Problems facing open and distance learning (ODL) in ordinary secondary schools in Tanzania
Our report was a library work whereby we discussed the following problems: financial problem, all ordinary secondary schools stand as a center for open and distance learning but most of them are not registered by the National Examination Council of Tanzania (NECTA) and teacher’s skills and language of instruction; these problems seemed to be the knowledge gap from other scholars, under these problems we came up with solutions to handle these problems; in handling these problems we gave some solutions to solve these problems. As a conclusion the report is of the opinion that opens and distance learning in ordinary secondary schools is the best method to support Tanzanians who did not get a chance to join ordinary secondary schools in a formal system.
1.1: Back ground to the problem
The open and distance learning in ordinary secondary schools around the world is to address the education and educational needs of individual learners and work force (Pierrakeas et al, 2004). Open and distance learning in ordinary secondary schools in particular typically develop educational activities underpinned by an educational philosophy fundamentally different from those hold by conversional educational systems. At the present age of global knowledge based economy, open and distance learning is increasingly dominating educational systems.
Pethokoukis (2002) documented the growth of open and distance learning in United States (US) and indicated that there were 1.6 million distance learners with 17% growth rate, the resent statistics reveal that about 4.6 million students were enrolled in open and distance course in United States (US).
Kember (2007), argued that in India 22% of the total number of students were enrolled in India’s education system as distance learners. Open and distance learning (ODL) has been an alternative to learning for those who cannot afford to attend residential formal education in the world. It has been used by Egyptians and Sumerians to educate people in their areas. In 19th century European educational institutions used the approach to educate people around the world.
In Tanzania the development of open and distance learning in ordinary secondary schools can be traced back to the time of independence when open and distance learning as an extension of correspondence education, educating the mass, and secondary schools and for those who were seeking new knowledge and who were updating their professional careers (Ngoitama, 2006).
Therefore the government of Tanzania has over the years considered education as being central to human development. This is evident in the national policies and the country’s commitment to implement various world declarations, conventions and commitment on formal, non formal, adult and continuing education which are key areas for achieving the Education for All (EFA).
The Millennium Development Goals as well as the targets of the Tanzania strategy for growth and poverty reduction (MKUKUTA) and vision 2025, the education and training policy. The provision of secondary education to out of school children, youth and adults through open and distance learning is supervised by the two ministries namely Ministry of Education and Vocational Training (MOEVT) and Prime Minister Office- Regional Administration and local governments. The establishment of open and distance learning in ordinary secondary schools it came up with two stages including; stage one which is equivalent to form I-II and stage two equivalents to form III-IV.
Despite the expanding growth of open and distance learning and its perceived benefits, students who enrolled with open and distance learning have been shown to face many challenges/problems related to individual and institution (Bhalalusesa, 1998). These problems includes; many centers are unregistered in any recognized education authority, absence of uniformity of titles for example tuition centers and study groups, lack of quality assurance and control systems which raise uncertainty and discouragement to learners, poor infrastructures, lack of team work approach, lack of an explicitly national policies on distance education, shortage of appropriately skilled technical support stuff to handle technical problems that may affect learning, limited knowledge of information communication technology by academic stuff and students, lack of time, poor learning environment, program cost, alienation and isolation, poor student support services and inadequate feedback (Zirnkle, 2001).
1.2: Critical literature review
Many scholars have made an investigation on the open and distance learning at both global and local level on how it is organized, conducted and presented to ordinary secondary school students in different parts of the world as follows:
- One of the most problem facing distance learners is lack of time. A study by Rao and Giuli, (2010) to certain success and problem for distance learners in United States (US) concluded that most students reported difficulty keeping up with deadlines and completing subjects. Similarly data survey at the ordinary secondary level in United Kingdom (UK) for 1998-2000 suggested that open and distance learning student’s perceived lack of time as the most significant factor influencing their decisions to withdraw (Tresman, 2002).
- In Tanzania a study at ordinary secondary level by Cosmas and Mbetwe, (2009) showed that among other issues, students were reluctant to change that is to adopt new changes especially those related to the use of information and communication technologies or lack of knowledge related to ICT by students was noted as a problem. However in most of the developing countries where Tanzania is not an exception, the issues related to experiences of modern educational technologies is more of a vision than reality. How can we blame the students that are reluctant to change while the institution themselves are ill-prepared to lead these changes? And how about inadequate socio-economic infrastructures such as unreliable power supply and lack of internet services that hinder accessibility of information and communication technology (ICT) services to most of the rural dwellers. All these are cross sectional issues that inevitably affect individual student’s attitudes and perceptions towards information and communication technology (ICT) application.
- In Tanzania open and distance learning has existed in different forms since independence (Mpogolo,1984), explained that during 1960’s and 1970’s, the problem of alienation and isolation existed as the matter of fact radio programmes were introduced to teach adult people and where every zone had vital adult education office with radio to facilitate learning.
- In 2003 radio education programmes were never revived through MOEVT. Radio Tanzania (TBC currently) was used through where all head of schools and teachers had to purchase radio and batteries through educational development fund so that teachers and students could listen to broadcasts. Another successful radio correspondence education was under the institute of adult education. ODL through correspondence provided an opportunity to people advance the knowledge. Through this model all secondary subjects were taught including Kiswahili, English, History, Geography, Mathematics, Bookkeeping, agriculture and civics (IAE, 2007).
1.3: Synthesis of the Reviewed Literature
From different reviewed literatures most of researchers have discussed different problems such as: lack of time for training; in ordinary secondary schools open and distance learning is conducted within short period of time whereby instead of learning for four years they are learning for two years only. Hence due to this it lead to the failure of the learners to meet their intended goals as described in their syllabus.
Likewise students were reluctant in the issues related to information and communication technologies adoptions that are to adopt new changes especially those related to the use of information and communication technologies or lack of knowledge related to information and communication technology (ICT) by students was noted as a problem. However in most of the developing countries where Tanzania is not an exception, the issues related to experiences of modern educational technologies is more of a vision than reality.
On the other hand, the problem of alienation and isolation existed as the matter of fact radio programmes were introduced to teach adult people and where every zone had vital adult education office with radio to facilitate learning.
Therefore in those studies researchers did not look on the issues of financial problems since most of open and distance learning students withdrawn from the programme. In the formal system students are paying Tsh. 20,000 per year as a school fees compared to the open and distance learning students who are paying Tsh. 5,000 for registration form and Tsh. 140,000 as a school fees in which each term they are required to pay Tsh. 70,000. Therefore it become difficult how to afford such education (for open and distance learners) in paying such amount required. Not only that also they required to pay Tsh. 10,000 for each subject they study for learning materials. Hence it lead to the open and distance learning students withdraw from the programme due to the failure in affording all the costs above.
Another problem which have not discussed by the researchers now days all ordinary secondary schools stands as a centre for open and distance learning but most of them are not registered by the National Examination Council of Tanzania (NECTA) as a result during the qualifying tests and form four examination they are to go to register to the registered center for these examinations. Hence the open and distance learners they become discouraged since they are required to move from their residential areas to the examination centers as the results they withdraw from the programme.
Moreover, teachers skill’s and language of instruction; content delivery may be easier for the teacher if the learners are literate but with illiterate learners the teacher needs to be tactful in the use of instructional procedures. Often learners have to be encouraged and convinced to stay on, and if the teacher is lacking in this aspect, the learner will be easily discouraged. Also language of instruction may limit the accessibility for open and distance learner, some of the open and distance learners are not conversant in this language therefore they experiences resentment and discouragement as opposed to the experience of learners familiar with the language of instructions.
The above problems were handled through reducing the costs whereby open and distance learning students were to pay the same costs as to normal school students. Therefore it reduced the dropout rate of open and distance learning students.
Likewise we handled the problem of unregistered centers for open and distance learning students through advising heads of schools to present or send their centers to the National Examination Council of Tanzania to be registered.
Again, we advised the teachers to use tactful instructional procedures in which they required to encourage and convince their learners by telling them the advantage of open and distance learning with vivid examples. Also in case of language of instruction we advised teachers to use both English and Kiswahili to make learners capable for understanding what they taught, by so doing learners were encouraged and convinced to continue with the programme.
1.4: Lessons Worthy of Pursuit in the Tanzanian Education System
The lessons of insights that our report can offer to the Tanzanian educational system include the following;
The findings will be used as a source of knowledge in the areas of open and distance learning; through reading our report it will enable to gain knowledge of open and distance learning in ordinary secondary schools in Tanzania educational system. For example to reduce costs of paying schools fees, to register all centers, teachers to be tactful and the use of language of instruction both English and Kiswahili language.
Our finding will be used as a stimulus for the research; through reading our report other researchers will identify the issues we have not discussed in our report hence they will find out the knowledge gap in our report and investigate more in order to solve the problems of open and distance learning.
The study adds knowledge in improving teaching and learning processes in regional centers as well as other programmes that may be relating to open and distance learning programmes; through solving these problems it will enhance the accessibility of open and distance learners in regional centers since these problems seemed to limit learners to continue with open and distance learning by withdrawing from the programme.
The study will be useful to both open and distance learning managers and administrators who are dealing with the provision of education services. Buy reading our report it will facilitate managers and administrators to run the open and distance centers more effectively and efficiently since they will be aware with the problems which are hindering the learners to continue with the programme.
1.5: Concluding Remark
In final analysis we can say that by solving the discussed problems above such as financial problems, some of ordinary secondary schools are not registered, teacher’s skills and language of instructions. It will facilitate the smooth running of open and distance learning centers and enhance the accessibility of open and distance learners. Therefore this progaramme has a significant impact in our country since it help the Tanzanians who did not get the chance to join in ordinary secondary education in formal system to get the ordinary secondary education. Hence it has played a great role in minimizing a number of illiterate people in Tanzania; therefore it has helped Tanzanians to match with globalized world.
REFERENCES
Bhalalusesa, E. (1998). The Distance Mode of Learning in Higher Education: The Tanzania Experience: Open Learning, vol,14, pg 14-23.
Cosmas, B. F & Mbwete, T. S. (2009). Open and Distance Learning in Developing Countries: The Past, the Present and the Future. Dar es Saalam
IAE, (2007a). Decentralization of Activities and Responsibilities in Provision of Open and Distance Learning: A Guide for Regional Resident Tutors. Dar es Salaam: IAE Printing Unit.
Mushi, P.A.K. (1999). Distance Education in Tanzania: Emerging Issues and Implications for Reforms. Papers in Education and Development Pg, 83-94.
Kember, D. (2007). Reconsidering Open and Distance Learning in the Developing World: Meeting Students Learning Needs. London: Routledge.
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Pierrakeas, C, et al. (2004). A Comparative Study of Dropout Rates and Causes for Two Different Distance Education Courses: International Review of Research in Open and Distance Learning.
Sumra,S. (2000). Planning for Quality Improvement in Primary School. In J.C.J, Lialabawa, F.E,
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