Distance and Open Learning in Nigeria: Progress, Concerns and Prospects
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Quality Assurance Challenges and Opportunities Faced by Private Universities in Zimbabwe
Journal of Case Studies in Education Quality assurance challenges and opportunities faced by private Universities in Zimbabwe Evelyn Chiyevo Garwe Zimbabwe Council for Higher Education ABSTRACT The study sought to provide an understanding of the quality assurance challenges and opportunities faced by private universities in Zimbabwe. The study analyzed the factors determining provision of quality higher education in private universities and the resultant effects of failing to achieve the minimum acceptable standards. The author employed the case study method which falls within the qualitative research paradigm. The major techniques used were documentary analysis, direct observation and participant observation by the author. The results showed that financial constraints and poor corporate governance were the major factors leading to failure by private universities to uphold high quality standards. The study also highlighted the need for an effective national quality assurance agency in making sure that only institutions with the necessary financial, material and human resources should be allowed to operate as private universities. Key words: Quality, quality assurance, private university, corporate governance Quality assurance challenges, Page 1 Journal of Case Studies in Education INTRODUCTION Private universities in Africa should be considered a potential growth industry, which may generate revenue, employment and other spillovers to the rest of the economy (Nyarko, 2001). In Zimbabwe, private universities started in 1992 in response to the need to fill in gaps in access to higher education. The legislative measures initiated to establish private institutions of higher education also opened doors for the entry of cross-border higher education which is offered through private providers. Kariwo (2007) reported that the private higher education sector in Zimbabwe contributed a small share of enrolments and programme offerings in higher education . -
Caleb KANGAI Richard BUKALIYA Zimbabwe Open University, Mashonaland East Region, Marondera, ZIMBABWE ABSTRACT
International Journal on New Trends in Education and Their Implications October, November, December 2010 Volume: 1 Issue: 3 Article: 8 ISSN 1309-6249 THE POTENTIAL AND CHALLENGES OF INTRODUCING NEW TECHNOLOGY IN DISTANCE TEACHING AND LEARNING Caleb KANGAI Richard BUKALIYA Zimbabwe Open University, Mashonaland East Region, Marondera, ZIMBABWE ABSTRACT One of the most significant recent technological developments at the Zimbabwe Open University has been the introduction of the CD-ROM digital text as the central medium of instruction. The ZOU has always used tutorials and the module as the main delivery mode. However, the advent of the global village, advancement in new technology and the socio-economic and political challenges Zimbabwe experienced in the past two years from 2008 to 2009 forced ZOU to adopt an alternative medium of instruction (CD-ROM digital text) in order to survive. However, the introduction of the CD-ROM text has become a topical issue that has raised heated debate in ZOU’s departmental, faculty and senate meetings. Those supporting the use of CDs have argued that ZOU must adopt new technology in order to survive in today’s computer age and in the global village. On the other hand, critics have seen the use of CD-ROM as one way of abandoning the distant and the socio- economically disadvantaged student! This article reports the findings of a university-wide study the two authors conducted at the ZOU during the 2 nd Semester (July-December 2009) in order to contribute meaningfully to the current debate on challenges ZOU and other ODL institutions are facing the introduction of new technology in their delivery mode. -
Peter Ochieng Gor, M.Ed. Department of Educational Studies, School of Continuing and Distance Education, University of Nairobi, Kenya
International Journal of Academic Research in Progressive Education and Development April 2016, Vol. 5, No. 2 ISSN: 2226-6348 Exploring Age as Personal Characteristic that Influence Utilization of Online Library Services by Distance Students at the University of Nairobi, Kenya Peter Ochieng Gor, M.Ed. Department of Educational Studies, School of Continuing and Distance Education, University of Nairobi, Kenya Prof. K. Joyce Mbwesa, PhD. Associate Professor of Education, Department of Educational Studies, School of Continuing and Distance Education, University of Nairobi, Kenya Prof. Rambo M. Charles, PhD. Associate Professor of Finance and Business Education, Department of Extra-mural Studies, School of Continuing and Distance Education, University of Nairobi, Kenya DOI: 10.6007/IJARPED/v5-i2/2149 URL: http://dx.doi.org/10.6007/IJARPED/v5-i2/2149 ABSTRACT The purpose of this study was to determine factors influencing utilization of online library services by distance students at the University of Nairobi. Specifically the study sought to achieve one objective; to examine how age as a personal characteristic influence utilization of online library services by distance students at the university of Nairobi. The researcher applied an eclecticism research paradigm. The study adopted descriptive survey design. Data was collected using self-administered questionnaire and interview schedule. The study targeted a total of 1000 students and 14 librarians in the school of continuing and distance education. The sample therefore comprised of 278 distance students and 14 librarians. A pilot study was conducted with 28 student respondents and 1 librarian. This constituted 30% of the study sample. The reliability of the instruments was 0.72. -
Annual Report
2016 ANNUAL REPORT Regional Master’s Degree Programme in Climate Change ACTIVITIES SARUA developed a new three-year strategy for 2017-2020, focused on Capacity Development for LEADERSHIP and QUALITY, adopted by its Executive Committee and members at a Triennial General Meeting (TGM) in September 2016. A new Executive Committee was elected for the three-year period. A Vice-Chancellors Leadership Dialogue E SARUA Regional Master’s Degree Programme in Climate Change B Harmonisation of African HE Quality Assurance and Accreditation [HAQAA] F SARUA Triennial General Meeting C University Leadership and Management Training Programme [UNILEAD] G Education for Sustainable Development D SARUA Digital Universities Programme H SARUA Out and About UNIVERSITIES SEEK UNITED FRONT IN OPEN access DEBate A VC Leadership Dialogue: Open Access What benefits would accrue from more and African Research Publishing in the 21st effective communication of the scholarship in Century the region? In May 2016, SARUA, together with UNESCO, Magna Charta Observatory and the IP Unit at the University of Cape Town The focus on Open Access was triggered by an announcement hosted a Leadership dialogue as a pre-event to Going Global that Elsevier was sponsoring the development of an open access 2016. It was attended by Vice-Chancellors, research executives African megajournal, in collaboration with the African Academy and higher education stakeholders with an interest in Open of Sciences (AAS), the African Centre for Technology Studies, the Educational Resources (OER). Presentations were received South African Medical Research Council and IBM Research Africa. on the South American, European and African This initiative, under the auspices of the Elsevier approaches to open access with an emphasis Foundation, an independent charity founded by on lessons to be learned for a Southern African the company, appears to be doing a lot of the strategy and approach. -
Education Ministers Commit to Post-2015 Discussions Oer for “Learning for Development”
NEWS FROM THE COMMONWEALTH OF LEARNING NOVEMBER 2012 VOL.17, NO. 3 COL Learning for Development 3 OER FOR “LEARNING FOR DEVELOPMENT” COL IN ACTION: The Commonwealth of Learning (COL) is playing a Formal Education Institutions, a non-governmental ADDRESSING GENDER ISSUES IN TVET leadership role in the development and use of open ed- organisation, to adapt lessons in 10 subjects to OER. ucational resources (OER) that can be freely shared, These lessons can be accessed through Elimu’s web adapted and re-used. Recent initiatives in open schooling portal, www.nnfeischools.co.ke. and teacher education demonstrate the potential of OER “In addition to making education more accessible, 8 to support Learning for Development. the Elimu initiative is contributing to OER that can be freely used by teachers and students anywhere,” said IN FOCUS: OER FOR OPEN SCHOOLS TUTORS ADD THE PERSONAL Ms. Frances Ferreira, COL Education Specialist, Open COL’s “OER for Open Schools” initiative made sig- TOUCH TO DISTANCE LEARNING Schooling. “The next step will be to explore how to use nifi cant strides in promoting the use of OER in open mobiles to support learning among this target group.” schools across the Commonwealth. This multi-year, COL trained 25 teachers in Lesotho and Zambia pan-Commonwealth programme built capacity in de- to repurpose print-based course materials for online veloping OER in six Commonwealth countries, which CONTINUED ON PAGE 2 11 resulted in a repository of OER for 20 subjects at the EVENTS: Grade-10 level: www.col.org/CourseMaterials. MEDIA FOR HEALTHY Recognising the role of OER in expanding access COMMUNITIES IN NAMIBIA to education, COL is continuing to support growth EDUCATION MINISTERS in awareness, acceptance and use of freely available learning resources in open schools. -
A Paradox: Library Scholars Not Using the Library Electronic Resource
International Journal of Library and Information Studies Vol.10(3) Jul-Sep, 2020 ISSN: 2231-4911 A Paradox: Library Scholars Not Using the Library Electronic Resource Nomater Makozho Library and Information Science Student Department of Information Science and Records Management Zimbabwe Open University Midlands Regional Campus No.16 Victory Road, Gweru e-mail: [email protected] / [email protected] Mthokozisi Masumbika Ncube Lecturer Department of Information Science and Records Management Zimbabwe Open University Midlands Regional Campus No.16 Victory Road, Gweru e-mail: [email protected] / [email protected] Abstract - The advent of electronic resources in university circles towards the end of the 20th century ushered a novel and fresh landmark for library patrons, as such resources offered timely and current sources of information. The Zimbabwe Open University Library also embraced such an innovation by providing varied electronic resources to its patrons. Information scholars within the university were, thus, expected to take a leading role in accessing and using such resources as it is within their scope and domain of study. However, contrary to such anticipation, their access and usage is low, disappointing, and fragmented. Therefore, the premise of this study was to investigate the reasons behind such low usage of electronic resources by these students through a case of the Zimbabwe Open University Midlands Regional Campus Library. Using the qualitative methodology, the study employed a multimethod approach. Expert and captive sampling techniques were used to select library staff members and students respectively. The study found that students in the Department of Library and Information Science mostly preferred the use of Google, the university modules, and social media platform as the major information sources. -
Strategy for a Sustained Quality Delivery Mode of ODL Programmes for Massive Enrollments and E-Learning: the Case for Zimbabwe Open University
www.sciedu.ca/ijhe International Journal of Higher Education Vol. 3, No. 3; 2014 Strategy for A Sustained Quality Delivery Mode of ODL Programmes for Massive Enrollments and E-learning: The Case for Zimbabwe Open University Gabriel Kabanda1 1 Zimbabwe Open University, Zimbabwe Correspondence: Gabriel Kabanda, Zimbabwe Open University, Zimbabwe. E-mail: [email protected] Received: May 9, 2014 Accepted: June 3, 2014 Online Published: August 22, 2014 doi:10.5430/ijhe.v3n3p154 URL: http://dx.doi.org/10.5430/ijhe.v3n3p154 Abstract The market dynamics in distance education has precipitated phenomenal growth opportunities in enrollments and e-learning. The purpose of the paper was to develop a strategy for sustained quality delivery mode of distance education progammes that precipitate massive enrollments and e-learning in an open and distance learning (ODL) institution using Zimbabwe Open University (ZOU) as a case study. There is an increase in public accountability for higher education which compels institutions to demonstrate quality within the programmes and processes, including those provided online. The strategy for massive enrollments and e-learning is developed and this includes a mobile strategy and mobile web framework. How the landscape of quality assurance has been changed by the emergence of MOOCs is discussed. The methodology used is qualitative and focus groups were used as research designs in the case study of Zimbabwe Open University (ZOU). Triangulation and peer review was used to test the validity of the data. Strategic directions were developed to inform the new key result areas, goals, objectives, strategies and priorities for the university for the period 2015-2020. -
Challenges for Open and Distance Learning (ODL) Students: Experiences from Students of the Zimbabwe Open University
Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.18, 2015 Challenges for Open and Distance learning (ODL) Students: Experiences from Students of the Zimbabwe Open University Maxwell C.C. Musingafi 1* Barbra Mapuranga 2 Kudzai Chiwanza 3 Shupikai Zebron 4 1. Zimbabwe Open University, Development Studies, Masvingo Regional Campus 2. Zimbabwe Open University, Disability Studies, Mashonaland East 3. .Zimbabwe Open University, Library and Information Sciences, Harare 4. Zimbabwe Open University, Counselling, Mashonaland West Regional Campus Abstract The purpose of this study was to investigate the challenges facing Open and Distance Learning students at the Zimbabwe Open University (ZOU). The study was conducted at ZOU Masvingo Regional Campus. The study employed both qualitative and quantitative approaches. The main data collection techniques were questionnaires and structured interviews, supplemented by documentary review. Tables, frequencies and percentages were the key descriptive statistics used to analyze and present the findings. The results showed that ODL learners were challenged with a range of obstacles in their course of studies. The most reported challenges were lack of sufficient time for study, difficulties in access and use of ICT, ineffective feedback and lack of study materials. It was recommended that ZOU should strive to achieve effective and balanced teaching and learning system that satisfies the desire of the learners to the extent that they would wish to come back to the institution for further studies and feel proud to recommend the institution to others who are seeking for knowledge. Key words: challenges, ODL, students, ZOU, drop-out rate, late programme completion, ICT, Masvingo. -
A Case Study of an International E-Learning Training Division: Meeting Objectives Rory Mcgreal
Document generated on 09/24/2021 9:41 p.m. International Review of Research in Open and Distributed Learning A Case Study of an International E-Learning Training Division: Meeting Objectives Rory McGreal Volume 10, Number 6, December 2009 Article abstract This paper presents an evaluation of the work of the Commonwealth of URI: https://id.erudit.org/iderudit/1067818ar Learning’s (COL) eLearning with International Organisations (eLIO) section. DOI: https://doi.org/10.19173/irrodl.v10i6.619 Participants in the investigation included a representative sample of the learners (N = 15), their supervisors (N = 5), and the COL staff, including all of See table of contents the eLIO staff (N = 10). The methodology consisted of an examination of all relevant documents, interviews that formed a learning history, and a sample survey. The investigation concluded that the eLIO achieved its goal of Publisher(s) developing a distance learning model, and it met or exceeded identified objectives, with a high degree of satisfaction expressed by all participants. This Athabasca University Press (AU Press) included teaching +2000 satisfied learners; partnering with eight international organizations; achieving a 62% female participation rate and a high ISSN completion rate (75%) in the courses provided; testing, piloting, and delivering two new elearning courses; conducting needs analyses; recruiting/training 1492-3831 (digital) highly qualified tutors; monitoring; and using appropriate technologies. Shortcomings of the programmes include the lack of pre- and post-tests, little Explore this journal analysis of pricing structures, some unclear instructions (a need for plain English), unclear copyright licensing, only very limited use of available OER software, and the absence of a succession plan for the manager. -
Quality Assurance Toolkit for Distance Higher Education Institutions and Programmes
Quality Assurance Toolkit Assurance Quality Quality Assurance Toolkit Distance Higher Education Institutions and Programmes TRUST TRUST ACCESS ACCESS Institutions Programmes and forDistance Higher Education INNOVATION INNOVATION COST EFFECTIVE COST EFFECTIVE FACULTY SATISFACTION FACULTY SATISFACTION STUDENT SATISFACTION STUDENT SATISFACTION LEARNING EFFECTIVENESS LEARNING EFFECTIVENESS CONTINUOUS IMPROVEMENT CONTINUOUS IMPROVEMENT EXCELLENCE EXCELLENCE LEADERSHIP LEADERSHIP Quality Assurance Toolkit for Distance Higher Education Institutions and Programmes Distance Education Modernization Project The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning and distance education knowledge, resources and technologies. c befa Commonwealth of Learning, 2009 Any part of this document may be reproduced without permission but with attribution to the copyright holders. CC-BY-SA (share alike with attribution) http://creativecommons.org/licenses/by-sa/3.0 Quality Assurance Toolkit for Distance Higher Education Institutions and Programmes ISBN 978-1-894975-34-6 Published by: Commonwealth of Learning 1055 West Hastings, Suite 1200 Vancouver, British Columbia Canada V6E 2E9 Telephone: +1 604 775 8200 Fax: +1 604 775 8210 Web: www.col.org E-mail: [email protected] Project Leader - COL Dr Willie Clarke-Okah Education Specialist, Higher Education & Policy Development Commonwealth of Learning (COL) Project Leader & Coordinator - Sri Lanka Professor Uma Coomaraswamy Professor Emeritus of the Open University o[Sri Lanka QA Consultan~ Distance Education Modernization Project (DEMP) Ministry of Higher Education, Sri Lanka Editors Dr Kondapalli Rarna Deputy Adviser National Assessment and Accreditation Council Bangalore, India Ms Andrea Hope Associate Academic Vice·President Hong Kong Shue Van University Hong Kong Co - Editor Professor Uma Coomaraswamy ACKNOWLEDGEMENTS The success o( this pub/icetion is the result of commitment, enthusiasm and cooperation of various. -
Challenges of Distance Education Students in Ghana Received May 5, 2020; Accepted July 12, 2020
Open Education Studies, 2020; 2: 149–158 Research Article Jamilatu Sumaila, Vera Rosemary Ankoma-Sey, Daniel Asamoah, Frank Quansah* Conducting Research Work as a Requirement for University Undergraduate Studies: Challenges of Distance Education Students in Ghana https://doi.org/10.1515/edu-2020-0112 received May 5, 2020; accepted July 12, 2020. & Mishra, 2015). This implies that whenever there is an issue of concern in education, there is the need to Abstract: As a partial condition for the successful conduct a study to investigate the existence of the problem completion of school, and for certification reasons, and come out with solutions to the problem where undergraduate distance education students in Ghanaian necessary (Amedahe, 2002; Rajasekar, Philominathan, & universities are required to conduct research work. Chinnathambi, 2013). Educational research and research Due to the mode of teaching and learning activities, it in general, promote national development (Baafi- appears such students are at a disadvantage. In this Frimpong, Yarquah, & Milledzi, 2016). Take for example, study, we examined the challenges distance education when students are able to identify educational problems students encounter in conducting their research work and research into it, they are more likely to come out in two universities in Ghana. A cross-sectional survey with solutions which could bring about improvement was conducted using 866 distance education students in practice and developmental changes in educational sampled from the study centres across the country. policies. For this reason, Mafenya (2014) stresses that Results from a confirmatory factor analysis, using 5,000 a country cannot develop meaningfully without the bootstrap samples, revealed challenges from the students, application of scientific research findings. -
Strategic Plan 2012–16 Ii Strategic Plan 2012–16 Contents
Strategic Plan 2012–16 ii Strategic Plan 2012–16 Contents 1. Introduction 4 2. Strategic Framework 10 3. Results-Based Management 12 4. Programmes 19 5. Management and Support 30 6. Budget 32 7. Project Profiles 35 Strategic Plan 2012–16 1 Acronyms CA Commonwealth Association CD Capacity Development CHOGM Commonwealth Heads of Government Meeting CPF Commonwealth People’s Forum CSO Civil Society Organisation EPG Eminent Persons Group IGO Intergovernmental Organisation KM Knowledge Management MDG Millennium Development Goal NGO Non-Governmental Organisation RBM Results-Based Management Strategic Plan 2012–16 3 1. Introduction Background The Foundation was established as a charity under English law in 1965. At the outset, Commonwealth leaders recognised the value that the efforts and endeavours of people acting outside the realm of government bring to the Commonwealth, primarily through associations of professionals. Throughout the 1970s the concept development agenda, for example by of non-governmental organisations supporting the participation of NGOs (NGOs) developed and Commonwealth in major international development leaders responded by expanding the processes. In 1999 the Foundation mandate of the Foundation. It was presented a major piece of research on reconstituted as an intergovernmental the relationship between participatory organisation (IGO) in 1982, with a governance and good development remit to work with a wider range of outcomes to the Commonwealth Heads civic organisations on specific issues of Government Meeting (CHOGM) in including gender equality and culture. Durban. This heralded a new era of facilitating dialogue between Civil From 1982 the Foundation started to Society and governments through establish an international network of Commonwealth processes.