Improving access through distance learning

Project title: DELP – Distance Education Leapfrogging Project

Background

Makerere University a hitherto single-mode institution, became a dual-mode university in 1991 when it launched its first distance education programs. At that time, distance education was delivered through print modules prepared by lecturers and delivered to students when they report to the University to attend occasional residential (face-to-face) sessions.

This mode of delivery was termed the correspondence mode and has since been categorised as the 1st generation distance education. Twenty-two years down the road, the mode of provision of distance education at Makerere University has not changed.

The project

The NORHED Project shall provide financial resources to build Makerere University’s human, infrastructural and technical capacity for scaffolding 4th and 5th generation distance education provision. Once 4th and 5th generation distance education is implemented at Makerere University, there will be wider access to quality higher education in a more flexible manner and at affordable costs, hence leading to sustainable economic development.

The capacity built through the NORHED project will help bring about an efficient student support system capable of attracting and retaining more students, and increase the quality of education and research at the institution.

Key goals and achievements

Overall goal

To increase access to flexible quality education in Makerere University by increasing capacity to integrate ICTs into pedagogical processes through leapfrogging the current 1st generation distance education provision into 4th and 5th generation distance education provisions.

The objectives of the project are

1. Increased capacity to deliver high quality education through blended learning programmes at the Department of Open and Distance Learning with support from NORHED
2. Regional/international collaboration in education strengthened
3. Increased capacity to deliver relevant and high quality research in 4th and 5th generation distance education
4. Regional/international collaboration  PhD and research increased and improved
5. Appropriate infrastructure, policies and systems to ensure sustainable capacity to educate and research on 4th and 5th generation distance education
6. Institutional policies in place to ensure gender balance and anti-discriminations, and retention of staff
7. Administrative and financial systems up to date and adequate