Title: THE GLOBAL DEVELOPMENT LEARNING NETWORK GDLN AND THE PONTIFICIA UNIVERSIDAD CATLICA DEL PER PUCP: CO
1THE GLOBAL DEVELOPMENT LEARNING NETWORK (GDLN)
AND THE PONTIFICIA UNIVERSIDAD CATÓLICA DEL PERÚ
(PUCP) COLLABORATION PERSPECTIVES TO BENEFIT THE
COUNTRY
- Washington DC, December 4, 2003.
2WHAT IS GDLN?
3What is GDLN?
- The Global Development Learning Network (GDLN)
is a worldwide partnership of distance learning
centers and other public, private, and
non-governmental organizations committed to
development learning and development dialogue for
lasting poverty reduction. Offering a unique
combination of distance learning technologies and
methods, GDLN facilitates timely and
cost-effective knowledge sharing, consultation,
coordination, and training. - Through GDLN, individuals, groups, and
organizations design and deliver courses,
seminars, and other activities that cover the
full range of development issues.
4BACKGROUND
5BACKGROUND
- Predecessor
- World Bank Learning Network (WBLN)
- Launched in 1997.
- Relied on World Banks existing communications
network and used the country offices as distance
learning centers. - Primarily offered courses from the World Bank
Institute. - Program provider selected audiences beforehand.
- Strictly seen (and managed) as a provider of
technical facilities. - Disadvantages
- Only videoconferencing, no web platform.
- Didnt allow for the development of decentralized
networks. - World Bank presence, in the name alone, limited
access to funds and other resources from
international cooperation agencies. - Soon thereafter, an independent network of
centers was proposed.
6BUILDING A NEW NETWORK
7Building a New NetworkObjectives
- The network should
- Be as effective as face-to-face education.
- Cost-efficient
- Reach a wider audience.
- Content offerings from a wider pool of program
providers. - New partners, new rules, in the following
aspects - Audience.
- Types of content to be offered.
- Technology adaptation.
- Autonomy of the centers in defining their
operational structure.
8Building a New NetworkAdult education in the
Programs
-
- Based on clearly established training needs.
- Use of a variety of learning and teaching
strategies and of methodologies based on
simulations, case studies and problem solving
exercises. - Learning materials should bring out and
incorporate the experience of the student. - Programs should be participatory.
- Programs should promote interaction among the
participants, as well as with the participants
and professors and experts. - Have a support system for the student. (tutor)
9Building a New NetworkAudience, Content,
Technology
10Building a New NetworkGeneral Results Expected
-
- Increase knowledge in the various topics on
development with the final objective of
alleviating poverty and promoting social and
economic development.
11GDLNs TECHNOLOGICAL PLATFORM AND ITS COSTS
12GDLNs Technological Platform and its Costs
Model of a Center
The centers are equipped with a
video-conferencing room, one or two multimedia
rooms, and VSAT or ISDN or Internet
communications technology.
13GDLNs Technological Platform and its Costs Costs
- Cost of a distance learning center fluctuates
between US 100,000 and US 1.5 million,
depending on existing infrastructure, type of
connection (VSAT or ISDN), and if the operating
costs for the first three years are included (if
WB/government financing is involved). - Thanks to the support of PUCP en Líne_at_, the
investment that PUCP made was US 0.00 in order
to initiate operations as a GDLN center.
Moreover, a technological upgrade was achieved
with a videoconference mini-bridge.
14GDLNs Technological Platform and its Costs
However, in Latin America and the Caribbean
- Private and public organizations and
universities were invited to become part of GDLN
as distance learning centers and content
providers. - These institutions had the following
- ISDN connections instead of satellite.
- Existing internet platforms for the development
of institutional distance education efforts. - This all meant a significant contribution to
the GDLN initiative because these centers were
operational from the onset since financing for
the construction and equipping of a center was
not required.
15GDLNs Technological Platform and its Costs
Centers in Latin America and the Caribbean
They were already equipped with the technical
facilities and focused towards other areas of
interest to GDLN.
16WHERE GDLN OPERATES
17Where GDLN Operates
Alemania Bélgica España Francia Italia Países
Bajos Portugal (Reino Unido) Total7
Bosnia, Latvia Lituania (2) Rusia (2) Polónia,
Rumania Ucrania Turquía (2)(1) (Yugoslavia) Tot
al11
Canadá Washington, DC Total2
Afganistán India (1) Sri Lanka Total3
Bolivia Brasil Chile Costa Rica
(2) Colombia República Dominicana Ecuador
Arabia Saudita Egipto Jordania Total3
Benin Costa de Marfil Etiopia Ghana(1) Mozambiqu
e Senegal Tanzania Uganda Total8
El Salvador GuatemalaHonduras (2) México Nicaragu
a Panamá Perú Venezuela
China (3) Rep. de Corea (Malasia) Mongolia Filipi
nas Singapur Tailandia Timor Leste Vietnam Austral
ia Total11
GDLN Total 62
Total LAC17
18Where GDLN OperatesCenters in Latin America and
the Caribbean (lac.gdln.org)
- Superintendencia Nacional de Administración
Pública (La Paz, Bolivia). - Misión Residente del Banco Mundial (Brasilia,
Brasil) (). - Universidad de los Andes (Bogotá, Colombia) ().
- Instituto Interamericano de Cooperación para la
Agricultura - IICA-OEA (San José, Costa Rica). - Univ. de Educ. a Distancia de Costa Rica (San
José, Costa Rica) (). - Universidad de Chile (Santiago, Chile). ().
- Universidad Técnica Particular de Loja (Quito,
Ecuador), con el apoyo de Globatel (). - ONG Infocentros (San Salvador, El Salvador).
- Universidad Rafael Landívar (Ciudad de Guatemala,
Guatemala). - Consejgo Hondureño de Ciencia y Tecnología
(Tegucigalpa, Honduras) - Universidad Autónoma de Guadalajara (Guadalajara,
México) (). - Misión Residente del Banco Mundial (Managua,
Nicaragua). - Pontificia Universidad Católica del Perú (Lima,
Perú) (). - Instituto Nacional de Administración Pública
(Santo Domingo, Rep. Dominicana) (). - Misión Residente del Banco Mundial (Caracas,
Venezuela).
19Where GDLN OperatesPotential of the GDLN Peru
National Network
Iquitos
Piura
Lambayeque
Chiclayo
Cerro de Pasco
Trujillo
Huancavelica
Lima
Ayacucho
Cuzco
Arequipa (2)
Tacna
20HOW TO PARTICIPATE IN GDLN
21Levels of participation in GDLN
- Content Providers - Program Partners - PP
- Distance Learning Centers - DLCs
- Donors
22Levels of participation in GDLN Types of
Activities
- Courses
- Seminars and global dialogues
Learning Programs from recognized organizations
and institutions, developed in complementary
platforms (internet videoconferences). Intern
ational events for knowledge dissemination and
discussion by videoconference
23Levels of participation in GDLN
24THE PROACTIVITY OF DISTANCE LEARNING CENTERS OF
LATIN AMERICA AND THE CARIBBEAN
25The Proactivity of LAC Centers Aspects to be
taken into consideration
- The quality of the educational content
- The relevance of subject addressed
- The efficiency in process and procedures
- The Centers self-sustainability
- The decision-making by consensus
- The resource maximization use
- The respect for diversity and
- The impact in the development of the countries.
26Proactivity of LAC Centers Main Results
- Support of GDLN and Centers for the development
of Global Dialogues that have shown their
efficiency to evaluate the public interest, to
disseminate and exchange knowledge and promote
work among practitioners. - 2) Seed Fund for Content Conversion to Distance
Learning Format this fund allows for the
creation of a portfolio of Latin American
educational activities. - 3) Academic Committee provides the guidelines
for content evaluation of GDLN LAC activities.
27Proactivity of LAC Centers Main Results (2)
- Fostering Partnerships in order to broaden the
content diversification and to integrate efforts
with National Governments and NGOs seeking
impact and self-sustainability. - 5) Opportunity to share knowledge and best
practices the Centers share their sacred fires.
28Proactivity of LAC Centers Main Results (3)
6) Expansion a network of networks linkage with
other networks a) ATEI, ITESM, British
Council b) Integration with PAHO Virtual Campus
to build The Health Partnership for Knowledge
Sharing and Learning in the Americas, and
development of national networks in Brazil,
Colombia, Costa Rica, Chile, Ecuador, Mexico,
Peru and Domenican Republic.
29Proactivity of LAC Centers Main Results (4)
- 7) Sector Approach
-
- Health
- Support to SMEs and young entrepreneuship
- Support to Agricultural Sector.
- Others
- Education
- Information and Communication Technologies
- Trade
30GDLN AND PUCP PERSPECTIVES OF COLLABORATION
31Perspectives of collaborationBackground
- Since December 2000, GDLN PERU PUCP works as a
GDLN Distance Learning Center in Peru developing
programs and offering content. - Up to now, GDLN PERU PUCP has supported the
delivery of 24 courses and 53 global dialogues. - In 2001, the PUCP distance learning format course
proposal, the Diploma de Especialización en
Gestión de Recursos Tecnológicos en Salud, was
selected by GDLN centers as a grant benefiary of
US 20,000.00 for its development. The course has
been delivered since September 2003 to more than
120 students in Ecuador, Nicaragua, Paraguay and
Peru.
32Perspectives of collaborationThe near future
- Donation from the Office of Perus Executive
Director to develop Global Dialogues - This donation will be used to develop the
knowledge sharing activities that - Should link to development topics.
- Will be offered to all GDLN centers.
- Could be broadcast to two or more cities within
the same country. - Could be proposed as pilots for future activities.
33Perspectives of collaboration The Immediate
Future
- Distance Learning Conversion Seed Fund II
Through this call for proposals grants of US
20,000.00 to be used for the development of
distance learning courses. Only GDLN LAC Centers
participate. The proposal - Should relate to development topics.
- Should comply with institutional distance
education guidelines, in the case of Peru, the
proposing faculty is responsible for the contents
and PUCP Virtual will provide support for the
program design to distance modality. - Contents should have a regional perspective as
the GDLN LAC centers will select the winners. - It is recommended to reserve part of the funds
for the implementation phase. - National broadcast to two additional cities in
Peru.
34Perspectives of collaboration The Immediate
Future
- Ownership of sector leaderships
- In accordance with the adoption of sectoral
focuses and in recognizing GDLNs capacity to
bring together stakeholders, GDLN encourages
institutions that sponsor GDLN LAC centers to
assume national leadership in the sectors
identified by the network. -
- For this effect, GDLN promotes establishing
partnerships with diverse cooperation agencies so
that they may support activities that will take
place in the framework of the sectoral focus. - In this manner, the identification and promotion
of activities is encouraged, as well as leaving
an open space for GDLN centers to organize
themselves individually or collectively to assume
regional leadership in particular sectors.
35Perspectives of collaboration The Technological
Future of GDLN in LAC
- Migration to platforms of advanced networks
- GDLN in LAC is evaluating the migration to
advanced network platforms (similar to Internet 2
or Red CLARA). The grounds for this are - The best transmission quality for contents
(audio, voz, video, data, and in general) in
comparison to existing internet and ISDN
technology. - Access to other sources of information and
knowledge of superior value. - The involvement of various countries in these
experiences Argentina (RETINA), Brasil (RNP),
Chile (REUNA), Mexico (CUDI 2), Venezuela
(CNTI-REACCIUN) and soon, Perú (RAAP). - Reduction of costs in the long-run (if virtuous
circles are developed, of applied research in
development projects, that at the same time
include activities in distance education and
knowledge exchange).
36Perspectives of collaboration The Future of GDLN
and PUCP in Peru
- With the success and growth GDLN has had,
especially in LAC, and the need to articulate
efforts with international organizations that
have wide networks in the region different
levels of commitment with GDLN will be defined
which will reflect in a better manner its current
needs and administration and governance. In this
sense, the following levels have been initially
proposed - Programs partners or content providers (seminars,
courses, etc.) - Distance Learning Centers as the existing ones.
- GDLN National Coordination Center in Peru Which
in general will be constituted in Universities.
37Perspectives of collaboration PUCP as National
Coordinating Center of GDLN Activities in Peru
- The National Coordinating Centers of GDLN in a
country will be constituted in Universities and
will have certain characteristics, rights and
obligations - They are centers interested in becoming more
involved in the development dialogue. - Will participate in the governance of GDLN.
- Will be recognized as points of liaison between
the National Government and the World Bank. - They will explicitly coordinate all GDLN related
activities in the country, including secondary
networks. - They will have access to (in the moment they are
available) in innovation funds. -
38 39