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Assessing the Readiness and Capacity of TEVET Institutions in Zambia to Implement Open, Distance, and Flexible Learning (ODFL) Programs
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Abstract
The Technical Education, Vocational and Entrepreneurship Training (TEVET) sector in Zambia is undergoing transformation to improve access and flexibility in educational delivery. Open, Distance, and Flexible Learning (ODFL) is emerging as a promising model to address the growing demand for skills development. This study assessed the readiness and capacity of TEVET institutions to implement ODFL programs, focusing on technological, infrastructural, human resource, and policy-related dimensions. A mixed-methods approach was adopted, comprising a quantitative survey of TEVET institutions and qualitative interviews with institutional leaders and educators. From a total of 435 accredited institutions, a proportionate sample of 30 was selected, ensuring representation across all institutional grades. The grading system ranges from Grade 1 to Grade 3, with Grade 1 institutions meeting all accreditation requirements, Grade 2 institutions meeting most requirements with minor gaps, and Grade 3 institutions meeting only the basic requirements necessary for accreditation. Institutions falling below this threshold are not accredited to offer training. Quantitative data were analysed using frequencies and graphical presentations, while qualitative data were analysed thematically. The analysis identified key strengths, gaps, and barriers affecting institutional readiness to implement ODFL programs. The findings revealed varying levels of preparedness, with significant challenges including limited access to technology, inadequate educator training, and underdeveloped digital infrastructure. Based on insights from the ongoing ODFL pilot project, the study proposes a strategic framework that prioritizes policy reform, capacity building, and investment in digital technologies. These recommendations aim to enhance the capability of TEVET institutions to deliver flexible and inclusive training. The findings provide valuable guidance for policymakers and educators in advancing vocational education through innovative and accessible learning modalities in Zambia.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 3694
Country
Zambia
Region
Africa
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)