Re-engineering the Trajectory of Open Distance Education Policy in Zambia through the Lenses of Distance Education Stakeholders

Abstract

This article examines an initiative aimed at re-engineering the trajectory of Open and Distance Education (ODL) from the perspective of stakeholders in Zambia. A qualitative research approach was deployed to engage 13 ODL stakeholders who volunteered to be part of a Focused Group Discussion to initiate the re-engineering of Open Distance Education sub-sector informed by prevailing realities on the ground. Emergent from a five day exploration were 10 themes namely: (i) Policy and strategic framework; (ii) Organisational and management Structure for ODL; (iii) Staffing and continuous professional development; (iv) Academic; (v) Learner Support Systems; (vi) Production and Delivery System; (vii) Physical and technological Infrastructure; (viii) Internal quality assurance; (ix) Collaboration and partnerships, and (x) Research, Innovation and publication. The ten themes were later crystallized into standards and guidelines to aid Higher Education Institutions (HEIs) in the development of ODL internal quality assurance policies and measures. The Framework is bench-marked to the regional and continental protocols and frameworks on Open Distance Education. The Framework promotes Access, Quality and Equity in line with the Sustainable Development Goal number 4, and encourages Collaboration and Partnerships among Higher Education Institutions to minimize costs and maximize Return on Investment. In the light of these findings, Open Distance Education landscape is expected to thrive and serve as a catalyst to the growth of of Higher Education in Zambia.