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AbstractCourse books 1–12 for "Managing Voluntary and Non‐Profit Enterprises." Milton Keynes, U.K.: The Open University, 1991. (For information, contact Open University Enterprises, 12 Coferidge Close, Stony Stratford, Milton Keynes, MK11 1BY, U.K.)Issues in Voluntary and Non‐Profit Management: A Reader, edited by Julian Batsleer, Chris Cornforth, and Rob Paton. Workingham, England: Addison‐Wesley, in association with The Open University, 1991. 215 pp., paper.Writers on Organizations (4th ed.), by D. S. Pugh and D. J. Hickson. London: Penguin Books, 1989. 201 pp., paper.

This study aims to analyze the learning process online, supporting factors and factors inhibiting teachers in carrying out online learning during the covid-19 pandemic. This research was conducted in several elementary schools in Nganjuk district which is calculated from September to January 2021. This study uses a type of descriptive qualitative method research. The subjects used in this study were primary school teachers and some education-related policymakers. Data collection techniques used in this study in the form of open questionnaires, semi-structured interviews, documentation and field records. The result of this study is that the covid-19 pandemic has a huge impact on the learning process, learning that is usually carried out directly is now diverted into online learning. Students feel bored and bored during the learning. Online learning for primary school-age children is less effective. There are several factors supporting teachers in the online learning process, namely the availability of mobile phones, quotas and a stable internet network. In addition to the supporting factors in online learning there are also several factors inhibiting teachers in online learning. The inhibitory factors include that not all students have mobile phones and many parents are busy working.it is necessary to government from various parties, both from the government as the regulatory holder and the community as policy users. so it is expected that both can synergize and maximize the academic potential of students.

This review article follows the author's participation in the International DEASA Conference held in Mauritius in December 2014. There is a growing concern over the years to develop Open and Distance Learning (ODL) in sub-Saharan Africa based upon the fact that all nations are connected to the Internet and related technologies. In this perspective, the objective of encouraging distance learning comes from the fact that it had existed in Mauritius and several other countries in its traditional form through mail and correspondence courses. The fact that such type of education is gaining more recognition today calls the author to reflect upon how suitably distance education could be imparted in sub-Saharan Africa with the knowledge that it is still in its infancy since Africa is in general lagging behind in technology. There is no excuse given that governments in sub-Saharan Africa believe that distance learning helps building capacity in their respective countries and favours the advancement and growth of individuals. Blending both technology and education followed by governing principles of broadening educational access at the tertiary level might improve opportunities for development and growth. Illustrations are taken from different countries which have both met with the challenges and success of distance learning. It is found out that governments in sub-Saharan Africa need to move forward with bolder initiatives to ensure the success of open and distance learning in the region.

This article reports the results from a national survey directed to the department chairs of political science to assess the current and future state of distance learning in that discipline. The insights of this research are relevant to all social science fields and offer important insights to other academic disciplines as well. Key findings of the study include the low utilization of distance learning courses, a low degree of importance currently attributed to distance learning and modest expectations of future growth, ambivalent acceptance of a future role for distance learning, the common use of Internet-related technologies, low levels of faculty knowledge and interest about distance learning, limited institutional support, and serious doubts about the appropriateness and quality of instruction at a distance. We propose a model of the size and scope of distance learning as a function of three factors: the capacity of distance learning technologies, market demand, and faculty and university interest in distance learning. The article concludes with suggestions of critical areas for future research in this dynamic, fluid post-secondary environment.

The article highlights the impact of the COVID-19 pandemic on Iranian schools. Education in Iran has relied heavily on traditional teaching methods. In a country such as Iran, affected by economic sanctions and wars, in addition to experiencing one of the world's largest outbreaks of the coronavirus, the impact of the pandemic Covid-19 on its education system has been significant. Because of this, the education system has reorganized the popular traditional teaching and didactics methods by favoring distance learning work. The article is based on the comprehensive analysis of distance learning educational methods during the COVID-19 pandemic period using the online available documents, articles, and reports posted on the Internet and telephone interviews with Iranian teachers from March 2020 to August 2021.

Distance learning (PJJ) is an alternative to learning during the Covid 19 pandemic. This article aims to find out PJJ in early childhood education in Jayapura, Papua Province. The research method used is descriptive qualitative by taking data from six early childhood education institutions in Jayapura, Papua. The results of this study indicate that the form of distance learning in early childhood education in Jayapura is by submitting children's worksheets every week, using the Zoom meeting application, using the Whatsapp application, and home visits. The results obtained from this study can be used as information about distance learning in PAUD in Jayapura and can be used as an evaluation of the implementation of PJJ for the government and PAUD institutions in order to manage the education system in Indonesia more effectively, efficiently, and optimally.

Change is the law of nature .Equality for all; is an essential process to bring structural change in the system of education .In developing countries gender equality is a major problem. Its found from studies women are behind men in every aspect such as social, cultural, political and environmental impacts of development .To bring all equal education role as a common factor. India is a developing country. As it is moving towards 21st century with an eye amongst superpowers. In this respect, Education for all is a prime criteria to be amongst the developing nation. Open and Distance Learning is the key solution for the disadvantaged group women. ODL is a tool for accessing higher education for women. ODL provides all divisions of the education system based on gender, age, race, space, income, time etc. This writing highlights on the nature of open and Distance Learning and its access top women education. It also evaluates and helps in the process of women empowerment. It's a noble step to explore and its role in bringing gender equality and empowering women.