Inclusive Tertiary Education: An Assessment of National Open University Community Study Centres’ Service Delivery

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Date
2022-09
Authors
Oyebode, Musibau Olabamiji
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Commonwealth of Learning (COL)
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PCF10 Sub-theme: Promoting Equity and Inclusion // Conventional universities in Nigeria can no longer absorb the growing population of secondary school leavers desiring university education. National Open University of Nigeria came to the rescue in the early 21st century, yet the issue of access remains largely unresolved. With the recent opening of more community study centres across the nation, it is pertinent to gauge access with quality. Thus, this study assessed the provision of access to students, quality of tuition, facilities, graduation and attrition rates, and prospect of such centres. The objectives of the study were achieved using survey method involving qualitative and quantitative approaches for data gathering and analysis. Instruments of data collection include interviews, a set of questionnaire and academic records. Descriptive and inferential statistics were used through engagement of SPSS. Using Charles Wedemeyer’s theory of independent study, findings revealed that certain barriers in gaining access to tertiary education are overcome. Online facilitation, video lectures and quality course materials are used to fill the gap of face-face facilitation. Attrition rate is high due to limited access to e-library and internet connectivity. The 108 study centres are viable and have the capacity for sustenance. Government and communities need to continue collaboration to enhance quality service delivery. // Paper ID 8841
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university education, access, study centres, online facilitation, course materials
Country
Nigeria
Region
Africa
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