ODL – Answer to access to tertiary education in Southern Africa?

The introduction of open and distance learning (ODL) has generally been understood as a response to the new challenges of increased and diverse demands for learning being placed on the education sector, and is seen as one of the strategies through which universities can substantially increase access to tertiary education. However, recent studies indicate that ODL has generally made a significant contribution towards access to tertiary education in developed countries and less so in developing countries, where access remains limited. Even though Botswana identified ODL as one of the strategies to increase participation in tertiary education, its expansion remained very slow for a long time compared to face-to-face provision, resulting in its contribution to increased participation being insignificant. In this article, document analysis was used to review policies affecting ODL as a mode of delivery. The study sought to determine the reason for the limited use of ODL to improve access to tertiary education, in some dual-mode universities. A case study of the University of Botswana (UB) was conducted to determine reasons that some dual-mode universities in Southern Africa still appear hesitant to increase access to many of their programmes through ODL. Reasons uncovered include financial resources, limited planning and monitoring of implementation, stakeholder attitudes and perceptionshttp://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=7388http://reference.sabinet.co.za.nwulib.nwu.ac.za/proxy/DocumentView/aHR0cDovL3JlZmVyZW5jZS5zYWJpbmV0LmNvLnphL2RvY3VtZW50L0VKQzEzMDI5MQ%3D%3D/a%3A1%3A%7Bs%3A6%3A%22source%22%3Bs%3A6%3A%22search%22%3B%7

ODL and access to higher education: the experiences of the University of Botswana

This interpretive qualitative study investigated why open and distance learning (ODL) within some dual mode universities seemingly failed to achieve high participation rates, compared to the face-to-face mode of delivery in the same institution. Its scope was the Botswana higher education sector. The University of Botswana (UB), the only public dual mode university in Botswana, was closely studied. The main question explored why some dual mode universities in southern Africa enrolled lower figures through ODL than the face-to-face mode of delivery, though ODL had more potential to increase access substantially than the face-to-face mode. Data were collected through semi-structured interviews and document analysis. Purposive selection drew participants from UB, the Tertiary Education Council (TEC) and the Ministry of Education and Skills Development (MOESD), based on their experience in education planning, policy formulation and ODL delivery. Data were analysed through qualitative content analysis. The study confirmed internal and external attitudes that create equivalency challenges and impede ODL growth in dual mode universities, resulting in its limited contribution to participation. It established that dual mode institutions need relevant policies, structures and enhanced resources for ODL, in order to significantly increase participation. The study consequently advocates thorough planning for a dual mode setup, commitment of resources, monitored implementation and appropriately trained staff