Demystifying the Process of ODL Policy Development in a Dual-Mode Context: Lessons from Zambia

Autor/inn/en	Simui, Francis; Namangala, B.; Tambulukani, G.; Ndhlovu, D.
Titel	Demystifying the Process of ODL Policy Development in a Dual-Mode Context: Lessons from Zambia
Quelle	In: Distance Education, 39 (2018) 2, S.176-193 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simui, Francis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2018.1457946
Schlagwörter	Foreign Countries; Policy Formation; Distance Education; Open Education; Educational Policy; Qualitative Research; Constructivism (Learning); Longitudinal Studies; Agenda Setting; College Planning; Context Effect; Educational Practices; Zambia + Suchen Sie Ihr Suchwort? Ausland; Politische Betätigung; Distance study; Distance learning; Fernunterricht; Offene Erziehung; Offener Unterricht; Politics of education; Bildungspolitik; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienplanung; Bildungspraxis; Sambia
Abstract	This paper demystifies the process of open and distance learning (ODL) policy development in a dual-mode university after existing without one for 50 years. The two-pronged critical questions this paper addresses are: What does it take to successfully develop an ODL policy? And what aspects constitute an ODL policy applicable for a dual-mode context? To address these, the study adopted a qualitative constructivist approach to generate evidence on policy development process and content. In using the constructivist approach, the researchers focused on policy development records, such as proposals, correspondence, speeches and workshop reports. Four lessons emerged for dual-mode institutions with a similar context to replicate, two of which are the need for high leadership level sponsorship of the policy development process and product; and the need for total involvement of staff to minimise sabotage at the implementation stage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01