Open and Distance Learning (ODL): A Veritable Tool for Reaching the Unreached in Nigeria
Keywords:
Lifelong Education, ICT, Flexible Learning, The Unreached, ODLAbstract
Open and Distance Learning (ODL) has become a critical part of modern education. This development is a result of technological advancement and increasing demand for skills retraining and upgrade. As compared to the traditional face-to-face classroom, open and distance education offers more flexible, free and easy access to students. Moreover, it has been proven over time that the conventional mode of education cannot cater for the entire student community, making open and distance education very essential. ODL brings knowledge to those learners who are ordinarily neglected by the conventional learning setting such as traders, entrepreneurs, prison inmates, people living in isolated areas like islands, women whose culture or religion deprives of educational socialization, school dropouts, fulltime workers who want to further their education but are constrained by their jobs, and others. Hence, ODL offers a second chance and lifelong education for individuals while playing a crucial role in sustainable development. This paper examines the roles ODL plays in reaching the unreached in society with a view to encouraging its optimal deployment, in order to serve the educational needs of the masses.
AbstraitL'enseignement ouvert et à distance (ODL) est devenu un élément essentiel de l'éducation moderne. Ce développement est le résultat des progrès technologiques et de la demande croissante de recyclage et de mise à niveau des compétences. Par rapport à la classe traditionnelle en face à face, l'enseignement ouvert et à distance offre un accès plus flexible, gratuit et facile aux étudiants. De plus, il a été prouvé au fil du temps que le mode d'enseignement conventionnel ne peut pas répondre à l'ensemble de la communauté étudiante, ce qui rend l'enseignement ouvert et à distance très essentiel. L'ODL apporte des connaissances aux apprenants qui sont habituellement négligés par le cadre d'apprentissage conventionnel, tels que les commerçants, les entrepreneurs, les détenus, les personnes vivant dans des zones isolées comme les îles, les femmes dont la culture ou la religion prive de socialisation éducative, les décrocheurs scolaires, les travailleurs à temps plein qui veulent poursuivre leurs études, mais sont limités par leur emploi, et d'autres. Ainsi, ODL offre une seconde chance et une éducation tout au long de la vie aux individus tout en jouant un rôle crucial dans le développement durable. Cet article examine les rôles que joue l'ODL pour atteindre les exclus de la société en vue d'encourager son déploiement optimal, afin de répondre aux besoins éducatifs des masses.
References
Angba, T. (2020). Enhancing Inclusive Education through Open and Distance Education for Individuals with Disabilities in Nigeria. https://www.researchgate.net/publication/344714748
Bhuasiri, W. Xaymoungkhoun. O. Z. Jeung, J. R. & Ciganek, A.P.(2011). Critical Success Factors for E-learning in Developing Countries: A Comparative Analysis Between ICT Experts and Faculty. Computers and Education, 58, 843-855.
Biao, I. (2012). “Open and Distance Learning: Achievements and Challenges in a Developing Sub-Educational Sector in Africa”.
Gujar, R (No Date). “Reaching to Unreached: Distance Education as an Instrument” Retrieved online on 20 April 2020
Iwuchukwu, O. (2013). Reaching the Unreached Women through Open and Distance Education: Implications for the Playwright. file:///E:/ODL/2013_Iwuchukwu_ReachingtheUnreached.pdf Retrieved online on 24 April 2020
Iyere, T. O. (2010). “Teaching Spoken English in the ODL System in Nigeria: Challenges and Strategies for Improvement.”Retrieved Online on 26 April 2020 from 2010_Iyere_SpokenEnglsih.dpf
Jimoh, M. (2013). “An Appraisal of the Open and Distance Learning Programme in Nigeria” Journal of Education and Practice. Vol 4 (3).
Kanwar, A. (2016). “Can ODL Reach the Unreached? Lessons from the Commonwealth”. A Paper Delivered at the First Public Lecture of the National Open University of Nigeria's (NOUN) Distinguished Lecture Series
Keegan, D. (1986). The Foundations of Distance Education, London: Croom Helm.
Kuyini, A. B., et al (2015). Disability Rights Awareness and Inclusive Education Training Manual (CEVS-Ghana, GES Special Education Division, & Pathfinders Australia)
Mupinga, D. M. (2005). 'Distance Education in High Schools: Benefits, Challenges, and Suggestions'. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 78 (3), 105-109
Paliwal, D. (2019) Reaching the unreached through open and distance learning in India With special reference to Kumaun region of Uttarakhand. Asian Association of Open Universities Journal Vol. 14 No. 1, 2019 pp. 39-49
Rosemary (2015). “The History of Distance Learning” Retrieved online on 3rd May 2020. https/www.unicaf.org/
Sheeja, R. Reaching the Unreached: Role of ODL (2012). Journal of Modern Education Review (ISSN 2155-7993), January 2012, Volume 2, No. 1, pp. 68–71; Academic Star Publishing Company, USA. Available at SSRN: https://ssrn.com/abstract=2096943
Simpson, O. (2013) Student retention in distance education: are we failing our students? Open Learning: The Journal of Open, Distance and e-Learning, 28(2), 105-119. Singh, KP. (2013) Reaching the Unreached – IGNOU Interventions in Tihar Central Jail. Asian Association of Open Universities Journal, Vol 8, No 2, 33-43.
Singh, G. and Paliwal, D. (2012). “Higher Education to Anyone, Anywhere, Anytime Through Open and Distance Learning in India.” International Journal of Academic Research in Progressive Education and Development Vol. 1, No. 1
The Guardian (2020). 'Why Nigeria must Invest in Open, Distance Learning' by Iyabo Lawal. April 02
Tongia, R. (2004). 'Information and Communications Technology (ICT).' Retrieved May 7, 2019, from https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf
UNESCO (2012). “Open and Distance Learning: Trends, Policy
