Distance Learning in the Nigerian context

1. Distance Learning in the Nigerian context Dr. Suleiman Ramon-Yusuf PhD. Director, Department of Open & Distance Education National Universities Commission Abuja Nigeria sbramon2001@ yahoo.com http://www.nuc.edu.ng

2. Introduction…1

3. Nigeria: Basic Facts • Africa’s most populous nation, 164 Million people: [ 250 Ethnic groups; 500 Languages] • Location: West Africa, between Latitude 4o and 14o N and Longitude 2o and 15o E • Total Land Area= 923,768Km2 (356,669 sq m). • Federal Republic, 36 States + 1 Federal Capital Territory, 774 Local Government Areas

4. NUMBER AND TYPES OF HE INSTITUTIONS IN NIGERIA

5. NIGERIAN UNIVERSITY SYSTEM STATISTICS Universities

6. ODL IN NIGERIA • Home study/ correspondence variety popular early to mid-20th century. • ODL Policy framework: Long standing recognition as means of enhancing access. NPE since 1977 • ODL Policy goals: • Provide access to quality education and equity in educational opportunities for those who otherwise would have been denied.

7. ODL IN NIGERIA….2 • ODL Policy goals: • Meet special needs of employers by mounting special certificate courses for their employees at their work place. • Encourage internationalization especially of tertiary education curricula. • Ameliorate the effect of internal and external brain drain in tertiary institutions by utilizing experts as teachers regardless of their locations or places of work.

8. ODL IN NIGERIA…3 • POLICY VS PRACTICE ? • Policy stipulates ODL implementation at ALL levels of Education. • Yawning Gap between Policy and practice…… • In reality only at tertiary level: • National Teachers’ Institute (NTI) • University sub-sector

9. IMPERATIVES FOR ODL IN NUS • DD for HE far outstrips SS. • In Nigeria, over a million candidates sit Unified Tertiary Matriculation Examination (UTME) annually, existing 124universities can only absorb about 350,000 new entrants • Need for Paradigm shift to enhance access

10. ODL In the University system • Yet to be fully exploited.. • 1 Unimode University (NOUN) • 6 Dual- mode institutions • Enrolment: <50,000 in Dual mode DLCs + abt. 35,000 in NOUN. • Many Universities expressing interest !!

11. ENROLMENT IN ODL PROGRAMMES

12. ENROLMEMT IN DL CENTRES

13. NUS ODL MODEL • In the NUS…. ODL = Supported Blended Learning. • interactive texts at the heart of teaching and learning. supplemented with other resources such as: CDROM: DVD: or USB sticks to deliver; e-books, simulations, assessment etc • No attendance of classes or face-to-face contact, unless for Examinations, periodic facilitation and practicum.

14. NUS ODL MODEL..2 • Predicated on a pedagogy that is led by resources and not reliant on face-to-face intervention. • Study centre system should: • offer both academic and social support. • Act as the focal points of learning communities • have agreed standards of accommodation in facilities and equipment + Functional ICT • [See “Guidelines for open & distance learning in Nigerian Universities” visit www.nuc.edu.ng

15. Assessment…. • will include CA ( minimum of 1 MA/ 40 Hrs of study ) + summative assessment, e.g. exams , portfolios, that provide for validation of achievement • Task will occupy a minimum of 10% of study time. The course score should depend on both the continuous and final assessment. • Effective marking and feedback require rapid return – a target maximum of 3 weeks is appropriate but ICT may allow this to be reduced.

16. Assessment ….2 • Loading on staff may be reduced by the use of automatically marked ICT-based Assignments. • CA should be well entrenched and should include TMAs and CMAs • Evaluation and assessment should include Summative assessment that validate achievement of Learning objectives

17. NUC ODL Guidelines….. • Curriculum: • -congruent with the approved MAS/ BMAS for the programme. • Learning outcomes clearly articulated in terms of competencies, skills and behavioural attributes Pedagogy: • Learning objectives should be well defined • Pedagogy -should be appropriate to meet the Learning objectives • well written Study guides should lead study • Programmes should be updated at appropriate frequency

18. NUC ODL Guidelines ….2 • Staffing •  adequate qualified faculty for programme leadership, resource and assessment generation, and tutor monitoring- normally a minimum of 6 academic staff should be associated with each academic programme but staff may also be associated with other programmes Academic staff mix-by-rank should comply with the NUC guidelines of Professorial cadre: Senior Lectureship: Lecturer 1 and below in the ratio of 20:35:45 for comparability of quality and standard. • -Staff should be appropriately skilled in terms of subject and ODL pedagogy.

19. NUC G/lines….3 • Staffing... • -Student advisers should be available for information, advice and guidance (IAG) •  There should be a Minimum of 2 administrative staff for not more than a cluster of 4 academic programmes. • -The institution should have the ability to demonstrate technical support ( in-house or out-sourced).

20. NUC G/lines…..4 ACADEMIC LEARNER SUPPORT: • Tutor: Student Ratio= 1:50 • Tutors should be trained or have validated ODL qualifications ( through orientation, seminars, on-line workshops, conferences on ODL programmes). • Channels of communication should be diverse and cater for student need, i.e. surface mail, phone, email etc.

21. NUC G/lines….5 • Marking and feedback to meet international standards. • Feedback on assignments and examinations should be prompt (within 3 weeks for Assignment; within 10 weeks for Exams ) • Feedback should reflect areas of students’ weaknesses, strengths and appropriate corrections

22. Expectations for new / prospective DL Centres??

23. SETTING UP A DISTANCE LEARNING CENTRE….FIRST STEPS • Approval by University Senate • Approval by Governing Council • Develop Institutional ODL Policy : • Policy on: • Course materials… purchase, develop or both • Staffing. Recruitment, career progression/ tenure track • Technology • System of learner support • Quality Assurance

24. Setting up a distance learning centre….first steps 2 • Strategic + Action Plans • Set-up DL Planning & Implementation C’tee • University-wide Understanding of Concept, Principles and Practice of contemporary DL • Internalize NUC ODL G/Lines • Advocacy& sensitization

25. First Steps…..3 • Induction of Staff especially A CADEMICS [Large pool of subject-matter experts exists] • Convert ANALOG Academics to DIGITAL • Adopt SYSTEMS APPROACH

26. Capacity Building… • Capacity building is KEY: • All categories of staff [ academic staff: teachers + Tutors: E-teaching skills critical • Information Advice & Guidance • Administrative • Technical

27. Capacity Building….2 • Set up multi-disciplinary course teams: [instructional design experts + subject matter experts + ICT experts ]. • Develop course materials [ mixed media] • 70% course materials required before approval – [case-by- case]

28. Capacity Building…3 • Set up ICT infrastructure • Deploy appropriate technology • Match men to technology

29. CHALLENGES OF ODL IN NUS Institutional capacity gaps: • Inadequate Course Wares • Weak Learner support system • Inappropriate delivery mechanisms • Regulatory capacity gaps Professional capacity gaps: • Dearth of competent Practitioners [Teachers; Tutors; IA&G staff ] • Paucity of QA personnel

30. TACKLING THE CHALLENGES.. NUC/BC/OUUK PROJECT: • Collaboration between NUC , British Council Nigeria & OUUK • Overarching objective: Bring the standard of ODL practice in Nigeria up to level of global best practice • ODL stakeholder roundtable in November, 2008 - a forum for discussions on issues bordering on a suitable ODL Model for Nigeria

31. NUC/BC/OUUK ODL Project

32. MOU…….

33. ODL PROJECT…2 • Stakeholders’ workshop on 26-27 March, 2009: out come :Development of Guidelines for ODL in the Nigerian university system [ Eligibility to offer DL; Delivery guidelines, programme accreditation instrument] • Train the Trainers Initiative : (Dec. 2009 – March 2011) • E-teaching workshops: nominated group of DL teachers from 7 Nigerian universities.

34. ODL PROJECT…3 • TtT Initiative: • A series of 5 workshops + Intervening conversations facilitated by OUUK staff: Prof. Swithenbyet. al. • Workshops focused on course module designs+ associated support • General studies courses: • Use of English – CDL University of Ibadan • Philosophy and Logic – CDL, OAU Ile-Ife • Nigerian Peoples and Culture – CDL, University of Maiduguri • Science and Society – CDL Federal University of Technology, Yola • Entrepreneurship – DLI, University of Lagos and CDL, University of Abuja

35. T-t-T Workshops

36. ODL PROJECT…4 • Other aspects of TtT: • Assessment [ incl. e-assessment] • ICT for resource development and delivery; • ICT for student support. Designation as National Trainers 40 graduates : certified NUC/BC/OUUK • CASCADE

37. ODL PROJECT…5 • Next steps: [ project assessment] • University level cascading [a few DLCs] • Roll-out of Pilot Modules [ Finalization done] • Development & Roll-out of other selected courses/ modules [ a few…DLI ? ]

38. ODL PROJECT…6 • Consortium formation (6 Universities) • Steering group: VCs – oversight; policy, finances • Coordinating group {Executive Group: Directors} • Agreement to collaborate in : • Development and delivery of learning resources, courses/modules • Study centre network • Choice of VLE • Long term Resource production mechanism

39. REQUIRED….? • Greater commitment @ highest level [VCs] • Strengthen Collaboration among consortium members • Strengthen partnership with OUUK • Build synergies • SET UP INSTITUTE FOR ODL PEDAGOGY…..OUUK/NUC

40. Future Prospects…? • Perennial problem of Inadequate access to HE must be ameliorated. • ODL is the answer • With greater stakeholder commitment & support + hard work+ collaboration, the Future of DL in Nigeria is bright.

41. Thank you and God Bless www.nuc.edu.ng