Managing Student Transition from Conventional to Open Schooling: A Case Study of Namibia

dc.contributor.author Murangi, Heroldt V
dc.coverage.placeName Namibia en_US
dc.coverage.spatial Africa en_US
dc.date.accessioned 2019-08-30T16:03:15Z
dc.date.available 2019-08-30T16:03:15Z
dc.date.issued 2019-09
dc.description.abstract The provision of school equivalency programme through Open and Distance Learning (ODL) has gained momentum in the 21st century through the establishment of open schools. The latter have now become the model of choice for young people and adults who do not want to pursue their secondary education journey through the conventional delivery system. Moreover, shrinking financial resources have made it impossible for governments, especially in the developing world to expand education through the conventional system. Although open schools have made progress in increasing access, low throughput rates and high dropout rates remain the key challenges. // The purpose of this study was to explore the experiences and perceptions of learners when migrating from the conventional school system to ODL in general, and to the Namibian College of Open Learning (NAMCOL) in particular. The study mainly focused on the senior secondary learners who transferred from the formal schools to NAMCOL to upgrade their grades. // Moore’s (1993) theory of transactional distance and Tinto’s (1997a) theory of academic and social integration were used as the reference theoretical framework. A multi method research design was applied in data collection. The results of the study identified a gap between the learners’ expectations and the high ODL expectations and its demands. The learners who participated in the study displayed a marginal understanding of the ODL mode of delivery. The study established certain factors that impede or accelerate the integration process and also identified technology mediated services as well as capacity building for staff as measures to facilitate learner integration in the ODL mode of delivery. The study reaffirms that meeting learners’ academic, social and psychological needs are important for successful learner integration. The findings have implications for policy makers, ODL practitioners and learners on the development of the most effective measures of increasing learner integration into open schools. // Paper ID 84 en_US
dc.identifier.uri http://hdl.handle.net/11599/3314
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.subject Open Learning en_US
dc.subject Open and Distance Learning (ODL) en_US
dc.subject Learner Support en_US
dc.title Managing Student Transition from Conventional to Open Schooling: A Case Study of Namibia en_US
dc.type Working Paper en_US
dc.type Dataset en_US
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