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Inclusion, Access and Success Through Open and Distance Learning (ODL): Challenges for the Marginalised in Botswana in Terms of Access and Use of Technology
Abstract
In the early sixties when Botswana got their independence, the infrastructure in terms of education was at a nascent stage. Issues of inclusion and access were largely unheard of, as the education system itself was still in development and the ODL platforms were not yet available. This paper explores the challenges faced by people living with disabilities or those marginalised particularly in terms of inclusivity, access and success.
Marginalised people are individuals or groups positioned at the periphery of society economically, politically and socially. These individuals or groups are by virtue of being sidelined by society unable to access resources available to the rest of the population. Often, they are economically challenged and do not have freedom of choice which restrict their development capabilities. These include women, girls, people living with disabilities and the youth. Key challenges that affect these groups include limited access to digital devices, internet connectivity and the exorbitant cost of technology.
To unearth some of the challenges of inclusion, access and success for the marginalised in Botswana, the paper adopts the desktop research methodology. This methodology allows researchers to study and analyse a phenomenon by delving into the existing literature and doing a thorough analysis. The advantage of this methodology is that it allows the researchers to conduct their research without going to the field to collect data for study.
Dealing with the obstacles faced by the marginalised require customised interventions that include subsidising technology, ramping up the digital infrastructure and promotion of technological empowerment for the marginalised. ODL can be utilised in Botswana as a mode of teaching to ensure inclusion and access for all.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 5330
Country
Botswana
Region
Africa
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)