The State of Access in Open and Distance Learning in Sub-Saharan Africa

Author:

Adekanmbi Gbolagade1

Affiliation:

1. Botswana Open University, Botswana

Abstract

This chapter examines the state of access in open and distance learning (ODL) and discusses eight nations across sub-Saharan Africa countries. The influence of open universities and private universities in promoting the use and growth of open educational resources (OERs) is seen. Governments are actively involved in enhancing policies to promote access while most visions and agendas of the countries in the sub-continent are linked to and aligned with the United Nations Sustainable Development Goals (SDGs). The growth of information technological platforms is seen, and their influence on the development of OERs and innovations in educational programmes are evident. For the enhancement of access, the promotion of sustainable development, and the growth of tertiary education, sub-Saharan Africa must aim for more innovative use of modern technologies.

Publisher

IGI Global

Reference72 articles.

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3. Aderinoye, R. (1992). Retention and failure in distance education. The experience of the National Teachers’ Institute (NTI) in distance education (Unpublished doctoral dissertation). University of Ibadan.

4. African Development Bank. (2016). African Development Report 2015, Growth, poverty and inequality nexus: Overcoming barriers to sustainable development. Abidjan, Cote D’voire: Author.

5. Origin and Trend of Distance Education in Uganda

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