48th DEASA conference report.pdf

48thDISTANCE EDUCATION

ASSOCIATION OF SOUTHERN AFRICA

2013DEASA Conference & Annual General Meeting

Report

48thDEASA Conference and Annual General Meeting

Report

Strengthening Collaboration in Open & Distance Learning for Development in the SADC Region

20th - 22nd September 2013, Gaborone, Botswana

48th DEASA Conference and Annual General Meeting Report

The report was compiled by the Conference Organising Committee Secretariat:

Mrs M. E. Masendu University of BotswanaDr T. E. Seretse Botswana College of Distance and Open LearningMrs D. V. Sanoto Botswana College of Distance and Open LearningMr S. Botshelo Botswana College of Distance and Open Learning

Edited by Local Organising Committee Chairperson:Dr B Nage-Sibande Botswana College of Distance and Open Learning

Layout design & formatting by Co-chair, Information and Publicity CommitteeMr T. Motswetla University of Botswana

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1. Dr B. Nage-Sibande Botswana College of Distance and Open Learning2. Dr T. E. Seretse Botswana College of Distance and Open Learning 3. Mr S.W Botshelo Botswana College of Distance and Open Learning 4. Ms D. V Sanoto Botswana College of Distance and Open Learning5. Mr L. Tladi Botswana College of Distance and Open Learning6. Mr D. Mathe Botswana College of Distance and Open Learning7. Mr V.B. Maika Botswana College of Distance and Open Learning8. Ms D. Koketso Botswana College of Distance and Open Learning9. Mr B. Bashe Botswana College of Distance and Open Learning10. Ms A Maruatona Department of Out of School Education and Training11. Ms A. Motiki Department of Out of School Education and Training12. Dr C. Butale-Nyoni University of Botswana13. Ms. M.E Masendu University of Botswana14. Mr T. Motswetla University of Botswana15. Ms N. Matome-Harun University of Botswana16. Ms P. T. Mamane University of Botswana17. Ms M. Moalosi University of Botswana


LOCAL ORGANISING COMMITTEE

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1.0 INTRODUCTION 7

2.0 OFFICIAL OPENING 7

2.1 Welcome address 72.2 Address by DEASA Chairperson 82.3 Official Opening Address 8 2.4 Main Keynote Address 92.5 Vote of Thanks 10

3.0 CONFERENCE SUB-THEMES AND OTHER PRESENTATIONS 11

3.1 Conference sub-themes 12 Theme 1: Collaborative Research and Research Training in ODL 12Theme 2: Leading and Managing Collaboration Activities in ODL Institutions 13Theme 3: OERs, ICT and Online Collaboration and the use of Technology 15Theme 4: Integration of Academic and TVET through ODL and Industry Collaboration 18 Theme 5: Building Collaborative Teams and Stakeholder Relations in ODL Institutions 18

3.2 Other Key Presentations 203.2.1 Status of the SADC Capacity Building in ODL Project 203.2.2 Botswana International University of Science and Technology 203.2.3 Oval International 20

4.0 OFFICIAL CLOSING 21

5.0 CONFERENCE EVALUATION 21

6.0 CONCLUSION AND RECOMMENDATIONS 22

7.0 LIST OF PARTICIPANTS 23


CONTENTS

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Page

1.0 INTRODUCTION

The 48th DEASA Annual Conference and Annual General Meeting were held in Gaborone, Botswana at the Phakalane Golf Estates on 20 – 22nd September 2013.

The conference was held under the theme: Strenthening collaboration in Open and Distance Learning for development in the SADC Region. This theme had the following sub-themes:

• Collaborative research and research training;• Leading and managing collaboration activities in ODL institutions;• OERs, ICT and online collaboration and the use of technology;• Integration of academic and TVET through ODL and industry collaboration• Building collaborative teams and stakeholder relations in ODL institutions.

69 papers, 6 keynote addresses and 3 other presentations by SADC ODL Project, Oval International and the Botswana University of Science and Technology were delivered. A total of 7 papers were not presented due to personal and financial reasons as some people were unable to attend the conference. Registration of most participants was done on Day 1. Delegates who had not paid for the conference in advance were duly assisted at an established pay point at the conference venue. Around 140 delegates registered for the Conference (Ref: Attendance Register).

2.0 OFFICIAL OPENING

2.1 Welcome address The welcome remarks were given by Mr Abel Modungwa, BOCODOL Board Chairperson, on behalf of the Mayor of the City of Gaborone. Mr Modungwa

• Applauded the choice of venue, Phakalane Golf Estate, which due to the distance from the City centre offered a conducive work environment with minimum disruptions. • Described the City of Gaborone as one the fast growing cities in Africa and the world. • Noted that existing infrastructure and the mushrooming buildings, particularly in the Central Business District, compare favourably with those in the developed world. • Encouraged the delegates to tour the City to appreciate its beauty in order for them to carry pleasant memories of Gaborone as they return to their respective destinations.


Mr Modungwa

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• Noted that Gaborone as the capital city of the Republic of Botswana houses the country’s Parliament and Executive Leadership, the high court and all government ministries. • Wished the delegates a happy stay in Gaborone and fruitful deliberations.

2.2 Address by DEASA Chairperson, Professor Primrose, Kurasha

Professor Kurasha• Added a word of welcome to the delegates, participants and invited guests.• Highlighted the value of collaboration as it creates successful synergies in open and distance teaching contexts.• Expressed appreciation of the Botswana Government’s support, commitment and involvement in ODL especially at the level of the Vice President.• Stated that the theme, Strengthening collaboration for development in the SADC region, was relevant in that donors were moving away from supporting individual institutions and countries towards supporting regions.

2.3 Official Opening Address The official opening of the conference was performed by His Honour Dr. P. H. Kedikilwe, Vice President of the Republic of Botswana. Dr Kedikilwe stated that

• Botswana Government believed that sustainable and diversified development was determined by three critical factors: availability of high quality human resources, intensification of research and development, and enhancement of global competitiveness. This dictates the need for a supply of a strong, competitive human resource base. • Research evidence suggests that globally, ODL has the potential to substantially increase participation.• SADC was unanimous in the desire to increase enrolments at secondary and tertiary education levels.• Acquired knowledge and wisdom from the two-day conference should lead to increased enrolments in vocational training, re-engineering approaches to professional and management of in-service training, strengthening post-literacy and extension programmes and emphasise the importance of lifelong learning.• In Botswana, the literacy rate has risen from 40% since the inception of the National Literacy Programme in 1981 to 81% in 2001 and was expected to be even higher at the end of the planned 2013 literacy survey. This impressive progress was attributed to out of school education programmes delivered by the Botswana College of Distance and Open Learning (BOCODOL) and the Department of Out of School Education and Training (OSET), which continue to enrol learners for literacy programmes, junior and senior secondary school education.• ODL has made significant contribution to tertiary education enrolments, registering an increase from 1.7% in 2007/8 to 4.3% in 2010/11.• The increases in ODL followed the adoption of the current education policy, the Revised National Policy on Education which was informed by the National Commission on Education (1993) which he chaired. The Commission recommended that ODL be given prominence at all levels of education and that a new institution dedicated to ODL be established hence the institution of BOCODOL through an Act of Parliament in 1998.• The continued contribution of ODL to basic, as well as tertiary education levels has led Government to further legislate the establishment of a university dedicated to ODL. In this regard, BOCODOL is to transform into the envisaged Open University of Botswana to join established ones in the region such as the Zambia Open University, the Zimbabwe Open University, the Open University of Tanzania, Mauritius Open University and University of South Africa. This has been made possible by the support from DEASA through which collaborations with the


Prof Primrose Kurasha

His Honour Dr. P. H. Kedikilwe

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Zimbabwe Open University were established to institutionalise tertiary education systems at BOCODOL in readiness for the envisaged transformation.• Although tremendous strides have been made, issues of quality and relevance of education services to meet the economic requirements of the country is a challenge. • The conference theme, Strengthening collaboration in Open and Distance Learning for sustainable economic development, was timely as it addressed the concerns of quality, relevance and responsiveness to the needs of the SADC economies. More importantly the theme was consistent with the ideals of SADC, all of which revolve around the need for members to work in unison toward regional integration.• In support of capacity building initiatives in the SADC Region, Botswana has agreed to house the SADC Centre for Distance Education (SADC-CDE) at BOCODOL. Botswana is part financing the centre with the generous support of the Commonwealth of Learning. Facilitation of institutionalisation of agencies such as the SADC-CDE which aim to promote harmony and regional integration will also help in the realisation of the ideals of the Botswana’s national vision, Vision 2016 and the Millennium Development Goals • Offerings in ODL institutions should be aligned to the human resources needs of the SADC region.

The Vice President concluded by thanking the Distance Education Association of Southern Africa (DEASA) for inviting him to officiate at its 48th conference and AGM.

2.4 Main Keynote Address

The speech was delivered by Professor Kgomotso Moahi, Dean Faculty of Humanities and Associate Professor in Library Information Studies at the University of Botswana. The presentation was divided into why ODL, the need for collaboration and the conference sub-themes. On the importance of ODL, Professor Moahi noted that

• ODL has moved from the margins and fringes of education to a position where it now holds the key to the development of nations and their ascendance to knowledge societies and economies.• Due to technological developments which have impacted both conventional and distance education, dual mode institutions were mainstreaming distance education and more institutions were being set up and supported to provide educational access to individuals who would otherwise not gain access.• There is increasing recognition of education as a factor in engendering economic and social development. • Globalisation and the need for developing countries to become serious players in the knowledge economy have underscored the importance of ODL.• ODL is now recognised as a means to increase access to the various levels of education; primary through to tertiary.

However, she noted challenges to this mode such as:• Low levels of resourcing, which could lead to failure to ensure quality of design, development and delivery as well as adequate support services. • Naïve faith that new technologies will solve the problems of education deprivation without considering access, expertise and cost issues related to the new technologies.

On the need for collaboration she noted that• Collaboration in ODL in Africa was not a new phenomenon as conferences and meetings were held in the past to generate collaborative initiatives. The All Africa Ministers Conference on ODL in 2002 that ended with the signing of the Cape Town Declaration; and the establishment of the Africa Council of Distance Education (ACDE) in 2004 were given as examples of such initiatives.• Only collaboration will help in resolving the issues that bedevil ODL.• Collaboration solves problems as it enables the pooling of resources.


Prof Kgomotso Moahi

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• Collaboration is about the cross pollination of ideas, the pooling of resources, the sharing of ideas, knowledge and efforts towards a goal.• Collaboration is built on trust and expressed expectations.

Professor Moahi prefaced the discussion on the sub-themes with a list of challenges of ODL as enumerated by Biao (2012):• The absence of national ODL policies that provide a clear framework of development and implementation;• The continued scepticism regarding graduates of ODL institutions; • The need to develop attractive innovative programmes rather than simply replicate what is found in conventional institutions;• Shortage of ODL staff grounded in the philosophy, principles and methods of ODL;• The relatively low level of usage of ICTs for delivering ODL in Africa;• The developments that require more examination, thought and adaptation before utilisation.

Sub-theme 1: Collaborative research and research training meant that the research and training of ODL practitioners could produce information and knowledge to inform policy development, improvements in quality of materials and delivery as well as provide better understanding of ODL.

Sub-theme 2: Leadership for collaboration emphasises the need for leadership that is attuned to the need for resource mobilisation, planning and implementation, support for collaboration and negotiation skills. Sub-theme 3: OERs, ICT and online collaboration and the use of technology emphasises the importance of ODL to technology and that there is need to tap into opportunities offered by technology to develop communities of practice that can share materials and expertise.

Sub-theme 4: Integration of academic and TVET through ODL and industry collaboration stresses the need for producing the right skills through collaboration with industry to ensure relevance.Sub-theme 5: Building collaborative teams and stakeholder relations in ODL institutions is not an option however, it is critical to consider what, why and when this collaboration could be done.

In conclusion, Professor Kgomotso Moahi saw the conference more as a situational analysis of the extent of collaboration in the SADC region and more importantly, a means to devise strategies for enhancing the existing collaborative efforts.

2.5 Vote of Thanks

The vote of thanks was passed by Professor Otlogetswe Totolo, Deputy Vice Chancellor- Academic Affairs at the University of Botswana Professor Totolo.• Expressed gratitude to His Honour, the Vice President for having found time in his busy schedule to address the conference, a confirmation of the commitment of the Botswana Government and the entire SADC region to the ideals and principles of Open and Distance Learning. • Assured the Vice President that the DEASA and the conference delegates from individual countries and institutions shall continue to strive for quality, relevance and responsiveness of education and training to the needs of our economies in the quest for sustainable development. The outcomes of the conference will be actualised to benefit the citizens of this region and the world by employing the synergy that has existed over the years, in Botswana and in the SADC region. • Observed that distance education embraces a very important segment of the

48th DEASA Conference and Annual General Meeting Report 10

Prof Otlogetswe Totolo

population by providing it with an opportunity to study while employed. This was made possible by current technological developments which have significantly reduced the challenges of the distance between the learners and teachers. For Botswana, distance education is also a very important part of efforts to drive one of the pillars of Vision 2016 which envisions Botswana as an educated and informed nation by the year 2016. • Noted that the University of Botswana (UB) was keen to engage partners to achieve results which are bigger than our individual institutional goals. Although an institution that was established primarily to deliver tertiary education through the conventional mode, UB, has over the years, systematically engaged in programmes that fully embrace ODL as a way of extending access and participation in higher education. This also fulfills one of the efforts of the Botswana Government of producing skilled manpower, a requisite for nations to fully participate in the increasingly competitive global scene. • Concluded his speech by thanking different individuals and organisations for their contribution towards the conference:

i. DEASA Executive Committee for bringing the conference to Botswana ii. The Research Committee for a well-thought out theme that promotes collaboration and sharing. This theme is in line with the SADC Protocol on Education and Training, which emphasises collaboration and cooperation by member states in the area education and training. iii. The host institutions and the Local Organising Committee for working tirelessly to put the event together. iv. The delegates for having left their engagements to come and deliberate on the theme that is relevant for the achievement of our national and regional goals. v. The keynote speaker, Professor Moahi for her brilliant address that set the tone of the conference. vi. The BOCODOL Board Chairman, for the warm welcome to the City of Gaborone and Botswana. vii. The Priest, for seeking for this conference, guidance from the power above us. viii. The Botswana Police Band and the traditional dance troupe for the entertainment.

3.0 CONFERENCE SUB-THEMES AND OTHER PRESENTATIONS


Theme 1: Collaborative Research and Research Training in ODL

Keynote speaker: Professor Mpine Makoe Professor Makoe defined and explained the importance of research in ODL. However, she noted that the status of research in Africa was not as vibrant as it ought to be; citing the fact that much of the body of knowledge still came from Europe and America. She highlighted the challenges of ODL research and the capacity development intervention strategies. The presentation concluded with the following recommendations and suggestions

• Develop an ODL Capacity Development Research Programme• Utilise available resources• Use existing OERs to develop a context specific OER in ODL - Any university can use it for its own purpose• Build communities of practice - Identity of ODL researchers• Work on collaborative research projects across countries and institutions; sharing expertise of supervisors/ scholars.

Papers presented under Theme 1: Research and Research Training in ODL

No. Author Topic

1 Bezuidenhout & Roberts Transition from traditional academic lecture to facilitator of distance learning.

L. Chaminuka & T.M. Kaputa Counseling students’ practicum experiences in open and distance learning: A Case study of Zimbabwe Open University- Harare Region

2. T. Kaputa Practitioner research evaluation skills training in open and distance learning (PREST): Experiences of graduates from ODL institutions from Tanzania, Swaziland, Botswana and Zimbabwe.

3. C. Kafulo & F. Besa A futuristic model for policy education in Zambia. 4. G. Chingunwe Collaborative research in ODL: a highway to inclusive sanitary provisions

5. M. Seerane Towards an integrated assessment model for South African distance learning university.

6. M.C. Tarusikirwa Understanding the barriers of collaborative research: experiences of some academics at Zimbabwe Open University.

7. K. J. Karel Institutional collaborative research training: panacea for increasing research output in open and distance learning.

8. R.S. Netanda Ensuring efficiency and effectiveness in collaborative research: benefits and challenges in ODL institutions. 9. J. Roberts Generational Theory: An African perspective


3.1 Conference sub-themes

Prof Mpine Makoe

for ODL practitioners.

10. S. Rastogi Improving exam performance among low achievers of 3rd year B.A. Humanities offered by the Institute of Distance Education University of Swaziland

11. P.M. Kapito The nature and effect of collaboration in training ODL teacher –trainees in Malawi: the case study of literacy instruction.

12. F. Tladi –Sekgwama & Collaborative research at the University of M.E. Masendu Botswana: The case of the Centre for Continuing Education and Department of Adult Education.

13. L. T. Nyaruwata Collaboration between Dphil candidate and supervisor in thesis writing in open and distance learning.

14 E. W. Chakwera Open Schooling and Conventional School Partnerships

15. S. Amakutuwa & Investigating challenges faced by NAMCOL E. Nenghwanya female learners employed as child minders and housekeepers. 16 G. Chigunwe Collaborative research in ODL: A highway to inclusive community sanitary provisions

Theme 2: Leading and Managing Collaboration Activities in ODL Institutions

Keynote Speaker: Professor D Mwansa, Vice Chancellor, Zambian Open University (ZAOU)

Brief Summary of the Paper

• Identified trends in collaborative initiatives• Described levels of collaboration in ODL• Outlined motivation for collaboration• Identified issues and challenges associated with different types of collaborative programmes• Proposed possible strategies for enhancing and managing collaborative initiatives• Drew conclusions

Issues and Challenges in Collaboration

• Although the importance of maintaining a good balance of power between collaborating institutions is recognised, it has been observed that partnerships are infrequently made of equals and the stronger party can prosper at the expense of the weaker partner (Kurasha et al (2013).

• In practice the stronger institutions may dominate especially if they are also the main funding institutions or organisations.

• Externally planned and developed collaborative programmes may not be sufficiently responsive to the felt needs of the host partner institutions and/or other partners.

• In multiple partner collaborations different players may not always fulfil their assigned roles and responsibilities for a variety of reasons.

• Different partner institutions come with different mandates, institutional visions, missions, purposes and priorities.


Prof D. Mwansa

• Some ODL governance structures are not always amenable to quick response to emerging needs of collaborative programmes or activities.

• In multi - partner collaborations new collaborative structures sometimes do not interface well with the existing institutional governance structures.

• New collaborative initiatives require changes to management systems of partner institutions, to which host partners may not respond favourably.

• Most of the ODL institutions in the region are funded by their Governments. The heavy reliance on government funding is important and necessary but can be a challenge to any collaborative programmes especially in which partner institutions have to make some financial contributions.

• Related to the issue of funding is disbursement of funds. Different institutions have different financial rules and procedures for disbursing funds. These need to be harmonised, depending on the nature and size of a given collaborative programme.

Conclusions

• Collaborative initiatives exist in the region and there was need to explore them.• The trend is now towards increased collaboration. This is being encouraged and

supported by international and continental commitments such as UN Impact Assessment Programme, African Union Second Decade of Education Plan of Action, the SADC Protocol on Education and Training, SADC Regional ODL Policy.

• ODL institutions have not articulated policies and plans for meaningful collaboration.• Multi-partner collaborative initiatives tend to be externally induced. • There is need for strengthening capacity for collaborative efforts based upon felt and

articulated institutional needs.

Papers presented under Theme 2: Leading and Managing Collaboration Activities in ODL Institutions

No. Author Topic

1. J. Kurasha Collaborating for moral and aesthetic development in SADC through ODL. 2. N. Vilakati, G. Nsimbande Evaluation of the collaboration between the & K Fereira-Myers University of Swaziland and the Regional Psychosocial Initiatives REPSSI in offering the Certificate in Psychosocial Support.

3. D. Ndudzo Managing Collaborations 4. R.C. Kalima Rethinking pedagogy in institutions of higher learning: The case of Domasi College of Education

5. C. R. Alexander and M. Paul Rethinking leadership profiles for collaborative activities in ODL institutions.

6. E. Njiro Perspectives of quality assurance in teaching and learning at an open and distance learning institution.

7. M Lekoko, O.M Modise, Starting on purpose-practice in abeyance: M. Marakakgoro insights into the missing x-factors of a documented multi institutional collaboration on a Diploma in NGO Management distance education programme in the SADC region.

8. B. Kionywaki & M. Mohamed Policy initiatives in Strengthening Collaboration between ODL Institutions and stakeholder in


raising quality of secondary education in Tanzania: A case of Dar es Slaam Region.

9. P. Chadamoyo Redefining strategies for heightening alumni collaboration activities at the Zimbabwe Open University: Masvingo Regional Campus 10. R. Ngara, Collaboration in teaching practice (T.P.) in R. Ngwarai ODL: Practices and issues of T.P. leaders at Zimbabwe Open University

Theme 3: OERs, ICT and Online Collaboration and the use of Technology

Keynote Speaker: Ms Catherine Ngugi, Project Director, OER Africa; South African Institute of Distance Education (SAIDE)

Ms Ngugi started her presentation by giving a historical overview of OER Africa, which she said was started in February 2008. It operates under the auspices of SAIDE and it is headquartered in Nairobi, Kenya. Its goal is to leverage African experts and expertise to harness the concept of open educational resources (OERs) to benefit higher education systems, institutions, and students on the continent and around the world.

The following benefits of Open Educational Resources (OERs) were discussed:

• OERs are vital for equipping nations with the training that should enable them to effectively manage and master social change.

• OERs can bridge the education gap in Africa.• Through OERs, more ODL students than in the conventional system can be reached. • OERs and distance learning can also help disseminate information to African

societies through Agshare. This is collaboration on Agricultural produce between US International University, Haramaya University in Ethiopia and Makerere University in Uganda.

• Through specially designed OERs, small farming populations can be stimulated to grow “from farm to firm.”

Ms Ngugi mentioned that Southern African Regional Universities Association (SARUA) has recognised the importance of using OERs to enhance regional capacity building. The presentation ended with some recommendations and suggestions which inter alia, encouraged participants to embrace the OER Africa movement. Ms Ngugi stated that openness in education can give birth to a common vision, knowledge as well as, well resourced leadership. She explained that, while openness may not be the only way to improve teaching and learning in our institutions of higher education, OERs were most certainly one incremental step to rendering visible commonly held intellectual property that might otherwise never be publicly accessible. Ms. Ngugi encouraged countries, especially in Sub Saharan Africa to collaborate in their efforts of promoting development and use of OERs.

Papers presented under Theme 3: OERs, ICT and Online Collaboration and the use of Technology

No. Author Topic

1. F. Gennings Open, Distance and e-learning in Malawi technologies used, success and challenges

2. Mpine Makoe Collaborative research in ODL: A highway to inclusive community

3. M. Lephalala Online support for language students in open distance learning contexts: Teacher trainees’


Ms Catherine Ngugi

experiences and expectations

3. L. Molepo & H. Mothudi Factors that hinder students benefiting from video conferencing service.

4. H. Amadhila The Namibian Open Learning Network Trust (NOLNet).

5. L. S. Andriaanse & Using Mendeley for Open Distance Learning H. J. Van Niekerk (ODL) research projects in environmental Sciences: A Social Network Experiment.

6. P. Makwanya & M.R. Dick Nurturing collaborative elearning through the integration of social media, ICTs and multimedia in ODL for the small miners and new farmers through Zimbabwe Open University’s Centre for Professional Development.

7. M. Chitura Enhancing health sciences programmes through technology utilization.

8. C. Makamure Harnessing OERs in teacher education programmes: An assessment of the effective ness of pedagogical approaches by Zimbabwe Open University.

9. L. Mbati Online Social Media: A means to fostering constructive and Observational learning.

10. M. Taole Reflective Practice through Blogging: An alternative for Open and Distance learning Context

11. B. Munyemba & R. Bukaliya Content analysis on the Utilisation of Open Educational Resources (OERs) in Dissertation writing at Zimbabwe Open University

12. J. Z. Mtezo & T.D. Nyatsaza Impact of using ICT in open distance learning as an empowerment tool for women in Zimbabwe

13. B. Moses Experiences of starting a new online programme at BOCODOL

14. T. Mapolisa Efficacy of Information Communication and Technology (ICT) in enabling Quality Open and Distance Learning (ODL) Teaching: Zimbabwe Open University’s National Centre’s Programme Leaders’ Perceptions The EUP 1501 Online Signature Course Journey: The Stusent’s experience.

15. Ephraim Mhlanga Embedding Quality in Online Courses: The African experience.

16. G.P. Baloyi Learner Support using Video Conferencing to reach Adult Students in Distance Learning.

17. P. Ahmad Library Services in Distance Education Systems; Guidelines and Possibilities.


18. J.V. Capella Hernandez Technological Higher Education Studies: A Participative blended- learning Project based proposal.

19. C Butale-Nyoni Online Collaboration in ODL: A mitigation strategy for resource Poor Countries

20. Z. Ntuli An investigation of effectiveness of a student support management system in an ODL Institution

21. R. Makoele Student Readiness to use the Myunisa learner Management System for submission of multiple- choice Assignment

22. J. Nyoni The viral nature of massive open online courses in ODL: Discourse of quality, mediation and control

23. M. Keabetse, D. Ketshogileng, Bridging the gap: Using mobile devices to & O. Nkomazana support learning at distributed clinical sites

24. M.V. Ndlovu, Z. E. Cebisa The usage of online learning management & Mr M. Ngquba system by first year education students studying at an open distance learning Institution (UNISA) in Durban, Richard’s Bay South Africa.

25. K. D. K Tapfumaneyi & The challenges of providing library services to G. Rupande clients with special needs in an ODL environment: the case of ZOU mash east.

26. M. Kurebwa & L.T. Nyaruwata Collaborative e-learning: A mammoth task

27. E. Gandari & J. Tafangombe Students are more sophisticated in their use of technology than teachers

28. L.L. Tladi The historical development of e-learning at BOCODOL

Papers not presented on this theme:

1. Educating for all through technology: Network for non-formal educational Institutions (N-NFEI) by J.N. Muthinga

2. Massive Open Online Courses (MOOCs) in education: Implications for Open Distance Learning Practice by S. Matlabe.

3. Breaking learner isolation through e-learning: A case study of Certificate for Distance Education practitioners (CDEP) discussion forums by Dr T.E. Seretse & Ms D.V. Sanoto.

4. ICT Uptake in ODL: A review of views, models and evidence by B. Muyambiri


Theme 4: Integration of Academic and TVET through ODL and Industry Collaboration

Keynote Speaker: Prof T Mbwette- Presentation by Prof Mbisanda

The paper explored and discussed the integration of “academics-industry” collaboration through exploitation of ODL with respect to the SADC Region. It also highlighted some important factors for successful “academic-industry” collaboration. It was observed that academic-industry collaboration in developed economies, promote research activities that are funded by industry that has confidence in its universities. The paper further revealed that academic-industry collaboration in the SADC Region exists in countries with robust industry and strong economies. The speaker further argued that ODL Institutions in academic-industry collaboration can only prevail through efficient institutional management, nurture of strategic partnership, flexibility and shared vision.

Recommendations from the paper:

• ODL Institutions should work with industry to form committees for enhancing collaboration between them.

• Industry should be encouraged to take a more proactive role in sponsoring research, through funding of Professorial Research Chairs in ODL institutions.

• ODL institutions should also serve as incubation centres for small enterprises, which would be nuclei for spin off industries, thus establishing lasting links with industry.

• Governments should support the efforts of ODL institutions to work with industry is human capacity development and job creation.

Papers presented under Theme 4: Integration of Academic and TVET through ODL and Industry Collaboration

Name Author Topic

1. I. Dumbudzo Collaboration and integration of Academic and TVET through ODL and Industry: Strategies, opportunities and Challenges

2. N.P. Mafenya A comparative Study of the Collaborative relationship between industry and academic technical vocational education through ODL

3. G. Thembelihle Strengthening Community and Sports Associations Collaboration with Tertiary Institutions: Bachelor of Science Physical Education Students’ Perceptions on their experiences of Industrial attachment in Masvingo region – Zimbabwe

4. R. Bukaliya & G. Rupande Challenges of integration, work related learning among ODL students

Papers not presented on this theme

E. Integrating ODL in the Provision of TVET to increase Participation by A. Chimpololo.

Theme 5: Building Collaborative Teams and Stakeholder Relations in ODL Institutions Keynote Speaker: Dr D R Tau, Executive Director, Botswana College of Distance and Open Learning


Prof T. Mbwette

Brief Summary of the paper:Dr Tau presented on models of collaboration as identified by Himmelimann (2002). The paper elaborated on the concept of collaboration with its subsets and explained the difference between the coalition strategies. He indicated that coalition strategies involve networking, coordinating, cooperating and collaborating. He identified the levels of collaboration as enabling, contractual and multiple alliances. He explained that collaboration at BOCODOL is experienced intra institutional and inter institutional. On the wider scope BOCODOL experiences collaboration with the local industry network. Papers presented under Theme 5: Building Collaborative Teams and Stakeholder Relations in ODL Institutions

No. Name Topic

1. N. Jobodwana Challenges and experiences in ODL

2. Collaboration in ODL as a mechanism for M. Mulemwa enhancing quality assurance in education provision: The case for Zambia

3. M. Seeletso Accessibility of Open and distance learning resources in a developing context: A case of BOCODOL

3. K.D. Tapfumaneyi & Rupande The Challenges of providing Library Services to Clients with Special Needs in an ODL Environment: The Case of ZOU Mash East

4. E.T. Kambonde & I. Hilukiluah Parental Perceptions of enrolled Gr 10 NAMCOL learners towards Open and Distance Learning

5. S. Haininga Investigating the factors contributing to high turnover of part-time staff in NAMCOL Northern Region

6. L. Shabalala A Comparative Case Study of ODL Capacity development for Faculty at UNISA and IGNOU

7. B. Muyengwa & A.K. Mubika The role placed by Writers Associations in the Writing Modules in the Writing of Modules of Teacher Development at the Zimbabwe Open University

8. Chrispen Chiome Building stakeholders’ relations in Open and distance Learning: The quality challenges at play

9. C. Kadada & A collaborative team approach in the B. K. Mutambanegwe development of ODL teaching/learning materials: A case of Zimbabwe Open University

10. S. Amakutuwa & Investigating Challenges faced by NAMCOL E. Nenghwanya female learners working as babysitters and housekeepers

11. G. Rupande & Fostering ODL- community Relations for institutional Growth and community development


Dr D. R. Tau

Papers not presented for this theme

1. ICT uptake in ODL A review of views, models and evidence by B. Muyambiri 2. Breaking the isolation through e-learning: A case study for Certificate for Distance

Education Practitioners (CDEP) Discussion forums by Dr T.E. Seretse & D.V. Sanoto.3. Website functionality in ODL: A study of selected institutions in the SADC region by K.

K. Mkondaweri

3.2 Other Key Presentations

3.2.1 Status of the SADC Capacity Building in ODL Project - Prepared by T Thutoetsile, Presented by C Chakwana

Ms Chakwana explained that • the actual implementation of the project commenced in April, 2008 with financial support

from the African Development Bank.• Its objective is to contribute to the development and deployment of effective, harmonised

ODL to increase access to quality education and support regional integration across SADC.

• The direct beneficiaries of the project are, Angola, Democratic Republic of Congo, Lesotho, Malawi, Mozambique, Tanzania, Zambia, and Zimbabwe (Madagascar) while the indirect beneficiaries are Botswana, Namibia, Mauritius, Seychelles, South Africa and Swaziland.

• The project targets Higher Education, Teacher education Technical Vocational Education and Training (TVET) and Secondary education.

• Component 1 on Policy Development and Strategic Planning has been fully achieved while most activities under Component 2 on Capacity building were ongoing.

• Challenges experienced included high staff turnover, changing task mangers at ADB, delayed or non-response by member states to information requests as well as bureaucratic processes at ADB and SADC Secretariat.

• Opportunities for growth of ODL exist in the SADC region. • SADC has conducted a Mid-Term Review of Regional Development Plan (MTR of

RISDP) with a view to setting up new priorities to ensure ODL assumes its role in the region as a viable strategy to developing desirable skills to attain the goals of SADC.

3.2.2 Botswana International University of Science and Technology

The presentation by Dr Haniso Motlhabane, Acting Vice Provost Student Affairs and Director, Pre University Academic Programmes highlighted the following: • That the mandate of this University is capacity building; economic development; applied

& multi-disciplinary industry driven research to meet country and regional needs; high quality programs and world-wide reputation and; local and global industry/private sector linkages.

• It specialises in sciences (including veterinary medicine, focusing on large animals), engineering, technology and business, management & entrepreneurism.

• Its research focus is water resources; sustainable energy and environment; geology and mining; food security and community nutrition; biotechnology and pharmaceutical and; information and medical technology.

3.2.3 Oval International

• The presentation indicated that, Oval International has a long history of providing quality education in the fields of Information Technology, Tourism and Business Management. The organisation views ODL as a viable option to addressing and matching the ever increasing demand for education in Africa. Hence it (Oval) offers the following unique services:

• Textbooks: A student at Oval International has access to all his/her textbooks and more, via the web. In addition, they can access every book in a rich and diverse eLibrary.


• Self-Learning Materials (SLMs). These are tutorials in print form, written by subject experts and they are self-explanatory, self-contained, self-directed, self-motivating, self-evaluating and self-learning.

• ACCESS to array of online learning resources via the MyOval Portal.

The presentation concluded by challenging the delegates as educators to envision a better future for our people and provide educational resources from limited resources, and to break away from ineffective instructional methods and embrace new methods and technology that can address the real needs and aspirations of the students.

4.0 OFFICIAL CLOSING

The official closing of the conference was performed by the Assistant Minister of Education and Skills Development, Honourable Patrick Masimolole on the 22nd September 2013. The pointers of his speech were as follows:

• The Government of the Republic of Botswana was gratified that the DEASA had granted the country to host its 48th Conference and Annual General Meeting.

• Honourable Mr Masimolole encouraged the delegates to visit Botswana again so as to explore its tourist attractions and beauty.

• He urged DEASA to engage further on the basis of the foundation it had established while in Botswana and endeavour to promote collaborative work within the SADC bloc.

• Collaboration in provision of Open and Distance Learning is viewed by the Government of Botswana to be a plausible strategy towards attainment of regional integration of the SADC member states.

• The Botswana Government was ready to support DEASA activities focused on expeditiously developing the SADC region’s human capital for the eventual global competitiveness.

5.0 CONFERENCE EVALUATION

Generally, feedback from delegates at the conference was positive. Delegates pointed to the following positives:

• Selection of the venue of the conference.• Level of Botswana Government commitment and support for the development of ODL

in Botswana, as evidenced by the presence of the office of the Vice President of the Republic of Botswana.

• Ability to bring keynote speakers from various African states gave the conference a true international appeal.

• Number of papers presented and high level of participation.• Impressive level of support and cooperation from the private sector and other

stakeholders.• Ability to conduct the proceedings in the three SADC languages. • Provision of accommodation and transport for those booking with the travel agency

was highly satisfactory. However, the challenges identified were as follows:• Most delegates not booked with the travel agency had challenges especially with

transport.• Communication between some delegates and their sponsors in terms of transport

and accommodation provision was not up to standard.• There were too many keynote speakers which resulted in mismanagement of time.

The pre-conference registration process was slow and the place crowded.


Hon Patrick Masimolole

6.0 CONCLUSION AND RECOMMENDATIONS

In conclusion, the 48th DEASA Conference Local Organising Committee recommends the following for improved organisation of future DEASA Conferences and AGM:

1. It is recommended that the DEASA seed fund be increased from the current ZAR20, 000.00 for it has proven to be too little.

2. The Office of the DEASA Executive Secretariat should work closely with Local Organizing Committees, especially around issues of securing Key Note Speakers.

3. In order to progress the ODL agenda in the SADC region there should be advocacy through establishment or revival of national ODL associations. In Botswana for example, Botswana Distance and Open Learning Association (BODOLA) should be resuscitated.



NO NAME OF PARTICIPANT TITLE COUNTRY ORGANISATION E-MAIL

1 Primrose Kurasha Prof. Zimbabwe Zimbabwe Open University [email protected] Chrispen Chiome Prof. Zimbabwe Zimbabwe Open University [email protected] Gilliet Chigunwe Zimbabwe ZOU [email protected] Constance Kadada MS Zimbabwe ZOU [email protected] Betty Mutambanengwe Ms Zimbabwe ZOU [email protected] Jason Muwandi Zimbabwe ZOU [email protected] Godson Gatsha Dr. Botswana BOCODOL [email protected] Elifas Bisanda Prof. Tanzania OUT [email protected] Lawrence Mwelwa Zambia Chreso University [email protected] Gondo Thembelihle Zimbabwe ZOU [email protected] Josephine Yambi Dr Tanzania OUT [email protected] Josephina Naboth Ms Namibia Int. University of Management [email protected] Baganetsi Mmolawa Ms. Botswana BOCODOL [email protected] Margaret Raletobana Ms. Botswana BOCODOL [email protected] Mupa Paul Dr. Zimbabwe ZOU [email protected] Smalls Nadasen Mr. RSA Oval International [email protected] Moffat Tarusirirwa Dr. Zimbabwe ZOU [email protected] Baraka Kionywaki Mr. Tanzania IAE [email protected] Jusselino Jedro Paulo Dr. Angola CNFQ/MED [email protected] Ayesha Jeewa Ms. Mauritius Open University of Mauritius [email protected] Johan Hendrikz Dr. RSA UP [email protected] Mpine Makoe Prof. RSA UNISA [email protected] Sharayi Chakanyuka Dr. Swaziland UNISWA [email protected] Heroldt V. Murangi Mr. Namibia NAMCOL [email protected] Manie Spamer Prof. RSA North-West University [email protected] Lilian Chaminuka Zimbabwe ZOU [email protected] Daniel Ndudzo Mr. Zimbabwe ZOU [email protected] T. N. Matjila Mr. RSA UNISA [email protected] D. T. H. Mothudi Mr. RSA UNISA [email protected] Richard Siaciwena Prof. Zambia Zambia Open University [email protected] Tino Zinyando Mr. Zimbabwe Bindura University [email protected] J. Kurasha Prof. Zimbabwe ZOU [email protected] P.S. Mosimanegape Ms. Botswana BOCODOL [email protected] L. T. Nyaruwata Dr. Zimbabwe ZOU [email protected] Helena N. Amadhila Ms. Namibia NolNet [email protected] Aubrey Dilaolo Mr. Botswana BOCODOL [email protected] A.Z.S. Ntuli Ms RSA IODL [email protected] Patrick Chadamoyo Zimbabwe ZOU [email protected] Ngwarai Richard Zimbabwe ZOU [email protected] Delvaline Mowes Dr. Namibia Polytechnic [email protected] Antoinette Wentworth Namibia Polytechnic [email protected] Esther Njiro Dr. RSA UNISA [email protected] R. A. Chabaya Prof. Zimbabwe ZOU [email protected] Godwin U. Murangi Mr. Namibia UNAM / CES [email protected] Masauko Nkolokosa Mr. Malawi MCDE [email protected] Andrew Chimpololo Mr. Malawi University of Malawi [email protected] Tjiurutue Christof Mr Namibia NAMCOL [email protected] Karel Joyce Ms RSA UNISA [email protected] Baloyi Gezani Mr RSA UNISA [email protected] Mirriam Lephalala Prof. RSA UNISA [email protected] Lindiwe Shabalala Ms. RSA UNISA [email protected] T.Z.Mtezo Zimbabwe ZOU [email protected] M. Chitura Zimbabwe ZOU [email protected] K. Tapfumacheyi Zimbabwe ZOU [email protected] G. Rupande Zimbabwe ZOU [email protected] E. Mhlanga Dr. RSA SAIDE [email protected]

23

7.0 LIST OF PARTICIPANTS

57 T. M. Kaputa Zimbabwe ZOU [email protected] R. Bukaliya Zimbabwe ZOU [email protected] B. B. Muyengwa Zimbabwe ZOU [email protected] T.D. Nyatsanza Zimbabwe ZOU [email protected] Johanna Morwe Ms. Botswana OSET [email protected] B. C. Chisaka Prof. Zimbabwe ZOU [email protected] Zwelakhi Cebisa Mr. RSA UNISA [email protected] Msekeli Ngquba Mr. RSA UNISA [email protected] Manqoba Ndlovu Dr. RSA UNISA [email protected] Mathias T. Dick Zimbabwe ZOU [email protected] Mafunani Khosa Dr. Zimbabwe ZOU [email protected] Tichaona Mapolisa Prof. Zimbabwe ZOU [email protected] I.I. Dambudzo Dr. Zimbabwe ZOU [email protected] C. Makumure Mr. Zimbabwe ZOU [email protected] P. Makwanya Mr. Zimbabwe ZOU [email protected] T. L. Magetse Mr. Botswana BOCODOL [email protected] Mercy Mokgele Ms. RSA UNISA [email protected] Reriloe Makoele Ms. RSA UNISA [email protected] Lesiba Molepo Mr RSA UNISA [email protected] Boingotlo Moses Ms. Botswana BOCODOL [email protected] Lydia Mbati Ms. RSA UNISA [email protected] Tidimalo C. Pence Mr. Botswana Botho University [email protected] Imogene Hilukiluah Ms. Namibia NAMCOL [email protected] Fred Msiska Prof. Malawi Mzuzu University [email protected] Karen Ferreia-Meyers Dr. Swaziland UNISWA [email protected] Nokuthula Vilakati Ms. Swaziland UNISWA [email protected] Sibusiso C. Shezi Swaziland UNISWA [email protected] Cathy Muchechetere Zimbabwe SAAA-ZIM [email protected] Farai Masabana Zimbabwe SAA-ZIM [email protected] Manoko Seerane Ms. RSA UNISA [email protected] Nomna Jobodwane Ms. RSA UNISA [email protected] Lesedi Nthobatsang Ms. Botswana BOCODOL [email protected] Wisdom Machacha Mozambique UCM [email protected] Mafenya Patrick Mr RSA UNISA [email protected] Elias Chakwera Dr. Tanzania OUT [email protected] Daniel Tau Dr. Botswana BOCODOL [email protected] Henry Gwede Mr. Malawi MCDE [email protected] Fidelice M. S. Mafumiko Dr. Tanzania IAE [email protected] M.R. Nkhoboti Dr Lesotho LCE [email protected] Ingutu Kalumiana Ms. Zambia DODE [email protected] Sechaba Seutloali Mr. Lesotho LDTC [email protected] Lurdes M. Nakala Ms. Mozambique INED [email protected] W. Sanders Mr United Kingdom Smith & Ouzman Ltd 100 P. Sebopelo Mr Botswana BOCODOL [email protected] J. Rantoba Mr Botswana North-West University [email protected] R. Aluka Dr South Africa University of Pretoria 103 F. Amey Ms. Botswana BOCODOL [email protected] M. Maroba Ms. Botswana BOCODOL [email protected] J. Nyoni Dr. RSA UNISA 106 H. Motlhabane Dr. Botswana BIUST [email protected] B. Bagopi Mrs Botswana BOCODOL [email protected] P. Madunda Ms RSA UNISA [email protected] M. Makgoba Mr Botswana BA ISAGO [email protected] T.J, Nhundu Dr Botswana BOCODOL [email protected] J. Sengate Ms Botswana BOCODOL [email protected] M. Mothobi Mrs Botswana Francistown College of Education [email protected] J.A. Kasozi Mr Botswana Francistown College of Education [email protected] S. Madome Mrs Botswana Francistown College of Education [email protected] K. Baraedi Mrs Botswana BOCODOL [email protected] M.David Mrs Botswana BOCODOL [email protected]


117 N. Molokomme Mrs Botswana BOCODOL [email protected] L.N. Tjitunga Mr Namibia NAMCOL 119 L. Lubanda Mr Namibia NAMCOL 120 E. Nenghwanya Ms Namibia NAMCOL [email protected] A. Mujeu Mr Namibia NAMCOL 122 E. Karti Mr Namibia NAMCOL [email protected] C Hananifa Mr Namibia NAMCOL 124 S. Haininga Ms Namibia NAMCOL [email protected] H. Garises Mrs Namibia NAMCOL [email protected] S. Amakutuwa Ms Namibia NAMCOL [email protected] K. Ngaujake Mr Namibia NAMCOL 128 A. Brown Dr Namibia UNAM [email protected] A. Bezuidenhout Prof RSA UNISA 130 J. Roberts Dr RSA UNISA 131 H.J. van Niekerk Mrs RSA UNISA 132 M.E. Maruping Dr Lesotho 133 P. Mokenela Mrs Lesotho 134 K. Prithipaul Mrs RSA 135 I. Azevedo Mozambique 136 F. Masabana Zimbabwe 137 J. Muwandi Zimbabwe 138 J. Mbudzi Zimbabwe 139 M. Dembure Mr Zimbabwe Trust Academy Zimbabwe [email protected] P. Chamanga Mrs Zimbabwe Trust Academy Zimbabwe [email protected]


1. Ministry of Education

2. Mascom Wireless Company

3. Cally Clothing

4. Tertiary Education Council (TEC)

5. Keorapetse Investments (LTS)

6. ITi

7. Printing and Publishing Company of

Botswana (PPCB)

8. Associated Printers

9. Accenture

10. Mokolodi House

11. Mmegi/Mmegi Monitor

12. AT & T Monnakgotla

13. SADC ODL Office

14. SADC CDE

CONFERENCE SPONSORS

Documents

48th DEASA conference report.pdf