**1. Introduction**

92 International Perspectives of Distance Learning in Higher Education

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Emerging technologies have been changing everything from the way people work to the way they communicate with each other or even spend their leisure time. For expanding Education for All (EFA) and achieving Millennium Development Goals (MDGs), new technologies in education are a crucial new area for policy makers and practitioners at all levels (UNESCO, 2005a). MDG 8 Target 5 is very precise - to develop a global partnership for development by making 'available the benefits of new technologies, especially information and communication technologies' (United Nations, 2010). Across the world, most countries have policies in place to promote effective expansion of the use of new technologies in education. As a developing country, new technologies have significant potential for the development of Bangladesh. However, in this chapter Bangladesh is presented as an example of such a country in the Global South.

Teachers are at the core of attempts to expand, improve and reform the education systems of any country. Over the last decade the global commitments to achieve EFA and MDGs have resulted in a marked expansion of school systems. However, there is a sense of crisis around the future of the teaching profession across the globe. Reports suggest that at least 18 million teachers are needed globally for achieving EFA and MDGs within the timeframe (UNESCO, 2007, 2008). Teacher education and training is therefore a burning issue in the countries of the Global South, such as Bangladesh, where the State has largely failed to provide basic education for its citizens. Evidences around the globe show, 'Countries that have achieved high learning standards have invested heavily in the teaching profession' (UNESCO, 2005b, 3).

Teachers' professional development is a career long process which involves going through a major transformation. Open and distance learning (ODL) systems are making an increasing contribution to the professional development of teachers as 'school standards and professional standards are inextricably linked, and the need for a teaching force that is flexible and adaptable to the impact of rapidly changing structures of work and leisure' (Moon, 1997, 8). Building on the opportunities offered by emerging technologies, open and distance learning has a potentially valuable role to play in teachers' professional development.

Open and Distance Learning for Teachers' Professional Development:

**3. Definition of open and distance learning** 

According to the European Commission (1995):

develop a kind of virtual mobility.'

training approaches (Oliveira & Orivel, 2003).

through the Open University (Moon, 1997).

**4. Teacher development through open and distance learning** 

The English in Action (EIA) Model for the Global South 95

Open and distance learning (ODL) is defined as an educational process in which a significant proportion of learning takes place remotely and flexibly beyond the formal learning environment. Therefore it is organised educational activities, based on the use of learning materials, in which constraints on learning are minimised in terms of access, time and place as well as pace and method of study or any of these. However, open and distance learning is used as an umbrella term to include both concepts of distance education and open learning. Supported open and distance learning improves the potential for teachers to develop better links between new teaching practices, their own subject expertise and the application of the new methods in their own classrooms (Perraton et al., 2002) as well as becoming competent in using emerging technologies for teaching and learning purposes (Shohel & Power, 2010).

'Open and distance learning (ODL) is concerned with the use of new resources (technical and/or non-technical) for rendering the learning process more flexible in terms of space, time, content, selection, access qualifications and teaching resources and/or for improving distance access to education systems. In this way, educational opportunities are extended to people who, because of their geographical, economic or socio-professional situation or because of a handicap, do not readily have access to the mainstream system of education. Open and distance learning can help overcome barriers to transnational mobility and

Open and distance learning involves a conceptual shift from the teacher to the learner and emphasises the importance of student-centred learning that means a 'shift in research and practitioner interest from teaching and instructional design towards learning and the particularity of individual student response' (Thorpe & Grugeon, 1987). Therefore, open and distance learning focuses more on what the learner wants to learn, how the learner approaches learning and the socio-physical conditions for learning than what the learner should learn. To engage individuals in their learning processes, open and distance learning tries to motivate and empower for professional growth of individual teachers. However, supported open and distance learning is also preferable for other reasons such as scalability, sustainability and cost effectiveness compared with the traditional 'face to face' centre-based

Teachers across the globe have pursued the opportunities offered by open and distance learning. For example, in 1990s about 130,000 South African teachers which was one third of the total workforce were studying through the use of different open and distance learning courses (SAIDE, 1995). Also 200,000 Chinese teachers were supported by the Television Teachers College in upgrading their qualifications (McCormick, 1992). From 1970s to 1980s in the UK, tens of thousands of teachers upgraded their qualification to graduate level

In many countries where higher qualifications of teachers lead them to career opportunities and salary increases, teachers have been attracted to the access, flexibilities and low cost of

open and distance learning opportunities. However, according to Perraton (2010:6):
