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Students entering the GEDS should have at least a bachelor’s
degree in a social science discipline, with at least an 80 ECTS
concentration in a relevant major area. Relevant fields of special-
isation are business and public administration, other areas of
management or development studies, geography and other fields
of social science, such as political science, sociology or anthro-
pology. In addition, applicants need to have a strong oral and
written command of the English language. They must be famil-
iar with the use of PCs and Internet communication. Students
who do not have the necessary experience with ICT tools and
who are otherwise qualified may take a preparatory course in
the use of computers. Preferably students should have relevant
work experience, for example, within administration, manage-
ment, teaching, research or relevant project work. Students from
developing countries have priority.
The tutor’s role is essential. While subject professors have
planned the course modules and study guides in detail, and to
some extent will be available for subject-relevant questions and
giving guidance to tutors, the tutors will implement the course
in the virtual classroom, unless the professor wants to take a
lead in the virtual classroom him or herself. Student retention
will largely depend on the tutor’s ability to give sufficient
support throughout the study period. Tutors will provide essen-
tial parts of the ‘scaffolding’, helping students to interact well
with peers, define the course, explain and sort out misunder-
standings, guide and moderate the discussions, assess and give
feedback to hand-ins. The tutor will help develop online learn-
ing skills, assist in study progress and pacing and, when
relevant, enrich the discussions with new perspectives.
Quality standards are crucial for a network of partner insti-
tutions. The partners must be confident that for example, a ten
credits course is recognized as such by all partners. They must
also know that students are assessed according to the same crite-
ria, and that students are given appropriate student support
regardless of where in the network they take the course. Without
such confidence, the network cooperation may fail.
Quality factors of particular interest when developing courses
and study programmes are meaningful learning situations, contex-
tualised learning, student interactivity, reflection on learning,
feedback and evaluation, dynamic updating of course material,
authentic learning material, appropriate support, appropriate
pacing and workload and efficient online tutoring.
Tutors and students will tend to focus more on good study
guides; relevant content; smooth, user-friendly technology; appro-
priate workload; formative evaluations that can benefit the current
learners; fair and consistent assessments and good choice of peda-
gogy for the online learning environment.
The partnership network will look closely at benefits, duties
and costs; course efficiency for example through the number of
graduates; standards for course development; standards for
assessment; training of tutors; the possibility of course and
learning object exchange and accreditation. Of considerable
interest to at least some partners is mutual recognition of
competence when making joint programmes. With a function-
ing UNU/GVU quality enhancement committee advising course
development teams when writing study programmes and indi-
vidual courses, obtaining international recognition of
competence as well will be easier.
The UN organizations involved will be more interested in the
possible impacts on capacity and competence building that is
urgently needed in the developing world, with reference to for
example, the Millennium Development Goals, such as universal
education; ensuring environmental sustainability and develop-
ing a global partnership for development.
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Micheal Tsegay Assefa from Ethiopia and Karianne Hansen Heien from Norway share a physical desk at the face-to-face session,
but may work in different groups in the virtual classroom
Photo: Åke Bjørke