Submission of the Zimbabwe national Asssociation for Distance and Open Learning (ZINADOL)
to the Commission of Inquirt into Education and Traning 
- 26 July 1998
ZINADOL

Context:
Submission of the Zimbabwe National Association for Distance and Open Learning (ZINADOL) to the commission of inquiry into education and training

Source:
This resource was collected by SAIDE on a regional visist to Zimbabwe in 1999.

Copyright:
Published with permission.

The Zimbabwe National Association for Distance and Open Learning was born out of a felt need on the part of every Distance and Open Learning user and provider, including Government Ministries, Private Institutions, Non-Governmental Organisations and other stakeholders, for a vibrant and strong Association whose primary purpose is to promote and support distance and open learning with a view to providing an enabling environment for member institutions and organisations to provide quality service to the Nation as a whole. To this end, ZINADOL was successfully launched on 3 July, 1997, by none other than the Hon. Minister of Education, Sport and Culture, Cde Gabriel Machinga.

The purpose and objectives of the Association shall be to:-

a) promote access to education and training through distance and open learning modes;

b) advance, advise on and promote distance and open learning nationally;

c) Liaise with government, local and International agencies in advancing distance and open learning;

d) develop and promote the capacity of members in distance and open learning though staff development programmes;

e) seek funds and sponsorship from government agencies, donor bodies and other organisations;

f) collaborate and coordinate with persons and organisations at the national, regional and international level engaged in the pursuit of distance and open learning;

g) provide and promote a forum for interaction among users and providers of distance and open learning and organisations with related gaols;

h) promote research into distance and open learning theory and practice;

1) act as a clearing house for information and publications on distance and open learning.

i) undertake consultancies in the field of distance and open learning and to report on them; and

k) encourage the adoption of appropriate modem techniques and technology in distance and open learning.

The composition of the Executive Committee represents a cross section of all major stakeholders and interested parties in Open and Distance Learning as follows:-

1.4. RATIONALE FOR SUBMISSION OF POSITION PAPER

ZINADOL is submitting this document primarily because of:-

a) its firm belief in the potential of Open and Distance Learning and the significant contribution it can make in the Zimbabwean Education system; and

b) the need to fulfil its mandate of advocacy and capacity building in the area of Open and Distance Learning.

2. ZIMBABWE EDUCATION SYSTEM

2.1. Post Independence Gains and Constraints

Zimbabwe experienced rapid expansion in the provision of educational facilities since Independence in 1980. Such expansion was grounded in the socioeconomic realities of the day. The dramatic rise in pupil enrolments gave rise to other serious constraints in terms of access at primary, secondary and tertiary levels; quality with respect to non-availability of suitable teaching and learning resources; relevance and costs.

2.2. Open and Distance Learning

Surveys on Open and Distance Learning show that open and distance learning strategies and approaches, when properly planned, implemented and managed, can contribute significantly towards alleviating the above cited constraints, viz in the area of access, quality, relevance, costs and convenience. Among the major advantages of Open and Distance Learning are:-

•flexibility
•convenience
•costs
•gender equity
•accessibility
•relevance and quality

There is therefore need for open and distance learning strategies to be adopted and integrated into conventional education institutions and systems to make optimal use of existing education provision which is already constrained by limited resources.

3. SPECIFIC AREAS OF INTERVENTION

3.1 ACCESS

Solutions to cater for rapid expansion in educational provision in other countries have been found through supporting policies and programmes that promote the use of virtually all open and distance education strategies and approaches in order to make educational provision accessible to all. The area of access is important because it addresses a number of important issues viz:-

providing basic and continuing education as well as skills training opportunities for boys and girls;

responding to industry and informal sector needs by providing customized skill-upgrading programmes within reach of the client.

3.2 TEACHER TRAINING

In Zimbabwe, great strides have been made in the training of teachers through open and distance learning viz, the now phased out ZINTEC Programme, the B.Ed. and M.Ed. Programmes being offered by the University College of Distance Education. There is no doubt that improvement of the education system in Zimbabwe depends to a certain extent on the quality of the teacher training programmes in place. Adoption of Open and Distance Education approaches will no doubt provide a system of continuous professional renewal and enrichment for pre-service, in-service and post-service training of teachers.

Due to population movement and other demographic and political factors, some conventional educational institutions will of necessity, have to use open and distance education materials and approaches in order to cater for non-viable enrolments and multigrade classes at all levels of the educational system. Policy initiatives to support such institutions need to be put in place to cater for such areas of need viz, commercial farms, resettlement areas, and other isolated areas of the country. The measure of the success of open and distance learning approaches in other countries has been that many conventional systems now use the resource-based, flexible methods developed by Open and Distance Education specialists to improve quality, reduce costs and reach new target clients.

3.4. USE OF MEDIA IN OPEN AND DISTANCE LEARNING

It is widely accepted that without suitable media to transmit the teachingl/learning process we cannot talk about effective learning and quality education. Whatever choice of media, there has been important technological developments that need to be applied in a teachingl/learning process towards the improvement of education provision. Widespread implementation of distance and open learning strategies has led to increasing reliance on networked information resources and other technological innovations which can only be ignored to the detriment of our own educational system. All these issues have serious implications on planning education and training for the 21^st century.

1. Education authorities must recognize the potential of open and distance learning and the critical role it can play towards the national goal of education for all (EFA).

2. Education For All will only be realized when Open and Distance Learning programmes are given parity of status and credibility by those in authority and the general public.

3. Open and distance learning must be given prominence in all government policy documents.

4. Government must make more resources available for open and distance learning.

5. Government must integrate Open and Distance Learning strategies with mainstream Educational policies and programmes.

6. Government must increase its support to ZINADOL to assist it to influence policy framework for Education and Training.