Dublin Core
Title
QUALITY MATERIALS SCIENCE EDUCATION FOR SUSTAINABLE
DEVELOPMENT THROUGH DISTANCE LEARNING: THE CASE FOR NIGERIA AND ZIMBABWE
DEVELOPMENT THROUGH DISTANCE LEARNING: THE CASE FOR NIGERIA AND ZIMBABWE
Creator
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:
identify and assess the main regulatory frameworks that apply to distance and online education in Nigeria and
Zimbabwe.
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 kilometer. 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.
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:
identify and assess the main regulatory frameworks that apply to distance and online education in Nigeria and
Zimbabwe.
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 kilometer. 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
International Journal of Educational Research and Technology (IJERT)
Date
2012
Position: 174 (52 views)