The document discusses open and distance learning programs in the Orinoquia and Amazonia regions of Colombia. It provides background on the regions and their populations, then describes the ESAP program which began distance education in 1983. It outlines some of the internal conditions within ESAP as well as external conditions in the remote regions, including lack of infrastructure. It also describes some characteristics of the student populations in these regions and concludes that more evaluation is needed but distance learning provides opportunities for people in remote areas.

1. “ Open and distance learning at the Orinoquia and Amazonia regions of Colombia” Wilson Ladino Orjuela Professor Balí, 3rd of October, 2011

3. 1. Background 46 millions of inhabitants 1.120.000 kmts 2

4. 1. Background 1.800.000 inhabitants 380.000 kmts 2 International Frontier Savannas and Forest Indigenous, farmers,

5. 1 . Background National Market GDP, US $435,9 billion (2010 est.) Composition Agriculture 9.2% Industry 37.6 % Services 53.1% Source: DANE, 2010 National Economy 3rd Latin America economy after Brazil and Argentina. Country comparison to the world 29

6. 2. ESAP -Created in 1958 -Main purpose: Training public bureocracy in Colombia -Started Distance Education in 1983 -Opened undergraduate (distance learning) program in 1983 First: Local public administration program (6 semesters) After: Regional administration program (4 semesters)

7. 2.1 ESAP. Internal Conditions -Faculty (Few full time professors, temporary lecturers, etc) -Academic project (Education without research) -Academic tradition (Never before the institution have had distance learning experience) -Infrastructure (Without computers, internal networks,etc.)

8. 2.1 ESAP. Internal Conditions -Eleventh Branch (Amazonas, Guaviare, Guainía, Meta, Vaupés and Vichada departments) -Opened in 1983 -Main office: Villavicencio, Meta. Director -Administrative Organization -Academic Organization -CETAP: started from relationships between ESAP and Local State (Municipality or Department)

9. 3. Orinoquia and Amazonia regions. External Conditions -Roads (No roads to connect localities with big cities) -Courrier Service (No punctual and safe delivery service) -Flights (Low level of flights, irregular trips, low quality of air planes) -Electricity Service (few hours of service: 6 hours per day)

10. 3. Orinoquia and Amazonia regions. External Conditions -Local Libraries (Without public libraries or without enough collections) -Comunications (Telephone service) (Few lines, irregular service) -No other universities (ESAP was the only college in those towns)

11. 4. Students (some personal characteristics) -Old people (many years far way the academic activities) -No reading and writing traditions (weakness from primary schools) -Oral tradition (without logical thinking) -Without distance and open learning experience (responsability, low level of self discipline, without academic routines, etc) -Many of them employees of public administration (low level of attention)

12. 5. Conclusions -Until now there is no systematic evaluation about the experience -Many of graduates follow the same kind of working (employees) -Internal tradition about distance learning is very important -External insfrastructure is condition to develop Distance and Open Learning -Distance Learning is an opportunity for people

13. Thanks www.esap.edu.co