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dc.contributor.authorMukama, Evode
dc.coverage.spatialAfricaen_US
dc.date.accessioned2016-12-09T12:24:00Z
dc.date.available2016-12-09T12:24:00Z
dc.date.issued2016-11
dc.identifier.urihttp://hdl.handle.net/11599/2555
dc.description.abstractThe purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the present historical and cultural practices of open distance learning (ODL) in Rwanda. This paper draws from a genealogical and governmentality analysis proposed. The paper examines government aspirations as depicted in policy statements starting from 2001, a year aligning with the beginning of the Government of Rwanda’s Vision 2020. This Vision aims at transforming the country from an agrarian to a knowledge-based and technology-led society. The analytical process is developed in conjunction with a scrutiny of perspectives underpinning the historical-specific relations of ODL implementation in higher learning institutions over the five years, namely 2012 to 2016. The findings reveal some clash of priorities between conventional and ODL programmes. Though policies extol ODL potential to increase access and improve quality in higher education, implementing institutions adopt a contentious approach to cope with a dual mode. The study suggests some ideas to close the gap between policy formulation and implementation. // Paper ID 94en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL) and Open University Malaysia (OUM)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.subjectOpen and Distance Learning (ODL)en_US
dc.subjectPolicy and Legislationen_US
dc.subjectHigher Educationen_US
dc.titleFrom Policies to Implementation of Open Distance Learning In Rwanda: A Genealogical and Governmentality Analysis of What and Howen_US
dc.typeWorking Paperen_US
dc.coverage.placeNameRwandaen_US


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