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Sustaining Communities of Learning and Practice in Innovative Open Education: The Case of the Pre-entry to Tertiary Education (PETE) Programme at NAMCOL
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Abstract
This study examines the influence of the Pre-entry to Tertiary Education (PETE) Programme offered by the Namibian College of Open Learning (NAMCOL) on Grade 12 (NSSC) students’ admission to higher education. Focusing on learners at the NAMCOL Head Office Centre, it investigates how this bridging initiative facilitates equitable access to tertiary institutions. Anchored in Moore’s Theory of Transactional Distance and Tinto’s Student Integration Theory, the study used a mixed-methods case study design, combining questionnaires from 104 learners with interviews and a focus group involving students, staff, and management. Findings show that 69% of PETE graduates gained entry to higher education, with 91% reporting increased confidence and 88% noting alignment between the curriculum and tertiary requirements. The programme also fosters supportive learning communities of peers, tutors, and family members, enabled by flexible and inclusive Open and Distance Learning (ODL) methods and Open Educational Practices (OEP). PETE serves both out-of-school youth and working adults, addressing lifelong learning needs. The study highlights how targeted ODL interventions can empower marginalised learners, enhance retention, and promote community-based empowerment. It also demonstrates the value of sustaining learning communities through peer support, family engagement, and institutional collaboration, offering a scalable model for similar contexts across the Commonwealth.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 5230
Subject
Country
Namibia
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)