Demystifying the process of ODL Policy development in a dual mode context: Lessons from Zambia

What is it about?

We interrogate the challenges of constructing an Open Distance Learning (ODL) policy in a dual mode university after existing without one for 50 years. The two critical questions we addresses are: what does it take to successfully develop an ODL policy and what aspects constitutes an ODL policy?

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Why is it important?

According to Musau et al. (2014) a Policy is an explicit or implicit single decision or group of decisions which sets out directives for guiding future decisions, initiate or retard action, or guide implementation of previous decisions. In dual mode Universities, the problem arises when distance education entities are expected to use the same systems, structures and processes that are meant to support contact institutions activities. To the contrary, distance education systems requires different management and administrative processes that are different from that of contact institutions. To this extent, having an ODL specific strategic policy becomes a critical ingredient to assure the quality of education on offer (SADC, 2012). This far, it is not clear what lived experience exist in developing an ODL policy by institutions such as the University of Zambia for others to replicate and enhance the quality of educational delivery. In this paper, we document the critical ingredients as well as processes involved in developing an ODL policy in a dual mode institution in lowly resourced countries of the global south.

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