QUALITY MATERIALS SCIENCE EDUCATION FOR SUSTAINABLE DEVELOPMENT THROUGH DISTANCE LEARNING: THE CASE FOR NIGERIA AND ZIMBABWE
Dublin Core
Title
QUALITY MATERIALS SCIENCE EDUCATION FOR SUSTAINABLE DEVELOPMENT THROUGH DISTANCE LEARNING: THE CASE FOR NIGERIA AND ZIMBABWE
Creator
PROFESSOR GABRIEL KABANDA
Description
Zimbabwe is rich in human capital and natural resources, and is poised to achieve sustainable growth and
development mainly through human capital development. The purpose of this paper is to explore the use
of open and distance learning (ODL) in materials science education. The major objectives of the research
are to:
i) identify and assess the main regulatory frameworks that apply to distance and online education in Nigeria
and Zimbabwe
ii) ascertain the feasibility of offering materials science education programmes through open and distance
learning (ODL)
The methodology was mainly a qualitative case study focusing on Nigeria and Zimbabwe. The two countries
were purposively sampled to represent two distinct types of policy and regulatory environments. Data
collection comprised literature and document review, administration of questionnaires, and field visits to
conduct interviews with relevant ministries, regulatory agencies and selected universities. Data collection
instruments were questionnaires and interview schedules.
Nigeria has a population of about 154,729,000 as at 2009, distributed as 51.7% rural and 48.3% urban, and with
a population density of 167.5 people per square kilometre. The National Universities Commission (NUC)
regulates a total of 117 Universities countrywide and provides accreditation at institutional, programme
and course levels. Quality assurance is monitored to promote standards and ensure safety with minimum
academic standards. The National Open University of Nigeria (NOUN) is currently the only Uni-mode
University mandated for Open and Distance Learning (ODL) in the delivery of university education. There
are about six universities which may be regarded as dual-mode universities with limited capacity to deliver
degree programmes by the ODL mode in addition to the conventional face-to-face mode. NUC has one of
the best regulatory frameworks in the world that promotes quality ODL programmes. The lessons learnt
from Nigeria can be adapted and applied to Zimbabwe and ZOU in the offering of degree programmes for
materials science and courses in nanotechnology, through ODL and e-learning
development mainly through human capital development. The purpose of this paper is to explore the use
of open and distance learning (ODL) in materials science education. The major objectives of the research
are to:
i) identify and assess the main regulatory frameworks that apply to distance and online education in Nigeria
and Zimbabwe
ii) ascertain the feasibility of offering materials science education programmes through open and distance
learning (ODL)
The methodology was mainly a qualitative case study focusing on Nigeria and Zimbabwe. The two countries
were purposively sampled to represent two distinct types of policy and regulatory environments. Data
collection comprised literature and document review, administration of questionnaires, and field visits to
conduct interviews with relevant ministries, regulatory agencies and selected universities. Data collection
instruments were questionnaires and interview schedules.
Nigeria has a population of about 154,729,000 as at 2009, distributed as 51.7% rural and 48.3% urban, and with
a population density of 167.5 people per square kilometre. The National Universities Commission (NUC)
regulates a total of 117 Universities countrywide and provides accreditation at institutional, programme
and course levels. Quality assurance is monitored to promote standards and ensure safety with minimum
academic standards. The National Open University of Nigeria (NOUN) is currently the only Uni-mode
University mandated for Open and Distance Learning (ODL) in the delivery of university education. There
are about six universities which may be regarded as dual-mode universities with limited capacity to deliver
degree programmes by the ODL mode in addition to the conventional face-to-face mode. NUC has one of
the best regulatory frameworks in the world that promotes quality ODL programmes. The lessons learnt
from Nigeria can be adapted and applied to Zimbabwe and ZOU in the offering of degree programmes for
materials science and courses in nanotechnology, through ODL and e-learning
Publisher
Zimbabwe International Journal of Open & Distance Learning
Date
2011
Files
Collection
Citation
PROFESSOR GABRIEL KABANDA, “QUALITY MATERIALS SCIENCE EDUCATION FOR SUSTAINABLE DEVELOPMENT THROUGH DISTANCE LEARNING: THE CASE FOR NIGERIA AND ZIMBABWE,” ZOU Institutional Repository, accessed July 31, 2025, https://ir.zou.ac.zw/items/show/173.
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