Books by Alexander Gonzalez Flor
The Science of Delivery: Exploring Dynamics Between Technical and Local Knowledge Within Delivery Systems, 2021
This monograph proposes an approach to agricultural extension, as inspired by the Science of Deli... more This monograph proposes an approach to agricultural extension, as inspired by the Science of Delivery (SOD) concept. It aimed to (1) design and develop a delivery model based on the SOD and its four dimensions; (2) apply this delivery model in the agriculture sector involving the interface of scientific knowledge from agricultural researchers, operational knowledge from extension workers, and local knowledge from farmers;
and (3) seek empirical validation of this model within the Department of Agriculture-Philippine Carabao Center (DA-PCC). Translating the SOD’s four dimensions into
four elements that may be situated within a model, we arrived at the following: Local Knowledge; Research-Based Innovation; Delivery Skills Sharing; and Delivery Systems Framework. As applied to the Philippine agricultural sector, in general, and the DAPCC, in particular, this innovation-delivery model submits that effective delivery of innovations requires that: (1) Research-based innovation or technology should be
informed by local or indigenous knowledge; (2) The model that informs and explains the delivery strategy adopted by the agency should be studied and shared within the agency, particularly the tacit knowledge
gained by the more experienced personnel; and (3) Innovation should be combined with the delivery system. Delivery will not be effective if any one of these elements is missing. The innovation-delivery model
was validated empirically at the DA-PCC through the production or publication of its knowledge products (KPs) in the forms of document (Innovative Answers, Solutions, and Knowledge or iASK Series) and video
(Knowledge Brokerage, Guidance, and Advisory Network or KBGAN Learning Series). Both types of KPs were designed, developed, and disseminated with farmers
and partners from the local government units, and nongovernmental organizations as intended users or audience. The contents of the KPs were innovations generated by research in the DA-PCC laboratories and
farm sites. Research results were informed and corroborated by local knowledge and practical experience from farmer cooperators. The KP delivery system makes use of a knowledge management framework and the designer-developer-disseminators
have been trained on the most appropriate means of framing their messages.
Keywords: Science of Delivery, knowledge
products, innovation-delivery-model,
agricultural extension
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Knowledge Sharing for Collective Climate Action, 2019
From the very beginning, KM proponents have maintained that knowledge is best shared as lessons l... more From the very beginning, KM proponents have maintained that knowledge is best shared as lessons learned, good practices and,
interestingly enough, stories. This volume contains both good practices
and stories that promote collective climate action. Part A contains ten
food security-related climate change adaptation practices compiled
under the Philippine Climate Change Adaptation Project or PhilCCAP
sponsored by the Global Environmental Fund and the World Bank.
Part B shares eighteen stories on climate change from the Dalaw-Turo
initiative... representing the entire spectrum of the environment and
natural resources sector, namely, forestry, mining, lands, protected
areas, coastal resources, and environmental management.
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KM4D Casebook: Sectoral and Thematic Knowledge Management at the National, Regional and Global Levels, 2019
This volume presents KM4D case studies, where the author was personally engaged from 2000 to 2018... more This volume presents KM4D case studies, where the author was personally engaged from 2000 to 2018, as field examples of how knowledge management has been applied within selected sectors and
themes in the international development assistance community. The materials were compiled and made available on the course sites of two online courses offered by the UPOU Faculty of Information and Communication Studies in several installments from 2010 to 2020. The casebook is intended to enable the student to move from abstract conceptualization to empirical application of KM4D.
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ICT4D: Global Perspectives, Asian Initiatives, 2019
This volume was originally compiled in 2008 as required
reading in MMS 130 (ICT4D. Information an... more This volume was originally compiled in 2008 as required
reading in MMS 130 (ICT4D. Information and Communication
Technology for Development) offered under the Bachelor of
Arts in Multimedia Studies (BAMS) Program of the UP Open
University. It was a product of field experience, a collection of
grey literature and fugitive materials produced in our consulting
sorties in Asian countries. Before the BAMS program, there
were no formal courses on the subject nor were there any texts.
With the highlighting of best practice and lessons learned,
the restructuring of the text, and the inclusion of learning
objectives and self-assessment questions, the compilations were
transformed into what we feel, is a comprehensive textbook on
information and communication technology for development.
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ASEAN CONVERGENCE. Towards an ASEAN Identity:, 2019
ASEAN Convergence is a volume that explores ASEAN
identity from the perspective of communication... more ASEAN Convergence is a volume that explores ASEAN
identity from the perspective of communication and culture. It was prepared as an eBook for a Massive Open Online Learning Course. Earlier versions of this open educational resource (OER) have been used as reference for DEVC 242. Media and Communication from an ASEAN Perspective, offered under the Master of
Development Communication Program cross-listed as AS231 in the UPOU Faculty of Management and Development Studies Master of ASEAN Studies Program.
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This volume serves as the textbook for ENRM233 (Environmental Communication and Advocacy) offered... more This volume serves as the textbook for ENRM233 (Environmental Communication and Advocacy) offered by the UPOU Faculty of Management and Development Studies under the Master of Environmental and Natural Resources Management program. The file contains Unit I of the book.
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Presents a theoretical framework for the critical analysis of social phenomena related to the adv... more Presents a theoretical framework for the critical analysis of social phenomena related to the advent of Information Age in the context of developing countries. The book is required reading for development communication, multimedia, and distance education students of the UP Open University. Chapters 1 to 3 are reproduced here.
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The main thesis of this book of readings is that conflict is a natural adjunct to unrestrained gl... more The main thesis of this book of readings is that conflict is a natural adjunct to unrestrained globalization and that intercultural communication is its cure. This volume was the output of the DEVC215 (Communication and Culture) class, UPLB College of Development Communication, First Semester School Year 2002-2003. Chapters contributed by graduate students from India, Africa, Indonesia and the Philippines presented diverse contemporary cases from different parts of the globe that elaborated on this theme.
Only the first chapter from the non-camera ready manuscript is uploaded here.
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Published by the University of the Philippines Press in 1994, this textbook on educational broadc... more Published by the University of the Philippines Press in 1994, this textbook on educational broadcasts is currently out of print. Am uploading this book in its entirety in the spirit of open educational resources and in response to requests from devcom students enrolled in the course as well as their teachers.
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Ethnovideography is the study of peoples, groups or subgroups using small format or digital video... more Ethnovideography is the study of peoples, groups or subgroups using small format or digital video as audiovisual data, raw material or reporting media. This book was originally co-published by SEAMEO SEARCA (Los Banos) and the International Potato Center (Lima) in 2002 based on earlier experiences and learnings of researchers from the University of the Philippines Los Banos - College of Development Communication and CIP UPWARD. It forms the basis for an undergraduate course at UPLB, DEVC 143. Only the first three chapters of the book are uploaded here.
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This book presents the social dimensions of distance learning as reflected in three case studies ... more This book presents the social dimensions of distance learning as reflected in three case studies in Indonesia, Sri Lank and China. I uploaded this book since it is required reading for my Communication Policy and Planning students but is currently out of print.
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School construction for primary education was made possible through community-based interventions... more School construction for primary education was made possible through community-based interventions. Community interventions include community-based contracting, community grants, and teacher training. Due to this approach, 400 schools were constructed with the help of villagers in the hinterlands of Lao PDR. Communities were not only able to construct permanent school structures but also led to positive and improved education outcomes. Education outcomes were evident in increasing enrolments, increased promotion rates, decreased repetition rates, increased gender parity, and higher completion rates. CBI also led to significant positive changes in social capital, community development, gender participation, build capacities in school management, better teaching-learning process and cheaper contracting costs. The intervention was not only cost-effective but was institutionalized because of collective ownership. The combination of these interventions makes CBI an appropriate approach for building communities where education is key.
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Papers by Alexander Gonzalez Flor
School construction for primary education was made possible through community-based interventions... more School construction for primary education was made possible through community-based interventions. Community interventions include community-based contracting, community grants, and teacher training. Due to this approach, 400 schools were constructed with the help of villagers in the hinterlands of Lao PDR. Communities were not only able to construct permanent school structures but also led to positive and improved education outcomes. Education outcomes were evident in increasing enrolments, increased promotion rates, decreased repetition rates, increased gender parity, and higher completion rates. CBI also led to significant positive changes in social capital, community development, gender participation, build capacities in school management, better teaching-learning process and cheaper contracting costs. The intervention was not only cost-effective but was institutionalized because of collective ownership. The combination of these interventions makes CBI an appropriate approach fo...
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Developing Successful Strategies for Global Policies and Cyber Transparency in E-Learning
eLearning has been associated with a number of behaviors that are considered dysfunctional. Among... more eLearning has been associated with a number of behaviors that are considered dysfunctional. Among these behaviors that form part of the Dark Web are cyber-bullying, plagiarism, hacking and other forms of cheating. This chapter describes, illustrates and typologizes these behaviors with cases observed by the authors among their online students or culled from student disciplinary boards in the past ten years. The elaboration of tales from eLearning's dark side is followed by an exploration of policy implications. Employing the problematique method, the authors attempt to trace the root causes (psychological, sociological and technological) and offer policy options to address these roots.
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International Journal of Open and Distance eLearning, 2019
This study attempted to answer the following research questions: How can mobile devices be used b... more This study attempted to answer the following research questions: How can mobile devices be used by rural communities to document indigenous knowledge? How can Web 2.0 protocols be employed in an indigenous knowledge management system? How will indigenous peoples (IPs) respond to the use of mobile technology in the
documentation of their local knowledge? The theoretical basis for proposing that mobile devices may lead to the active participation of rural communities and
indigenous peoples as ICT4D Web content providers is founded on three concepts: social capital; the network effect; and critical mass theory. The primary technological intervention was the mobile device. GPRS enabled mobile phones, with audio-video
capture and Internet browsing functionalities were provided to focal persons from three IP groups. The Principal Investigator trained the focal persons on mobile phone video capture of indigenous or local knowledge. A content management system was designed to contain indigenous or local knowledge in agriculture in the form
of rituals, practices, and others. The Principal Investigator and his assistants observed the knowledge capture and utilization process. During the conduct of the study, however, the researcher observed a marked reluctance from organized indigenous people’s groups to participate in the initiative. It soon became apparent that interfacing indigenous knowledge with Web 2.0 and open access concepts held complicated issues. The intervening variables observed and deduced by the Principal Investigator were: indigenous belief systems; privacy of indigenous peoples;
indigenous knowledge system (IKS) protocols; the significance of context in IKS; prejudice and value judgments among non-IP users; and misrepresentation of indigenous knowledge.
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KM4D Casebook: Sectoral and Thematic Knowledge management at the National, Regional and Global Levels , 2019
Planning experts and economists have warned that the world is about to be confronted with a globa... more Planning experts and economists have warned that the world is about to be confronted with a global food crisis unlike anything it has encountered before. Unbridled population increase combined with longer life expectancies, land conversion, biofuel production, and a shrinking agriculture sector exacerbated by rising oil prices and climate change may lead to food shortages and spiraling food prices at a global scale. Within this milieu,
eAgriculture and its emphasis on information and communication technologies and applications in the agricultural sector have been perceived as irrelevant. Not many are aware that the answer to the impending global food crisis may be found in eAgriculture.
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… Inaugural Professorial Chair Lecture, presented on …, 1995
COMMUNICATION, CULTURE AND THE COLLECTIVE PSYCHE1 by Alexander G. Flor, Ph.D.2 I. INTRODUCTION In... more COMMUNICATION, CULTURE AND THE COLLECTIVE PSYCHE1 by Alexander G. Flor, Ph.D.2 I. INTRODUCTION In February 1986, millions of people assembled in the streets of Manila. Along the stretching thoroughfare known as the Epifanio de los Santos Avenue, ...
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Indonesia has long been described as the “Sleeping Giant” of the maritime world. It is the world&... more Indonesia has long been described as the “Sleeping Giant” of the maritime world. It is the world's biggest archipelago covering three time zones. Compared to any other country, Indonesia has the longest coastline. It is strategically located in one of the world's busiest waterways: east of the Indian Ocean, west of the Pacific Ocean, south of the China Sea and north of the Corral Sea. It is cradled within the world's largest center of marine biodiversity, the Sulu Celebes Sea. But most importantly, being the world's largest Muslim ...
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USAIDNRMP and UPLB-IDC, College, Laguna, 1993
Policy makers and planners often regard communication as providing a supportive role. Very few r... more Policy makers and planners often regard communication as providing a supportive role. Very few realize its potential contribution in, among others, environmental management through networking; environmental communication through enculturation; and environmental advocacy through agenda setting. This lack of understanding may be attributed to the lack of training be it formal or non-formal on environmental communication.
This volume aims to address this need. It is a collection of papers which were presented in or which resulted from a two-day Workshop on Environmental Communication Curriculum Development. The activity was sponsored by the USAID-DENR Natural Resources Management Program and implemented by the UPLB Institute of Development Communication. The workshop assessed the communication education needs of the environmental sector and explored appropriate non-traditional modes of education and delivery systems. Likewise, it proposed courses that were deemed responsive to the goals of the environmental sector. We hope that this volume would be the start of a fruitful and continuing partnership within the environmental sector aimed at the promotion of environmental concerns through communication.
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Books by Alexander Gonzalez Flor
and (3) seek empirical validation of this model within the Department of Agriculture-Philippine Carabao Center (DA-PCC). Translating the SOD’s four dimensions into
four elements that may be situated within a model, we arrived at the following: Local Knowledge; Research-Based Innovation; Delivery Skills Sharing; and Delivery Systems Framework. As applied to the Philippine agricultural sector, in general, and the DAPCC, in particular, this innovation-delivery model submits that effective delivery of innovations requires that: (1) Research-based innovation or technology should be
informed by local or indigenous knowledge; (2) The model that informs and explains the delivery strategy adopted by the agency should be studied and shared within the agency, particularly the tacit knowledge
gained by the more experienced personnel; and (3) Innovation should be combined with the delivery system. Delivery will not be effective if any one of these elements is missing. The innovation-delivery model
was validated empirically at the DA-PCC through the production or publication of its knowledge products (KPs) in the forms of document (Innovative Answers, Solutions, and Knowledge or iASK Series) and video
(Knowledge Brokerage, Guidance, and Advisory Network or KBGAN Learning Series). Both types of KPs were designed, developed, and disseminated with farmers
and partners from the local government units, and nongovernmental organizations as intended users or audience. The contents of the KPs were innovations generated by research in the DA-PCC laboratories and
farm sites. Research results were informed and corroborated by local knowledge and practical experience from farmer cooperators. The KP delivery system makes use of a knowledge management framework and the designer-developer-disseminators
have been trained on the most appropriate means of framing their messages.
Keywords: Science of Delivery, knowledge
products, innovation-delivery-model,
agricultural extension
interestingly enough, stories. This volume contains both good practices
and stories that promote collective climate action. Part A contains ten
food security-related climate change adaptation practices compiled
under the Philippine Climate Change Adaptation Project or PhilCCAP
sponsored by the Global Environmental Fund and the World Bank.
Part B shares eighteen stories on climate change from the Dalaw-Turo
initiative... representing the entire spectrum of the environment and
natural resources sector, namely, forestry, mining, lands, protected
areas, coastal resources, and environmental management.
themes in the international development assistance community. The materials were compiled and made available on the course sites of two online courses offered by the UPOU Faculty of Information and Communication Studies in several installments from 2010 to 2020. The casebook is intended to enable the student to move from abstract conceptualization to empirical application of KM4D.
reading in MMS 130 (ICT4D. Information and Communication
Technology for Development) offered under the Bachelor of
Arts in Multimedia Studies (BAMS) Program of the UP Open
University. It was a product of field experience, a collection of
grey literature and fugitive materials produced in our consulting
sorties in Asian countries. Before the BAMS program, there
were no formal courses on the subject nor were there any texts.
With the highlighting of best practice and lessons learned,
the restructuring of the text, and the inclusion of learning
objectives and self-assessment questions, the compilations were
transformed into what we feel, is a comprehensive textbook on
information and communication technology for development.
identity from the perspective of communication and culture. It was prepared as an eBook for a Massive Open Online Learning Course. Earlier versions of this open educational resource (OER) have been used as reference for DEVC 242. Media and Communication from an ASEAN Perspective, offered under the Master of
Development Communication Program cross-listed as AS231 in the UPOU Faculty of Management and Development Studies Master of ASEAN Studies Program.
Only the first chapter from the non-camera ready manuscript is uploaded here.
Papers by Alexander Gonzalez Flor
documentation of their local knowledge? The theoretical basis for proposing that mobile devices may lead to the active participation of rural communities and
indigenous peoples as ICT4D Web content providers is founded on three concepts: social capital; the network effect; and critical mass theory. The primary technological intervention was the mobile device. GPRS enabled mobile phones, with audio-video
capture and Internet browsing functionalities were provided to focal persons from three IP groups. The Principal Investigator trained the focal persons on mobile phone video capture of indigenous or local knowledge. A content management system was designed to contain indigenous or local knowledge in agriculture in the form
of rituals, practices, and others. The Principal Investigator and his assistants observed the knowledge capture and utilization process. During the conduct of the study, however, the researcher observed a marked reluctance from organized indigenous people’s groups to participate in the initiative. It soon became apparent that interfacing indigenous knowledge with Web 2.0 and open access concepts held complicated issues. The intervening variables observed and deduced by the Principal Investigator were: indigenous belief systems; privacy of indigenous peoples;
indigenous knowledge system (IKS) protocols; the significance of context in IKS; prejudice and value judgments among non-IP users; and misrepresentation of indigenous knowledge.
eAgriculture and its emphasis on information and communication technologies and applications in the agricultural sector have been perceived as irrelevant. Not many are aware that the answer to the impending global food crisis may be found in eAgriculture.
This volume aims to address this need. It is a collection of papers which were presented in or which resulted from a two-day Workshop on Environmental Communication Curriculum Development. The activity was sponsored by the USAID-DENR Natural Resources Management Program and implemented by the UPLB Institute of Development Communication. The workshop assessed the communication education needs of the environmental sector and explored appropriate non-traditional modes of education and delivery systems. Likewise, it proposed courses that were deemed responsive to the goals of the environmental sector. We hope that this volume would be the start of a fruitful and continuing partnership within the environmental sector aimed at the promotion of environmental concerns through communication.
and (3) seek empirical validation of this model within the Department of Agriculture-Philippine Carabao Center (DA-PCC). Translating the SOD’s four dimensions into
four elements that may be situated within a model, we arrived at the following: Local Knowledge; Research-Based Innovation; Delivery Skills Sharing; and Delivery Systems Framework. As applied to the Philippine agricultural sector, in general, and the DAPCC, in particular, this innovation-delivery model submits that effective delivery of innovations requires that: (1) Research-based innovation or technology should be
informed by local or indigenous knowledge; (2) The model that informs and explains the delivery strategy adopted by the agency should be studied and shared within the agency, particularly the tacit knowledge
gained by the more experienced personnel; and (3) Innovation should be combined with the delivery system. Delivery will not be effective if any one of these elements is missing. The innovation-delivery model
was validated empirically at the DA-PCC through the production or publication of its knowledge products (KPs) in the forms of document (Innovative Answers, Solutions, and Knowledge or iASK Series) and video
(Knowledge Brokerage, Guidance, and Advisory Network or KBGAN Learning Series). Both types of KPs were designed, developed, and disseminated with farmers
and partners from the local government units, and nongovernmental organizations as intended users or audience. The contents of the KPs were innovations generated by research in the DA-PCC laboratories and
farm sites. Research results were informed and corroborated by local knowledge and practical experience from farmer cooperators. The KP delivery system makes use of a knowledge management framework and the designer-developer-disseminators
have been trained on the most appropriate means of framing their messages.
Keywords: Science of Delivery, knowledge
products, innovation-delivery-model,
agricultural extension
interestingly enough, stories. This volume contains both good practices
and stories that promote collective climate action. Part A contains ten
food security-related climate change adaptation practices compiled
under the Philippine Climate Change Adaptation Project or PhilCCAP
sponsored by the Global Environmental Fund and the World Bank.
Part B shares eighteen stories on climate change from the Dalaw-Turo
initiative... representing the entire spectrum of the environment and
natural resources sector, namely, forestry, mining, lands, protected
areas, coastal resources, and environmental management.
themes in the international development assistance community. The materials were compiled and made available on the course sites of two online courses offered by the UPOU Faculty of Information and Communication Studies in several installments from 2010 to 2020. The casebook is intended to enable the student to move from abstract conceptualization to empirical application of KM4D.
reading in MMS 130 (ICT4D. Information and Communication
Technology for Development) offered under the Bachelor of
Arts in Multimedia Studies (BAMS) Program of the UP Open
University. It was a product of field experience, a collection of
grey literature and fugitive materials produced in our consulting
sorties in Asian countries. Before the BAMS program, there
were no formal courses on the subject nor were there any texts.
With the highlighting of best practice and lessons learned,
the restructuring of the text, and the inclusion of learning
objectives and self-assessment questions, the compilations were
transformed into what we feel, is a comprehensive textbook on
information and communication technology for development.
identity from the perspective of communication and culture. It was prepared as an eBook for a Massive Open Online Learning Course. Earlier versions of this open educational resource (OER) have been used as reference for DEVC 242. Media and Communication from an ASEAN Perspective, offered under the Master of
Development Communication Program cross-listed as AS231 in the UPOU Faculty of Management and Development Studies Master of ASEAN Studies Program.
Only the first chapter from the non-camera ready manuscript is uploaded here.
documentation of their local knowledge? The theoretical basis for proposing that mobile devices may lead to the active participation of rural communities and
indigenous peoples as ICT4D Web content providers is founded on three concepts: social capital; the network effect; and critical mass theory. The primary technological intervention was the mobile device. GPRS enabled mobile phones, with audio-video
capture and Internet browsing functionalities were provided to focal persons from three IP groups. The Principal Investigator trained the focal persons on mobile phone video capture of indigenous or local knowledge. A content management system was designed to contain indigenous or local knowledge in agriculture in the form
of rituals, practices, and others. The Principal Investigator and his assistants observed the knowledge capture and utilization process. During the conduct of the study, however, the researcher observed a marked reluctance from organized indigenous people’s groups to participate in the initiative. It soon became apparent that interfacing indigenous knowledge with Web 2.0 and open access concepts held complicated issues. The intervening variables observed and deduced by the Principal Investigator were: indigenous belief systems; privacy of indigenous peoples;
indigenous knowledge system (IKS) protocols; the significance of context in IKS; prejudice and value judgments among non-IP users; and misrepresentation of indigenous knowledge.
eAgriculture and its emphasis on information and communication technologies and applications in the agricultural sector have been perceived as irrelevant. Not many are aware that the answer to the impending global food crisis may be found in eAgriculture.
This volume aims to address this need. It is a collection of papers which were presented in or which resulted from a two-day Workshop on Environmental Communication Curriculum Development. The activity was sponsored by the USAID-DENR Natural Resources Management Program and implemented by the UPLB Institute of Development Communication. The workshop assessed the communication education needs of the environmental sector and explored appropriate non-traditional modes of education and delivery systems. Likewise, it proposed courses that were deemed responsive to the goals of the environmental sector. We hope that this volume would be the start of a fruitful and continuing partnership within the environmental sector aimed at the promotion of environmental concerns through communication.
Lifelong learning will primarily be influenced by online learning. Online learning in the new era will be scalable and learner-centered. It will make use of mentors and coaches instead of instructors and tutors. Furthermore, lifelong learning in the new era will see a blurring of geographical, disciplinal and modal boundaries. With the global adoption of a lingua franca, English, transnational education will become predominant. Boundaries between and among discipline will likewise dissolve. Transdisciplinary education in the form of specialized programs that address specific workplace needs will become the norm. Strict boundaries between formal, nonformal and informal education; between basic, higher and technical vocational education will cease to exist with the provision of ladders, bridges and pathways between these educational modes. Additionally, programs will have multiple entry points and exit points.
Another emerging trend is Open Education, which may manifest itself in educational governance approaches such as: open admissions; open ended timeframes for programs; and open access learning resources. Additionally, ubiquity will become a major trend in lifelong learning. One can learn at any place in any time with: mobile devices such as netbooks and mobile phones; cloud computing; and WiFi/ WiMAX services.
Lastly, the paper establishes the shift on lifelong learning clientele. Before lifelong learning opportunities were targeted at the poorest of the poor, living in remote areas, where access is a primary issue. Lifelong learning was for the marginalized, the overaged and women whose cultures denied them equal access. Now, as a result of the emerging delivery systems the well off, the professional and the advanced student now avail of lifelong learning opportunities more than the marginalized.
The study’s philosophical basis rested upon open access and open learning resources assumptions. During the conduct of the study, however, the researcher observed a marked reluctance from organized indigenous people’s groups to participate in the initiative. It soon became apparent that interfacing indigenous knowledge with open access concepts held complicated issues. The inhibiting factors enumerated and discussed in the paper deal with: honoring indigenous belief systems; respecting the privacy of indigenous peoples; dealing with indigenous knowledge system (IKS) protocols; the significance of context in IKS; mainstream prejudice and value judgments among non-IP users; and the misrepresentation of indigenous knowledge.
Indonesia is also the first country in Southeast to mainstream open and distance learning within the educational system through its SPT Terbuka initiative. Its Universitas Terbuka is among the first open universities to be established in the ASEAN region. With its extensive background in ODL and its maritime nature, Indonesia can tap eLearning for its maritime education and training sector to achieve its potential as a world maritime power.
This paper presents the economic arguments for the convergence of the Indonesian ODL community and the Indonesian maritime education and training sector. These include macro level analysis of the maritime labor force and its contributions to GDP as well as micro analyses such as educational expenditures and opportunity costs. Collaborative models and policy options are offered by the paper as well.
What competencies are then expected from the ICT professional for him/her to lead in this globalized society? This paper explores the so-called fitness horizon for a Southeast Asian student to make it today. It submits that the most promising set of competencies can be found in the newly emerging discipline called knowledge management. Furthermore, the paper assesses the role of flexible learning systems, specifically distance education and open learning programs, in achieving these competencies. Lastly, it looks into the impact of shifting educational paradigms to current curricular initiatives aimed at achieving localized competencies in a global educational environment.
The challenges described in these cases are as follows: the lack of participation among workflow nodes and focal points; the lack of partnership and partnership mechanisms within agencies and among intermediaries; and the lack of participation among the end users of information.
Within existing networks, there is an observed need for more substantive commitments of time and effort among focal points, workflow nodes and contributors of Web-based rural information systems. There is a lack of accountability for identified content targets. Existing entries lack in volume and quality. Furthermore, agencies within ministries duplicate one another’s’ systems. There is a lack of enthusiasm among intermediaries to participate. There is a lack of ownership of the systems themselves. Lastly, farmers and rural folk are generally either apathetic or intimidated when it comes to Web-based rural information systems.
It has been argued that knowledge management systems have three prerequisites. Firstly, one needs a good IT infrastructure with respectable bandwidth to accommodate the functionalities and applications associated with the storage, sharing and reuse of digitized or captured knowledge. Secondly, one requires an appropriate workflow or process for knowledge sharing and reuse. Lastly, the organizational environment or culture for knowledge sharing and reuse is an absolute imperative. These prerequisites hold true in the development sector as well, with one main difference. The goal of knowledge management in the rural development context is not limited to the sharing and reuse of knowledge to increase the bottom line but covers a much more complicated set of outcomes, which we refer to as the Millennium Development Goals. The third prerequisite – a conducive organizational environment or organizational culture for knowledge sharing – seems to be the factor that we have generally neglected in Web-based rural information systems.