Open and distance learning and access to higher education in Southern Africa : the Botswana experience

Abstract

This qualitative study based on the interpretive/constructivist perspective, investigates the environment in which ODL addresses high and diversified demands for participation in higher education in Botswana. The driving concern for the study is the apparent low enrolments through the ODL mode of delivery in some dual mode institutions in Southern Africa. The scope of the study is the Botswana higher education sector, with UB, which is the only public dual mode higher education institution in Botswana, being the case studied. The main investigation question is “why do some dual mode higher education institutions in Southern Africa continue to enroll lower figures through their ODL than their face-to-face mode of delivery, though ODL is purported to have the potential to increase access more substantially than face-to-face”. Data collection methods are semi-structured interviews and document review. Participants are purposively selected from UB, TEC and MOESD, based on their experience in planning, policy and implementation of the ODL mode of delivery. Qualitative content analysis is the method of analysis. The major findings of the study are that ODL in the UB dual mode system has grown very slowly, resulting in insignificant impact on increasing participation in higher education in Botswana. This study has indicated some external and internal challenges that ODL might experience in some dual mode settings, as well as opportunities that can be taken advantage of to grow the mode. It has also indicated that ODL has the potential to address the challenges of high and diversified demands, if it could benefit from pre-planning, adequate resources, monitored implementation and appropriately trained staff. The conclusion drawn is that Botswana needs ODL for increased participation in higher education. The study ends with possible areas of future research around ICT environment for the growth of ODL and enhancement of equivalency where both ODL and face-to-face are considered for higher education provision.