Looking to the Future: E-learning and SAIs

International Journal of Government Auditing, Oct 2004 by Callaghan, Patrick

E-learning is the combination of training with technology. Although used only to a limited extent by SAIs at present, e-learning offers the potential to widen the availability and effectiveness of quality training products. This article gives an overview of how e-learning could affect the future learning environment in SAIs and the steps the IDI has taken to date toward developing an e-learning strategy.

The IDI's Mandate to Investigate Distance Learning Programs

Learning is vital to the health of SAIs, and INTOSAI recognized its crucial role when it established the INTOSAI Development Initiative (IDI) in 1986. Since that time, the IDI has worked with SAIs at the regional and local levels to facilitate quality training and capacity-building on key audit and management issues. In goal 5 of its Strategic Plan 2001-2006, the IDI is charged with the task of exploring the potential of distance learning programs, including e-learning, to enhance training and capacity building in SAIs.

This article uses the term e-learning as a shortened way of saying "e-learning or blended learning." It is worth clarifying the meaning of both of these terms.

E-learning can be defined as learning through information and communication technologies, including the Internet. Many companies offer commercial e-learning solutions, from software that allows organizations to seamlessly integrate their human resource, personnel, and personal development systems, to companies that design and host individual courses. E-learning can also be delivered using corporate intranets (internal Internet-based systems) or stand-alone computers or be published on CD-ROM.

Blended learning is a fairly new concept that merges elements of e-learning and classroom learning into a "blend" that suits the circumstances of a particular training intervention. For example, a course might begin with a videoconference, after which participants carry out group exercises using Internet pages and Internet-based discussion forums or chat rooms. There could be a second videoconference followed by individual home study and coursework supported by online instructors and ending with a short classroom meeting. Many people see blended learning as the way forward because it is the most flexible approach to training.

E-learning Is a Logical Next Step for SAIs

In some sectors, e-learning has a reputation for being expensive to develop, and some wonder whether it is worth pursuing at all. It is certainly true that e-learning had an inauspicious start and that there have been many examples of failed implementation. Fueled particularly by the North American corporate market in the 1980s and 1990s, e-learning companies anticipated huge profits. Some corporations closed down internal training departments in favor of buying "off-the-shelf" e-learning solutions. However, in many cases student enrollment and retention were poor. The reasons for this were obvious: these commercial e-learning products were designed for the corporate market, which often encompasses numerous professions and corporate business styles. So, for example, generic courses on performance management, human resources, and change management proved to be almost useless because they did not reflect the circumstances of individual organizations.

E-learning does, however, have its success stories, and it does have applications that can benefit SAIs. Courses that highlight aspects of specific legislation or cover more narrowly defined aspects of professional and personal development can be important additions to other organizational training. In recent years, e-learning has had increasing acceptance as a result of its ability to mimic the pedagogical successes of classroom training while offering significant economies of scale, including financial savings. If, for example, an SAI has 1,000 auditors in several regional offices, all of whom need to be trained in performance auditing, the development of an e-learning course may be a viable solution. If the course is designed and delivered well and staff have access to appropriate technology, e-learning is a potentially useful way of approaching such large-scale training programs. Within the IDI context, there is little doubt that e-learning offers economies of scale, particularly in the different Englishspeaking regional working groups, where SAIs from multiple regions could be invited to participate in the same courses.

Investigation on E-learning within International Organizations

As the IDI has begun to explore the potential of e-learning, it has considered possible barriers to success within the INTOSAI community, including the lack of access to technology. The IDI has identified several international organizations that have developed mature e-learning solutions that INTOSAI might be able to benefit from in the future.

To better understand how barriers to e-learning could be lowered, the IDI met with several international organizations in October 2003. The response from these institutions was largely positive, and future partnerships may eventually be developed. The World Bank's Global Development Learning Network (GDLN) centers provide a good example of options for collaboration. GDLN centers have been established in more than 60 mostly developing countries, with mixed regional coverage, and there are plans to expand the number significantly in the coming years. The centers have fully supported videoconferencing and Internet facilities for use by stakeholders, and these are backed up with fast telecommunications networks. These facilities make training through videoconferencing and/or e-learning a viable prospect in those countries.