The State of Access in Open and Distance Learning in Sub-Saharan Africa

Introduction

Although the enhancement of access in education in sub-Saharan Africa has been pursued through formal education, adult literacy, extra-mural classes, workplace education and professional training, and other alternative routes, open and distance learning has served a unique purpose in expanding educational access on the sub-continent. Commenting on the growth of open and distance learning (ODL) globally, Zawacki-Richter and Qayyum (2019) have observed an increased enrolment, increased competition, and a growing involvement of companies, with some even operating as distance teaching institutions. Additionally, a general growth in online education has been observed, with at least 80% of all European universities offering some form of online education (p.134). Zawacki-Richter and Qayyum (2019) submit that a wider acceptance of distance education has been seen in conventional education contexts; that ODL growth and digital education are becoming linked; and that a general move toward on-line education has become evident. Of the twelve countries in their study, ‘21.3% of higher education students were taking ODE courses’ (p.129). Paul and Tait (2019) estimate that 8 million students study globally in open universities; and, citing Contact North (2018), they suggest that over 20 million students are enrolled in open universities globally. They however note that the European open universities seem to face greater threats from their conventional university cousins due to a ‘blurring of boundaries’ in their practices.

The term access is a multifaceted one. At one point, it refers to issues of openness in educational offerings, or a lack of barrier or hindrance to accessing education. At another level, and as open access, it refers to a lack of hindrance in accessing the information resources required for such education and training. In this chapter, the term ‘access’ is used as a matter of convenience to refer to both dimensions. In ODL, the removal of all forms of restrictions to accessing learning is the goal.

In a submission on the use of open educational practices in Australia, Bossu (2016) alludes to the history of the open movement era, enhanced by client needs and technological variety; the emergence of open universities; and the fact that open access hints at the possibility of learning anywhere and at any time. She further highlights a number of conceptual variations, including ‘open access (research and data), open learning design, open policies, Open Educational Resources (OER), Open Educational Practices (OEP) and, more recently, Massive Open Online Courses’ (p. 14). Open access in distance education is thus a phenomenon worth examining; nearly two decades after the concept of OER became part of the educational lexicon, a point underscored in the Paris 2012 OER Declaration. It should be noted that access problems do lead to migration problems. In the Global Monitoring Report (UNESCO (2019), migration, displacement, and the need to build bridges, not walls, and to provide access for an ever-moving army of migrants is underscored. In the context of various challenges which sub-Saharan Africa faces in its educational provisions, including a dearth of books and related resources, it is necessary to examine the state of access in distance education in sub-Saharan Africa, after over a century of open and distance learning (ODL) practice on the sub-continent. Open and distance learning (ODL) refers to ‘the acquisition of knowledge and skills through information communication and technology (ICT), media and other forms of learning at a distance (Nyerere, 2016, p.52). Similarly, e-learning refers to ‘the use of Internet technologies to deliver a broad array of solutions that enhance knowledge and performance’ (Rosenburg, 2001, p.28).