Widening Access of Nigerians To Distance Education Programmes

Authors

  • Cecilia A. Beshel Department of Continuing Education and Development Studies, Faculty of Education University of Calabar, Calabar, Nigeria
  • Glory B. Asuquo Department of Continuing Education and Development Studies, Faculty of Education University of Calabar, Calabar, Nigeria
  • Violet O. Ekpenyong, Department of Continuing Education and Development Studies, Faculty of Education University of Calabar, Calabar, Nigeria
  • C.V.O. Eneji Dept. of Environmental Education, University of Calabar

DOI:

https://doi.org/10.18533/rss.v2i7.105

Keywords:

widening access, distance education programmes, Correspondence learning and teaching and Correspondence school

Abstract

Two distance education programmes prominently exist in Nigeria. These are the Nigerian Certificate of Education (NCE) distance learning programme and the Open University distance education models. Ample evidence abounds to show that numerous Nigerians have not maximally taken advantage of these programmes to acquire requisite knowledge and skills in order to fit into the world of work and/or to improve their productivity. A plethora of factors underlie these unsavory situations. This paper highlights the inherent needs to the participation of Nigerians into these distance learning programmes and also suggests different strategies for widening or enhancing the access of more Nigerians to these new paradigms of accessing education. 

References

Caffarella, R. S. (1993). Self-directed learning. retrieve from www.onlinelibrary.widey. Com. 23rd November, 2016.

Dokubo, C. (2013). Open and distance learning programme. Obio-Akpo: Chronnett Press, DC Int’I Royal Academy.

Elwood, F., Holton, Richard A. Swanson, Sharon S. Naquin (2010: March). Andragogy in Practice: clarifying the Andrangogical model of Adult learning.

Fasokun, T., Katahoire, A. and Oduaran, A. (2005). The Psychological of Adult Learning in Africa. South Africa: UNESCO Institute for Education and Pearson Publishers.

Federal Government of Nigeria, (2008). National Blue Print for Adult and Non-Formal Education in Nigeria.

Friedman, S. P. and Fishers, I. (1998). Handbook on effective instructional strategies: evidence for decision-making. Institute for evidence-based decision-making in education, Inc. Columbia, SC.

Holton, E. F., Swanson, R. A. and Naguin, S. S. (2001). Androgogy in practice: clarifying the Androgogical model of learning.

Mckeachie, W. J., Pintrich, P. R., Lin, V. and Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. Ann Arbor, M. I: National centre for Research to Improve Postsecondary Teaching and Learning University of Michigan.

Morgan, A. (1991). Research into student learning in distance education. Victoria, Australia: University of South Australia, Underdale (ED 342-371).

Mugridge, I. (1992). Distance education in single and dual mode Universities. Vancouver: The Communicate of learning.

Nikky, I. (2010:21st July). Distance learning-concept of distance learning. Retrieved from www.indiastudychannel.com.

Onlinelibrary.ordey.com. 20th November, 2016.

Peters, O. (2016: 23rd Nov. 2016). Concepts and models of open and distance learning. Retrieved from www.uni-odenburg.com 23rd November 2016.

Downloads

Published

2017-07-31

Issue

Section

Articles

Similar Articles

1-10 of 26

You may also start an advanced similarity search for this article.