Dankegon al vi gesinjoroj. Thank you very much ladies and gentlemen.

I am delighted to have such wonderful respond and feedback.

I would like to share my knowledge in the distance learning programme. Of course, different country has different way of conducting the course. But most courses would include the technology part in the course.

1.University London external programme is more than a century but I think it is still worth borrowing it too. Malaysians, older generation would not feel unfamiliar about this programme as it was part and parcel for the people after Malaya and later Malaysia gained her independence.

2.Malaysia USM also has a very good distance learning programme but the short coming is the entrance qualification must have good credit of Malay and English language. Many non Malays are unable to pass Malay and English at the same time.

3.Thailand also has good distance learning programme and the university is set up by the government as well as USM is also a government initiative to upgrade the standard of people ,hence the country is better.

4.If you ask the people in each country, they would know somehow, their country has the distance learning programme but why we need to set up an Esperanto programme ?

Learning in the national language is better than in Esperanto, isn't it ?

I cannot speak for other countries but only for Malaysia, which I know well.

There are many youngsters left the schools in the early teens due to various reasons, like financial problem ( Malaysia has free education for her people till Form Sixm which means 13 years free education),academic failure and of course not interested in academic subjects.

These are the group of people we are catering for at the beginning. Though many suggestions come from the full university academic work, what I suggest is the college level for the low power of concentration people. They don't stay on the learning process for too long, just a year and they can be off to work for a few years and return for the undergraduate diploma course and the process repeated and return later for the undergraduate degree course if they like.

With working experience, some candidate may be exempted from doing certificate and straight to diploma or undergraduate degree. This would be the progrmme later when the college is better run.

se:Dankegon al vi gesinjoroj. Thank you very much ladies and gentlemen.

I am delighted to have such wonderful respond and feeback

This continue from the earlier post as the word limit set in.

I would like to suggest the model of University of London, which has centres throughout the world. The regulations of University of London is, if the local governments do not like to cooperate to handle the examinations, there will be no examination centre, in short, the people in that particular country cannot apply for the course, India is one of the example that the government does not handle the examinations and the students have to travel to the country, maybe nearby to sit for the examinations.

But these days, few local colleges in Malaysia are handling the examinations, especially the Law and Accountancy are the hot subjects as the local professional bodies only recognised degrees from the United Kingdom. Unfair, but not many people realised it.

As far as accreditation is concerned, it would be best let the graduate performance to speak for it. As long as you are not intended to serve in the government departments, one does not have to worry about accreditation. Besides, it would be difficult to pinpoint down to which country accreditation is the best. It is the local Esperanto association has to do some promotion work.

The online course cannot be done solely by one person, it would be best to round in the local Esperanto association to team up, and the tutorial classes be held and examinations can be conducted. Hopefully, with the new Director General sitting in the UEA, the scenario will be changed.

Of course, some local Esperanto associations are having problems with the leadership, therefore, let other private companies to handle it. Do not depend on these sleeping heads.

Pardon me, I cannot reply each and every one of your suggestions, certainly is heart warming. The 2500 million people in 17,000 island of Indonesia would get you want to put your effort on this project.

But again, I would suggest to begin with practical courses in administration and management course will be of great help. The committee members of some local Esperanto associations need to attend this course.

Tempodivalse:There is a website called Wikiversity which aims to host free (as in freely-licensed and freely accessible) education resources and (original) scholarly projects in multiple languages. It is a sister-project of Wikipedia, run by the Wikimedia Foundation. Anyone can come and contribute, but specialists in certain topics are particularly sought. It forms a kind of "informal" college.

Thank you for the info. Esperantujo spend a great amount of time in translating the sites here and there but not rarely sit down work for a solution which can lead Esperanto to a functional phase.

It is much of "look, here is Esperanto page, and that is Esperanto page" rather than a tangible item which people can use it.

Certainly, this would be a good source for the references just as other info in wiki.

If the Esperantujo can use about 10% of the time on creating the course books and looking into possibility to set up a school of vocational training etc to let people know how Esperanto save their fate and change their lives.

jdawdy:
Sounds like something that the Akademio Internacia de la Sciencoj San Marino should work with. They exist as an official institution, but other than some summer programs don't seem to do much. Seems like creating an online Esperanto college would be an ideal marriage for the Academy.

If the AIS like to survive further, they can contact New Era College in Malaysia to rent the premise to conduct course in science of course. ( Is the English of the principal good ???)

Currently, this college is facing closure due to less students and the partner universities withdrew themselves from the packages.

If AIS can successfully rent the premise and there would be no problem in getting students as this college is a part of the 61 Chinese Independent Schools, in short, 61 schools are behind it if the course is good. This would give the Esperantists some work and the Esperantists who want a job should work to realise this project.

1. rent the premise and maintain AIS name.

2. partner with the college and share the profit. Normally, the overseas partner university would ask for a 50-50 benefits and some would take 40-60.

AIS can take even 30-70, the aim is to promote Esperanto.

With the establishment of AIS in New Era College, AIS can get students from Singapore, who are not good at English and of course, other ASEAN countries like Indonesia, Thailand etc.

Now, the question is whether AIS has the university status in San Marino ?

Some of the staff in that college knew (konis ) esperanto as I did write to them to start the Esperanto course.

The students are mainly from the Chinese indepedent schools and their English is not good. We can say the 2nd or 3rd grade students. The reason for the UK partnership to break up , it is because the students cannot command good English.

Look at the pic of last year result. of over 8000 candidates, 11% was in the F, fail grade. They have studied English for more than 12 years including kindergarten. 16% failed the national language of Malaysia and 6.9% failed the mother language

If UEA, AIS etc can catch this opportunity, Esperanto will glow (brilas) in ASEAN. There is a Malay version in lernu

But most Esperantists are only focussing in EU

Please note" the English standard of this test paper is not as high as O level.

Xia Men University from China is building a branch campus in Malaysia.

Do not know what is the medium of instruction. Some said it would be Chinese but others said it is in English as Xia Men University wants to cash in more students from nearby countries.

The university has professed to make the Malaysia campus a world class university recently.

Certainly, Xia Men University will accept the pupils from the said 60 schools to do the course, in fact, some of them are already in China main campus.

Would Esperantists want to team up and write to the college of NEW ERA to see how the partnership would be rather than waiting for the new Director General from UEA ?

If the twinning programme, as it is very popular in Malaysia, this online college would not be the major concerned for now.

Time is money.

All this talk about money. Shouldn't something like this be free or at the very least low cost?

makis:All this talk about money. Shouldn't something like this be free or at the very least low cost?

Where is college education ever free? If we're talking about accredited, university level classes, professors, college staff, textbook writers, etc., are not there to do charity work--they have to make a living as well. Programs run by volunteers normally reflect the adage that "you get what you pay for".

Polaris:Where is college education ever free? If we're talking about accredited, university level classes, professors, college staff, textbook writers, etc., are not there to do charity work--they have to make a living as well. Programs run by volunteers normally reflect the adage that "you get what you pay for".

Well, that's kind of the problem. Especially with for-profit institutions - not everyone can afford a college education. Especially with the ever-rising costs - at least here in the US.

There can be quite a few different pricing models. Here's one off the top of my head if you want to keep profits in mind: most 101 and/or user guided courses are free. Courses that need an instructor to check coursework carries a cost ( for the instructors time) And to actually receive a " diploma" is an additional cost.

But I don't like that so much. Some money to the course creators is great but an educated population is worth more, in my eyes.

Polaris:Programs run by volunteers normally reflect the adage that "you get what you pay for".

This historically is true, but I wonder if that isn't changing now. Though not strictly related to higher education, there are many volunteer-run projects that have a significant standard of quality, Linux and open-source software being good examples (and to a significant extent Wikipedia, Wiktionary, and other Wikimedia projects - yes, they are actually of a considerably good quality most of the time). With sufficient dedication and participation, there is no reason why a program like Wikiversity could not perform similarly.

The success of open source and free content is surprising from the mindset that people will only do good work for monetary compensation.

Of course, if one is looking for a formal, traditional educational setup (in a real classroom), this will not work. But "Internet colleges" and online courses are a real possibility now, and they present fewer logistical problems and expenses than a real classroom (you can teach from the convenience of your home, students don't have to travel long distances).

makis:All this talk about money. Shouldn't something like this be free or at the very least low cost?

This is why I initially brought up Wikiversity, and the free-content, open-source movement more generally - which have many things in common with many Esperantists. I would like to see more interaction between the two. The Internet has given EO a new lease on life. Let's maximise that.

Tempodivalse:The success of open source and free content is surprising from the mindset that people will only do good work for monetary compensation.

...

This is why I initially brought up Wikiversity, and the free-content, open-source movement more generally - which have many things in common with many Esperantists. I would like to see more interaction between the two. The Internet has given EO a new lease on life. Let's maximise that.

That's my view. I generally see Esperanto as an open source language. So when I hear about an Esperanto (online) university, it would seem to me that the right course of action would be to have the course materials at the very least Creative Commons, if not public domain.