The Untapped Golden Opportunities in Open and Distance Learning at Makerere University

1. The Untapped Golden Opportunities in Open and Distance Learning at Makerere University A Paper Presented at the BCOX Programme Committee Workshop By Paul Birevu Muyinda (PhD) Head, Department of ODL 3rd March 2012, Pope Paul VI Memorial Hotel, Kampala

2. Agenda • Fact File • The DE Model @Mak • Current Tuition Arrangement • The Current Learner Support Situation • Challenges of the Current Model • Our Untapped Strength • Untapped Golden Opportunities • Recommendations • Conclusion

3. Fact File • Started in 1991 with 256 students • Objectives • Increase university intake in some fields • Produce good quality course materials • Strengthen the university’s distance education organization on the basis of enrollment and practice • Develop Makerere University’s capability to offer a good distance education service • Extend use of university resources (infrastructure, human and financial) to eligible and interested people (CCE, 1990) • By December 2010 there were 6350 students on all distance learning programmes representing an increase of 2380%. • By 1999/2000 there were over 7500 students on all distance learning Programmes • By 1999/2000 BCox alone had over 4600 students • By 2011/2012 Semester One Exams, BCox alone had 2379 students representing a percentage decline in student enrolment of about 50%

4. The DE Model@Mak • Dual Mode • Still at 1st generation DE (print + face to face) • Other countries are at 4th and 5th generation ACADEMIC UNIT Offers Academic Services DODL Administers, Supervises, Coordinates and Manages ODL Programmes

5. Current Tuition Arrangement • 4 Weeks: F-F Session at Mak including tests • 11 Weeks: Students presumed to be away. Students procure handouts, organize themselves for evening lectures, do self-study, do take home coursework, etc. • 2 Weeks: Students do exams at main campus • Only 2 courses on the entire BCOX with written DE materials

6. The Current Learner Support Situation

7. Situation on the BCox Programme

8. Challenges of the Current Model • Always explain and explain yourself • Dual mode challenge – internal mode mindset • Lack of study materials • Slow integration of ICTs • Lack of decentralized student support • Weak student support system • DE students as ‘second’ class students • Lack of control of certain aspects • Declining funding to DE activities

9. Our Untapped Strength • Considerable deposit of staff with ODeL Expertise • Ability to manage large student numbers • Ability to continually grow the students’ numbers • Willing networks and collaborations • Ability to write study materials • Existence of regional centers • Expertise in ICT for ODeL integration • Sufficient budget • ODeL policy

10. Untapped Golden Opportunities • Large base of clientele • National (UPE, OLUSE, ALUSE pressures, lifelong learners) • Regional (e.g. South Sudan and other countries) • International (Ugandans in the diaspora) • Strategic plan of the University • ODL prioritized • Universities Worldwide embracing the model

11. Recommendations (1)

12. Recommendation (2) • Put in place mechanisms for managing large students population • Continuously inculcate the philosophy of distance education amongst staff, students and parents • Decentralize student support – this is possible in the short run • Permit the take off of true ODL even if in first generation (see model in next slide) • Put in place and regularly hold regular programme committee meetings

13. Managing Large students population in the Short-Run

14. Conclusion True ODL is possible at Makerere University. It all depends on the commitment to DE from all stakeholders. Us in the Department of ODL are committed to providing true ODL. Universities World over have taken to ODL as a way of increasing access to higher education and their resource envelops.

15. References • CCE (1990). A proposal to start the external degree programme. Center for Continuing Education, Kampala Uganda.