and the EC agreed that the Secretariat could launch this member service in Teaching Online an OER for teacher training in quality open and distance learning (ODL) Given increased demand globally for faculty training in ODL and enhanced quality in distance and online learning through open courseware at the higher education level, this initiative will lead to the development of a high quality OER in the form of open online courseware for faculty training in open and distance and online learning. This is a key strategy towards the aims stated in the Strategic Plan for defining quality in distance education, creating a common language about distance education, while at the same time reflecting the values and interests of both developed and developing countries. (Strategic Plan , page 5). The organization carried out wide consultations including with the African Council for Open and Distance Education (ACDE), Asian Association of Open Universities (AAOU), European Association for Distance Teaching Universities (EADTU), African Virtual University, China Open University, the Open University of the Netherlands, UNESCO, The Commonwealth of Learning (COL), The OpenCourseWare Consortium, and Sloan Consortium. These discussions concluded that the first regional areas of priority should be Africa and Asia. A call for interest in establishing the project is foreseen to be launched in ICDE Annual Report

14 7.7. International awareness campaign for open, distance and online learning ICDE aims to work with the education sector internationally to support the development of an understanding of the values and possibilities of distance education as an instrument for lifelong learning (Strategic Plan , page 4). Following considerable mapping and preparation work previously carried out by the University of South Africa (Unisa), Study Portal was designated as an additional partner, with their DistanceLearningPortal. Unisa and ICDE have established a better defined project description which will work towards increased understanding for ODL among institutions, policy makers and society and provide added value for members. The campaign was launched at the 2012 ICDE Standing Conference of Presidents meeting, and the purpose is to increase visibility and recognition of open, distance and online learning (ODL), institutions offering ODL and embracing ODL practices, and demonstrate their relevance in modern education. The campaign will seek to demonstrate that higher education represents significant value for the individual and society, and in particular through ODL; promote barrier-free access to higher education and the impact that higher education has on skills development; create awareness of innovative practices and innovation in ODL, e.g. MOOC s, etc.; create awareness of participating associations and institutions; and create understanding of quality in open, distance and online learning. Activities will include the production of communication and marketing products and services, information for students regarding open and distance learning opportunities worldwide through DistanceLearningPortal; new prizes for innovative and best practice in ODL; the collecting and sharing of best practices and actions tied to ICDE s forthcoming 75 th anniversary ICDE Chairs in Open Educational Resources and Open Educational Practices The proposal for the establishment of ICDE Chairs in Open Educational Resources and Open Educational Practices was announced at the 2012 ICDE Standing Conference of Presidents meeting. Institutional members will be invited to suggest candidates and these will be peer reviewed by a panel of experts before the Executive Committee appoints ICDE Chairs. The UNESCO Chairs on OER who represent ICDE member institutions will be invited to become ICDE Chairs Applications for externally funded projects under preparation A number of applications for external funding were under preparation in late 2012, for submission in 2013: European Commission: IDEAL distance education and adult learners European Commission: LangOER OER and smaller languages European Commission: OPENEdunet Academic network/ project. A follow up project to the Open Educational Quality Initiative (see 7.3.) Nordic Council of Ministers' NordPlus programme: A network on OER 8. Membership services 8.1. Communication with members Continued emphasis on news dissemination has improved ICDE s visibility and the general information flow to members. A separate newsletter is usually prepared for ICDE members in order to provide extra exposure for member benefits including special offers and reduced conference fees. The investment in a customer relationship management database represents an important tool for tracking and maintaining relations with individual stakeholders both within member institutions and beyond. In 2012, ICDE also began to use Google Groups for online discussions, and also began to invoice for the ICDE membership fee through electronic invoicing Benefits for ICDE members ICDE sought during 2012 to increase awareness of the specific benefits available to existing and potential ICDE members. A summary of benefits was distributed to members and published on the ICDE website with dissemination through the organization s news channels. ICDE also concluded agreements with third-party organizations for a number of special offers Recruitment of new members During 2012, significant work was carried out with the aim of increasing the number of members, ensuring that ICDE is open and globally representative, and ensuring a fair and firm membership policy. Analysis of 13 ICDE Annual Report 2012

15 the membership structure was presented to the Executive Committee and revised membership fees and special offers for 2013 decided. The ICDE Secretariat actively follows up all enquiries regarding membership, and works to encourage members which have failed to renew, to return to the organization. Prospective member institutions are required to provide evidence of recognition in their home country before their applications are presented to ICDE s Executive Committee for approval. By the end of 2012, ICDE had 136 paying members comprising 104 institutions, agencies and authorities (an increase from 98 in 2011), and 32 individual members (an increase from 22 in 2011), in addition to 14 associate members, and honorary members. 20 new individual members joined ICDE in 2012, and 17 new institutional members came into the organization. These were: Anadolu University, Turkey Arab Open University (AOU), Kuwait Beyond Distance Research Alliance, University of Leicester, UK CAP College Foundation, Inc., Philippines Cyber Hankuk University of Foreign Studies, Korea Eurasian Open Institute, Russian Federation Kstudy Korea Distance Lifelong Education Center, Korea Massey University - Office of Distance Education, New Zealand Ministry of National Education and Culture, Indonesia Ministry of Science, Technology and Tertiary Education, Trinidad and Tobago National Open University of Nigeria (NOUN), Nigeria NKI Nettstudier, Norway Open University of Tanzania Thompson Rivers University, Canada Universidad Blas Pascal, Argentina Universidad Estatal a Distancia UNED, Costa Rica, Central America Virtual University of Pakistan 8.4. Regional and key national associations The ICDE Strategic Plan states that ICDE should work more closely with national and regional organizations (Strategic Plan , page 6). Associate membership allows associations to play a role in ICDE task forces and projects, to launch activities and events in partnership with ICDE, to promote links between the organization s members and ICDE members, and to work together to disseminate news of projects and initiatives. Presidents of seven associate members contributed regional reports for publication in the ICDE Highlights publication which appeared in early 2012 and two successful telephone meetings conducted on World OER Congress and ideas for the promotion of ODL. In late 2012, the ICDE Executive Committee decided to establish the ICDE Consultative Committee (ICC) for the period in which representatives from regional associations are invited to participate. A mandate is to be developed early in Membership fees During 2012, the Executive Committee authorized the Secretariat to make a number of changes to its membership policy from 2013, including an increase in fees by 10%, a requirement that membership fees be paid by the start of the calendar year, and the stipulation that members leaving the organization remain liable for unpaid membership fees where notice of leaving is not given within a specified timeframe. 9. Information ICDE seeks to be the global arena for the discussion of distance education policy and publications and dissemination of information are central to this objective (Strategic Plan , page 3). ICDE continued its work to improving its website and information dissemination during the year (Strategic Plan , page 5 and page 6). Open Praxis, was re-launched in 2012 (Strategic Plan , page 6). ICDE Annual Report

16 9.1. Printed materials The annual Highlights publication was published in January 2012 and distributed to ICDE members and stakeholders. A publication entitled ICDE Achievements was produced in June 2012, and was distributed at the European Distance and E-Learning Network Annual Conference, and subsequently sent to members. Flyers were also prepared to promote Open Praxis and membership offers at key events Electronic media According to the Strategic Plan, the ICDE website should be used for dissemination, as a source of reference and as an arena for cooperation and interaction (Strategic Plan , pages 4-6). During 2012, the ICDE Secretariat sustained the regular publication of news stories and its newsletter service which is sent to approximately 15,000 active addresses, normally twice per month. The organization also uses Facebook, Twitter, YouTube and SlideShare to disseminate news and resources Open Praxis, the peer-reviewed open access journal of ICDE During 2012, Inés Gil Jaurena of Universidad Nacional de Educación a Distancia (UNED), Spain, having been selected by ICDE s Executive Committee as the editor of Open Praxis carried out work with support from the ICDE Secretariat to form and activate an Editorial Board, set up a new website for the journal, launch a calls for papers, and carry out promotion through Twitter and other channels. Volume 5 issue 1 on the theme of openness in higher education was under preparation by the end of 2012 with eleven papers accepted for publication, and was due to be published in January ICDE s Executive Committee also determined during 2012 that Universidad Nacional de Educación a Distancia (UNED), Spain would continue as host for the journal during the period Representation at conferences and meetings ICDE s Executive Committee and Secretary General receive frequent invitations to attend third-party conferences. It is usual for the hosting institution or the Executive Committee member s own institution to fund their participation. During 2012, ICDE was represented at the following conferences: Policy and Strategy Round Table: Creating a Culture of Shared Knowledge in the Arab World: The Role of Open Educational Resources, Hamdan Bin Mohammed e-university (HBMeU), Dubai, UAE, 30 January. Frits Pannekoek, chair; Gard Titlestad, participant Education in a Social Transformation Era: Innovate or Evaporate, HBMeU Annual Congress 2012, Dubai, UAE, 31 January - 1 February. Frits Pannekoek, presentation; Gard Titlestad, presentation x 2 Opportunities from a more open and online world, Academic staff seminar, China Open University, Beijing, China, 21 February. Gard Titlestad, lecture The AVU Multinational Project Policy Harmonization and Curriculum Conceptualization Workshop, Kenya, Nairobi, 9-12 July; Gard Titlestad, presentation OECD Institutional Management in Higher Education General Conference, Paris, France, September, Gard Titlestad, paper and presentation The integration of open and flexible education in European higher education systems; New Models, New markets, New Media, European Association of Distance Teaching Universities 25th Anniversary Conference, Paphos, Cyprus, September. Gard Titlestad, presentation Challenges and opportunities from a more open and online world, The 4th Smart E-Learning Russia Conference, 9-10 October, Moscow, Russia. Gard Titlestad, video presentation 15 ICDE Annual Report 2012