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					Project Proposal
Title: Thinking Globally, Acting Locally – Forming an Alliance for Progress in the Western Pacific (Revised scope of work and budget projection 11-16-00) PEACESAT, CCE-OP, University of Guam Distance education, telecommunications and institutional capacity building in support of regional development November 17, 2000 Five Years (April 1, 2001 through March 31, 2006) $250,000 ($50,000 per year for five years) Mr. Bruce Best, Station Manager, Pan Pacific Education and Communications Experiment by Satellite (PEACESAT), CCE-OP, University of Guam, Tel: (671) 735-2621/Fax (671) 734-8377

Sponsor Project Category:

Date Submitted: Proposed Duration: Amount Requested: Project Coordinator

OVERVIEW This project represents a broader five-year initiative designed to fully introduce distance education as a viable learning vehicle in the western pacific. This project builds on outcomes being achieved through a current one-year effort entitled “Charting the Future course of Distance Education in the Western Pacific”. The current effort is directed towards establishing a regional distance education policy framework and equipping a cadre of program managers and teachers from across the region with some of the basic skills necessary to deliver high quality learning opportunities to people living in the more remote parts of Micronesia. The current project will go a long ways in providing the skill, technical capacity and collaborative environment so necessary for the successful introduction of distance education into the region as a core vehicle for education, training and telemedicine. Phase I of this year project (2001 - 2002 activities) will help to insure long term resiliency, quality control and cost effectiveness. Among other things, it will involve the use of a bottom-up participatory planning approach directed towards the creation of a regional distance education alliance. Within the context of this alliance, jurisdictional level distance education action plans will also be developed. With an emphasis on striking the right balance between local priorities and global opportunities, these local plans will serve as the road map for future distance education delivery in the region for years to come. The regional alliance will serve as the vehicle for articulating local level needs and priorities in ways that can be better understood and responded to through broader regional and even global initiatives. Phase II of the five year project (2003 - 2005 activities) will involve efforts required in establishing both the human and technical infrastructure needed to support a comprehensive distance learning delivery system in the western pacific. In addition, during phase II prototype and demonstration distance learning activities will be undertaken and carefully evaluated in an effort to design model solutions tailored to the unique circumstances in this region.

Project Proposal

Thinking Globally, Acting Locally -Distance Education in the Western Pacific

Phase III of the five year project (2006 activities) will be directed towards ensuring sustainability through the systemic integration of proven models and delivery systems as an ongoing part of the institutional fabric of the different higher education institutions serving the region. BACKGROUND AND SITUATION: The Islands of Micronesia cover a vast geographical area and are considered “thin route economies” by commercial communications carriers. While the larger government centers and the more populated islands have access to transportation and telecommunications services, the cost of providing those services greatly exceeds the ability of most people to pay for them. This reality has limited the extent to which the majority of islanders can access needed information and knowledge. Clearly, one of the main barriers to social and economic development in the region revolves around this inability to obtain needed information and knowledge in a timely and cost effective manner. In early August 2000, a group of educators and other stakeholders from across the region were brought together for a three-day policy forum on distance education in the western pacific. During this forum a number of specific challenges were identified that need to be addressed in order for distance education to be effective in this region. These challenges have been included as Exhibit I to this proposal. On a broader plain, several overriding themes emerged from the policy forum. These include:    How to insure that the physical infrastructure needed to support distance education in the region is user friendly, appropriate and able to be sustained over time How to promote greater self-reliance with respect to DE resource acquisition and management How to insure that there exists a pool of skilled and well-motivated technicians, courseware developers and learning facilitators across the region

Also, during the Forum, a great deal of attention was devoted to the matter of cultural relevance and how to maintain local identity, while at the same time providing local people with the learning opportunities and benefits that are available to the rest of the world. As proposed, this project will address these challenges through local action within a regional context over the next five years. This five-year project has been designed as a three-phase initiative. GOALS AND OBJECTIVES: The ultimate goal for this five-year initiative is to eliminate geographic remoteness as a deterrent to social and economic development in Micronesia. A well-coordinated regional distance education network consisting of the right combination of technical infrastructure, human skills and local decision-making will serve as the vehicle for achieving this important goal. The dream is to bring all Micronesians into the Global village while preserving the positive aspects of local culture. 1 Phase I: (objectives for 2001-2002) a. Working collaboratively, educators, health care providers and other stakeholders in each designated jurisdiction (i.e. Republic of Palau, Federated States of Micronesia (i.e. Yap, Chuuk, Pohnpei & Kosrae) and The Republic of the Marshall Islands) will formulate both a strategic and

PEACESAT, CCE-OP University of Guam

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Project Proposal

Thinking Globally, Acting Locally -Distance Education in the Western Pacific

an operation level distance education plans tailored specifically to the conditions, needs and priorities in their respective jurisdiction. b. Building on common themes and priorities articulated in the respective jurisdictional level plans, a regional alliance will be established to provide continuity and a broader focus to distance education efforts in the western pacific. c. Different technical alternatives (i.e. connectivity options, equipment, network configurations, etc.) will be assessed. Recommended performance specifications and design standards will be established in an effort to allow jurisdictional level policy makers to make better informed decisions about what kind of DE infrastructure to use and how to pay for it. 2 Phase II: (objectives for 2003-2005) a. A core group of technically qualified operators and technicians will be provided with the knowledge and skills needed to install, maintain and repair the equipment associated with the technical infrastructure that acts as the backbone of the regional system. b. Selected individuals from the three participating institutions (i.e. COM, CMI and PCC) will be cross-trained as media specialists and curriculum designers. Once trained these individuals will work with subject matter instructors involved in preparing courseware. c. College teachers will be given opportunities to develop DE modules, workshops & seminars as well as credit courses. By so doing, these teachers will have greater self-confidence as well as the know-how and motivation needed for sustained DE program delivery in the years to come. Phase III (objectives for 2006) a. Successful prototype courses developed during Phase II of the project will be further refined (i.e. more fully scoped and sequenced) for eventual inclusion as a part of the regular college offerings. b. Efforts will be made to fully articulate distance education offering by alliance members across the region and beyond. Here the goal is provide increased opportunity for residents in the region to obtain a high quality post secondary education without having to leave home.

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PROJECT DESIGN 1 Phase I of the project will largely involve setting stage for establishing a working DE network across the western pacific. In doing this four main design elements will be included: a. An assessment of past and present DE activity in the region with the intent of encouraging locality-based action planning at the jurisdictional level for future distance delivery initiatives.; b. A composite regional planning framework will be established based upon the common elements and agenda included as a part of the more localized jurisdictional level plans. c. Using this regional planning framework as a focal point, additional efforts will be made to promote collaboration through a formal alliance involving local stakeholders as well as regional resource systems (i.e. PPEC, PREL, PIHOA, etc) and; d. Establishing appropriate technical infrastructure specifications that allow for distance education program delivery between more densely populated district centers as well as to the more thinly routed remote island areas across Micronesia in ways that integrated and interactive. The second phase of the project will focus primarily on developing the human resources needed to install and manage the technical al infrastructure as well as design the courseware to be delivered through that infrastructure. In doing this, two main design elements will be relied upon
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Thinking Globally, Acting Locally -Distance Education in the Western Pacific

a. A variety of training and staff development initiatives will be undertaken. These initiatives will involve both conducting regional workshops as well as facilitating more self-directed learning activities leading to a variety of different non-degree certifications. b. The use of mini-grants and other incentives as a way of encouraging college teachers to develop prototype courses suitable for delivery at a distance. 3 The third and final phase of the project will place emphasis on ensuring sustainability and financial self-sufficiency. In doing this four design elements will be introduced: a. Formal MOU’s, Cooperative Agreements and Service contracts will be used as vehicles for collaboration both between alliance members as well as between the alliance and outside service providers, for the sharing of costs and sources for revenues needed to sustain distance education in the region. b. A marketing program will be designed and introduced as a way of increasing participation in distance education programming across the region. c. Successful prototype courses, developed and offered as a Phase II activity will referred for consideration through the existing college approval processes for inclusion as a regular part of the different college catalog offerings. d. Through alliance, efforts will be made to facilitate regional articulation of both courses and programs as well as credit transfer between the member institutions as well as partnering institutions outside the region.

SCOPE OF WORK: Phase I: Action planning at the jurisdictional level and the establishment of the regional distance education alliance (2001-2002) a. Locally based assessment and distance education action planning  Initially, an evaluation specialist will identify appropriate assessment specification and criteria designed for use in examining past and present distance education efforts in Micronesia. Once developed these assessment specifications will be used as the basis for locality based planning. These activities will commence during the 1st month of the project with the first deliverables (i.e. assessment specifications) expected by the end of the 3rd month of the project. A core group of distance education specialists will prepare planning guides, assemble and upload web based resource materials and prepare a somewhat standardized planning workbook, all designed to assist jurisdictional level planning groups in their efforts to develop operational plans for the delivery of distance education programming in their respective areas both from a programmatic as well as a technical prospective. The planning workbook and resource materials will be developed during the first 3 months of the project. Materials will be distributed and available for use by the start of the 4th project month. An assessment of existing and “near-ready” technology that is appropriate for use in creating the technical infrastructure required for distance education program delivery across the region will be made. Once this assessment is completed, a reference manual including performance specifications and design standards will be prepared and distributed. This reference manual will be ready for distribution by the end of the 3rd project month. Project advisors and technical specialists will work with local counterparts in organizing and conducting a DE planning workshop in each jurisdiction. During these workshops, the above
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Project Proposal

Thinking Globally, Acting Locally -Distance Education in the Western Pacific

referenced materials and workbooks will be used as the basis for preparing jurisdictional level DE plans. This will involve the following:  Members of the project advisory team will travel to each Micronesian jurisdiction during the 4th and 5th mouths into the project. Team members will spend approximately four days in each jurisdiction advising and consulting with local stakeholders, policy makers and DE program managers in a workshop setting.

During the workshops, a comprehensive jurisdictional DE action plan will be prepared. The DE Planning Workbook will be used as a general guide and template as these plans are being prepared. By the end of the fifth project month, each jurisdiction will have completed the process of developing a distance education action plan that is uniquely suited to local needs and prevailing situations. b. Regional distance education planning framework:  Representatives from each Micronesian jurisdiction will be invited to participate in a threeday regional planning conference that will be organized and conducted at the University of Guam during the 15th project month.    This conference will provide and opportunity for the participants to review the various jurisdictional DE plans. By the end of the three-day conference the participants will have identified areas of common interest and needed capabilities.

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Building on these commonalities, a comprehensive regional distance education plan will be prepared and used as the basis for establishing a regional distance education network that will be configured in such a way as to accommodate both infrastructure and programmatic needs of each of the six participating Micronesian jurisdictions. c. Collaboration through a formal alliance:  During the first three months of the Phase I project period, efforts will be made to secure formal endorsements from the respective national governments and other key stakeholder entities across the region regarding the relevance of the planning process being carried out as the foundation of the project. During the final three months of the Phase I project period, efforts will be made to organize a broad based distance education alliance throughout Micronesia as the first step towards putting in place the needed infrastructure, cost sharing mechanisms and operational protocols called for in the regional distance education plan.  As envisioned, this alliance will involve local stakeholder interests from within the different Micronesian jurisdictions (i.e. community colleges, departments of education and public health, economic development groups, etc.) as well as some of the existing regional resource consortiums ((i.e. PPEC, PREL, PIHOA, PEACESAT etc), that are involved in supporting different sector specific development initiatives in the region.

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Phase II: Human Resource Development and Institutional capacity building (2002-2003 - 24 months) a. Training and staff development:  Telecommunications technicians and operators (12 people per year) – During the 3rd and 4th project years a technically oriented course of study will be designed by project personnel. This course of study will be delivered through a series of: 1) on-site workshops, 2) selfPage 5

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Project Proposal

Thinking Globally, Acting Locally -Distance Education in the Western Pacific

directed learning activities and 3) a mentored practicum experience. Upon completion of this training those participating will have mastered the following competencies:  Basic RF Technology for non-engineers -- including elements and concepts of wireless systems, VHF/UHF/Microwave RF theory, system design and integration of education and rural communications systems, etc. Basic Satellite Principles – will include an introduction to telecommunication and the electro-magnetic spectrum. Students will be exposed to satellite design along with analog and digital signals theory including TCP/IP and ISDN. Other topics to be addressed through this training will include basic transmission media, and geometric-low earth orbiting satellites. Earth Station Technology: Course covers the antenna and the indoor electronics and includes an on-hands troubleshooting section for field workers in Micronesia

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Media and curriculum design specialist (12 people per year) -- During the 3rd and 4th project years training and staff development activities in this area will be designed to ensure that needed support capabilities exist in each jurisdiction to assist instructors wanting to develop and package distance education course offerings. The individuals selected for this training (i.e. two per jurisdiction per year) will be provided an opportunity to participate in an onsite workshop in addition to completing five to seven self directed learning projects under the tutorage of experts in the field of educational media and curriculum design. Specific competencies to be addressed through this training will include:      Experience with digital projection unit (set-up & utilization) HTML Design, utilizing such applications as Macromedia DreamWeaver & FireWorks Basic Understanding of CGI Scripting applications, JavaScript Desktop Publishing/Graphic Design applications: Adobe PageMaker, Adobe PhotoShop, Adobe Illustrator, Adobe Acrobat Macromedia AuthorWare5 Attain Course design application

Prerequisite Knowledge: It should be understood that the Design Specialist should already be proficient with Mac & Windows platform computing. Additionally, proficiency with the MS Office Suite of products (Word, Excel and PowerPoint) as well as Internet/WWW browser applications (Microsoft Internet Explorer, Netscape Communicator) are required. b. Mini-grants for prototype distance education programming:  During the 3rd, 4th, and 5th project years a mini-grant program will be established as an incentive for faculty members from the participating colleges and/or government agencies to devote additional time and effort in designing and packaging distance education courses for delivery across the region. As envisioned, these mini-grants will be awarded competitively based on the submission of either an individual or team project proposal. A panel of judges from across the region will be formed to reviewed and rank the different proposals being submitted.

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Project Proposal

Thinking Globally, Acting Locally -Distance Education in the Western Pacific

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Funds will be budgeted to provide six mini-grants across the region during each of the final three project years. It is anticipated that my the end of the 5th project year a minimum of ten sets of course modules will have been developed and successfully taught on a pilot basis to students from across the region. This initial pool of courses will serve as the core of a local produced and managed distance education program in the western pacific.

Phase III: Building sustainability and financial self-sufficiency: (2006) a. Establishing operational procedures, financial mechanisms and partnership agreements:  During the 5th year, project personnel will be recruited to work with their regional counterparts (including local telecom representatives). The focus of this effort will be on devising the ways and means of financing expanded distance education activities in the region in the years to come through locally generated revenues. It is anticipated that by the end of the 5th project year an operational financial management plan will be in place and available for use in tracking costs incurred and revenues derived from distance education course offerings being delivered across the region. By the end of the 5th year, member institutions of the alliance will be able to make sound management decisions regarding how best to deliver distance education programming in the region in ways that are both relevant to the interests of local people and also self sustaining from a financial prospective.

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Working through the different resource consortiums (i.e. PREL, PEHOA, etc.) as well as professional organizations like the Pacific Telecommunications Council, alliance member institutions will seek out private sector courseware providers an well as other universities around the world in an effort to establish mutually beneficial strategic partnerships for the delivery of distance education to consumers in Micronesia. b. Marketing efforts:  Phase III focuses on establishing sustainability and institutionalizing distance education as a regular and ongoing educational delivery system in the region. Developing an effective marketing plan is essential if sustainability is to be achieved. Understanding different market segments and designing distance education products and services that are attractive to those market segments will be critical.

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Efforts will be made to conduct needed market research and prepare a tailored advertising campaign designed to attract large numbers of consumers to the different distance education products and services being developed my alliance members. This initial research and design work will be directly supported and underwritten as a part of the project. Subsequent advertising and promotional activities will be carried out as a private sector activity in cooperation with the regional telecom. c. Incorporating DE offerings as a regular part of the college curriculum:  Building on successful experience during Phase I and II of this project, efforts will be made in the 5th project year to more fully utilize proven distance education technology as a vehicle for delivering regular college courses, and other academic services to citizens in the region. During the 5th year of the project, five model courses and continuing training packages will be assembling. Courseware will be developed in areas related to: 1) engineering, 2) nursing, 3) early childhood education, and 4) telecommunications technology and 5) small business management. Instructors from the various alliance member institutions will be commissioned to develop needed courseware for these distance education offerings. Working with
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Project Proposal

Thinking Globally, Acting Locally -Distance Education in the Western Pacific

administrators and faculty from the different members institutions, a system will be established through which credit-hours earned by students completing any of these initial courses will be transferable to any other member and/or partnering institution. PROJECT MANAGEMENT AND PROGRAM STRUCTURE Overall, fiscal management and accountability will be the responsibility of the PEACESAT/CCE-OP at the University of Guam, Guam Cooperative Extension, will provide programmatic and subject matter support to CCE-OP in carrying out this project.

PEACESAT, CCE-OP University of Guam

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Project Proposal : Thinking Globally, Acting Locally -- Distance Education in the Western Pacific

Detailed Budget Summary and Justification
Object Codes STIPENDS: 0120 0121 0121 0120 0170 DE Planning Expert (@ $500 per month for 12 months) DE Marketing Expert (@ $500 per month x 12 months) DE Evaluation Expert (@ $500 per month x 9 months) DE Technical Training Expert (@ $500 per month for 12 months) DE Training Expert (@ $500 per month for 12 months) Subtotal TOTAL STIPENDS $10,500 $10,500 $6,000 $6,000 $6,000 $6,000 $6,000 $6,000 $6,000 $6,000 $6,000 $4,500 $6,000 $6,000 $6,000 $6,000 $12,000 $6,000 $4,500 $6,000 $6,000 $34,500 $34,500 Budget Item 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total

The services of five specialized subject matter experts will be required to support the different elements included as a part of the overall scope of work to be undertaken during the five-year project period. A total of $34,500 has been allocated as stipends for this purpose. These stipends represent less than 15% of the total amount requested. It is important to note that the above referenced funds will cover only a portion of the estimated staff time that project personnel will devote to this project. Overall UOG personnel resources required in undertaking this project will involve an inkind contribution towards project implementation of an additional $161,500.

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Project Proposal : Thinking Globally, Acting Locally -- Distance Education in the Western Pacific

OPERATIONAL EXPENSES:
TRANSPORTATION Object Codes 2221 Budget Item 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total

Airfare: (Regional Planning Conference on Guam) 1.Airfare between Majuro and Guam to participate in Regional Planning Conference (2 person x $1,100 per trip x 1 trip per year during the 2 nd and 5th project years) 2.Airfare between Kosrae and Guam to participate in Regional Planning Conference (2 person x $800 per trip x 1 trip per year during the 2 nd and 5th project years)) 3. Airfare between Pohnpei and Guam to participate in Regional Planning Conference (2 people x $550 per trip x 1 trip per year during the 2 nd and 5th project years)) 4.Airfare between Chuuk and Guam to participate in Regional Planning Conference (2 people x $350 per trip x 1 trip per year during the 2 nd and 5th project years)) 5.Airfare between Yap and Guam to participate in Regional Planning Conference (2 people x $400 per trip x 1 trip per year during the 2 nd and 5th project years)) 6.Airfare between Palau and Guam to participate in Regional Planning Conference (2 persons x $520 per trip x 1 trip per year during the 2 nd and 5th project years)) Subtotal

$2,200

$2,200

$4,400

$1,600

$1,600

$3,200

$1,100

$1,100

$2,200

$700

$700

$1,400

$800

$800

$1,600

$1,050

$1,050

$2,100

$7,450

$7,450

$14,900

2221

Airfare: (Technical Assistance Team to visit each Jurisdiction) 1.2 people to Majuro, Kosrae, Pohnpei, and Chuuk, (Air Fare =$1,400 per person x 2 people during the 1st 3rd and 4th project years plus one person during the 5th project year) 2.2 people to Palau and Yap(@ Air fare = $600.x 2 people during the 1 st 3rd and 4th project years plus one person during the 5th project year)) Subtotal TOTAL TRANSPORTATION $2,800 $2,800 $2,800 $1,400 $9,800

$1,200 $4,000 $4,000

$1,200 $4,000 $4,000

$1,200 $4,000 $4,000

$600 $2,000 $9,450

$4,200 $14,000 $28,900

$7,450

Funds have been budgeted to cover transportation costs associated with bring twelve regional counterparts to Guam during the 2nd project year to participant in the regional planning conference. And during the 5th project year to assist in developing the regional DE marketing plan. As a cost saving measure all training activities to be undertaken as a part of the Phase II scope of work will involve Guam based project personnel traveling to the different island jurisdictions and conducting onsite training rather that bring trainees to Guam for centralized training. In addition, funds have been budgeted during the first year of the project to cover transportation costs associated with project personnel traveling to each jurisdiction
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Project Proposal : Thinking Globally, Acting Locally -- Distance Education in the Western Pacific

to assist in the development of locality based distance education plans as called for under the Phase I scope of work. Funds budgeted for travel total $28,900 or 12% of the overall project budget.

STAY: Object Codes 2221 Budget Item Perdiem: (Regional Conference and Technical Assistance Team): 1.Perdiem for participants while involved in Regional Planning Conference to be conducted during the 2nd project year (@ $125 per day x 12 participants x 6 days) and the marketing conference to be held during the 5th project year (@ $125 per day x 12 participants x 6 days) 2.Perdiem for Technical Assistance Team to visit Majuro, Kosrae, Pohnpei, and Chuuk, Palau and Yap (@ $125 per day x 2 experts x 30 days during the 1st, 3rd, 4th and 5th project years) Subtotal Local Transportation: (Regional Conference and Technical Assistance Team) 1.Vehicle rental on Guam during Regional Planning Conference (@ $100 per vehicle x 3 vehicles x 6 days) 2.Vehicle rental and gasoline for Technical Assistance Team in each jurisdiction (@ $65 per vehicle x 1 vehicle x 30 days) Subtotal 2221 Other: 1.Departure Tax: (@$30. X 6 jurisdictions x 2 technical experts) 2221 Subtotal TOTAL STAY: $9,000 $12,600 $21,600 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total

$7,500

$7,500

$7,500

$3,750

$26,250

$7,500

$9,000

$7,500

$7,500

$3,750

$26,250

$1,800 $1,950 $1,950 $60 $60 $9,510 $0 $10,800 $1,800 $1,950 $1,950 $360 $360 $9,810 $1,950 $1,950 $360 $360 $9,810

$1,800 $1,950 $3,750 $180 $180 $7,680

$3,600 $7,800 $11,400 $180 $180 $37,830

The above referenced budgeted amounts reflect anticipated costs associated with lodging, meals, and local transportation costs for both core staff and Micronesian counterparts who will be involved in specified training and planning activities included as a part of the Phase I, II and III scope of work. The $37,830 that has been budgeted for this purpose represents 15% of the overall amount being requested.

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Project Proposal : Thinking Globally, Acting Locally -- Distance Education in the Western Pacific COMMUNICATION COSTS: Object Codes 3231 Budget Item Internet/fax/long distance phone charges: 1.Internet, fax and long distance telephone charges in support of locality based planning efforts (@ $27.64 per month x 6 sites x 36 months) Subtotal TOTAL COMMUNICATIONS: 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total

$1,990 $1,990 $1,990

$1,800 $1,800 $1,800

$1,800 $1,800 $1,800

$5,590 $5,590 $5,590

The actual cost of providing effective and timely communications between core project staff on Guam and project counterparts across the western pacific are anticipated to be four times the amount that has been budgeted for. Actual costs are projected to be $21,600. Given the overall $250,000 funding cap we have reduced the earmarked amount for communications by nearly 75%.
SUPPLIES: Object Codes 4240 Budget Item Office Supplies and materials: 1.Central PEACESAT office operations (@ $300 per month x 36 months plus $200 per month x 24 months) Subtotal TOTAL SUPPLIES: $3,600 $3,600 $3,600 $3,600 $3,600 $3,600 $2,400 $2,400 $2,400 $2,400 $2,400 $2,400 $3,600 $3,600 $3,600 $15,600 $15,600 $15,600 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total

It is important to recognize than no funds have been budgeted to cover supply and materials costs that will be incurred by counterpart institutions in carrying out the 5-year project. The above referenced funds will be required to meet the minimal supply and material requirements of central project operations.

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Project Proposal : Thinking Globally, Acting Locally -- Distance Education in the Western Pacific ADMINISTRATION: Object Codes 3232 Budget Item Repair and maintenance of PEACESAT Stations: 1.Parts for maintenance of PEACESAT Station telecommunications equipment (@ $1,000 per station x 6 stations) Subtotal 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total

$6,000

$6,000

$6,000

$6,000

Project implementation is dependent upon reliable connectivity between Guam and counterparts throughout the region via the PEACESAT network. The above referenced budget allocation has been earmarked for parts and maintenance of the six jurisdictional level PEACESAT Stations
Object Codes 3233 Budget Item Local Staff Support: (Jurisdictional Level) 1.Local Planning Coordinators (@$100 per month x 12 months x 6 Coordinators) Subtotal 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total

$7,200 $7,200 $0 $0 $0 $0

$7,200 $7,200

Funds have been allocated to provide stipend level support at the jurisdictional level during the 1st year of the project.
Object Codes 3233 Budget Item Consultant Services: (in support of the formation of a regional alliance) 1.Distance education media development and production (software) (@ $800 per month x 48 months) Subtotal 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total $0 $9,600 $9,600 $9,600 $9,600 $38,400

$9,600

$9,600

$9,600

$9,600

$38,400

Responsive media and DE production support is considered essential to effective project implementation. As a result, a significant level of available budget resources has been allocated to support such support services.

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Project Proposal : Thinking Globally, Acting Locally -- Distance Education in the Western Pacific

Object Codes 3236

Budget Item Printing/Publications: (Support of Planning Processes) 1.Printed handouts, workbooks and other reference materials (@ $300 per month x 12 months) 2.Public awareness campaign (@600 per month x 12 months Subtotal

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

Total

$3,600

$3,600

$1,800

$1,800

$1,200 $7,200

$12,000 $7,200 $19,200

$3,600

$3,600

$1,800

$1,800

$8,400

The above referenced budget amounts will be used to support the development and printing of the jurisdictional planning workbook, reference materials designed for use during the Phase II training activities and promotional materials intended for use as a part of the publicity campaign to be launched during the 5th and final year of the project.
Object Codes 4241 Budget Item Instructional Supplies: (Support of Local Planning Processes) 1.Multimedia supplies for Regional Planning Conference (@ $2,970 x) Subtotal $2,950 $2,950 $2,590 $2,590 $2,590 $2,590 $2,870 $2,870 $11,000 $11,000 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Total

The above referenced budgeted allocation will be used to support the “out-of-pocket” costs associated with conducting the regional planning conference included as a scope of work element during the Phase I along with the DE production and technical training that is to take place as a part of the Phase II scope of work. Additional funds in the amount of $2,870 has been budgeted to provide operational support during the regional marketing conference to be conducted during the 5th and final project year.

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Project Proposal : Thinking Globally, Acting Locally -- Distance Education in the Western Pacific

Object Codes 9299 Course Development:

Budget Item

2001-2002

2002-2003

2003-2004

2004-2005

2005-2006

Total

Jurisdictional Level Mini-grants (@$2,000 per jurisdiction x 6 jurisdictions x 3 years) Subtotal

$12,000 $12,000

$12,000 $12,000

$12,000 $12,000

$36,000 $36,000

The above budget allocations have been earmarked to provide incentive funding for faculty and staff members working in the six participating jurisdictions during the 3rd, 4th and 5th project years. Funds will be awarded on a competitive basis to faculty and staff members interested in developing DE course modules designed for delivery throughout the region and beyond.
ADMINISTRATION: TOTAL $20,400 $50,000 $22,150 $50,000 $25,990 $50,000 $25,990 $50,000 $23,270 $50,000 $81,800 $250,000

The following tables provide a categorical summary of the project budget. Table I reflects our budget projections based on a $250,000 budget cap. Table II presents the actual amounts that will be required to fully achieve the project objectives as outlines in the project narrative. Table III indicates the relative budget shortfall between the real costs of implementing a project of this scope and breath as compared to the budgeted projections based on a $250,000 caped budget.
Budget Summary -- Regional Distance Education Plan (Sasakawa Peace Foundation -- $250,000 Scope of Work)
STIPENDS: TRANSPORTATION STAY COMMUNICATION COSTS: SUPPLIES: ADMINISTRATION: Repair and maintenance of PEACESAT Stations: Local Staff Support Consultant Services Printing/Publications Instructional Supplies Course Development Total

YEAR 1 $10,500 $4,000 $9,510 $1,990 $3,600

YEAR 2 $6,000 $7,450 $10,800 $3,600

YEAR 3 $6,000 $4,000 $9,810 $1,800 $2,400

YEAR 4 $6,000 $4,000 $9,810 $1,800 $2,400

YEAR 5 $6,000 $9,450 $7,680 $3,600

TOTAL $34,500 $28,900 $47,610 $5,590 $15,600

$6,000 $7,200 $9,600 $3,600 $9,600 $3,600 $2,950 $50,000 $9,600 $1,800 $2,590 $12,000 $50,000 $9,600 $1,800 $2,590 $12,000 $50,000 $8,400 $2,870 $12,000 $50,000

$6,000 $7,200 $38,400 $19,200 $11,000 $36,000 $250,000

$50,000

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Budget Summary -- Regional Distance Education Plan (Sasakawa Peace Foundation -- $250,000 Scope of Work) YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTAL $10,500 $6,000 $6,000 $6,000 $6,000 $34,500 STIPENDS: $4,000 $7,450 $4,000 $4,000 $9,450 $28,900 TRANSPORTATION $9,510 $10,800 $9,810 $9,810 $7,680 $47,610 STAY COMMUNICATION COSTS: $1,990 $1,800 $1,800 $5,590 SUPPLIES: $3,600 $3,600 $2,400 $2,400 $3,600 $15,600
ADMINISTRATION: Repair and maintenance of PEACESAT Stations:

$6,000
Local Staff Support Consultant Services Printing/Publications Instructional Supplies Course Development Total

$7,200 $9,600 $3,600 $9,600 $3,600 $2,950 $50,000 $9,600 $1,800 $2,590 $12,000 $50,000 $9,600 $1,800 $2,590 $12,000 $50,000 $8,400 $2,870 $12,000 $50,000

$6,000 $7,200 $38,400 $19,200 $11,000 $36,000 $250,000

$50,000

Summary -- Budget Shortfall (SPF Funded Scope of Work compared to projected cost of implementing overall project) YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 TOTAL -$13,500 -$12,000 -$12,000 -$12,000 -$12,000 -$61,500 STIPENDS: -$9,450 -$6,000 -$9,450 -$5,450 -$30,350 TRANSPORTATION -$5,670 -$4,740 -$5,730 $2,130 -$14,010 STAY COMMUNICATION COSTS: -$1,610 -$3,600 -$1,800 -$3,600 -$5,400 -$16,010 SUPPLIES: -$1,200 $1,200 -$2,400 -$1,200 -$3,600
ADMINISTRATION: Repair and maintenance of PEACESAT Stations: Local Staff Support Consultant Services Printing/Publications Instructional Supplies Course Development Total

-$6,000 -$7,200 -$2,400 $0 -$2,970 $0 -$50,000

$3,000 -$7,200 -$2,400 -$600 $340 -$18,000 -$50,000

-$3,000 -$7,200 -$2,400 -$2,400 -$20 -$6,000 -$50,000

-$6,000 -$14,400 $9,600 -$11,400 -$380 -$6,000 -$49,900

-$6,000 -$14,400 -$7,200 -$100 -$6,000 -$52,300

-$18,000 -$50,400 $2,400 -$21,600 -$3,130 -$36,000 -$252,200

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Project Service Area

[Please refer to the PDF file map.pdf in the listings on the LATEST NEWS link in the www.demicro.org Website.]

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EXHIBIT I: DISTANCE EDUCATION CHALLENGES
IN THE WESTERN PACIFIC The following challenges were identified by a group of educational policy makers and other stakeholders from across the western pacific during a regional policy forum that was conducted in early August 2000. More detailed and complete information along with a copy of the “Forum Proceedings” can be found at http://www.demicro.org/ CONCERNING THE ACQUISITION AND USE OF PHYSICAL INFRASTRUCTURE HOW TO INSURE THAT THE
PHYSICAL INFRASTRUCTURE NEEDED TO SUPPORT DISTANCE EDUCATION IN THE REGION IS USER FRIENDLY, APPROPRIATE AND ABLE TO BE SUSTAINED OVER TIME.

 

It is important that selected infrastructure be responsive to the needs of diverse learners. It is generally understood that, for the most part, existing telecommunications infrastructure is not adequate to effectively deliver distance education programs into remote parts of the region at an affordable cost. It is important to infuse a sense of civic responsibility (education, health, etc.) amongst private sector telecommunication providers. It is important to provide training and staff development opportunities for students and teachers about computers and other technological equipment. This is an immediate and ongoing need. It is important to insure that existing infrastructure frameworks are fully utilized as opposed to creating new ones. A system will need to be put in place to monitor the rapid evolution of technology and make informed decisions regarding the acquisition of that equipment and physical infrastructure. Also efforts will need to be made to insure that their exists a seamless interface of technology across the region and around the world (compatibility). It is important to increase the level of technology literacy, awareness of issues, challenges, etc., amongst diverse stakeholder groups (i.e. legislators, local leaders and public policy makers).

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

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PROMOTING A SENSE OF SELFRELIANCE AND ENTREPRENEURIAL SPIRIT AMONGST THOSE INVOLVED IN RESOURCE ACQUISITION AND PEACESAT, CCE-OP University of Guam

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MANAGEMENT.

IMPROVING COMMUNICATION (PACKAGING MESSAGES, CHANNELS OF COMMUNICATION, ETC.)



Efforts need to be made to to establish more effective line of communications within our existing institutions, between institutions, and between institutions and externalities. In this regard there exists a pressing need for a region-wide management information system. It is important that such a system need to posses the capacity to aggregate and package demographic and other data sets (example: number of telephones, radios, solar panels, generators, etc.) in a responsive and cost effective manner, at both the state and sub state. In addition, such a system also needs to possess the capability to aggregate and packaging demand data.

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CONCERNING DEVELOPMENT PROCESS …
INCREASING A SENCE OF OWNERSHIP EXISTS AMONG PARENTS, STUDENTS AND FACULTY.



In meeting this challenge it will be important to create opportunities for consumers of distance education services at all levels to become involved in helping to make decisions about how those services are provided. In this regard, creating structures and organizational mechanisms which are centered around the principles of self-help and democratic decision making will contribute to creating this sense of owership.

CONCERNING THE STUDENTS/LEARNERS/USERS …
INSURING THAT NEEDED STUDENT SUPPORT SERVICES FOR DISTANCE EDUCATION STUDENTS ARE AVAILABLE



In this regard it is important to expand opportunities for people to increase language literacy, especially in English, Japanese and their native tongue Library resources need to be expanded to provide needed resource materials beyond what can be provided electronically. Efforts need to be made to ensure that students possess the prerequisite learning readiness skills, especially in the areas of math and science prior to participation in coursework delivered at a distance.

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CONCERNING HUMAN RESOURCES …

INSURING THAT THERE EXISTS A POOL OF SKILLED AND WELLMOTIVATED TECHNICIANS,



In this regard it is important that technical support people (i.e. both hardware and software folks) are provided with access to timely and appropriate training.

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COURSEWARE DEVELOPERS AND LEARNING FACILITATORS



Efforts need to be made to identify and encourage faculty members who are inclined to support distance education. In doing this, incentives will need to be put in place to encourage cooperation and teamwork and ease fears and insecurities on the part of faculty members. In this regard special attention needs to be directed towards devising a workable approach for dealing with issues related to faculty load allocation and compensation.. Regardless of the approach taken, distance education in the western Pacific will require the use of on-site learning facilitators, recruited locally and who are familiar with the learners they serve.



CONCERNING A COMMON SENSE FOCUS...

BALANCEING THE NEED FOR QUALITY CONTROL AND RIGGER WITH THE NEED TO CAPTURE A SIGNIFICANT MARKET SHARE OF STUDENTS.



High standards and quality control in course development and delivery are viewed to be essential elements that must be incorporated into all aspects of distance education in the western pacific. The challenge will be to adhere to such standards while at the same time not creating barriers and obstacles that inhibit learners from participating because they perceive the programs being offered as being to rigorous and difficult. Within the context of insuring that high standards are adhered to, it will be necessary for the different collaborating institution to engage in a process of assessing their relative strengths and weaknesses with respect to generating and delivering distance education courses and to adopt a regional approach to maximizing strengths and overcoming weaknesses.

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CONCERNING COLLABORATION & PARTNERSHIPS...

ENSURING THAT MUTUAL BENEFITS ARE DERIVED AMONGST ALL STAKEHOLDERS



It will be important to identify mutual interests and overcome differences. It will also be necessary to devise ways of removing structural barriers to collaboration. Efforts will need to be directed towards devising an equitable way of allocating costs and sharing revenues associated with distance education amongst regional
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Project Proposal

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collaborators as well as outside partners.
INSURING TRANSPORTABILITY BETWEEN JURISDICTIONS AND INSTITUTIONS.



One benchmark of success will the extent to which local institutions are able to partner with outside institutions in brokering a wide range of learning opportunities making them readily accessible to learners across the region.

CONCERNING OVERALL DISTANCE EDUCATION PROGRAM DESIGN...
INSURING THAT FUTURE DISTANCE EDUCATION EFFORTS REFLECT HIGH ACADEMIC STANDARDS, ARE ACCESSIBLE AND CULTURALLY RESPONSIVE; AND TO DO SO IN A COST EFFECTIVE MANNER.



The relative merits of relying primarily on “outsourcing” (purchasing courseware from outside vendors) verses a “home grown” approach (developing our own courseware within the region) has yet to be determined. Answering this question and deciding upon the right mix of locally produced courseware and outsourced off-the-shelf courseware will be of critical importance in devising a regional DE delivery system. Determining the most appropriate ways of incorporating concepts like competency-based learning and continuing education certification as being legitimate learning experiences that are comparable to the more traditional awarding of credit for time spent in classes. Efforts need to be made to establish criteria and procedures for determining who owns what and under what conditions do proprietary rights to courseware remain with the sponsoring institution verses the individual faculty member involved in developing that courseware.

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CONCERNING THE DISTANCE EDUCATION PROGRAM MANAGEMENT
DEFINING AND PUTTING IN PLACE MANAGEMENT PROCEDURES AND OPERATIONAL GUIDELINES DESIGNED TO INSURE THAT DISTANCE EDUCATION PROGRAM DELIVERY OCCURS EFFICIENTLY AND INVOLVES THE LEAST AMOUNT OF ADMINISTRATIVE OVERHEAD AS POSSIBLE.

In striving for maximum program efficiency, specific operational guidelines and administrative procedures will need to be formulated that address each of the following aspects of distance education. Calendar Transcripts Student/Course evaluation Admission standards Curriculum/Course approval Accreditation Class cancellations Course/Program/Degree availability Recruiting/Marketing

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