Distance education and open learning in Sub-Saharan Africa: A literature survey on policy and practice
Distance education and open learning in Sub-Saharan Africa: A literature survey on policy and practice

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Date
2002
Authors
Editor
Corporate Author
South African Institute for Distance Education (SAIDE)
Journal Title
Journal ISSN
Volume Title
Publisher
Commonwealth of Learning, Vancouver
Report/Paper Number
Abstract
This report is a review of the literature on current developments and prospects
in the field of open and distance learning in Sub-Saharan Africa (SSA).
Education is seen as a major impetus behind fundamental change or
transformation in many societies. This transformation is multi-dimensional in
the sense that changes occur across various domains, including the political,
cultural, social, economic, individual (intellectual) and technological.
In modern Sub-Saharan African societies, the major agent effecting the process
of education has been the traditional education system, whose distinguishing
features are face-to-face interaction between teachers and learners, structured
courses of study, fixed locations for learning, fixed time-tables and a system of
certification. Many nations throughout SSA have realised the paramount
significance of this formal education, and have made very serious efforts to
provide human and material resources for the purposes of educating the
citizenry in this way. However, for various important reasons that fall outside
of the scope of this report, none of the countries in SSA have fulfilled the
promise of providing education to the entire population through the
conventional education system.
Description
Subject
Open and Distance Learning (ODL)
Country
Uganda,
Ghana,
Botswana,
Kenya,
South Africa,
Namibia,
Zambia,
Mauritius,
Mozambique,
Nigeria