Demystifying the process of ODL policy development in a dual-mode context: lessons from Zambia

Abstract

This paper demystifies the process of open and distance learning (ODL) policy development in a dual-mode university after existing without one for 50 years. The two-pronged critical questions this paper addresses are: What does it take to successfully develop an ODL policy? And what aspects constitute an ODL policy applicable for a dual-mode context? To address these, the study adopted a qualitative constructivist approach to generate evidence on policy development process and content. In using the constructivist approach, the researchers focused on policy development records, such as proposals, correspondence, speeches and workshop reports. Four lessons emerged for dual-mode institutions with a similar context to replicate, two of which are the need for high leadership level sponsorship of the policy development process and product; and the need for total involvement of staff to minimise sabotage at the implementation stage.

Keywords:

• Open and distance learning
• dual mode
• policy development
• University of Zambia

Acknowledgements

The article benefited from the financial support received through the Commonwealth of Learning, who sponsored the development of an ODL policy for the University of Zambia.