THE ESTABLISHMENT OF A HIGHER EDUCATION OPEN AND DISTANCE LEARNING KNOWLEDGE BASE FOR DECISION MAKERS IN KENYA
By
Magdallen N. Juma (PhD)
African Virtual University (HQ)
P. O. Box 25405
Nairobi - Kenya
Tel: 254-2-575801/3/4
Fax: 254-2-575802
Email:
Presented to
United Nations Educational Scientific & Cultural Organization (UNESCO)
TABLE OF CONTENTS PAGE
Introduction…………………………………………………………..………………3
Study Approach………………………………………………………………………..4
1.0 The Target Audience of Decision Makers of the Knowledge
Base in Kenya.…………………………………………………………..……4
1.1 Profiles and Institutional Setting of the Ministry of Science
and Technology………………………………………………………..5
1.2 Institutional Setting of Distance Education in Public Universities
in Kenya……………………………………………………………….6
1.3 Other Decision Makers in the Provision of Distance Education……..13
1.3.1 Commission for Higher Education…………………………………...13
1.3.2 The Open Learning Distance Education Association of
East Africa (OLDEA-EA)……………………………………………16
1.3.2.1 Open Learning Association of Kenya………………………………..17
2.0 Tasks and Challenges Facing Target Audience and Decision Makers….18
2.1 Major Tasks Facing Decision Makers in Kenya……………………..19
2.1.1 Increase Enrolment in Higher Education………………………….…19
2.1.2 Increase Opportunities for Relevant Degree Courses………………..20
2.1.3 Increase Opportunities and Access to Continuing Distance Education……………………………………………………………..21
2.1.4 Provide Opportunity for Women Education in Science & Engineering…………………………………………………………..22
2.2 Challenges Facing Distance Education Decision Makers in Kenya…23
2.2.1 Lack of Funds………………………………………………………...23
2.2.2 Lack of a Clear Understanding of Distance Education………………23
2.2.3 Poor Teaching/Learning Practices……………………………………24
2.2.4 Outdated Facilities……………………………………………………24
2.2.5 Inadequate Resources.…………………………………………….….24
2.2.6 Inadequate Library Resources………………………………………..25
2.2.7 Slow Internet Connectivity…………………………………………...25
2.2.8 Scarcity of Computing Resources for Technology Enhanced Distance Education……………………………………………………………..25
2.2.9 Lack of Skills in Information Communication Technology
(ICT)……..………………………………………………………….. 25
2.2.10 Attitude towards Technology Enhanced Learning…………………...26
2.2.11 Communication Policy……………………………………………….26
2.2.12 High Telecommunication Costs……………………………………...26
3.0 Information Needs For Decision Makers in Kenya…………………...…..27
3.1 Distance Education Policy…………………………………………...27
3.2 Management and Financial of Distance Education Programmes…….28
3.3 Programme Design and Development of Materials………………….28
3.4 Financial Planning and Management………………………………...29
3.5 Learner Support System in Distance Education Programmes…………………………...……………………………...29
4.0 Training Needs for Decision Makers in Distance Education…………….29
4.1 Capacity at the Policy Level………………………………………….30
4.1.2 Institutional Capacity Building………………………………………30
4.1.3 Individual Capacity Building………………………………………...31
4.1.4 Intervention Strategies Necessary……………………………………31
5.0 Knowledge Base for Distance Education In Higher Education – Kenya……………………………………………………………………..….31
5.1 Components of Knowledge Base in Kenya…………………………..32
5.2 Conclusion…………………………………………………………....34
References…………………………………………………………………………...35
THE ESTABLISHMENT OF A HIGHER EDUCATION OPEN AND DISTANCE LEARNING KNOWLEDGE BASE FOR DECISION MAKERS IN KENYA
Introduction
A growing crisis in the higher education sector in Kenya over the last two decades has given rise to a multiplicity of new organizational structures designed for meeting the new challenges of post-secondary education and training. A number of factors account for the emergence of these structures among them the steady reduction in the funding of public universities, the need to expand educational opportunities to significantly larger numbers of school leavers and major changes in the labour market which create new requirements for life long learning. These and related factors have led to new trends in distance learning in higher education in the country.
On the basis of the above developments, the terms of reference of this project have specified that the needs analysis should provide an identification of the following among others:
(a) The target audience of Decision Makers of the Knowledge Base (profile institutional setting etc.)
(b) The representative tasks and challenges that the target audience is faced with in the carrying out of his/her duties including a detailed analysis of recent challenges faced by decision makers in this field in terms of cost-effectiveness, promoting access, improving quality of the teaching/learning process as well as other relevant issues.
(c) Information including several representative concrete examples of the most pressing immediate issues as well as a survey of the issues that the target audience would find useful to better respond to “b”.
(d) Examples of information products of queries to be answered which would be useful in responding to the above issues such as comparative costs of different technologies, language of instruction, partnership with the private sector, intellectual property concerns, cultural relevance of programmes offered etc.
(e) Preferences regarding the methodology and interface preferred for this resource by the target audience including suggestions on what sort of material and what media would be most effective for the target group.
(f) Mechanisms to maintain updated information for this activity in Kenya.
(g) Training needs of the target audience in the field of decision-making for Open and Distance Learning in the tertiary level.
The Study Approach
The analysis mainly embraced two approaches. The first approach was a documentary review of documents on open and distance education in higher education in Kenya. This covered study materials, and reports, study guides that give a gestalt view in a general context of the courses studied as well as information about examination schedules, contact programmes, students assignments and so forth.
The second approach included holding face-to-face discussions with some key stakeholders in open and distance education in higher education at the Universities of Nairobi, Kenyatta University, Egerton and Jomo-Kenyatta. These were deans whose faculties run DE programmes and course directors as well as a number of lecturers involved in teaching the courses. The discussions covered the management of the programmes, financing and key challenges. Interviews were held with key decision makers including the permanent secretary for education, director for education and Vice- Chancellors, deans and directors of institutes.
1.0 THE TARGET AUDIENCE OF DECISION MAKERS OF THE KNOWLEDGE BASE IN KENYA
In Kenya, decision makers for open and distance higher education comprise the following:
· The Ministry of Education, Science and Technology.
· The Vice-Chancellors of Universities in Kenya
· Deans/Directors of the Institutes of Distance Education in universities.
· Director of the African Virtual University located in two universities, Kenyatta and Egerton.
Although universities are supposed to be autonomous, they fall under the Ministry of Education, Science and Technology as stipulated in the Education Act of Parliament - 1968. Each university is established by an Act of parliament.
1.1 Profiles and Institutional Setting of the Ministry of Science and
Technology
The Minister of Education, Science and Technology and the Permanent Secretary are responsible for implementing government policies of Education at all levels of education system. The Ministry of Education has sections which deal with various levels and components of Education such as:
· University Education
· Secondary Education
· Primary Education
· Teacher training colleges
· Non-formal Education
· HIV/AIDs in Schools
· Special Education
It is unfortunate that there is no section of the Ministry of Education responsible for distance Education. Although the Kenya government is committed to distance education like any other government in Africa, there is no policy framework to oversee implementation of distance education in the universities. However, there are Acts of parliament and policy documents which recommended among others the implementation of institutions of distance education.
The first Government policy to address distance higher education was the Act of Parliament of 1966 which established the Board of Adult Education. The Kamunge Report of 1988, expressed satisfaction that the External Degree Programme offered by the University of Nairobi as an example of a successful Alternative and Continuing Education Programme that could be nationally accessed by eligible learners throughout the country. It also recommended that facilities for printing and recording of educational materials at the College of Adult and Distance Education be updated and expanded to cope with the growing demand for adult education through distance teaching (Republic of Kenya, 1988).
The Mungai Report of 1995 on its part recommended that the establishment of an open university similar to the ones operating in Britain, Hong Kong and Tanzania be considered as a way of extending university education to as many Kenyans as possible. The report, however, cautioned against basing the Open University on the current restrictive system practiced in the public universities. It was of the view that it should be based on innovative strategies aimed at meeting the needs of as many Kenyans as possible that desire university education. The public universities were asked to establish short courses for purposes of skills improvement and a source of generating income (Republic of Kenya, 1995).
The Koech Report (1999) hailed the external degree programme of the University of Nairobi as being particularly beneficial to serving teachers and other Kenyans in employment that would otherwise not have been able to enroll for university education on a full time basis. It recommended that the programmes be expanded in order to reach many deserving and qualified Kenyans. It also hailed parallel degree programmes that have helped individuals who had otherwise been barred from public university admission (Republic of Kenya, 1999).
Despite these recommendations by the important policy documents, DE programmes remain tiny components of higher education and government involvement is quite minimal.
1.2 Institutional Setting of Distance Education in Public Universities in Kenya
Institutions of open distance learning tend to be institutes or faculties/units within public and private universities. Kenya has six public Universities and seven private Universities and each of them has components of distance education. This section focuses on two public Universities with major component of distance education, namely University of Nairobi and Kenyatta University.
(a) University of Nairobi
Following the establishment of the Board of Adult Education in 1966, the University of Nairobi took on a new challenge in the promotion of adult education. The Institute of Adult Studies was established as constituent of the University with a director in 1973 and it was moved to the Adult Studies Centre at Kikuyu.
The Institute of Adult Studies had four main sections, namely:
· The Extra-Mural Division
· The Adult Studies Centre at Kikuyu
· The Radio/Correspondence Course Unit
· The Training and Research Division
The Extra-Mural Division Centres were located in Nairobi, Kisumu, Mombasa, Nakuru, Nyeri and Kakamega, mainly the provincial towns. These centres arranged adult education activities including evening courses, seminars and public lectures. They prepared students for the then ‘O’ level (i.e. School Certificate) and ‘A’ level (i.e. Higher School Certificate) as well as subjects for professional examination such as Law, Personnel Management, Public Administration, Commerce, Business Administration, Auditing, Taxation, Computer Science, Economics, Psychology, Criminology and others. These courses were held on part-time basis especially in the evenings after work. It also organized seminars and courses for a wide range of occupations.
The Adult Studies centre at Kikuyu emphasized course designed to assist in national development. It was a residential centre accommodating about 60 students. The centre programmes ranged from a one-week to a one-year programme for groups such as councilors, trade union officers, women groups, police, prisons and army officers and others. There was a 9-month Diploma course in Adult Education, designed for people engaged in, or intending to undertake some form of professional Adult Education activity.
The Radio Correspondence Course Unit concentrated on upgrading courses for unqualified teachers jointly with the Kenya Institute of Education (KIE). Study outlines and study materials were sent to those who enrolled and radio programmes were broadcast weekly to supplement the instruction in the printed lessons.
The Training and Research Division was concerned with the training of Adult educators and research in adult education programmes and methods. The training programme, included a 3-month introductory course in Adult Education for relatively inexperienced full-time staff doing extension work, shorter courses for the Adult educators held either at the Adult Centre or in the provinces and a one-year course for a University Diploma in Adult Education.
The External B.Ed. Degree Programme – University of Nairobi
Among the various DE degree programmes currently being implemented by most of the Kenyan public universities, this is among the few courses that was designed and implemented to meet the needs of distance learning. The course, which is under the auspices of the College of Adult and Distance Education, Faculty of External Degree Studies, was launched in the mid-1980s with financial support from the British Council. As expected the development, production and dissemination of distance learning materials requires adequate resources (money, skilled personnel and technical equipment and materials) if the full potential of the various media used is to be realized. The preparation of good quality, self-instructional materials for distance learners can be difficult and at times, time consuming, if they have to be pedagogically sound i.e. adapted to the situation of the distance learner, for use by large numbers of students.
Financial support from the British Council made it possible for the development of course programmes and simplified students’ handbooks. As a start, it was decided to begin with a B.Ed. degree programme based on the course units followed by then Kenyatta University College, which was a constituent college of the University of Nairobi. The bulk of the academic staff was therefore drawn from that college to train in distance learning techniques and to prepare course handbooks for students. The courses decided upon were in line with college’s B.Ed. degree programme. They included Educational Foundations, Educational Psychology, Educational Communications and Technology, Curriculum Development and Educational Administration, Planning and some key subjects taught at the secondary school level in Kenya which covered, Geography, History, Economics and Business Education, Secretarial Studies, Arts and Crafts, Home Science, Religious Studies, English and Kiswahili.
The course programmes and students materials seem to have been so successful that the college of Adult and Distance Education has had to reprint them for use in a number of DE programmes in the Eastern and Southern African region.
The B.Ed. Distance degree programme was designed to last 6 years and was open to the then ‘A’ levels candidates with particular preference to teachers and teacher trainers who held a teaching diploma and the SI teaching certificate holders. At the beginning the programme admitted around 600 students of whom close to 450 students were able to graduate, which considerably was quite successful considering the high attrition rate in some distance learning programmes.
The programme is divided into three levels with each level having two semesters of six months. Printed material (study units) each covering unit content equivalent to forty-five one-hour lectures. A minimum of 70 hours is needed by the candidate/student to study each unit.