African distance learning: reaching parts other education systems cannot reach?

Can non-formal radio and correspondence courses provide basic education to Africans bypassed by the school system? What are the key constraints, problems and success factors in the field of distance education in Africa? Could greater commitment of resources to distance education plug discriminatory gaps in African formal education systems?

A report from the Commonwealth of Learning provides a detailed record of different distance learning approaches applied in non-formal education in sub-Saharan Africa. Findings from five national case studies are used to shape recommendations to make distance learning more effective, widespread and affordable.

In the earliest days of independence the philosophy of equal opportunity for all in mass education prompted a growth in correspondence education. A high proportion of these non-formal distance education programmes are in Africa. They generally have a higher proportion of a non-formal curriculum for adults and significantly less school equivalency curriculum than programmes elsewhere in the world. Many are now well-established. Most of the projects selected for study in the report have been in existence for more than five years with some as old as 35 years.

Since the 1960s the African and Medical Research Foundation (AMREF) has provided long-distance training for 14 000 junior health professionals in Kenya and Uganda. Nursing aides, hospital attendants and technicians, most of whom have limited formal qualifications, have been enthusiastic participants, despite the failure of health officials to recognise AMREF certificates.

The Zambian Radio Farm Programme helps over 21 000 small-scale farmers to develop new skills. Listeners have altered their views on ‘slash and burn’ cultivation and to certain crops previously seen as women's crops. Radio reaches rural households never visited by agricultural extension officers.

In Ghana’s Northern Region, over 50 000 people who listen to functional literacy programmes have changed their attitudes towards family planning, breast-feeding, teenage pregnancy and environmental preservation. Significant numbers of participants/listeners are women.

The report notes that:

• education by radio is most effective when backed up by study group meetings and provision of simple printed materials: unfortunately, however, funding crises often means they are dropped
• programmes are usually highly dependent on external funding due to the course production and running costs (including field visits by production and support staff, face-to-face sessions and transmissions)
• distance learning is being threatened by growing pressure on broadcasters to commercialise and charge educational institutions
• the effectiveness of distance education is often reduced by failure to clarify the roles and responsibilities of non-formal education providers and broadcasting authorities
• reception is often poor in remote areas
• impact is restricted by the multiplicity of languages in many countries and lack of radio airtime.

Successful programmes could be massively scaled up if resources and political will were made available. The report calls for policy-makers to:

• improve co-ordination between educators and broadcasters and provide training in the skills required to work together
• ensure that governments and employers will recognise qualifications before new distance learning schemes are launched
• increase community involvement in programme delivery to make sure that curricula are relevant to local needs
• consider increasing the use of audio cassettes
• develop management information systems to measure participation, retention and completion rates
• evaluate the feasibility of establishing local community radio stations to overcome problems of poor reception and lack of airtime.

Source(s):
‘Case studies of non-formal education by distance and open learning’, The Commonwealth of Learning, edited by R. Siaciwena, 2000 Full document.

Funded by: Department for International Development, UK

id21 Research Highlight: 29 November, 2002

Further Information:
The Commonwealth of Learning
1285 West Broadway, Suite 600
Vancouver, British Columbia
Canada V6H 3X8

Tel: +1 604 775 8200
Fax: +1 604 775 8210
Contact the contributor: info@col.org

The Commonwealth of Learning

Richard Siaciwena
Directorate of Distance Education
The University of Zambia
PO Box 32379
Lusaka
Zambia

Contact the contributor: RSiaciwena@dde.unza.zm

The University of Zambia

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