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THE GLOBAL DEVELOPMENT LEARNING NETWORK GDLN AND THE PONTIFICIA UNIVERSIDAD CATLICA DEL PER PUCP: CO

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Title: THE GLOBAL DEVELOPMENT LEARNING NETWORK GDLN AND THE PONTIFICIA UNIVERSIDAD CATLICA DEL PER PUCP: CO


1
THE GLOBAL DEVELOPMENT LEARNING NETWORK (GDLN)
AND THE PONTIFICIA UNIVERSIDAD CATÓLICA DEL PERÚ
(PUCP) COLLABORATION PERSPECTIVES TO BENEFIT THE
COUNTRY
  • Washington DC, December 4, 2003.

2
WHAT IS GDLN?
3
What 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.

4
BACKGROUND
5
BACKGROUND
  • 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.

6
BUILDING A NEW NETWORK
7
Building 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.

8
Building 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)

9
Building a New NetworkAudience, Content,
Technology
10
Building 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.

11
GDLNs TECHNOLOGICAL PLATFORM AND ITS COSTS
12
GDLNs 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.
13
GDLNs 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.

14
GDLNs 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.

15
GDLNs 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.
16
WHERE GDLN OPERATES
17
Where 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
18
Where 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).

19
Where GDLN OperatesPotential of the GDLN Peru
National Network
Iquitos
Piura
Lambayeque
Chiclayo
Cerro de Pasco
Trujillo
Huancavelica
Lima
Ayacucho
Cuzco
Arequipa (2)
Tacna
20
HOW TO PARTICIPATE IN GDLN
21
Levels of participation in GDLN
  • Content Providers - Program Partners - PP
  • Distance Learning Centers - DLCs
  • Donors

22
Levels 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
23
Levels of participation in GDLN
24
THE PROACTIVITY OF DISTANCE LEARNING CENTERS OF
LATIN AMERICA AND THE CARIBBEAN
25
The 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.

26
Proactivity 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.

27
Proactivity 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.

28
Proactivity 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.
29
Proactivity 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

30
GDLN AND PUCP PERSPECTIVES OF COLLABORATION
31
Perspectives 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.

32
Perspectives 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.

33
Perspectives 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.

34
Perspectives 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.

35
Perspectives 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).

36
Perspectives 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.

37
Perspectives 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
  • QUESTIONS?
  • COMMENTS?

39
  • THANK YOU!
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