The Arab Strategy for Distance Education: A Review of the ALESCO 2005 Proposal and Its Current Implications
Saved in:
| Title: | The Arab Strategy for Distance Education: A Review of the ALESCO 2005 Proposal and Its Current Implications |
|---|---|
| Language: | English |
| Authors: | Mohammed Ali K. Al-Belushi (ORCID |
| Source: | Open Learning. 2025 40(2):187-213. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Descriptors: | Arabs, Distance Education, COVID-19, Pandemics, Educational Policy, Educational Technology, Foreign Countries, Access to Education, Cultural Relevance, Economic Factors, Social Influences, Open Education, Educational Legislation, Human Resources, Audiences, Program Development, Quality Control, Governance, Financial Support, Program Implementation |
| Geographic Terms: | Middle East |
| DOI: | 10.1080/02680513.2024.2316634 |
| ISSN: | 0268-0513 1469-9958 |
| Abstract: | The global knowledge, technological, and communication revolutions underway today have affected education systems in the Arab world and prompted these countries to reconsider strategies and policies related to distance learning. The responses from Arab educational institutions after the outbreak of COVID-19 have also created the need to re-evaluate the content and significance of the Arab Distance Learning Strategy issued by the Arab League Educational, Cultural and Scientific Organization (ALECSO) in 2005. The current study reviews and analyses this strategy in terms of its objectives, content, and its relevance today in these Arab countries. The analysis shows that despite the importance of such a strategy, the original document merely offers guidance, presented as a proposal to persuade decision-makers at the national level to adopt distance education in parallel with face-to-face education. Both the strategy and the plan of execution detailed in the document focus on theoretical issues related to distance education and do not include specific mechanisms that could measure the goals put forth. However, the proposal remains relevant today, and, considering the ongoing response to COVID-19, educational systems and institutions in Arab countries should consider this strategic guidance as they continue to build national policies for distance learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465983 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The global knowledge, technological, and communication revolutions underway today have affected education systems in the Arab world and prompted these countries to reconsider strategies and policies related to distance learning. The responses from Arab educational institutions after the outbreak of COVID-19 have also created the need to re-evaluate the content and significance of the Arab Distance Learning Strategy issued by the Arab League Educational, Cultural and Scientific Organization (ALECSO) in 2005. The current study reviews and analyses this strategy in terms of its objectives, content, and its relevance today in these Arab countries. The analysis shows that despite the importance of such a strategy, the original document merely offers guidance, presented as a proposal to persuade decision-makers at the national level to adopt distance education in parallel with face-to-face education. Both the strategy and the plan of execution detailed in the document focus on theoretical issues related to distance education and do not include specific mechanisms that could measure the goals put forth. However, the proposal remains relevant today, and, considering the ongoing response to COVID-19, educational systems and institutions in Arab countries should consider this strategic guidance as they continue to build national policies for distance learning. |
|---|---|
| ISSN: | 0268-0513 1469-9958 |
| DOI: | 10.1080/02680513.2024.2316634 |
