The Establishment of the
Institute of Distance Education at the University of Swaziland
Background
Decision to Establish the Institute
The decision to establish the Institute of Distance Education was taken by the
Academic Planning Committee (APC) of the Senate of the University of Swaziland after the
recommendations of three consultants' reports (Farell, 1989; Levtzion 1992; Eshel, 1993).
This decision was arrived at after recognizing the fact that the University was unable to
cope with the large number of young and old, employed, self-employed, and unemployed
people who wished to undertake university education but, because of the unavailability of
on-campus physical facilities and human resources to cater for such numbers, were not able
to do so.
For example, in 1989/90 academic year the University was able to admit
46% of the degree and 52% of the diploma applicants (UNISWA Development Plan, 1993/94 -
1997/98). Between 1992/93 and 1993/94 academic years, 169 applicants who meet the minimum
entrance requirements to UNISWA programmes were not admitted (UNISWA Academic Office,
1994). Similarly, in the 1993/94 and 1994/95 academic years, 40.7 % and 33. 1 % of the
applicants were rejected. The University projected that this trend was likely to grow in
the near future due to the fact that the quality and number of admissible post-high school
applicants was increasing. Also, the University found that they was a high demand for
university education amongst Swazi citizens but because of work and other commitments were
unable to enrol on a full-time basis.
Mission of the institute
The Mission of the Institute of Distance Education is to create educational and
training opportunities for individuals (employed, self-employed, unemployed, and post-high
school graduates) who have been unable to, for one reason or another, undertake
conventional and professional university education programmes and courses. Hence, the
motto of the Institute is: taking university education and professional programmes to
the people rather than the people coming to the University.
Mandate of the Institute
In light of its mission and since it is part of a conventional university, the
Institute is mandated to, in collaboration with the conventional Departments of the
University, to: (i) initiate, plan, design, organize, offer, and coordinate academic and
professional university programmes usina the distance education delivery mode; (ii)
establish an organizational structure which has a high quality academic and professional
staff; (iii) convert, coordinate and administer university programmes offered on-campus
into distance education programmes; (iv) ensure, in collaboration with the other
university departments, equivalence and parity of standards between on-campus and
off-campus university; (v) establish regional teaching/learning centres; (vi) establish an
Academic Board and a Steering Planning Committee; (vii) recommend to the Senate the award
of university level certificates, diplomas and degrees.
Mandate of Board of the Institute
The mandate of the Board of the Institute is to (a) consider and report to Senate
upon all matters relating to the academic and non-academic programmes within its scope,
including the definition of courses and the examinations of students; (b) supervise the
teaching of the academic and non-academic studies of the Institute; (c) monitor the
quality of the academic and non-academic programmes of the Institute; (d) advise the
Senate on all candidates who may be considered for admission to the academic programmes in
the Institute; (e) recommend to the Senate the names of external examiners for
appointment; (f) recommend to the Senate the award of degrees, diplomas, certificates and
other awards of the Institute; (h) consider and report on matters relating to research
within the Institute; (i) consider and report on matters referred to the Institute by the
Senate; (j) prepare financial estimates for functions which the Institute proposes to
undertake for submission to the Senate; and (k) perform such other duties and exercise
such powers as may, from time to time, be assigned to the Institute by the Senate.
Membership of the Board
The membership of the board of Institute includes (i) the director Of IDE, who is the
Chairperson; (ii) the academic/professional staff of Institute; (iii), heads of
departments providing off-campus programmes through the Institute. (iv) the librarian or
his/her representative; (iv) two student representatives who are elected by the students
enroled in the Institute; (v) the director of the Division of Extra-Mural Services; and
(vi) a representative from the Registrar's Office (secretary). The Board is empowered,
with the approval of the director, to invite such persons as may be necessary to attend
any of its meetings to assist it in the performance of its functions, but who shall have
no right to vote.
Steering Planning Committee
In order to facilitate and harmonize the coordination of the on-campus academic
and professional programmes and courses of the Institute with those of the conventional
departments, the University established a Steering Planning Committee, chaired by the
director of the Institute. The Steering Planning Committee is effectively a sub-committee
of the board of the Institute and the Academic Planning Committee.
The functions of the Steering Planning Committee are to (a) oversee the
overall general operational activities of IDE including the planning, preparation,
development, organization and implementation of the academic and non-academic programmes,
courses, modules, study guides, workshops, seminars, research, course delivery modes, etc;
(b) ensure that external examiners have been identified by the conventional departments;
(c) make recommendations to the IDE Academic Board; and (d) undertake such other functions
as may, from time to time, be delegated to it by the IDE Academic Board.
Membership of the Steering Planning Committee
The membership of the Steering. Planning Committee consists of (a) the director of
IDE, who shall be the chairperson; (b) the academic and some technical professional core
staff of the Institute; and (c) one representative from (i) collaborating departments,
(ii) the bursar's office, (iii) the registrar's office, and (iv) the dean of students
affairs' office The Steering Planning Committee is empowered, with the approval of the
director, to invite such persons as may be necessary to attend any of its meetings to
assist it in the performance of its functions, but who shall have no right to vote.
Organizational Strticture of the Institute
The Institute of Distance Education is part of the University of Swaziland. Its
status is comparable to that of a faculty. It has both the academic and professional
staff. Once fully fledged, the Institute is projected to have five units or
departments: (i) Academic and Professional Studies Unit, (ii) Instructional Design and
Development Unit, (iii) Students Support Services Unit, (iv) Printing, Production and
Distribution Unit, and (v) Research and Evaluation Unit.
Each unit is headed by a coordinator or manager with relevant expertise
in that field plus experience in distance education. As the units grow, the status of the
coordinators/managers are similar in to that of heads of departments of the University,
Coordinators/managers constitute the academic core staff of the Institute supplemented by
a technical professional support staff such as desktop publishers, graphic designers,
administrative assistants, secretaries, and photocopy assistants.
The Office of the Director
The Institute is headed by a director who is the chief executive and/or the academic
and administrative head. The position of a director is similar to that of a dean of a
faculty. The Director, like all deans, is under the direct authority and supervision of
the Vice Chancellor, and reports directly to her/him. She/he is an ex-officio member of
the Senate and all its subcommittees (e.g. the Academic Planning Committee, the Deans'
Committee, Library Committee, Bookshop Committee, Computer Steering, Committee) and
faculty boards. The Director is the chairperson of the Institute's Board, Steering
Planning Committee, and Staff Committee.
Invariably, the office of the Director is responsible for (i)
coordinating all the activities of the Institute; (ii) in consultation with the faculty
deans and tutors, oversee the selection and admission of new students to programmes
offered by the Institute; (iii) liaising with the office of the bursar with regard to the
finances of the Institute; (iv) liaising with faculty deans and heads of academic
departments on the teaching and examination of students registered in the Institute; (v)
chairing meetings of the Board of the Institute; (vi) in consultation with faculty deans
and department heads, preparing programmes and curricular to be offered by the Institute;
and (vii) liaising with outside bodies to sell the programmes offered by the Institute and
get appropriate facilities for the programmes.
Academic and Professional Studies Unit
As outlined above, the Institute is projected to have five Units/Departments: Academic
Unit, Instructional Design and Development Unit, Printing and Production Unit, Student
Support Services Unit, and Research and Evaluation Unit. The responsibilities of the
Instructional Design and Development Unit are to oversee the coordination of the all
academic and professional programmes and course of the Institute. More specifically, the
Unit is responsible for (i) coordinating and overseeing the implementation of the academic
proarammes/courses to IDE off-campus students; (ii) liaising with conventional academic
departments offering distance education programmes/course through the Institute of
Distance Education; (iii) coordinating the admission and registration of off-campus
students; (iv) coordinating and supervising the establishment and the general
administration of regional centres;
(v) coordinating the process of identifying, recruitment, training, and
supervision of (a) course lecturers, (b) centre coordinators and, (c) course tutors; (vi)
organizing and coordinating, face-to-face (on-campus) teaching; (vii) coordinating, and
monitoring the administration and recording of students assignments and tests for
continuous assessment; (viii) organizing the writing of examinations by off-campus
students at the appropriate regional centres; and (ix) coordinating and supervising the
distribution of DE materials.
Instructional Design and Development Unit
The responsibilities of the Instructional Design and Development Unit are to (i) to
coordinate the planning, designing and development of distance teaching/learning
materials; (ii) plan and coordinate training programmes in course design, course
development, course delivery, and course evaluation for academic course writers and course
tutors; (iii) participate in media selection for course delivery; (iv) edit, review,
supervise, monitor, and evaluate the preparation of distance learning/teaching materials
of the course writers; (iv) and perform any other duties assigned by the office of the
Director of the Institute.
Printing and Production Unit
The Printing and production Unit is responsible for coordinating the printing,
production and distribution of distance teaching/Iearning materials. Specifically, the
Unit is responsible is to (i) prepare and check camera-ready the masters; (ii) prepare the
dummies for printing/photocopying; (iii) establish the printing/production materials
requirements; prepare the printing and production job cards; (iv) cost the printing and
production jobs; prepare orders for printing and production materials; (v) prepare
printing and production schedules; (vi) supervise the printing and production for quality
control & assurance; (vii) check on the care and maintenance of printing and
production equipment; (viii) supervise the storage and dispatch of study materials; and
(ix) undertake any other duties assigned by the Director.
Student Support Services Unit
The Student Support Services Unit is responsible for lookinc, after the Institute's
students' welfare and their relationship with the on-campus students. Specifically, the
Student Support Services Unit (i) attends to the academic, social, emotional, and
psychological issues, concerns, and problems of the students; (ii) provides counselling
services; (iii) attends to the general social welfare of the students; (iv) provides
information about how to study at a distance; (v) prepares students' handbooks; and (vi)
assist students organize subject and social clubs. The Unit works very closely with the
office of the Dean of Students Affairs.
Research and Evaluation Unit
The research and evaluation Unit is responsible for conducting research activities
commissioned by the Institute. Research activities range from purely looking at academic
issues to applied research such as conducting needs assessment for future programmes of
the Institute. The Unit is also responsible for evaluating all the Institute's systems and
programme process/activities.
Administrative Assistant Office
The responsibilities of the office of the Administrative Assistant are to (i)
supervise and oversee the operations of non-academic staff; (ii) manage students' records
(admissions, assignments, tests, continuous assessment, and final results); (iii) receive
and record assignments/tests from course lecturers to IDE students; (iv) assist in the
preparation of the Institute's final results; (v) despatch, receive and record
assignments/tests to and from Regional Centres; (vi) assist in the recruitment, admissions
and registration of IDE students; (vii) keep records of all the Institute's part-time
staff; (viii) serve as the secretary to the Steering Planning Committee and IDE Academic
Board; (ix) oversee the management and maintenance of the equipment in IDE,. liaise
with the Registrar's Office; and (x) undertake any other responsibilities emanating from
the Director's Office. Figure I below outlines the organizational structure of the
Institute in relation to the other faculties of the University, whilst figure 2 outlines
the authoritative and supervisory structure.
Figure I: Organizational Structure of the Institute of Distance Education
University Council Senate
Parity of Standards
One of the problems associated with dual mode institutions is the working relationship
between the distance education units and the conventional departments of a university as
well as the issue of parity of standards between the programmes and courses offered
on-campus and off campus. Realizing this problem, and for purposes of sustaining quality,
parity and equivalences in standards and status between conventional on-campus and
off-campus programmes and courses, the University Senate approved the following working
relationships between Institute and the conventional departments:
Normally, based on needs assessments and in consultation with the
relevant conventional departments, the Institute initiates and recommend to the Senate the
offering of certificates, diplomas, degrees and professional programmes and courses using
the distance education delivery mode. A head of a department which is providing and for
proposing to provide off-campus programmes and courses is automatically a member of the
board of the Institute. In the event that an on-campus programme is also offered
off-campus through the Institute, the curriculum will be the same.
Where necessary, conventional departments, through the Heads of
Departments, are responsible for providing the Institute with the course syllabi and
course content of tile programmes offered on-campus. Heads of departments serve as
"course coordinators" or "link pins" between their departments and the
Institute.
Normally, an academic staff member who teaches a course to on-campus
students is also responsible for writing the IDE course module and teaching it to
off-campus students, the latter include face-to-face (residential school) teaching,
setting, marking, and the grading of assignments, tests, and examinations. In the event
that a lecturer is, indeed, over-loaded to write a course module and/or teach off-campus
students, the Academic Department concerned takes the appropriate action namely, the
process of recruiting a part-time lecturer and/or request a new position in collaboration
with the Institute.
Normally, the minimum academic requirements for course lecturers to
teach in the Institute is similar to that of on-campus University course lecturers. The
minimum academic requirements for regional course tutors who tutor the Institute's
students is a university undergraduate degree relevant to the programme or course offered.
Course lecturers are responsible for the overall course delivery including preparation,
setting and marking (moderating) of assignments, tests, and examinations. Regional course
tutors are responsible for tutoring the off-campus students (e.g. counselling, coaching)
as well as administering and marking tests and assignments in the first instance.
One of the conditions of imposed by the University for offering the off-campus
programmes and courses is that they should be organized in such a way that they do not in
any way harm the reputation of the University.
The Institute, through the Instructional (Curriculum) Designer and Developer, is
responsible for converting regular on-campus courses or any other courses for that matter
into distance learning and/or teaching course materials. This is accomplished by planning,
organizing and conducting in-house training for academic staff members to enable them to
acquire skills for writing distance teaching/learning materials. Also, the Institute,
through its Research and Evaluation Unit, is responsible for the periodic review of
distance teaching materials and delivery process as well as any other operational systems
of the Institute.
Course lecturers from on-campus departments and the Institute's
specialist staff are responsible for monitoring and maintaining the academic standards and
equivalences between off-campus and on-campus programmes courses in the first instance.
The Institute's Academic Board and the Boards of the collaborating Departments are
responsible for the overall monitoring and maintenance of academic standards and
equivalences between the off-campus and on-campus programmes; and/or any other academic
programme or course.
Face-to-face teaching by course lecturers, at the main University
Campus, is conducted in a late July or early August, mid-October, late February or
early March for 5 days as well as once on a Saturday every second month. Also, there are
tutorial sessions by course tutors once on a Saturdays at the regional learning centres
every second month. Both face-to-face teaching and tutorial sessions are mandatory.
In order to address this issue of parity and standards, Senate resolved
that (i) the same programmes and courses offered on-campus by the conventional departments
be offered off-campus by the Institute, and (ii) students write the same final
examination, awarded the same qualifications (certificates, diplomas, or degrees), and
allowed to transfer from a programme offered off-campus to a programme offered on-campus,
or vice versa, provided the programmes are the same.
The University Senate further resolved that in the event that the
on-campus programmes and courses are also offered through the Institute, the Institute's
responsibilities and duties
include, among others, (i) administering, managing and co-ordinating
the off-campus academic and professional programmes and courses; (ii) converting the
on-campus academic and professional programmes and courses into distance teaching
materials (i.e. modules, study guides, etc.); (iv) processing the selection and admission
of the off-campus students; (i,) in collaborating )with departments concerned, (vi)
facilitating the recruitment and hiring of course writers, course lecturers, and course
tutors who write distance teaching course materials, (vii) teaching and tutoring the
off-campus programmes and courses, respectively; (viii) identifying and facilitating the
recruitment and hiring of regional centre co-ordinators; (ix) designing, organizing and
running training programmes for course writers, course lecturers, course tutors, and
centre co-ordinators.
Also, the University Senate resolved that the responsibility and duty
of the Institute will be to (i) establish, co-ordinate, and supervise the operational
activities at the regional centres; (ii) facilitate the process of paying regional centre
co-ordinators, course tutors, course writers, course lecturers, course editors, typists,
subject specialists, etc; (iii) send to, and receive from, the regional centres teaching
materials and aids, assignments and tests of off-campus students; (iv) monitor and
supervise the teaching and tutoring processes at the regional centres; (v) arrange and
co-ordinate on-campus 'face-to-face 'I teaching; (vi) maintain an accurate and
comprehensive filing record system of all off-campus students with respect to admission,
attendance, assignments, tests, continuous and examination grades; (vii) organize regional
examination centres and arrange for the final examination invigilators at the centres;
(viii) process off-campus students' final results for presentation at the departmental
boards; (ix) design and write handbooks for course writers, course lecturers, course
tutors, centre co-ordinators, subject specialists, and distance education editors; and (x)
co-ordinate the provision of library services at the regional centres.
With respect to the responsibilities and duties of the conventional
departments, the University Senate resolved that in the event that the academic and
professional programmes and courses of the University are offered off-campus as well as
off-campus through the Institute, the responsibilities and duties of the conventional
departments, in collaboration with the Institute, shall be to (i) provide the academic
content and the teaching aspect of the programmes; (ii) monitor, through assignments,
tests, examinations, course tutors, course lecturers, and external examiners I reports,
the academic standards of the off-campus programmes and courses; (iii) identify and submit
to IDE course writers, course lecturers, and course tutors who will write distance
teaching course materials teach and tutor the off-campus programmes and courses
respectively; (iv) identify, select and recommend to the University the appointment of
external examiners; (v) externalize the final examination papers; and prepare and compile
the final results for consideration by the IDE Academic Board.
Facilities and Resources
It is a truism that at the beginning distance education is relatively expensive
compared to conventional education as a result of the start-up cost. However, to minimize
the start-up costs, the Institute made use of existing human and physical
resources/facilities within and outside the University. Inside the University, the
Institute made use of (i) the full-time course lecturers to write distance learning
materials and teach the off-campus students and (ii) existing facilities on the main
campus, such as library, hostels, the kitchen, some classrooms, lecture theatres,
laboratories, especially during the long vacations.
Externally, the Institute is making use of existing training facilities
in industrial towns as well as government training institutions such as schools and
colleges. In addition, the Institute commissions individuals within and without Swaziland,
with relevant qualifications, expertise and experience in distance education, to write
distance learning materials. At the regional learning centres. for example, the Institute
hires part-time centre co-ordinators and part-time tutors.
The University is planning to construct a building block, a home base,
which will be home based for the Institute of Distance Education. A Fund-Raising Committee
has been constituted. The Committee has already prepared a brochure for appealing for
donations from the entire Swazi community. Currently, the IDE is housed in the Faculty of
Commerce Block building where it has been allocated eight (8) offices and I printing and
production room.
In terms of equipment, each office has the basic necessary office
equipment, including two file cabinets, walk book shelves, and a desktop computer. The
Institute is development an in-house desktop publishing capability. Therefore, the
Institute has two laser printers, three photocopiers (a medium photocopier with 20 bin
sorter and tow heavy duty photocopiers. One of the heavy duty photocopier has a 40 bin
sorter), one manual binder, one manual guillotine, one electric guillotine, two
stand-alone 15 bin electric collectors, one electric heavy duty stitcher.
Regional Learning Centres
The Institute of Distance Education has established Regional Learning Centres in
strategic locations such as training centres, colleges, large schools, and regional
educational centres. The criteria for the establishment of the Regional Learning Centres
are (i) availability of basic infrastructure (e.g. electricity, water, rooms); (ii)
accessibility to the centre by public transport; and (iii) centrality of the location of
the centre; (iv) the number of students it can service.
Regional learning centre have (i) a work-space ("office") for
a regional centre manager/co-ordinator; (ii) an appropriate resource/reading room for the
students; (iii) a classroom for face-to-face tutorials; (iv) a store room for keeping
learning materials and equipment; and (v) a resource room. Therefore, each Regional
Learning Centre is equipped a filing cabinet to store (i) learning support materials
(course reading and reference materials, etc); (ii) equipment and furniture (a VCR,
radio-cassette player, TV set, computer, file cabin, etc); and (iii) all kinds of records
(students' assignments, tests, attendance of tutors and students).
Regional Centre Co-ordinators
The Regional Learning Centres are staffed by part-time co-ordinators and part-time
course tutors. The duties of Regional Learning Centres are to (i) arrange space
(classrooms) for tutoring purposes; (ii) oversee and supervise the tutoring system; (iii)
co-ordinate and manage all IDE activities; (iv) distribute IDE distance learning materials
to the students; (v) oversee and supervise the administration of tests and assignments;
(vi) make available to IDE students learning resource materials and equipment; (vii)
attend to students concerns and problems in the first instance; (viii) monitor and keep
records students' and tutors' attendance; (ix) liaise with the IDE Headquarters Personnel
and Course Lecturers; (x) provide information to clients interested in IDE programmes and
courses; and (xi) undertake any other duties related to the operational activities of IDE
at the Regional Centres. T7ie minimum qualification for Regional Centre Co-ordinators
is an undergraduate degree equivalent qualification, and are paid at the rates determined
from time to time by the University. Currently, the rate is E55.00
per hour. However, Regional Centre Co-ordinators are expected to work an
equivalent office (5) hours during a Saturday session. A Saturday
session normally lasts for 8 hours (from 8. 00 to 5. 00 P. M.). Regional
Centre Co-ordinators are expected to be present at the Regional Learning Centre for
the duration of the whole tutorial session.
Regional Course Tutors
In order to improve the quality of course delivery and learning, and also to minimize high
attrition rates characteristic of distance education programmes, regional course tutors
are hired on a part time basis. 7he primary functions of course tutors are to (i) organise
and run tutorial sessions on Saturdays .for IDE students; (ii) counsel, coach and advise
IDE students on any matters related to teaching and learning at a distance; (iii) organise
and conduct group discussions for IDE students,(iv) administer, supervise and mark tests
and assignments for IDE students; (v) submit marked tests and assignments of IDE students
to the Centre Co-ordinators for onward mailing to the Course Lecturers for moderation;
(vi) communicate, through the Centre Co-ordinators, with the Course Lecturers on matters
related to tutorial sessions; (vii) submit claim forms to the Regional Centre
Co-ordinators; (viii) give feedback to IDE students on marked tests and assignments; and
(ix) undertake any other duties assigned by the Course Lecturers and/or IDE on matters
associated with tutoring the students. The minimum qualification of a course tutor is a
university undergraduate degree in the relevant field of study. Course tutors are
remunerated at the rates determined from time to time by the University. The current rates
are E40.00 per hour.
Report on Open and Distance Learning in Swaziland By Cisco M Magagula (Dr)
(Director, Institute of Distance Education, University of Swaziland)
The Land and the People
The kingdom of Swaziland is a former British Colony, very small, land-locked and
covers an area of 17,364 square kilometres. It lies between the 25th and 27th parallels in
South-Eastern Africa; and is surrounded on the North, West and South sides by the Republic
of South Africa, and on the East by the Republic of Mozambique. The Kingdom regained its
independence from the United Kingdom in 1968.
The majority of the population share a common language, tradition and
history. The population of the Kingdom is estimated at about million. The population
growth rate is estimated at 3.2 % per year. The dependency ratio is about 60 % of the
population which is under the age of 18 years. Life expectancy is estimated at 58 years;
and infant mortality is estimated at 94 births per thousand births. Eighty-five percent of
the population is within 8 kilometres of a health facility. Seventy percent of the
population lives in rural areas and is disadvantaged when it comes to doctors, tapped
water, transport, electricity, finance, markets, telephones, and newspapers. Only 7 % of
the population in rural areas has access to safe water and 36% has access to adequate
sanitation.
Distance Education
Distance education (DE) in Swaziland is offered by Emlalatini Development Centre
(EDC), Sebenta National Institute (SNI) and the Institute of Distance Education (IDE) of
the University of Swaziland (UNISWA).
Sebenta Institute
The Sebenta National Institute focuses primarily on non-formal education (literacy)
for young people who dropped out of school and adults. The content of the pro-ramme is
basically reading, writing and numeracy. The media of instruction is face-to-face and
print. Face-to-face teaching is conducted by volunteers who have junior secondary level of
education. The Institute produces its own print materials (booklets and workbooks). The
radio is used to bring awareness of the illiteracy programme to the clients. The radio
programmes are recorded, produced and broadcast by the public national radio station. The
Institute's students enrolment is currently about 2000.
Emlalatini Development Centre
Emlalatini Development Centre (EDC) provides distance education through correspondence
to (i) students who dropped-out of the formal school system, and (ii) working adults who
want to upgrade their secondary and high school qualifications. The Centre uses print as
its main mode of delivery supplemented by face-to-face teaching at the Centre, audio
cassettes, and radio broadcast. Like the Institute, EDC produces its own booklets and
workbooks using its own printing and binding facilities. Radio programmes are recorded,
produced and broadcast by the public national radio station. EDC also, conducts
face-to-face teaching at the Main Centre and at the Regional Centres. The current student
enrolment at the Centre is about 1000.
Institute of Distance Education (University of Swaziland)
After recognizing the ever increasing demand of university education, and the shortage
of on campus space, the University of Swaziland established the Institute of Distance
Education. The Institute provides university level education programmes to anyone
(employed, employer, self-employed, unemployed, and post high school students) who meet
basic entrance requirements. The target population includes post-high school leavers and
adults who are employed, unemployed, and self-employed. The Institute's current programmes
are certificate in French, Diploma in Law, Diploma in Commerce, Bachelor of Education
(Adult Education), and Bachelor of Humanities. Students enrolment is about 300. The main
media of instruction and learning is print (modules) supplemented by face-to-face
teaching/tutoring at the Main Campus and at the Regional Centres. The teaching materials
are written by university lecturers and produced in-house using desktop publishing and
heavy duty photocopy equipment. In the near future, IDE plans to supplement print and
face-to-face teaching / learning with radio broadcast, audio cassettes, audio-video,
television broadcast, desktop tutoring, and teleconferencing.
Issues impacting on open/distance learning and the use of technology
The major issues impacting on open and distance learning and the use of educational
media and technology in Swaziland in general, and at the University in particular, are
that: (1) Swaziland is a small country, one can travel from north-south or east-west
within, at most, two hours; (2), the roads are tarred and fairly in good condition; (3)
the public transport system is reasonably good; (4) major regional centres are easily
accessible; (5) broadcast radio and television reach all the corners of the country; (6)
current surveys show that over 80 % of the people in Swaziland own radio/cassette players;
(7) educational institutions and NGO agencies are allowed to broadcast educational
programmes free, of charge, in the national radio station; (8) in view of the hi-h demand
for basic education, lifelong, learning, and continuing, education as well as the fact
that conventional institutions are unable to cope with this demand, government is willing
to support distance education initiatives aimed at alleviating this demand; (9) most
educational institutions and schools have telephones and faxes. The latter (faxes) are
prevalent in urban institutions; and (10) recently, there has been an introduction of
e-mail and Internet facilities in some of the educational institutions in urban areas. The
Ministry of Education is currently formulating an educational policy which, in part,
addresses the introduction of information communication technology (ICT) in schools and
life-long learning and continuing and adult education. Specifically, the Ministry of
Education is piloting, an ICT policy which will, among other things, introduce computers
in the schools. |
