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Introduction and Overview
This study examined the environment in which open and distance learning1 (ODL) was operating within dual mode2 higher education institutions in Southern Africa. There appeared to be a pattern in Southern Africa where ODL seemed to be generally recording lower enrolment figures and hence appeared to contribute less towards overall institutional enrolment figures in dual mode higher education institutions compared to the full-time faceto- face mode in the same institutions. The purpose of this investigation was to shed light and create a better understanding of why ODL seemed to attract very low enrolments in some dual mode higher education institutions compared to their face-to-face mode of delivery, though ODL is purported to have the potential to increase access to higher education more substantially than the face-to-face mode. The study examined the Botswana higher education sector in general terms, as the environment within which ODL was developing at higher education level in Botswana. The University of Botswana (UB) was used as a case study to investigate what could be contributing to ODL enrolling lower figures in dual mode universities compared to face-to-face, and seemingly failing to live up to its expectations of substantially increasing opportunities for participation in higher education better than the face-to-face mode of delivery. In this study I was interested in examining ODL within dual mode institutions against the background of the concepts of the equivalency theory (Simonson et al, 1999).
Chapter One introduces the study and puts forward the plan for conducting it. The first part of the chapter discusses the problem of low participation in higher education and training in Southern Africa generally, making synoptic comparisons of such participation with other regions. This part also indicates the different types of clienteles, with their diverse expectations, which Southern African universities had to deal with, indicating increased and diverse demands. This being an introductory chapter, it provides a statement of the problem, explains the purpose, rationale as well as the focus of the study. The chapter then presents the research questions that I wanted to find answers to in order to understand the phenomenon. The significance of the study is given, followed by the plan of enquiry, which gives indicative information about the research approach, knowledge claim and research strategy. Chapter Four, which is the methodology chapter, deals with these in more detail.
Data collection sites, sample population and the data collection process are just indicated at this stage, to be discussed further in Chapter Four as well. Chapter One then discusses the theoretical framework of the study. The data analysis and interpretation to be employed in Chapter Five, Chapter Six and Chapter Seven is also highlighted here, followed by explaining about ethical considerations and issues of dependability and reliability of the study. Finally, the chapter discusses issues of contribution and strengths of the study, as well as its limitations and delimitations, before a concluding statement is made.
Participation in Higher Education in Southern Africa
There appeared to be increased demand for participation in higher education and training i Southern Africa, as was the case in all other regions of the world (UNESCO, 2007; Daniel, 2007). There was also a notable increase in participation in higher education across Africa in recent decades (UNESCO, 2007). However, the rate of increase in demand in Southern Africa did not seem to be matched by an equivalent high rate of increase in participation, as appeared to be the case in other regions.
Some universities in Africa, which were initially just contact universities, like the University of Botswana (UB), University of Namibia (UNAM), University of Zambia (UNZA), University of Nairobi in Kenya and Makerere University in Uganda, and some universities in the developed countries, like the University of Southern Queensland (USQ) in Australia, the University of London and the University of Leicester in the United Kingdom (UK), to cite just a few examples, decided to add ODL to their usual face-to-face teaching and learning mode of delivery. Most of these universities added the ODL strategy in their delivery systems in order to expand opportunities, especially for working adults and youth who, for various reasons, were not able to access higher education through the face-to-face mode (University of Botswana, 2006; Mbwesa, 2009; Siaciwena, 2006; Hope, 2006).
Chapter One: Orientation and Context of the Study
1.1 Introduction and Overview
1.2 Participation in Higher Education in Southern Africa
1.3 Statement of the Problem
1.4 Purpose & Rationale for the Study
1.5 Focus of the Study
1.6 Research Questions
1.7 Significance of the Study
1.8 Plan of Enquiry
1.9 Theoretical Framework
1.10 Data Analysis and Interpretation
1.11 Ethical Considerations
1.12 Credibility and Dependability of the Study
1.13 Contributions & Strengths of the Study
1.14 Limitations of the Study
1.15 Delimitations of the Study
1.16 Conclusion
Chapter Two: Participation in Higher Education – The Broader Picture
2.1 Introduction and Overview of the Chapter
2.2 Higher Education and Economic Development
2.3 The Identified Strategy
2.4 The Problem of Low Enrolments
2.5 The Need for a Catching Up Strategy for Southern Africa
2.6 What is Distance Education?
2.7 The ODL Effectiveness Debate and its likely Impact on ODL Expansion
2.8 Conclusion
Chapter Three: Participation in Higher Education –Botswana’s Experiences
3.1 Introduction and Overview
3.2 Renewed Importance of Higher Education
3.3 The Botswana Higher Education Sector
3.4 Priorities for Education
3.6 Higher Education ODL in Botswana
3.7 Introduction of ODL in the UB Education Delivery System
3.8 Planning for UB Expanded Enrolments
3.9 Equivalency Enhancing Policies
3.10 Conclusion
Chapter Four: Research Design and Methodology
4.1 Introduction and Overview
4.2 Epistemology
4.3 Research Approach
4.4 Choice of the Research Methods
4.5 Choice of the Data Collection Instruments
4.6 Sampling
4.7 The Data Collection Experience
4.8 Data Analysis
4.9 Qualitative Content Analysis as a Method of Data Analysis
4.10 Conclusion
Chapter Five:The Access Challenge for the Botswana Higher Education Sector
Chapter Six: Challenges of ODL in Dual Mode Institutions – UB’s Experiences
Chapter Seven: Equivalency between ODL and Face-to-face Mode in the UB Dual-mode System
Chapter Eight: Main Findings and Recommendations
